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DISCIPLINES AND
IDEAS IN THE
APPLIED SOCIAL
SCIENCES

SELF-LEARNING MODULE
Quarter 2-Module 4

NAME: __________________________________________________________
YEAR&SECTION: ___________________________________________________
TEACHER: HARVEY CAYABYAB DUNGOG 1
Disciplines and Ideas in the Applied Social Sciences (DIASS)-Grade 12
Self-Learning Module (SLM)
Quarter 2-Module 4: Lesson 5 THE SETTINGS, PROCESS, METHODS, AND TOOLS IN
COUNSELING
First Edition, 2020

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or office may, among other things, impose as a condition the payment of royalties.
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etc.) included in this module are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials form their respective copyright
owners. The publisher and authors do not represent nor claim ownership over them.
ABOUT THE MODULE
Disciplines and Ideas in the Applied Social Sciences combines’ academic text with activities
designed for senior high school students. As this book is designed mainly to introduce the students
to the approaches, ideas, and perspectives of social science, focus is not on the mere listing of each
and every social philosopher or thinker but on the context of how ideas about society were created
and shaped in various situations and periods, as well as on the application of those broad ideas in
concrete real-life situations. The objective is to see society from the lens of ideas, which is dynamic
and never permanent. Moreover, this module challenges the students to engage the notion of
society as a powerful tool to make sense of life and bring about changes in the world in which they
live.

Introductory Message
For the facilitator:
Welcome to the Disciplines and Ideas in the Applied Social Sciences (DIASS) Self-Learning
Module (SLM) on THE SETTINGS, PROCESS, METHODS, AND TOOLS IN
COUNSELING.

This module was collaboratively designed, developed and reviewed by educator both from
public and private institutions to assist you, the teacher or facilitator in helping the learners meet
the standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their needs and circumstances.

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In addition to the material in the main text, you will also see this box in the body of module:

Notes to the Teacher

This contains helpful tips or strategies

That will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module. You also
need to keep track of the learners’ progress while allowing them to manage their own learning.
Furthermore, you are expected to encourage and assist the learners as they do the tasks included
in the module.

For the learner:

Welcome to the Welcome to the Disciplines and Ideas in the Applied Social Sciences (DIASS)
Self-Learning Module (SLM) on THE SETTINGS, PROCESS, METHODS, AND TOOLS IN
COUNSELING.
The hand is one of the most symbolized part of the human body. It is often used to depict skill,
action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in
this learning resource signifies that you as a learner is capable and empowered to successfully
achieve the relevant competencies and skills at your own pace and time. Your academic success
lies in your own hands.
This module was designed to provide you with fun and meaningful opportunities for guided and
independent learning at your own pace and time. You will be enabled to process the contents of
the learning resource while being an active learner.

At the end of this module you will also find:

References This is a list of all sources used in developing this module.
 DISCIPLINES AND IDEAS IN THE APPLIED SOCIAL SCIENCES-ELIAS M. SAMPA FIRST EDITION
KTO12

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use
a separate sheet of paper in answering the exercises.
2. Don’t forget to answer before moving on to the other activities included in the module.

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 3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult
your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!
This module was designed and written with you in mind. It is here to help you master the
THE SETTINGS, PROCESS, METHODS, and TOOLS IN COUNSELING. The scope of this
module permits it to be used in many different learning situations. The language used recognizes
the diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to correspond with
the textbook you are now using.

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 Lesson 4 THE SETTINGS, PROCESS, METHODS, AND TOOLS IN COUNSELING.

At the end of this lesson, the students should be able to:

1. Describe counseling in government setting;
INTENDED 2. Describe counseling in private sectors setting;
LEARNING 3. Describe counseling in civil society setting;
OUTCOMES
4. Describe counseling in school setting; and
5. Describe counseling in community setting.

Elicit

What comes to your mind when the word counseling is linked to settings, processes, methods,
and tools? How would the settings affect the counseling processes, methods, and tools?

Read out your answers to the class.

Engage

Take a few minutes to reflect on any life-changing event that you personally experienced.
Think of how you coped with it. Did you effectively move on from it? Why do you think was it
effective? How did you control the coping process? Or do you think you could have coped with it
more effectively? What process would have helped you better?

Explore

Counselors work in various settings—from government to private sectors, to civil society

to school setting. Drawing on a wide range of processes, methods, and tools, counselors are trained
to use what is appropriate for the setting and relative to their specialty. There are classical
approaches informed by theories to counseling that scaffold their process and selection of methods
and tools.
The late 1950s saw three schools of thought in psychology that became very dominant:
psychoanalysis, behaviorism, and the humanistic perspective.
Represented by Sigmund Freud (1856-1939), psychoanalysis draw attention to the darker
forces of the unconscious and the influence that this has on how we feel about ourselves. The field
of psychoanalysis encompasses a vast number of therapeutic models that utilize dreams, fantasies,
associations, and the expression of thoughts both verbally and physically. The assumption is that
there are inner battles that are waged in a client that are directly responsible for the appearance of
symptoms and behavioral problems, causing the person to seek treatment. Psychoanalytic therapy
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tends to be highly focused on unearthing the underlying issues to undress the symptoms, which
will lead to minimize or eliminate the symptoms.
Represented by B.F. Skinner (1904-1990), behaviorism focused on the effects of
reinforcement on observable behavior. All psychological disorders are a result of maladaptive
learning that all behavior is learnt from our environment and symptoms are acquired through
classical conditioning and operant conditioning. Classical conditioning involves learning by
association. Operant Conditioning involves learning by reinforcement (e.g., rewards) and
punishment. The therapeutic techniques used in this type of treatment are action-based and rooted
in the theories of classical conditioning and operant conditioning and utilize the same learning
strategies that led to the formation of unwanted behaviors. Behavioral therapy tends to be highly
focused on teaching clients new behaviors to minimize or eliminate the issue.
Represented by Carl Rogers (1902-1987), Abraham Maslow (1908-1970), and George
Kelly (1905-1966), the humanistic perspective attempted to understand the conscious mind, free
will, human dignity, and the capacity for self-reflection and growth. These humanists argued that
the person is not hostage to the contingence and historical circumstances of his/her past. The
human potential for change requires only exercise of the distinctively human capacities for choice,
creativity, and drive toward self-actualization. Humanistic therapeutic models are rooted in insight
and gain self-empowerment by recognizing their strengths, creativity, and choice in their given
circumstances.
The following are among the basic counseling approaches commonly used today that
provide processes, methods, and tools for counselors to draw from: Psychoanalytic, Therapy,
Adlerian Therapy, Existential Therapy, Person-centered Therapy, Gestalt Therapy, Transactional
Analysis, Behavior Therapy, Rational-emotive Therapy, and Reality Therapy.
Psychoanalytic Therapy is an approach developed by Sigmund Freud, Psychoanalysis is
based on Freud’s explanation that human beings are basically determined by psychic energy and
early experiences. These unconscious energy and experiences drive people’s behavior in the form
of unconscious of this energy and early experiences and thereby become empowered and harness
both positively.
Adlerian Therapy is an approach similar to the Freudian. It was developed by Alfred Adler
(1870-1937) who believed that the first six years of life influence an individual. But ensuing
behavior depended on how one interprets his/her past and its continuing influence on him/her. For
Adler, humans are motivated primarily by social urges.
Existential Therapy has no single founder, but Viktor Frankl (1905-1997), Abraham
Maslow (1908-1970), and Rollo May (1909-1994) are considered key figures. Existential therapy
focuses on the Human Capacity to define and shape his/her own life, give meaning to personal
circumstance through reflection, decision-making, and self-awareness. It draws heavily on
existentialist philosophy, that emphasizes human freedom to define oneself, and that our lives are
not predetermined; we have a responsibility to live and to see in life what we chose to. The only
things we cannot control is being born and the fact of dying.
Person-centered Therapy originated from Carl Rogers (1902-1897). For Rogers, people
get, share, or surrender power and control over themselves and others, and so empowerment
depended on the self and such required non-directive process. Non-directive counselors focus on
the client’s self-discovery rather than their input. The main stay in this non-directive counseling is
counselor-client reflecting and clarifying the verbal and non-verbal communications of clients.
The process includes the counselor use of active listening, reflection of feelings, clarification, and
just “being there” for the counselee in a non-interventionist way.
Gestalt Therapy was developed and introduced by Frederick S. Perls (1893-1970). It is an
existential approach, stressing that people must find their own way in life and accept personal

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responsibility for maturity. They must developed an awareness of their unfinished business from
the past, traumatic experiences in life, and what they are doing in order for them to bring about
change in their lives. Gestalt therapy techniques include confrontation, dialog with parties, role-
playing, reliving, and re-experiencing unfinished business in the forms resentment and guilt.
Counselors push for doing and experiencing rather than just talk about one’s feelings as client. It
involves recognizing and letting go, accompanied by actions like breaking a glass or hitting
something hard.
Transactional Analysis was developed by Eric Berne (1910-1970). Its main uniqueness is
its emphasis on decisions and contracts that must be made by the client. Like other existentialist
philosophies, which are based on the understanding of human nature, this approach believes that
the client has the potential for choice and so, the contract made by the client clearly states the
directions and goals of the therapeutic process.
Behavior Therapy, also referred to as behavior modification, is associated with many
theorists and among them are Arnold Lazarus, Albert Bandura, B.F. Skinner, M.J. Mahoney, David
L. Watson, and A.E. Kazdin. Behavior therapy uses many action-oriented methods to help people
take steps to change what they are doing and thinking. This approach focuses on overt behavior,
precision in specifying the goals of treatment, and the development of specific treatment plans. In
this approach, the counselor is active and directive, and functions as a teacher or trainer in helping
clients to work on improving behavior.
Rational-emotive Therapy was developed by Albert Ellis (1913-2007). It is a form of
cognitively-oriented behavioral therapy and is based on the assumption that human beings are born
with a potential for both rational or straight thinking, and irrational or crooked thinking. Because
people are fallible, this approach focuses on helping clients accept themselves as people who
would continue to make mistakes, yet at the same time learn to live with themselves and be at
peace with themselves. Ellis stressed that through thinking, judging, deciding, and doing, people
can change their cognitive, emotive, and behavioral processes and react differently from their usual
patterns. They can train to master themselves and control themselves like choosing not to be upset.
Reality Therapy was founded and promoted by William Glasser (1925-2013). This therapy
is a short-term approach that focuses on the present and highlights a client’s strength. It stresses
that a client can learn more realistic behavior and achieve success. For Glasser, people choose their
behavior and are therefore responsible for what they do and how they think and feel. What a client
needs from a counselor is encouragement to assess the current style of living the leave them to
employ a process of honest self- examination, leading and resulting to improvement of one’s
quality of life.
5.1 Government Setting
Counseling settings vary widely but the processes, methods, and tools used by counselors
are very similar. Counseling professionals in government setting work with the various
government agencies that have counseling services such as social welfare, correctional department,
the court system, child and women affairs services, schools, military, police, hospitals, mental and
foster homes, and rehabilitation centers. Sometimes, other specialized departments also have units
of counselors such as intelligence-gathering departments, military and police departments,
presidential guards, and special advisories.
5.2 Private Sector Setting
In the private sector, counselors range from independent providers of services or work for
NGOs, or specialized for profit centers and organizations that render a variety of counseling
services. The processes, methods, and tools used by counselors in the private sectors setting remain
very much the same as in the government setting.
5.3 Civil Society Setting

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 The context of civil society is generally charities or non-profit and issue-based centers or
organizations such as for abused women, abandoned children and elderly, veterans, teachers,
professionals, or religious groups. The processes, methods, and tools used resemble each other.

5.4 School Setting

In the school setting, the role of school counselor is more complex since the needs of
students can vary widely. This gives rise to the more dynamic and complex role of school
counselors; it depended on a school’s local circumstances as well as by the dynamism within the
profession itself. As such, school counselors assume many different responsibilities and tasks
based on the particular needs of students and the school context. Historically, it was understood
that “guidance process occurs in an individual in a developmental sequence to the age of maturity”
(Coy 1999). Guidance, based on this insight, tends to be more centered on the developmental needs
of individuals.
Frank Parsons, known as the “Father of Guidance and Counseling,” developed a vocational
program that matched an individual’s traits with a vocation (Coy 1999). This insight oriented
school counseling to vocational guidance. The roles of guidance here “were similar to modern
career counseling with a focus on the transition from the school to work, emphasizing an
appropriate client-occupational placement match” (Lambie & Williamson 2004). In the United
States, with the launching of Sputnik in 1957 and the passing of the national Defense Education to
train a new generation of counselors who would be expected to identify and assist promising
American youths to enter the sciences and pursue higher education” (Hayes, Dagley, & Horne
1996). School guidance counselors began to encourage students with high aptitude in the areas of
math and science to take more courses to prepare for college so that they might become future
technological innovators.

Changes in the School Counselor Training

Today, the training of school counselors has changed. Counselors are taking on many new
tasks and roles. School counselors are now educated and experienced in knowledge and skill-based
programs that stress counseling, guidance, consultation, coordination, and referrals (Coy 1999).
The role of the school counselor has progresses from providing guidance and career information
to addressing the developmental needs of students. They can help students to learn effectively with
their learning.
Common Concerns that May Interfere with Student Learning
Some common concerns that can interfere with the learning process include suicide,
violence, divorce, child abuse, unwanted pregnancy, drug addiction truancy, increasing dropout
rates, decreasing economic resources, peer pressure, poverty, and decision-making skills.
Guidance counselors can provide early intervention for the prevention of various school-related
problems. In this sense, the school counselors have to collaborate with their school colleagues in
the expansion of new models for interventions. Therefore, the role of the professional school
counselor is intricate and versatile.it is very important that school counselors “define their role
better by recognizing that they cannot do their work alone and they need to collaborate with other
stakeholders” (Sears & Granello 2002). The role of counselors is hugely consultative. They are
not the center of a school counseling program or advocates for students and their caregivers; they
are facilitators who are highly educated to effectively collaborate and coordinate direct and indirect
services required for students to be able to succeed in the school environment and their personal
lives.

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Multiple Roles of School Counselors
Apart from their counseling roles, school counselors are also assigned nom-counseling
roles. Non-counseling tasks can range from part-time teaching, secretarial responsibilities,
substituting for teachers when they are not available, lunch duty, and other responsibilities,
substituting for teachers when they are not available, lunch duty, and other responsibilities
assigned by administrators and staff looking for extra assistance. Non-counseling tasks can take a
considerable amount of time and pull school counselors away from more appropriate counseling
activities. Presence of these non-counseling roles often brings confusion and lack of affectivity to
the guidance programs of school (Dahir 2004).
Evidence show that the efforts to delineate the school counselor’s work have been done in
the United States and in the Philippines. In 2003, the American School Counselor Association
(ASCA) National Model was developed and was “preceded by efforts at delineating the best way
to organize and manage professional school counselors’ work” (ASCA 2005). While professional
and utilize their model and the national standards associated with it, school principals have
historically exerted a major influence on the role of school counselors regardless of
recommendations by professional organizations (Paisley & Borders 1995).
In the Philippines, the roles of schools counselors have been prescribed and
professionalized the practice (Republic Act No. 9258). However, due to lack of qualified school
counselors, the guidance counseling functions are rarely fully implemented and provided.
Furthermore, school counseling programs are understaffed and school counselors are faced with
an increasing student to counselor ratio. A ratio of 250 students for every counselor is
recommended by ASCA while the Commission on Higher Education (CHED) for the Philippines
recommends 1:500 or in a worse situation, 1:1000 (CMO 21 s. 2006). Far from providing a full
range of guidance services such as administering psychometric tests, interviewing new students
and transferees, reacting to problems of students and counseling the problematic students.
Strengthening School Counseling
Acting proactively implies that school counselors supported by administrators, “use data
gathered on student performance to develop their school counseling programs and to help teachers
customize educational practices to meet students’ individual needs” (Sclafani 2005). They can also
“collect data on the effectiveness of their overall program, rather than documenting random lessons
and the number of children they see” (Vail 2005). In any case, increased accountability require
that measures are undertaken by school administration to ensure that data are collected on school
counseling programs to prove program effectiveness in the lives of students. Since school
counselors have a responsibility to serve all students, the main path for school counselors to reach
all students is to put into practice through the use of comprehensive school guidance counseling
programs that include classroom guidance programs if they are realistically designed and
collaboratively implemented in an environment that is keen at scaffolding growth of children and
young adults.
By all means, guidance and counseling services are indispensable to the full transformation
of a child that unblocks all barriers to students’ individual and holistic development. While
everybody sees the manifestations through the student’s behavior and performance, the serious job
of looking beneath the manifestations and address the root causes is indeed a critical role of
guidance and counseling leadership. As such, the school counselors have to constantly develop
and maintain an effective school counseling program. The programs must have a distinct focus per
cluster of students from K-12 and collegiate levels while keeping the generic guidance and
counseling services.
The Role of the Elementary School Counselor (K-6)

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 Developmentally, the social emotional needs of humans at this stage can be marked
distinctively. However, there are several factors that may be responsible for behavior differences
such as home environment, family size, economic status, intellectual ability, and so on. Counselors
build their program expectations on common experiences of this age group. The roles of counselors
are that of intervention and prevention in connection with the common problems that are likely to
interfere with the ability of children to achieve their greatest academic, social, and personal
potential (Ward & Worsham 1998).
In this light, Ward and Worsham (1998) see the primary role of the K-6 or elementary
school counselors to include development and implementation or facilitation of classroom
guidance activities, individual and group counseling, parent education, parent and teacher
consultation, referrals to professionals and public agencies, and crisis intervention and
management. The goal is to address and remediate the students’ problems early enough to increase
the chance of helping them successfully cope with unique demands that confront adolescents when
they reach middle school and high school. A smooth transition at this stage prepares students for
smoother transition in the next stage of life and in the future.
The Role of the Junior High School Counselor (Grades 7-10)
At this developmental stage of life as young adolescents, grade 7 through 10, the primary
role of the junior high school counselor is to provide guidance and counseling in dealing with peer
relationships and social interactions, and as such, includes work with students, teachers, and
parents I an attempt to help each understand the other (Wand & Worsham 1998). Outside of this
focus are the general guidance services such as consulting with teachers, parents, and staff
regarding meeting the developmental needs of each student, interpreting tests, and providing
orientation to transferees and new students.
The Role of the Senior High School Counselor (Grades 11-12)
For Ward and Worsham (1998), the primary role of senior hugh school counselors is to
provide guidance and counseling pertaining to educational and career decisions as well as college
placement counseling. In addition, other common services are also made available to meet the
needs of individuals or groups, and provide orientation activities for transferees or new students to
the school.
The Role of the College Level Counselor (College to Post-graduate Level)
On the collegiate level, the roles of school counselors include counseling, appraisal and
assessment, information, placement, research and evaluation, follow-up, and student activities
(CMO 21 s. 2006).

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  Maintain students’ confidential, appropriate, usable, and regularly
updated cumulative records, which contain relevant information about
students such as family background, test data, counselling notes, etc.
 Facilitate maintenance of an active networking with the home,
community, industry, and other relevant agencies for career and job
placement of students/graduates.
 Work in collaboration with all other units and personnel of the school like
the faculty, staff, and administrators to effect a holistic guidance program.
 Help ensure that academic accommodation is made available to learners
with special needs.
 Provide referrals whenever necessary.
 Provide information materials on career and job opportunities.
 Provide skills development programs.
 Maintain an institutional and valid students’ appraisal data for curricular
and co-curricular placement of students.
 Sustain a continuous follow-up and monitoring of student placement on a
regular basis.

5.5 Community Setting

The community has the greatest and widest application of counseling services
considering the diversity of people who constitute the community. There are people
who are in conflict with the law, socially marginalized, people who suffer loss of
all kinds, those living in institutional homes, and those experiencing different types
of life transitions that need counseling support and services. The community setting
creates a crossroad for individual context and group context. Therefore, the needs
recognized and addressed on other levels are equally present in the community
setting.

Explain

Think-Pair-Share
What new learning did you develop about the settings, processes, methods, and
tools in counseling? Give me with your own ideas. In five minutes, take turns in sharing your
new insights.

Elaborate

Form a group of three members. Assign each one to interview a school counselor
handling different levels of students (i.e., an elementary school counselor for K-6, a junior high
school counselor for grades 7-10, and a senior high school counselor for grade 11 and 12). Find
out the specific settings, processes, methods, and tools that counselors use to address the needs of

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their particular clientele. Perform your tasks individually and then come together to compare
what you have found out. Take note of your discussion
Elementary School Junior High School Senior High School
Counselor Counselor Counselor

Setting

Processes

Methods

Tools

Evaluate

Name: __________________________________________________ Date: __________

Grade & Section: _________________________________________ Score: _________
I. Test Your Knowledge
Identify the counseling approach being described in each statement.
____________1. Developed by Alfred Adler, this approach is built on the belief that an
individual person is greatly influenced by his/her past and is primarily motivated by
social urges.

____________2. This counseling approach is non-directive and focused on the client’s

self-discovery rather than input.

____________3. Developed by Frederick Perls, this approach encourages clients to

confront and experience their feelings rather than simply talk about them.

____________4. This approach targets the overt behavior by specifying treatment goals
and making developing specific treatment plans.

____________5. This short-term counseling approach focuses on the client’s present

circumstances and highlights his/her strengths that can be used to target realistic changes
in behavior and thus achieve success.

II. Check Your Understanding

Describe the counseling process in the following settings.
1. Government
_____________________________________________________________________________

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 2. Private Sector
_____________________________________________________________________________
3. Civil Society
_____________________________________________________________________________
4. School
_____________________________________________________________________________
5. Community
_____________________________________________________________________________
III. Apply Your Learning
Using the outer circles, identify the unique needs that are recognized and addressed in
each setting given. Then, in the center circle, describe the needs that are commonly recognized
and addressed among the different settings of counseling.

GOVERNMENT

SCHOOL
PRIVATE SECTOR

COMMON NEEDS

COMMUNITY
CIVIL SOCIETY

Extend

If you were to be a counselor, what setting would you choose? Why would you
choose it? Describe the processes, methods, and tools you expect to utilize in your chosen
setting.

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