HIGH SCHOOL

SOCSCI1 Disciplines and Ideas in

Applied Social Sciences

Prepared by: A Self-regulated Learning Module

Sonnie Lyn L. Contreras

April Joy B. Sadien 1

 CORDEV1
MODULE TITLE Disciplines and Ideas in
No. Of Hours 40
Applied Social Sciences
QUARTER # Second Quarter Duration January – May
PREPARED BY Sonnie Lyn L. Contreras
Schedule M-F (4hrs/week)
April Joy B. Sadien
I. Introduction
Discipline and Ideas in Applied Social Sciences is a contextualized subject under the
Humanities and Social Sciences Strand, it aims to equip the students with the basic foundations
and theories on the different fields of the Applied Social Sciences. The students will be able to
learn the basic foundation of counseling, social work and communication. Aside from that they
will have simulations, case analysis and exposure to some of the agencies catering on the fields
of applied social sciences.
At the end of this module, you should be able to answer the following questions:
How can we understand the different fields of applied social sciences and its practitioners?
Who are the clienteles in counseling?
What are the necessary competencies of a Counselor?
What is the scope of counseling?
II. Lesson Coverage
In this module, you will be studying the following lessons:

Lesson Topics Most Essential Week/No. Of

Competencies Hours
Page No.
INTRODUCTION Week 1
1 1. Defining Social Sciences a. clarify the relationships Week 1/
1.1 Understanding Pure or and differences between 4 hours
Basic Social Sciences social sciences and applied Page 7
1.2 Understanding Applied social sciences
Social Sciences
2 2. Disciplines of Counseling a. identify the goals and Week 2/
2.1 Definition, scope and scope of counseling 4 hours
misconceptions b. explain the principles of
2.2 Goals of counselling counselling Page 9
2.3 Core Values and Basic
Moral Principles
2.4 Fundamental Needs of a
Counselee

3 3. Professionals and a. discuss roles and functions Week 3/

practitioners in counseling of counsellors 4 hours
3.1 Roles b. identify specific work areas
3.2 Functions in which counselors work Page 11
3.3 Competencies c. value rights, responsibilities
3.4 Helping skills and accountabilities of
3.5 Ethically questionable counsellors
behaviors d. distinguish between ethical
and unethical behaviors
among counselors

4 4. Counseling and Its Clientele a. describe the clientele of Week 4/

and Audience counselling 2 hours
4.1 Basic Rights of a
Counselee Page 13
4.2 Special Counseling
Population

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5 5. Counseling settings, a. illustrate the different Week 4-6/
processes, methods, and tools processes and 6 hours
5.1 Counseling and Its Work methods involved in
Setting counselling Page 15
5.2 The Counseling Process b. distinguish the needs of
5.3 Counseling Techniques individuals, groups,
5.4 Needs Assessment and organizations, and
Program Development communities

Module Map:
Discipline and Ideas
in Applied Social
Sciences

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

Defining Disciplines of Professionals and Counseling Counseling
Social Counseling Practitioners in and its settings,
Sciences Counseling Clientele and processes,
Audience methods and
tools

Scaffold for Transfer Mini Task 1

SURVEY

Scaffold for Transfer Mini Task 2

ROLES AND FUNCTIONS OF A COUNSELOR

Scaffold for Transfer Mini Task 3

Initial / Individual Assessment

PERFORMANCE TASK 1

Program for DSWD Clienteles

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What’s on your schedule? Now, we made a checklist and schedule of your activities to help
you track your accomplishments. A section to write the deadline was provided. Do regularly
update the list. Enjoy!
WEEK DAY PAGE ACTIVITY DEADLINE COMPLETED
Week Day 8 Activity 1: Application of Pure
1-2 4 Social Sciences
Week Day 8 MINITASK 1: SURVEY
1-2 4
Week Day 10 Activity 2: Counseling Goals
3-4 4
Week Day 12 MINITASK 2: ROLES AND
3-4 4 FUNCTIONS OF A COUNSELOR
Week Day 14 MiniTask3: Initial / Individual
5 4 Assessment
Week Day 23 Activity 3: Short Response
6 4
Week Day 23 Activity 4: Group Dynamic
6 4 Activity

PERFORMANCE TASK
Program for DSWD Clienteles

IV. Course Description: This course introduces some Applied Social Sciences, namely,
Counseling, Social Work, and Communication, which draw their foundation from the theories
and principles of Psychology, Sociology, Anthropology, and other Social Sciences. The course
highlights the seamless interconnectivity of the different applied social science disciplines while
focusing on the processes and applications of these applied disciplines in critical development
areas.
V. Requirements of the course: At the end of the course, students shall demonstrate
competencies in interacting and relating with other individuals, groups, and communities; apply
social sciences principles, practices, and tools in addressing the development areas identified
by the class; and analyze how processes in these applied disciplines work in specific life
situations.
VI. Learning Outcomes:
1. Understand the difference between social sciences and applied social sciences specifically
on the fields of counseling, social work and communication.
2. Conduct a survey on the fields of applied social sciences and critically evaluate the result of
the survey in order to adequately document each field of applied social sciences.
3. Document and critique the roles, functions and competencies of a Guidance Counselor.
4. Simulate how individual assessment is done in Counseling and reflect on its importance in
the field of Social Sciences.
5. Develop a program to cater the needs of the youth situated in DSWD.
6. Create a situational analysis on a case related to social work where collaboration of
practitioners in social work is illustrated.
7. Participate in one-day exposure trip to an existing development program and write a sincere
reflection report on the effects of the processes on the clientele.
8. Analyze and report case studies of a counselee, on integrative social work and on
comparison of television network programs.

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IV. Study Guide
To do well in this module, you need to remember and do the following:
1. Keep note of the following details:
a. Subject Class code for Google Classroom
b. Subject Teacher with his or her contact details
c. Subject Schedule
2. Prepare the following:
a. Proper e-mail address. It is suggested for you to have Gmail account intended for school
purposes only. Your email must contain your Last Name and first name for easier recognition. It
must match the name registered in the school’s system. Aliases and nicknames are not
recommended.
b. Portfolio. Your portfolio must be placed on a color-coded expandable folder. The color will
be announced on the start of classes.
c. Scrap papers that have clean back part is recommended for you to use in answering your
activities. Recommended size is Short (8.5” by 11”)
d. One’s Self. This module consists of activities that are personal, it might cause
confrontations to one’s experience. If in case the activity is too much for you, please
communicate it with your teacher. Rest assured that your insights, answers or responses in your
activity will be kept confidential by your teacher except when Harm is involved.
3. How to contact your Teacher
a. Please follow the scheduled contact hours in your subject.
b. Just in case you need to contact your teacher immediately, you may do so. You may
contact from 8-5pm, Monday to Friday. Queries that were sent late will be entertained on the
next day.
c. Behavior. Be informed that you must follow the proper etiquette and be professional in
communicating with your teacher. Online or offline you must be courteous.
4. Proper Mindset in Using the module:
a. Your insights or answers in your activities must be honestly created on your own. Avoid
plagiarism at all costs, once caught, activities will not be recorded which might lead to a failed
grade.
b. You may ask for guidance in studying this module however you shall answer your
activities on your own.
c. This module serves as a guide for you to acquire the needed skills, facilitation of
learning will be done on the following modes:
c.1 Online: through Gmail, Google Meet, Zoom or Google Classroom
c.2 Offline: Text message or call
d. Online Class. Please be on time during the synchronous discussion. Test your
gadgets and internet connectivity before the scheduled time. In cases of connectivity
issues, inform your teacher immediately.
5. Lessons and Activities
a. Each lesson contains formative and summative assessments. Formative assessments are
not graded yet it will be used during synchronous discussions and to guide you as you go
through your lessons. Summative assessments are graded and must be submitted on time.
b. Online Submission of activities.
1. ALL ACTIVITIES must be in the following file format: .pdf, .jpg, .jpeg. Make
sure that the picture of your activity is clear and properly labeled.
2. Each activity must be labeled properly. Please follow the format below:
Format: Section_Last Name_First Name Initials_Title of Activity_Date
Example: Macalintal_Sadien_AJ_Best Foot Forward_August 3, 2020
3. Submit activities through Google Classroom.
4. Deadline of Submission will be regularly announced by your subject teacher.
5. Hard copy of your activities must be placed on your portfolio folder.
c. Offline
1. Activities must be detached from the module or it can be written on a short bond scrap
paper.
2. Each Activities must be properly labeled: Name, Section and Date.

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 3. Place your activities in your portfolio folder.
4. Deadline of submission will be every two weeks and will be returned after two
weeks.
Portfolio must be submitted at the designated dropping areas in school.
5. Means of communication with the teacher will be through text message or call.
6. Any queries related to the module must be raised to the subject teacher.
7. Late submission of activities will be considered if there are supporting documents that will
prove that you have an excused reason.

V. Pre-Assessment for the Quarter

Instructions: Read and understand questions carefully. Encircle the letter of your preferred
answer.
1. What are vast fields of scientific studies that investigate human societies and the different
forces that work within them?
A. Sociology C. Philosophy
B. Social Sciences D. Anthropology
2. What branch of Social Sciences focuses on the multidisciplinary approach to the study of
different issues in society?
A. Applied Social Sciences C. Geography
B. Basic Social Sciences D. Demography
3. Which among the following concepts provides guidance, help, and support to individuals who
are distraught by a diverse set of problems in their lives?
A. Communication C. Social Work
B. Guidance D. Counseling
4. Practitioners under these field uses mass media to stress the importance of balance,
objective, truthful and creative rendering of important events happening in the society. What
branch of applied social sciences refers to this concept?
A. Communication C. Social Work
B. Guidance D. Counseling
5. Which among the following field refers to practitioners who help individuals, families, groups
and communities to improve their individual and collective well-being?
A. Communication C. Social Work
B. Guidance D. Counseling
6. What values of applied social sciences refers to awareness and identity development of
talents and potential?
A. Persuasion C. Self-Development
B. News and Information D. Art and entertainment
7. What values of applied social sciences refers to holding the attention and interest of its
audiences?
A. Persuasion C. Self-Development
B. News and Information D. Art and entertainment
8. Which among the following concerns is the main focus of counseling?
A. Mental Health Disorders C. Emotional Concerns
B. Normal Developmental Concerns D. Mental Health Concerns
9. The following are fundamental needs of a Counselee. Which is the exception?
A. to be accepted C. to be given advices
B. to expand self-concept D. to deeply and fully experience his real
feelings
10. Which among the following services gather data about students in order to understand them
better before counseling is conducted?
A. Information C. Follow-up
B. Individual inventory D. Counseling
11. Which among the following goals aims to help the client avoid some undesired outcome?
A. Preventive C. Developmental
B. Remedial D. Enhancement
12. What role of a Counselor focuses on improving relationship with teachers, administration,
parents and students?
A. As Quasi-Administrator C. As Generalist
B. As Specialist D. As an agent for change

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13. Which among the following is NOT a characteristic of an effective counselor?
A. Sensitive to people’s cultures C. Giving Intelligent advices
B. Open to changes D. Have an identity
14. What competency refers to Counselors explaining their practice and responsibilities to their
clients?
A. Good counseling relationship C. Counseling Skills
B. Knowledge D. Exhibiting Professional and
Ethical attitudes
15. What area of specialization where counselors work refers to the use of standardized test for
career assessment and planning?
A. Individual Assessment C. Individual Counseling
B. Career Assistance D. Placement and Follow-up
16. Which among the following is NOT included in the special counseling population?
A. Women C. People who abuse drugs
B. People who abuse Tobacco D. None of the above
17. Retirees are one of the Clientele’s in counseling. What is their common concern?
A. Depression C. Schizophrenia
B. feelings of being at a loss and being ignored D. Partners
18. What responsibility is given to Counselors in addressing women population as one of the
audiences in counseling?
A. help them appreciate their own values C. let them realize that women are
for household chores only
B. help them stay in an abusive relationship D. allow them to think that they can
be dominated
19. Which among the following work settings refers to employment in community, agency and
other non-school professional situations?
A. Schools C. Community
B. Government D. Private Sector
20. Which among the following work settings focuses on preventive interventions and
developmental stages of students?
A. Schools C. Community
B. Government D. Private Sector
--------------------------AWESOME! You are done with the pre-assessment-----------------------
Please take note of the items that you were not able to correctly answer and look for the right
answer as you go through this module. Have Fun!

Topics
1. Introduction to Social Sciences
2. Pure / Basic versus Applied Social Sciences

Objective
This chapter aims to help you understand the difference between pure and applied social
sciences as well as their branches.
Lesson 1
Time Allotment: 1 hour
Pre-requisite Concepts: HUMSOC1

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 INTRODUCTION
Based from what you learned from HUMSOC1, how would you define Social Sciences?
Write your answer on the space provided below:
_________________________________________________________________________
_________________________________________________________________________
_______________________________________________________
With the definition you provided, what do you think is the importance of social sciences?
_________________________________________________________________________
_________________________________________________________________________
_______________________________________________________

INTERACTION
INTRODUCTION TO SOCIAL SCIENCES
Social Sciences is defined as a study of human society and social relationships. It is
“science” as each field is based on systematically organized body of knowledge derived from
observations and investigations. Each field of Social Sciences helps us understand the different
facets of human society. There are two branches of social sciences: Pure or Basic and Applied.

Pure or Basic Social Sciences. These fields provide knowledge, skills, and tools that
can help understand social phenomena. Some fields under this branch are Economics,
Anthropology, History, Political Science, Psychology, Sociology, Geography and Demography.

Applied Social Sciences. These fields study the uses of the knowledge-based theories,
principles and methods of various disciplines of Basic Social Sciences. There are three main
fields in Applied Social Sciences: Counseling, Social Work and Communication.

INTEGRATION

Activity 1: Application of Pure Social Sciences

Situational Analysis: Below are calamities that happened in the Philippines, identify the fields
of Pure Social Sciences that were considered by the Applied Social Scientists.

1. In 2013, Super typhoon Haiyan (Yolanda) devasted the Philippines especially in the
province of Tacloban. Many counselors volunteered to visit and conduct counseling and
stress-debriefing to the victims.
2. In 2018, Typhoon Mangkhut (Ompong) hit the Philippines and caused a massive
landslide in Itogon, Benguet. One Cordilleran counselor said that counseling wasn’t
urgent at the time and prevented counselors (from Manila) from immediately visiting the
victims.

MINITASK 1: SURVEY
Instruction: Conduct an informal survey about the fields of Applied Social Sciences. Transcribe
all the responses and attach the transcriptions in your report. From your survey, analyze the
responses by identifying the common understanding and misconception (if any). Make a
conclusion about the fields based from your findings. As a Social Scientist, what
recommendations can you give to maintain accurate views about the three fields or correct the
misconceptions about the three fields. (Rubric will be provided by your teacher)

Respondents: 5 Senior High School Students (except grade 12 HUMSS students) and 5 college

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students or working adults
Question: What is your idea or understanding about a. Counseling, b. Social Work and c.
Communication

Topics
1. Definition, scope and misconceptions
2. Goals of counselling
3. Core Values and Basic Moral Principles
4. Fundamental Needs of a Counselee

Objective
This chapter aims to help you understand goals, scope and principles of counselling.
Lesson 1
Time Allotment: 3 hours
Pre-requisite Concepts: Understanding Applied Social Sciences

INTRODUCTION
When we say counselling, most would always think about giving advises, mental
health problem or even behavioural problem. Do you think this is true? Can you give a
definition you heard from one of your participants about counselling? How do you think did your
participant/s come up with that understanding?

INTERACTION
Definition

According to Murphy and Murphy (2010), counseling is the work of helping people cope
with everyday problems and opportunities. Counseling is therefore focused on an individual’s
“normal developmental concerns”. It is a one-on-one, dyadic relationship between a
professional and a client. This is different and not synonymous to Psychotherapy and
Psychiatry.

Misconceptions

1. Just information-giving 4. Influencing through threats, warning,

2. Dispensing advices or suggestions admonishments or compulsions
3. Influencing attitudes, ideas, and 5. Just interviewing
behaviors by persuading, leading or 6. All listening
convincing a person on what to do 7. Disciplinary
Goals of Counseling

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 According to Gibson and Mitchell (2003) as mentioned by Dela Cruz [Link] (2018), there are 9
counseling goals which basically aims to help individuals. These counselling goals are as follows:

1. Developmental Goals – to help individuals with their growth and development

2. Preventive Goals – to help individuals avoid undesired outcomes
3. Enhancement Goals – to help clients enrich their identified skills and abilities
4. Remedial Goals – to assist client deal with an undesired behavioural outcome
5. Exploratory Goals – to help individuals identify and learn more about their skills, abilities,
options and opportunities. Testing skills and trying new activities.
6. Reinforcement Goals – helping the client to recognize that what they are experiencing is fine.
7. Cognitive Goals – helping the clients acquire basic foundation of learning and cognitive skills
8. Physiological Goals – assists clients in acquiring understanding and habits for good health
9. Psychological Goals – helps in developing skills that are helpful in social interactions and
personal development

Fundamental Needs of a Counselee

1. To be accepted 3. To expand self-concept

2. To deeply and fully experience his 4. Need to learn a new behavior
real feelings

Basic Moral Principles

1. Beneficence – promote human welfare

2. Non-Maleficence – do no harm to clients and people around
3. Autonomy – promote individual’s freedom of choice and action
4. Justice – commitment to be fair to all
5. Fidelity – promote dependability and confidentiality

Core Values

These are a discipline’s fundamental beliefs which guides the practice. In

counseling, the core values are based from the Person-centered approach.

1. Unconditional Positive Regard – accepting the client for who they are.
2. Congruence – helping the client in harmony with what you really think
and feel.
3. Empathy – deep understanding.

INTEGRATION

Activity 2: Counseling Goals

Situational Analysis: In the situations below, identify the:
a.) counseling goal/s the counselor and counselee need to set. Briefly explain.
b.) impact or importance of counseling during each situation

Situations:
1. Post-disaster recovery program (e.g. programs for the victims of typhoon
Yolanda)
2. Teenagers involved in cyberbullying
3. Counseling program for students with OFW parents

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 Topics
Professionals and practitioners in counseling
a. Roles
b. Functions
c. Competencies
d. Helping skills
e. Ethically questionable behaviors
Objective
This chapter aims to help you understand the different factors that govern a counsellor’s
work.
Lesson 1
Time Allotment: 4 hours
Pre-requisite Concepts: Disciplines of Counseling

INTRODUCTION
As discussed in the previous chapter, there are a lot of misconceptions about
counselling and this affects our idea of who a counsellor is. There are even instances when
counselors are given tasks that are beyond their job description.

INTERACTION
THE COUNSELOR

Definition

Counselors are professionals who help individuals with their normal developmental
concerns through the counselor’s various roles and functions. Republic Act 9258 or the
Guidance and Counseling Act of 2004 professionalizes the field of counseling in the
Philippines. The said RA identifies the educational and professional responsibilities of a
counselor.

Roles of a Counselor

1. As a quasi-administrator 6. As an Applied Behavioral Scientist

2. As a generalist 7. As a Contingency Manager
3. As a specialist 8. As a Consultant
4. As an Agent for Change 9. As a Helping Professional
5. As a Specialist in Psychological Education

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Functions of a Counselor

1. Individual Assessment
2. Individual Counseling
3. Group Counseling and guidance
4. Career Assistance
5. Placement and Follow-up
6. Referral
7. Consultation
8. Research
9. Evaluation and Accountability
10. Prevention

Helping Skills that a Counselor should Develop [Link]

/illustrations/career-counselor
1. Attending or Paying attention to the client
2. Active listening
3. Leading
4. Responding

Ethically Questionable Behavior of a Counselor

1. Prolong client’s dependency
2. Become unaware of counter-transference
3. Impose values to client
4. Use of certain counseling technique for counselor’s comfort
5. Use of counseling for own emotional needs
6. Practice with little enthusiasm

INTEGRATION

MINITASK 2: ROLES AND FUNCTIONS OF A COUNSELOR

Reflection Paper: You will be scheduled to visit the UB-CCSD and listen to their orientation
about their programs, you may ask question/s from the counselors. Document and critique
the roles, functions and competencies using the information taken from the visit and
orientation conducted through UB-CCSD personnel. (Rubric will be provided by your
teacher)

For Offline learners: Watch the YouTube video on the roles and functions of a Counselor.
Title: School Counselor Interview or encode the link:
[Link]

In your report, identify their name and the institution or agency where they are practicing.
Attach any proof of the interview you conducted (e.g. screenshots of correspondence).

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Topics
Counseling and Its Clientele and Audience
1. Basic Rights of a Counselee
2. Special Counseling Population
Objective
This chapter aims to help you describe the clientele of counselling.
Lesson 1
Time Allotment: 2 hours
Pre-requisite Concepts: Disciplines of Counseling

INTRODUCTION
Counseling in the Philippines was professionalized in 2004 but its function and
purpose has continuously being mistaken for discipline or to mental health problems.
Given your prior knowledge on counselling and who a counsellor is, identify and
describe briefly who the counselees are.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

INTERACTION

THE COUNSELEE

Basic Rights of a Counselee

1. Informed Consent
2. Right to Referral
3. Right to Confidentiality
4. Use of Tests
5. Dual Relationships
6. Maintenance of Records
7. Access to Records
8. Multiple Helper
9. Group Work

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Special Counseling Population

1. People who Abuse Drugs

2. People who Use Tobacco
3. People Who Abuse Alcohol
4. Women
5. Older Adults
6. People with AIDS
7. Victims of Abuse [Link]
8. Gay Men and Lesbian Women er-png-fwoau

INTEGRATION

MiniTask3: Initial / Individual Assessment

Simulation: Through a video documentation, show the steps in conducting an initial
assessment or interview. In the video, you should be seen introducing yourself,
behaviourally depicting helping skills of a counsellor, accomplishment of informed consent
and confidentiality agreement, using appropriate questions, and appropriate closing or
termination of session. (Rubric will be provided by your teacher)

Topics
Counseling settings, processes, methods, and tools
a. Counseling and Its Work Setting
b. The Counseling Process
c. Counseling Techniques
d. Needs Assessment and Program Development
Objective
This chapter aims to help you illustrate and familiarize you with the different
processes and methods of counselling. This chapter also aims to help you understand
the different needs of different groups.
Lesson 1
Time Allotment: 6 hours
Pre-requisite Concepts: Disciplines of Counseling and Counseling and its Clientele

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 INTRODUCTION
Counseling is used in different work settings. It is widely used in order to
help individuals on their Psycho-emotional aspect. Have you ever experienced
consulting a Guidance Counselor? How was your experience? Briefly explain.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
___________________________________________________________________.

INTERACTION

COUNSELING AND ITS WORK SETTINGS

1. Counselors in School
2. Counselors in Community Settings
3. Counselors in the Private Sectors
4. Counselors in the Government

Areas of Specialization Where Counselors Work

1. Individual Assessment – seeks, systematically to identify the characteristics and
potential of every client
2. Individual Counseling – the process is initiated when a state of psychological contact
or relationship is established between the counselor and the client
3. Group Guidance and Counseling – incudes task groups and psychoeducational
groups where the counselors try to help certain groups of people
4. Career Assistance – This area has been viewed as one in which standardized tests
were used for career assessment and planning
5. Placement and Follow-up – This area has more traditionally been a service of school
counseling programs with an emphasis on educational placement in courses and programs

Careers Opportunities in Counseling

1. Referral – the practice of helping other clients to find the needed expert assistance that
the referring counselor cannot provide
2. Consultation – the process of helping a client through a helping system to improve its
services to its clientele
3. Evaluation and Accountability – the means or process in assessing the effectiveness
of other counselors
4. Prevention – this suggest that a most attractive alternative to traditional remedial mental
health practices primary prevention, which seeks to prevent the occurrence of the disorder
in the first place.

Specific Areas in Which Counselors Could Go

1. School counseling – tend to help students with their mental health. Teachers can also
be a major clientele of school counselors.
2. Substance Abuse Counseling – clients are people who have problems with mood-
altering drugs.
3. Rehabilitation Counseling – specialists who work with individuals with disabilities in
overcoming their limitation in fulfilling their potentials.
4. Mental Health Counseling – Mental health counselors have become key members of a
variety of mental health treatment teams in hospitals and mental health agencies.
5. Health and Wellness Counseling – concerned with the total well-being of their clients

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6. Business and Industry Counseling – focused on employee assistance programs,
career development programs and many more.

COUNSELING AND ITS PROCESS, METHODS AND TOOLS

The Counseling Process (Stages)

1. Stage 1: Relationship Building

-provides force and foundation for the counseling to succeed
-establishing rapport, promote acceptance of the client as a person with worth,
establishing genuine interaction, helping clients understand themselves, helping client
focus, and slowly promote counseling relevant communication from the client

2. Stage 2: Assessment and Diagnosis

-window for the counselor to have a thorough appreciation of the client’s condition
- analysis of the root causes of the problems

3. Formulation of Counseling Goals

- sets direction of the counseling process

4. Intervention and Problem-Solving

- interventions and strategies
- approaches in counseling

5. Termination and Follow-up

- 4 components:
a. discussion of the end of counseling
b. review of the course of counseling
c. closure of the counselor-client relationship
d. discussion of the client’s future and post counseling plan

6. Research and Evaluation

- can be undertaken at any point in the counseling stage

Counseling Techniques

I. Psychoanalytic Therapy
Proponent: Sigmund Freud
View of Human Nature: Deterministic; behavior is determined by irrational forces,
unconscious motivations and biological instinctual drives
Important concepts:
Structure of Personality: Id – biological component; primary source of psychic energy and
the seat of the instincts; ruled by pleasure principle; does not think but only wishes or acts;
largely unconscious. Ego – psychological component; has contact with external world of
reality; governs, controls and regulates personality; controls consciousness and exercises
censorship; realistic and logical thinking. Superego – social component; judicial branch of
personality; includes moral code; represents ideal rather than real and strives for perfection
instead of pleasure.

Levels of Consciousness: Unconsciousness – inferred from behavior; stores all

experiences, memories and repressed material; can transpire through dreams, slips of the
tongue, posthypnotic suggestions, material derived from free association techniques and

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projective techniques and the symbolic content of psychotic symptoms; unconscious
processes are at the root of all forms of neurotic symptoms and behaviors. Consciousness
– thin slice of the total mind.

Therapeutic Goals: to make the unconscious conscious and to strengthen the ego so that
behavior is based on reality and less on instinctual cravings or irrational guilt.

Techniques and Procedures: 1.) Maintaining the Analytic Framework – refers to a whole
range of procedural and stylistic factors. 2.) Free Association - clients are encouraged to
say whatever comes to mind, regardless of how painful, silly, trivial, illogical, or irrelevant it
may be; one of the basic tools used to open the doors to unconscious wishes, fantasies,
conflicts and motivations. 3.) Interpretation – consists of analyst’s pointing out, explaining
and even teaching the client the meanings of behavior that is manifested in dreams, free
association, resistances and the therapeutic relationship itself; enable the ego to assimilate
new material and to speed up the process of uncovering further unconscious material. 4.)
Dream Analysis – during sleep, defenses are lowered and repressed feelings surface
(unconscious material) and this gives client insight to unresolved problems; 2 levels of
content: manifest (dream as it appears to the dreamer) and latent (hidden, symbolic and
unconscious motives, wishes and fears)

II. Adlerian Therapy

Proponent: Alfred Adler
View of Human Nature: focus on how the person’s perceptions of the past and his/her
interpretation of early events has a continuing influence; human experience inferiority
feelings which is a source of all human striving; human behavior is determined by heredity,
environment and human beings’ capacity to interpret, influence and create events.

Important concepts: Subjective Perception of Reality – attempt to view the world from the
client’s subjective frame of reference. Individual Psychology – name of approach; stressed
the understanding of the whole person within their socially embedded contexts of family,
culture, school and work. Believes that behavior is purposeful and goal-oriented, striving for
perfection and coping with inferiority by seeking mastery are innate and the individual’s
“lifestyle” (perceptions regarding self, others and the world) give meaning to life events.
Gemeinschaftsgefühl – social interest and community feeling

Therapeutic Goals: to develop the client’s sense of belonging and to assist in the adoption
of behaviors and processes characterized by community feeling and social interest. This is
accomplished by increasing the client’s self-awareness and challenging and modifying
his/her fundamental premises, life goals and basic concepts.

Techniques and Procedures: 4 Phases: 1.) Establish the Relationship – alignment of

clearly defined goals between the therapist and client. Pay attention to the subjective
experiences of the client. During the initial phase of therapy, main techniques are attending
and listening with empathy, following the subjective experience of the client as closely as
possible, identifying the goals and suggesting initial hunches about the purpose in client
symptoms, actions, and interactions. 2.) Explore the Individual’s Psychological
Dynamics – focus on the individual’s social and cultural context. 3.) Encourage Self-
Understanding (possible when hidden purposes and goals of behavior are made
conscious) and Insight (special form of awareness that facilitates a meaningful
understanding within the therapeutic relationship and acts as a foundation for change). 4.)
Reorientation and Reeducation – focuses on helping people discover a new and more
functional perspective.

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III. Existential Therapy
Proponent: Victor Frankl and Rollo May
View of Human Nature: significance of our existence is never fixed once and for all; rather,
we continually re-create ourselves through our projects. Humans are in constant state of
transition, emerging, evolving, and becoming. Being a person implies that we are
discovering and making sense of our existence.

Important concepts: Basic dimensions of human conditions: 1. The capacity for self-
awareness, 2. Freedom and responsibility, 3. Creating one’s identity and establishing
meaningful relationships with others, 4. The search for meaning, purpose values and goals,
5. Anxiety as a condition of living, 6. Awareness of death and nonbeing.

Therapeutic Goals: Increased awareness is the central goal of existential therapy, which
allows clients to discover that alternative possibilities exist where none were recognized
before. Three main tasks: 1. Assist clients in recognizing that they are not fully present in
the therapy process itself and in seeing how this pattern may limit them outside of therapy,
2. Support clients in confronting the anxieties that they have so long sought to avoid, 3.
Help clients redefine themselves and their world in ways that foster greater genuineness of
contact with life

Techniques and Procedures: NOT technique-oriented. A priority is given to

understanding a client’s world. Interventions are based on philosophical views about the
essential nature of human existence. Practitioners prefer description, understanding, and
exploration of the client’s subjective reality, as opposed to diagnosis, treatment, and
prognosis.
Phases: 1. Assist clients in identifying and clarifying their assumptions about the world. 2.
Encourage clients to fully examine the source and authority of their present value system.
3. Help the client take what they are learning about themselves and put it into action.

IV. Person-Centered Therapy

Proponent: Carl Rogers
View of Human Nature: Clients have the ability to move forward in a constructive manner
if conditions fostering growth are present. People are trustworthy, resourceful, capable of
self-understanding and self-direction, able to make constructive changes, and able to live
effective and productive lives.

Important Concept: Especially applicable in crisis intervention such as an unwanted

pregnancy, an illness, a disastrous event, or the loss of a loved one. Core conditions:
Congruence: genuineness, therapists are real. Unconditional Positive Regard: deep and
genuine caring; value and warmly accept clients without evaluation or judgment of client’s
thoughts, feelings and behavior. Empathy: deep and subjective understanding of the client
with the client; therapist sense client’s feelings as if they were his/her own without
becoming lost in those feelings.

Therapeutic Goals: Aims toward the client achieving a greater degree of independence
and integration. Its focus is on the person, not on the person’s presenting problem.

Techniques and Procedures: Establish a strong connection with clients. Presence-

therapist being with completely engaged and absorbed in the relationship with the client.
Immediacy – addressing what is going on between the client and the therapist.

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V. Gestalt Psychology
Proponent: Fritz and Laura Perls
View of Human Nature: Rooted in existential philosophy, phenomenology, and field
theory. Clients have to grow up, stand on their own feet, and “deal with their life problems
themselves”. Individuals have the capacity to self-regulate when they are aware of what is
happening in and around them.

Important Concept: Holism- The word “Gestalt” means a whole or completion or a form
that cannot be separated into parts without losing its essence. Gestalt therapists are
interested in the whole person; they place no superior value on a particular aspect of the
individual. Field theory- grounded on the principle that the organism must be seen in the
environment, or in its context, as part of the constantly changing field. The figure-
formation process- describes how the individual organizes experiences from moment to
moment. Tracks how some aspects of the environment field emerges from the background
and becomes the focal point of the individual’s attention and interest. Organismic Self-
regulation- a process by which equilibrium is “disturbed” by the emergence of a need, a
sensation, or an interest. THE NOW – emphasis on learning to appreciate and fully
experience the present moment. UNFINISHED BUSINESS – when figures emerge from the
background but are not completed and resolved, individuals are left with unfinished
business, which can be manifest in unexpressed feelings such as resentment, rage, hatred,
pain, anxiety, grief, guilt and abandonment. Because the feelings are not fully experienced
in awareness, they linger in the background and are carried into present life in ways that
interfere with effective contact with oneself and others. These persist until the individual
faces and deals with the unexpressed feelings.

Therapeutic Goals: 1. Move toward increased awareness of themselves. 2. Gradually

assume ownership of their experience. 3. Develop skills and acquire values that will allow
them to satisfy their needs without violating the rights of others. 4. Become more aware of
all of their senses. 5. Learn to accept responsibility for what they do, including accepting
the consequences of their actions. 6. Be able to ask for and get help from others and be
able to give to others.

Techniques and Procedures: Direct and confrontational. Confrontation can be done in

such a way that clients cooperate, especially when they are invited to examine their
behaviors, attitudes, and thoughts. The Internal Dialogue Exercise – Gestalt therapists
pay close attention to splits in personality function, the top dog (righteous, authoritarian,
moralistic demanding and bossy) and the underdog (defensive, apologetic, helpless and
weak). The empty-chair technique is one way to of getting client to externalize the
introject. Using two chairs, the therapists asks the client to sit in one chair and be fully the
top dog and then shift to the other chair and become the underdog. Essentially, this is a
role-playing technique in which all the parts are played by the client. Making the Rounds –
involves asking a person in a group to go up to others in the group and either speak to or
do something with each person. The purpose is to confront, to risk, to disclose the self, to
experiment with new behavior, and to grow and change. The Reversal Exercise – clients
take the plunge into the very thing that is fraught with anxiety and make contact with those
parts of themselves. This technique can help clients begin to accept certain personal
attributes that they have tried to deny. The Rehearsal Exercise – when clients share their
rehearsals out loud with a therapist, they become more aware of the many preparatory
means they use in bolstering their social roles. The Exaggeration Exercise- the person is
asked to exaggerate the movement or gesture repeatedly, which usually intensifies the
feeling attached to the behavior and makes the inner meaning clearer. Staying with the
Feeling – when clients refer to a feeling or mood that is unpleasant and from which they

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have great desire to flee, the therapist may urge clients to stay with the feeling and
encourage them to go deeper into the feeling or behavior.

VI. Behavioral Therapy

Proponent: Ivan Pavlov, B. F. Skinner, Albert Bandura
View of Human Nature: grounded on a scientific view of human behavior that implies a
systematic and structured approach to counseling. Human behaviors are not deterministic
but are mere product of sociocultural conditioning.

Important Concept: Characteristics of Behavior therapy: 1. Behavior therapy is based on

the principles and procedures of the scientific method. 2. Behavior therapy deals with the
client’s current problems and the factors influencing them. 3. Clients involved in behavior
therapy are expected to assume an active role by engaging in specific actions to deal with
their problems. 4. This approach assumes that change can take place without insight into
underlying dynamics. 5. The focus is on assessing overt and covert behavior directly,
identifying the problem, and evaluating change. 6. Behavioral treatment interventions are
individually tailored to specific problems experienced by clients.
Therapeutic Goals: to increase personal choice and to create new conditions for learning.
Techniques and Procedures: Operant Conditioning – a type of learning in which
behaviors are influenced mainly by consequences (Positive or negative Reinforcement or
Punishment) that follow them.

VII. Cognitive Behavior Therapy

Proponent: Albert Ellis (Rational Emotive Behavior Therapy), Aaron Beck and Donald
Meichenbaum
View of Human Nature: Human beings are born with a potential for both rational (or
straight) thinking and irrational (or crooked) thinking.

Important Concept: REBT is based on the premise that although we originally learn
irrational beliefs from significant others during childhood, we create irrational dogmas by
ourselves. Ellis contends that people do not need to be accepted and loved, even though
this maybe highly desirable. The therapist teaches clients how to feel undepressed even
when they are unaccepted and unloved by significant others.

A-B-C Framework
A (Activating Event) B (Belief) C (emotional and behavioral consequence)

D (Disputing intervention) E (Effect) F (new Feeling)

Therapeutic Goals: CBT’s general goal is teaching clients how to separate the evaluation
of their behaviors from the evaluation of themselves and how to accept themselves in spite
of their imperfections.

Techniques and Procedures: Cognitive methods – Disputing irrational beliefs, Doing

cognitive homework, Changing one’s language, Psychoeducational methods. Emotive
techniques – Rational emotive imagery, Using humor, Role playing, Shame-attacking
exercises, Use of force and vigor. Behavioral Techniques – use of standard behavior
therapy procedures.

VIII. Reality Therapy

Proponent: William Glasser
View of Human Nature: Choice theory – we are not born blank slates waiting to be
externally motivated by forces in the world around us. Rather, we are born with five
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genetically encoded needs – survival, love and belonging, power or achievement, freedom
or independence, and fun – that drive us all our lives.
Important Concepts: Emphasize Choice and Responsibility, Reject transference, Keep
the therapy in the Present, Avoid focusing on Symptoms, Challenge traditional views of
mental illness
Therapeutic Goals: to help clients get connected or reconnected with the people they
have chosen to put in their quality world.
Techniques and Procedures: Cycle of Counseling – 1. Creating the counseling
environment, and 2. Implementing specific procedures that lead to changes in behavior

IX. Postmodern Approaches

Solution-Focused Brief Therapy – therapist focus on what is possible and have little or no
interest in gaining understanding of the problem. Grounded on the optimistic assumption
that people are healthy and competent and have the ability to construct solutions that can
enhance their lives.
Narrative Therapy – involves adopting a shift in focus from most traditional theories.
Therapists are encouraged to establish a collaborative approach with special interest in
listening respectfully to client’s stories, to search for times in clients’ lives when they are
resourceful.

Needs Assessment
Needs Assessment is one way where counselors and social workers carry out their
respective roles and functions. One role of a social worker and counselor is as a
researcher. As a re searcher, they look into concerns or problems which are essentially a
“need” of a population or a specific group of people.

Needs Assessment are conducted in various ways such as surveys, interviews,

observations or even document reviews. Counselors and Social Workers analyze
responses from their informants to find a common concern or need. This need will be a
basis of program development.

Program Development
Programs are designed to address certain needs of a population. Counselors and Social
workers are expected to conduct further researches about the said need, its causes, effects
and possible solutions.

Common Parts of a Program

1. Title
The title captures the main goal or objective of the program. It may directly reflect
the need or concern to be answered.

2. General Objective or Main objective

This is the main purpose or goal of the program. It shows what the program entails
to accomplish.

3. Clienteles or Population
This specifies the group of people or individuals to which the program is designed
for.

4. Timeframe
This provides us with the schedule of different or of series of activities. This can be
in days, weeks, months or even years.

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 5. Rationale
This provides us with the background of the program. This part discusses the
contributory factors in designing and implementation of the program. This will
provide the reader specific theories or concepts that underlies the need, concern,
population and resolutions.

6. Parts of the Program / Activities

This are the different activities to be conducted as specified in the set timeframe.
Each activity should be described in details for its smooth implementation.

*One kind of activity conducted or included in a program is the Facilitation of Experiential

Learning Cycle (ELC)

NOTE: Each institution or agency may require different parts and format in designing a
Program. The above mentioned are the usual”” or “common” parts of a program.

Experiential Learning Cycle

This is a form or strategy of learning where
the learners will learn thru experience and
how they perceive or view the world or the
experience.

Structured Learning Experience (SLE)

These may be conducted individually, in
dyads, triad or group sessions which include
experientially-based exercises or activities
aimed at achieving the objective of each
session. It has structure in a sense that it has specific parts and each act or movement or
even a material in the activity is designed or chosen to learn something from.

Group Process / Group Dynamic Activities (GDA)

This is a common SLE strategy facilitated in a group.

Parts / Format of a Group Dynamic Activities

NOTE: Reports or Written Parts and Format of GDA may vary in every institution or
agency.

TITLE OF THE ACTIVITY

(each specific activity has its specific activity based on specific goals)

I. Objectives
- identifies the specific goal/s or purpose/s of one part/activity of the program
II. Introduction
- Short introduction of the facilitators.
- Prayer (it is recommended that the prayer is already prepared and written in
case there are unforeseen difficulties with the facilitators) and singing of
National Anthem (if appropriate)
- Setting of House rules (should be age-appropriate and circumstances-
appropriate)
- e.g. you cannot inform the participants about dress codes if
you are meeting them the first time, you will not ask them to keep their

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 phones if the activity is conducted to participants in Rehabilitation centers as
they are not really allowed to have a phone)
- Icebreaker / defreezers (short interactive activities to make the participants
comfortable. E.g. social bingo, Johari window or The Boat is Sinking)
III. Materials
- Identify materials needed in the activity
IV. Activity Proper
- Identify specific instructions on how to conduct the activity from grouping of
participants until how the activity will end. This should help the reader
imagine what will happen or what the facilitator will do step-by-step in the
activity. This must be connected to the objective.
V. Processing
-identify questions that will help the participants “process” the activity. Ask
questions that will the participants think about the activity and connect it to the
objective of the activity.
- questions should address the participants’ Affect, Behaviors and Cognition

VI. Insights
- generally discusses what the participants may learn from the activity

VII. Integration
- Summarize the participants’ learnings. Discuss relevant points in connection
to the activity’s objective. Facilitators should also discuss how the
participants’ learning will be applied to real life situations.
- You may opt to have a very short activity which aims at emphasizing or
inculcating what the participants learned from the activity.
VIII. Timeframe
- Specify number of minutes or hours for each part of the activity

INTEGRATION

Activity 3: Short Response

Explain your answers in not more than 3 sentences.

1. You are knowledgeable of the different counseling techniques as well as theories

of development. You possess most of the characteristics of an effective
counselor. One day, you met a client whose concern is something new to you.
You know exactly which approach is best for the concern. You have the basic
knowledge about that approach but you also know that you are not an expert in
that approach. As a counselor, what is the best thing to do? Briefly explain.

2. Why is building rapport important in counseling?

Activity 4: Group Dynamic Activity

Application: Develop a Group Dynamic Activity for grade 10 junior high school students.
The topic will be on choosing their career path as incoming senior high school students.

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 Major Performance Task: Program for DSWD Clienteles
Application: Develop a Program (Webinar) for DSWD-CAR clienteles. The topic will be
provided by a DSWD representative. (Rubric will be provided by your teacher)

VI. Lesson Closure and reflection

Discipline and Ideas in Applied Social Sciences is a subject that enriches one’s
knowledge on the field of Social Sciences. It equips an individual on the theories and
principles of Psychology, Sociology, Anthropology, and other Social Sciences. Moreover,
while building the knowledge and understanding on the different fields, this subject also
provides exposure of the students on the processes and applications of these applied
disciplines in critical development areas such as DSWD. Aside from such exposure, the
students are also challenged with case studies and reflection thereby enhancing their
critical thinking skills and insight preparing them to become good and flexible
professionals under Social Sciences in the future.
VII. Post - Assessment
It is now time to evaluate your learning. If you do well, you may move on to the
next module. Check your post assessment on the google classroom after your PT week.
Instructions will be given by your subject teacher through Google Classroom and for
those who cannot download the post assessment, you may get it at the designated area
where you took your module.
CONGRATULATIONS!

If your score is not at the expected level, you have to go back and take the
module again.

VIII. Evaluation of the subject

a. What lesson or activity did I enjoy the most? Why?
You may send your private messages or answers through the Gmail account of your
teacher. This is not a graded activity.

THANK YOU VERY MUCH!

FOR 3RD QUARTER
References

Corey, G. (2012). Theory and practice of counseling and psychotherapy. Boston:

Cengage Learning.

Dela Cruz, A.R., Fernandez, C., & Meligrito, M. (2018). Disciplines and ideas in the

applied social sciences. Quezon City: Phoenix Publishing House, Inc.

Murphy, S. M. & Murphy, A. I. (2010). Attending and listening. In S. J. Hanrahan, & M. B.

Andersen (Eds.), Routledge Handbook of Applied Sport Psychology (pp. 12-20).

New York: Routledge.

Lambino, N. (n.d.). Guidance and counselling. Baguio City: Saint Louis University.

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