INDEX

UNIT TEST COVERAGE

MODULE 1/ WEEK 1: (August 23-27, 2021)
Historical Perspective: Evolution of Social Welfare in the Philippines and other country
● The Pre-historic Period

● The Spanish Period

● The American Period

MODULE 2/ WEEK 2: (August 30-September 03, 2021)
● The Commonwealth Period

● The Japanese Occupation

● The Post-War years

MODULE 3/ WEEK 3: (September 06- 10, 2021)
● The Seventies

● The Eighties

● The Nineties
MODULE 4/ WEEK 4: (September 13-17, 2021)
● Concepts of Social Welfare, Social Services and Social Work

UNIT TEST EXAMINATION (SEPTEMBER 16-18, 2021)

PRELIM COVERAGE
MODULE 5-6/ WEEK 5-6: (September 20-24, 2021)
The Development of Social Work in the Philippines
MODULE 7/ WEEK 7: (September 27-October 01, 2021)
The Development of Social Work in the Philippines
● Principle of Social Work Profession

● Code of Ethics
MODULE 8-9/ WEEK 8-9: (October 04-08, 2021)
The Development of Social Work in the Philippines
● Values and Ethical Dilemma
PRELIM EXAMINATION (OCTOBER 14-16, 2021)

MIDTERM COVERAGE
MODULE 10/ WEEK 10: (October 18-22, 2021)
Attributes and domains of Social Work
MODULE 11/ WEEK 11: (October 25-November 5, 2021)
Helping Process of Social Work
MODULE 12/ WEEK 12: (November 08-November 12, 2021)
Social Work Helping Models and Approaches

MIDTERM EXAMINATION (NOVEMBER 11-13, 2021)

PRE-FINAL COVERAGE
MODULE 13/ WEEK 13: (November 15-November 20, 2021)
Generic Tools in Social Work Practice
MODULE 14/ WEEK 14: (November 22-27, 2021)
The Fields of Social Work
MODULE 15/ WEEK 15: (November 29-December 4, 2021)
Trends in Social Work in the Philippines
PRE-FINAL EXAMINATION (DECEMBER 16-19, 2021
FINAL COVERAGE
MODULE 16/ WEEK 16: (January 3-7, 2022)
Selected Behavioral and Social Science Theories in Social Work
MODULE 17/ WEEK 17: (January 10-15, 2022)
The Traditional and Secondary Methods of Social Work Practice
MODULE 18/ WEEK 18: (January 10-15, 2022)
Ecological Map
FINAL EXAMINATION (JANUARY 13-15, 2022)

UNIT TEST COVERAGE

MODULE 1/ WEEK 1: (AUGUST 23-27, 2021)

Lecture:
Historical Perspective: Evolution of Social Welfare in the Philippines and other country
● The Pre-historic Period

● The Spanish Period

● The American Period

Objectives:
● To be able to discuss the development of social welfare from pre-historic period to the
period at the turn of new century
● To be able to identify the contribution of each period in social welfare of the Philippines

THE PRE-HISTORIC PERIOD

From existing historical accounts, we can deduce that activities approximating the nature
of social welfare existed during the pre-colonial period in Philippine history.
Available documents tell us that pre-historic Filipinos lived in small scattered
communities usually located along mouths of rivers and coastal plains. These locations were
preferred because rivers and bay provided water and food, and means of transportation. These
communities were independent social units called “barangays” (from boats with such a name
that were being used to move people from place to place) composed of parents, children,
relatives and slaves. The “barangay” was often ruled by a headman who was usually the oldest
member of the community and known as the “datu”. His responsibility was to oversee the
welfare of the members of his barangay. He also functioned as arbiter of conflict and leader in
times of danger.
Social welfare work in those times centered around mutual protection and economic
survival. This caused groups to band together and communities to link with each other through
marriage among their members.

THE SPANISH PERIOD

Many changes took place in Philippine social and economic life with the coming of the
Spaniards. Communities were grouped together to form pueblos, creating large concentrations
of people in an area which resulted in health and sanitation problems, personal maladjustments,
and economic dislocation. There was also the problem of destitution or indigency, resulting from
the punitive methods of the Spanish conquerors towards the defiant “natives”, Pious
encomenderos provided them aid, together with other residents who responded to the sick and
the poor. The motive was religious, that is, to do good to others for the salvation of their souls.
This was the teaching of the church which the Spaniards brought with them and which for many
years was the underlying philosophy behind all social welfare activities in the country.
● HOSPITALS
The early Spanish missionaries not only taught religion to the Filipinos but also
administered hospitals and orphanages. The first hospital established in the Philippines
was the one founded by Don Miguel Lopes de Legaspi in Cebu in 1565 for the purpose
of attending to the wounded resulting from the occupation campaigns as well as to the
victim of diseases due to the long voyage at sea of the peculiar conditions in the country.
 It was transferred to Manila in 1571 and called the Hospital de Santa Ana in 1578, under
the supervision of the Franciscans. When the Americans arrived, it was renamed
Sternberg General Hospital (San Lazaro Hospital founded in 1578 and San Juan De
Dios Hospital founded in 1596 are reported to have originated from this hospital).

Other hospitals were soon established: San Gabriel (1578); Hospital Real (1612); Nueva
Caceres in Naga (1645) and the Hospital for Convalescent in Bagumbayan (1742)

Of these hospitals, the San Lazaro Hospital stood out. Known to have been built to
house Filipino beggars, it became a hospital for lepers in 1631 when 150 lepers arrived
in the Philippines from Japan because the Emperor of Japan wanted to test the
benevolence of Catholic missionaries. This started the concept of organized isolation of
the sick, an idea credited to a Franciscan, Fr. Juan Clemente who initiated medical
services for the poor in Manila.

Because of the large numbers of people requiring medical treatment, other hospitals
were also founded, like Hospicio de San Jose and Hospital de Santiago in Manila and in
the provinces, (Hospital de Aguas Santas in Los Banos in 1602; the Hospital of the
Sangleys for the Chinese in 1630; the Hospital de Zamboanga in 1742; the Lepers
Hospital in Cebu 1850; the Sta. Cruz Infirmary in Laguna for convalescent missionaries
in 1870 and the Lepers Hospital in Naga in 1873.)

● ASYLUMS AND ORPHANAGES

With religious charity as their motivation, pious organizations also undertook the
establishment of asylums and orphanages for the poor and the needy. Among these
institutions were the following; La Real Casa Misericordia (1594); Venerable Third Order of
Sampaloc (1611); Archicifraida de Nuestro Padre Jesus Nazareno de Recoletos (1655);
Real Y.V.O.T de Santo Domingo (1699); the Founding Hospital of San Jose for the mentally
ill; and the Venerable Congregacion de Sacerdotes de San Pedro Apostol (1868).In 1882,
an orphanage for girls in Mandaluyong and for boys in Tambobong were founded by the
Agustinian fathers. Much later that year, the Nuesta Senora de la Consolacion and Santo
Tomas de Vilanueva asylums were organized to take care of the victims of a cholera
epidemic that broke out.
In 1885, the Asilo de San Vicente de Paul, an asylum for girls, was established, offering
religious instructions, primary education and training in housework to its inmates. This
institution became well-known because of good management and the training and discipline
given its ward. Another outstanding institution, the Hospicio de San Jose was founded in
1882, originally to house to aged and orphans, the mentally defective, and young boys
requiring reform but later limiting admission to children who were discharged later to be
adopted or employed.

● SCHOOLS
To complete her colonization campaign, Spain embarked on the establishment of schools.
The first school was Parochial School of Cebu in 1565, founded by the Agustinian friars.
Christian Religion, Spanish culture and language, music, writing, reading and arithmethic
and some vocational courses were taught.
Other schools were soon also established. For boys, the Spaniards established the
following; the Colegio de San Ignacio (1589), San Ildefonso College (1595), the Colegio de
San Jose (1601), the Colegio de San Felipe (1717), and the Artillery School (1754). In 1859,
the Jesuits opened the Ateneo de Manila out of the original Charity School called the Obras
Pias established in 1817. For girls, the Santa Isabel (1694), San Rosa (1750), and Sta.
Catalina (1696) schools were established.

After the 1850s, public schools started to be put up in the country. In 1867, there were 593
primary schools with a total enrollment of 138,990.

The hospitals, asylums, orphanages and schools were maintained using subsidies and
grants from the Spanish government. However, these were not sufficient and donations from
Philantrophic individuals were also solicited.
 The outbreak of the revolution against the Spanish government in the country led to efforts
that were directed mainly at the sick and wounded Filipino soldiers who needed medical
care. Religious orders like the “Hermanos” responded, and several women provided
leadership in nursing the wounded in the battlefields particularly after the execution of Dr.
Jose Rizal on December 30, 1897. The National Association of the Red Cross was
organized in 1899 to provide medical supplies and food to the revolutionaries in the
provinces of Luzon.

THE AMERICAN PERIOD

The Americans occupied the country in 1899 and introduced a new educational system,
new health methods and religious freedom.
In 1902, following an epidemic of bubonic plague, cholera, and smallpox, the Civil
government created an agency, the Insular Board to coordinate and supervise private
institutions engaged in welfare work. This agency was composed if government health officials
and therefore effected important programs in the heath field, such as the regulation of the
practice of medicine and the establishment of provincial and health boards to oversee the health
programs of the government. The Insular Board also provided subsidy to expand the services of
certain hospitals and asylums which were under its supervision, like the Women’s Hospital of
Manila, the Hospicio de San Jose, St. Vincent de Paul, St. Paul’s Hospital and the San Juan De
Dios Hospital.
The Philippine General Hospital was established in 1908, followed by the University
Hospital under the auspices of the Protestant Episcopal Services of America, and the Mary
Johnston Hospital under the auspices of the Methodist Church.
On February 5, 1915, the American government created the Public Welfare Board with
the passage of Legislative Act No. 2510, essentially to coordinate the welfare activities of
various existing charitable organizations.
In January 1917, a government orphanage was set up in Makati, Rizal, the first
government entity to operate as a welfare agency, and a initial step in child welfare services.
The orphanage had admission and discharged policies and employed systematic investigations
to establish the merit of applications.
Earlier, some developments in the field of special services had taken place. In 1900,
some attempt was made to alleviate the condition of deaf children at the Philippines Normal
School and in 1910, as school for the deaf and blind was organized.
In 1917, the Associated Charities of Manila was founded by a group of civic-spirited
Americans and Filipinos, having in mind the concept of Community Chest as it is now called.
The initial idea was to centralize the receipt and distribution of donations to different charitable
organizations, although later, it expanded its objectives to include the provision of material relief
and employment to the deserving, based on a study of the conditions and needs of applicants.
Between 1919 and 1921, the Associated Charities was fused with American Red Cross
(Philippine Chapter), but the arrangement caused administrative problems and had to be given
up.
Meanwhile, a number of private civic organizations were established by the Americans
which soon gained prominence in the field of Social Welfare.
In 1905, the Philippine Chapter of the American Red Cross (one of the first branches to
be organized in American territories) was established to take charge of disaster relief in the
country and to administer American Red Cross funds from the United States. At the end of the
World War I, the organizers of the Philippine Chapter decided to maintain the organization and
set up programs on a permanent peace-time basis. Between 1921 and 1923, the chapter
established health centers in provinces and dental clinics in schools. In the succeeding years,it
came to be a soundly established social welfare agency.
In 1907, the I a Gota de Leche was established to furnish child-caring institutions with
fresh cow’s milk from a dairy farm in Pasay, Manila, supervised by a veterinarian. This agency
later opened a free consultation clinic for mothers.
In 1910, the Philippine Anti-Tuberculosis Society was organized, following the first
meeting of the Far Eastern Association of Tropical Medicine in Manila. With its aim of
encouraging research and data collection about tubercolusis and to combat the spread of the
disease, the organization succeeded in securing government support in 1911, which eventually
enabled the Society to open a tuberculosis sanitarium in Santol, Quezon City. The sanitarium is
still the major hospital for the tuberculosis in the country today.
In 1913, the Association de Damas Filipinas was organized by civic-spirited women to
help destitute mothers and their children, using funds obtained from membership fees, and later,
funds granted by the Public Welfare Board. In 1926, the association founded a Settlement
House on Rizal Avenue, Manila (transferring later to a new location in Paco, Manila), patterned
after Jane Addam’s Hull House in Chicago, Admission was limited to persons made destitute by
accident, chronic illness or broken homes, or who were victims of natural disasters or otherwise
deserved.
In 1921, the Office of the Public Welfare Commissioner was created under the
supervision of the Department of Interior. It absorbed the functions of the Public Welfare Board
which, while charged with coordinating and intensifying the activities of child welfare
organizations and agencies, was unable to cope with the mounting problems in the health field,
which was manifested in the high infant mortality rate in the second decade of the century. This
new office intensified educational campaigns particularly along maternal and child health,
engaged in studies to find out the causes of high infant mortality, established puericulture
centers and maternity houses, supervised private charitable organizations and conducted
conferences and institutions, not only to heighten the health consciousness of health personnel
and the general community but also to improve the knowledge and skills of the former, for their
respective functions and tasks. Much impetus was given by this office to the puericulture center
movement in the country at this time, and its activities were coordinated with the health activities
of the Philippines Health Service which may be considered the forerunner of the present
government health system.
It should be of interest to cite the fact that in 1922, the Office of the Public Welfare
Commissioner prepared solicitation forms which it required the public to demand of any person
appealing for donations to charities. This was done to protect the public and organizations from
unscrupulous persons collecting funds. This practice, however, was not legally sanctioned until
1933, when a law was passed requiring “any person, corporation, organization or association
desiring to solicit or receive contributions for charitable or public welfare purposes . . . . to
secure a permit to do so from the director of Public Welfare.”
In 1924, the Associated Charities had become an independent agency under the
supervision of the Public Welfare Commissioner, and was being partly financed by the
government and partly by private contributions.
In the same year (1924), the Philippine Legislature passed a Law (Philippine Legislative
Act No. 3203) relating to the care and custody of neglected and delinquent children and
providing probation officers for them. The boys’ and girls’ reformatories under the City of Manila
became the Philippine Training School for Boys and the Philippine Training School for Girls, and
were placed under the supervision of the Office of the Public Welfare Commissioner.
In 1926, some of the children in the government orphanage in Makati were transferred to
Welfareville, a fifty-hectare compound in San Felipe Neri (now Mandaluyong), Rizal, supervised
by the Division of Dependent Children in the Office of the Public Welfare Commissioner. The
division introduced the “congregate system” where wards were grouped in separate cottages –
based on certain considerations, such as the children’s needs and problems. The same division
supervised child-caring institutions receiving material and technical assistance from the
government.
The administration of Social Welfare in the Philippines was marked by significant
developments when Frank Murphy became Governor-General in 1933. Scholarship grants for
professional training in social work in the United States were made available. The Legislature
appropriated funds for the operations of government child and maternal health centers, which
Governor Murphy asked to be established in each town with at least two thousand populations.
Social health center (institutions with combined health and social services) were established in
selected communities where health and socio-economic conditions were highly unsatisfactory.
He created the first Housing Committee which undertook a study of slums in Manila, resulting in
an experimental housing project of thirty-one model houses in Tondo. He also encouraged the
establishment of private colleges and technical schools and had the National Economic
Protectionism Association (NEPA) organized to promote home industries. Aside from a National
Research Council, he also created an Unemployment Committee which in return recommended
the creation of a National Emergency Relief Board to coordinate all private and government
efforts to reduce unemployment and relieve distress caused by unavoidable unemployment.
Later, this Board extended its services to include relief to typhoon victims. He also supported
the women suffrage campaign, signing a law enacted by the Philippine Legislature
enfranchising women in 1933 (which however, did not take effect until 1937)
The economic depression in the 1930s created serious economic problems. The
Associated Charities was unable to cope with the number of applicants for relief and other social
services, despite appropriations made by the Office of the Public Welfare Commissioner, under
its director, Dr. Jose Fabella. However, the organization received a boost when Frank Murphy
approved a large appropriation to the Associated Charities, designating it as the Insular Relief
Agency to provide material assistance to the needy, elementary education and handicrafts
training in social work. The latter was done with the help of Josefa Jara Martinez, who had
obtained a diploma in social work from the New York School of Social Work in 1921, worked for
the Public Welfare Board where she had started to introduce the scientific approach in social
work and then was detailed to the Associated Charities.
The Murphy administration’s social welfare programs marked the first time the
government assumed full responsibility for the relief of the distressed due to any cause.
LEARNING ACTIVITY:
General Instruction: ANY ALTERATIONS OR ERASURE MEANS WRONG

PART I - TRUE OR FALSE

Directions: Write T if the statement is TRUE and write the CORRECT ANSWER if the statement is
FALSE. Write your answer on the blank provided before the number.

______1. The Philippine General Hospital was established in 1908.

______2. The social depression in the 1930s created serious economic problems
______3. The Americans occupied the country in 1899 and introduced a new educational system, new
health methods and religious freedom.
_____4. The first hospital established in the Philippines was the one founded by Dr. Jose Fabella in Cebu
in 1565.
_____5. The hospitals, asylums, orphanages and schools were maintained using subsidies and grants
from the American government.
_____6. Many changes took place in Philippine social and economic life with the coming of the Spaniards
_____7. The “barangay” was often ruled by a headman who was usually the oldest member of the
community and known as the “datu”.
_____8. In 1882, orphanages for girls in Cebu and for boys in Tambobong were founded by the
Agustinian fathers.
_____9. Office of the Public Welfare Commissioner was created under the supervision of the Department
of Interior.
_____10. The Hospicio de San Jose was founded in 1882, originally to house to aged and orphans, the
mentally defective, and young boys requiring reform but later limiting admission to children who were
discharged later to be adopted or employed.
_____11. The administration of Social Welfare in the Philippines was marked by significant developments
when Dr. Josefa Fabella became Governor-General in 1933.
_____12. Josefa Jara Martinez, who had obtained a diploma in social work from the New York School of
Social Work in 1921
_____13. Associated Charities had become an independent agency under the supervision of the Public
Welfare Commissioner
_____14. The Asilo de San Vicente de Paul, an asylum for girls, was established, offering religious
instructions, primary education and training in housework to its inmates
_____15. The early Japanese not only taught religion to the Filipinos but also administered hospitals and
orphanages.
_____16. At the end of the World War I, the organizers of the Philippine Chapter decided to maintain the
organization and set up programs on a permanent peace-time basis.
_____17. “Any person, corporation, organization or association desiring to solicit or receive contributions
for charitable or public welfare purposes . . . . to secure a permit to do so from the director of Public
Welfare.”
____18. This was done to protect the public and organizations from unscrupulous persons collecting
funds.
____19. The Office of the Public Welfare Commissioner prepared solicitation forms which it required the
public to demand of any person appealing for donations to charities.
____20. The National Association of the Red Cross was organized in 1890 to provide medical supplies
and food to the revolutionaries in the provinces of Luzon.

PART II - MULTIPLE CHOICE

Directions: Read carefully each questions and encircle the letter of the correct answer.

1. The “barangay” was often ruled by a headman who was usually the oldest member of the
community.
a. Datu
b. Grandfather
c. Father
d. All of the above
2. When was the Associated Charities become an independent agency under the supervision of the
Public Welfare Commissioner, and was being partly financed by the government and partly by
private contributions?
a. 1924
b. 1942
c. 1944
d. 1949
3. On January 1917, where was the government orphanage set up?
a. Cebu City
b. Makati, Rizal
c. Mandaluyong
 d. Quezon City
4. What is the first government entity to operate as a welfare agency, and a initial step in child
welfare services?
a. Associated charities
b. Government orphanage
c. Philippine Red Cross
d. National Association of the Red Cross
5. What do you call to the school for the deaf and blind?
a. Philippine Normal School
b. Philippine Deaf and Blind School
c. Philippine Disability School
d. None of the above
6. Who worked for the Public Welfare Board where she had started to introduce the scientific
approach in social work and then was detailed to the Associated Charities?
a. Frank Murphy
b. Jose Rizal
c. Josefa Jara Martinez
d. None of the above
7. In 1917, who are the group of civic-spirited that founded the Associated Charities of Manila?
a. Americans
b. Filipinos
c. Americans and Filipinos
d. Spanish and Americans
8. What division that introduced the “congregate system” where wards were grouped in separate
cottages?
a. Division of Dependent Children
b. Division of Dependent Family
c. Division of Dependent Women
d. Division of Dependent PWD
9. When was the public schools started to be put up in the country?
a. Before the 1850s
b. After the 1850s
c. During the 1850s
d. All of the above
10. It his responsibility was to oversee the welfare of the members of his barangay.
a. Barangay Captain
b. Datu
c. Priest
d. Mayor
11. Social welfare work in those times centered around mutual protection and economic survival.
a. The Pre-historic Period
b. The Spanish Period
c. The American Period
12. Who founded the first hospital established in the Philippines in Cebu?
a. Josefa Jara Martinez
b. Frank Murphy
c. Don Miguel Lopes de Legaspi
d. Datu
13. Known to have been built to house Filipino beggars, it became a hospital for lepers in 1631 when
150 lepers arrived in the Philippines from Japan
a. Hospital de Zamboanga
b. Hospicio de San Jose
c. Philippine General Hospital
d. San Lazaro Hospital
14. When does the American government created the Public Welfare Board with the passage of
Legislative Act No. 2510?
a. February 19, 1915
b. February 5, 1952
c. February 9, 1951
d. February 5, 1915
15. Where does the subsidies and grants came from when hospitals, asylums, orphanages and
schools were maintained?
a. Spanish government
b. American government
c. Japanese government
 d. Filipino government
16. In 1926, where did the children in the government orphanage in Makati transferred?
a. Makati Village
b. Orphanageville
c. Welfareville
d. Village
17. Why did the Nuesta Senora de la Consolacion and Santo Tomas de Vilanueva asylums
organized
a. temporary house for the victims of World War I
b. to take care of the victims of a cholera epidemic that broke out
c. to alleviate the poverty in the country
d. to facilitate the deaf and blind children
18. The Asilo de San Vicente de Paul, an asylum for girls, was established, offering, EXCEPT;
a. religious instructions
b. primary education
c. training in housework to its inmates
d. training on basic household chores
19. When did the Americans occupied the country and introduced a new educational system, new
health methods and religious freedom?
a. 1899
b. 1989
c. 1899
d. 1990
20. Why did the organizers of the Philippine Chapter decided to maintain the organization?
a. to set up programs on a permanent peace-time basis
b. to be able gather more funds
c. to maintain the peace-time basis
d. to establish more porgrams
MODULE 2/ WEEK 2: (AUGUST 30-SEPTEMBER 03, 2021)

Lecture:
Historical Perspective: Evolution of Social Welfare in the Philippines and other country
● The Commonwealth Period

● The Japanese Occupation

● The Post-War years

Objectives:
● To be able to discuss the development of social welfare from pre-historic period to the
period at the turn of new century
● To be able to identify the contribution of each period in social welfare of the Philippines

THE COMMONWEALTH PERIOD

Major changes in Philippine political and social life took place as a result of Filipinos
taking over the reins of government during the Commonwealth period. Specifically, in the fields
of health and welfare, programs were expanded and improved, and new services were
organized, such as rural charity clinics (in places where no hospitals or private practicing
physicians were available), a quarantine service, and a home for mentally defective children as
well as for the aged and the infirm in Welfareville.
President Manuel L. Quezon, working for social justice, prevailed upon the National
Assembly to pass the anti-usury laws, the eight-house labor law, laws fixing minimum wages
(one peso in the province and one peso and twenty-five centavos in the cities), laws related to
insurance, pensions and women and child labor. Furthermore, he initiated housing projects,
making it possible for tenants to buy these houses on easy installment plans. He created relief
boards and other bodies to undertake relief activities during periods of natural calamities,
economic crisis, and unemployment.
In 1940, the Office of the Commissioner of Health and Public Welfare (the office which
took charge of health and welfare services between 1930 and 1940) was abolished and was
replaced by a Department of Health and Public Welfare. In 1941, an Executive Order
established under the Bureau of Public Welfare (of the new Department) a Public Assistance
Service, which took over the activities that used to be performed by the Associated Charities
which by then, had ceased the exist.
THE JAPANESE OCCUPATION
The Second World War which brought death and immeasurable suffering to the
country’s population was to last for three years, from 1942 to 1944.
Social welfare activities during the period consisted mainly of giving medical care and
treatment, as well as food and clothing, to the wounded soldiers, prisoners and civilians.
The Bureau Public Welfare which was closed when the war broke out was reorganized
by the Executive Commission and instructed to attend to the general welfare of the residents,
and to give food and comfort to released prisoners from concentration camps. In 1943, when
food shortage became acute in Manila, the Bureau had to cease operations.
Relief work during the Japanese Occupation was undertaken primarily by volunteer
organizations. Prominent among these were the Philippine Red Cross, the Young Women’s
Christian Association, and the National Federation of Women’s Leagues. At the same time,
despite difficulties, several hospitals such as the Philippine General Hospital, the St Luke’s
Hospital, the Mary Johnston Hospital and the North General Hospital continued to provide
medical treatment, food and shelter. In many instances, churches and convents were used as
centers of operations with members of religious organizations doing their share of volunteer
work.
After the Liberation, relief work continued to play an important role. Workers of Philippine
War Relief, Inc., organized in the United States by a group of sympathetic Americans,
accompanied the liberating army when it landed in Leyte in 1945 and assisted the United States
army in the provision of medical services and material relief to prisoners of war and displaced
persons.
Other relief agencies which were active in the distribution of goods to the needy was
victims were the Emergency Relief Office, the Emergency Commission Administration, the
Philippine Civil Affairs Unit and the Philippine Relief and Trade Rehabilitation Administration
(PRATRA). Relief goods were also brought in by the United Nations Relief and Rehabilitation
Administration (UNRRA).
THE POST-WAR YEARS
The Bureau of Public Welfare re-opened in 1946, but lack of funds greatly limited its
operations. On October 4, 1947, recognizing the need for a more centralized ad better
integrated social welfare program, the Bureau became the Social Welfare Commission, and was
placed under the Office of the President. This signified the formal recognition of social welfare
as a responsibility of state.
The Social Welfare Commission offered three categories of services: (a) child welfare
work including probation and parole services and institutional care for various groups; (b) public
assistance in the form of relief and casework services to indigent war victims and the physically
handicapped and infirm; and (c) coordination and supervision of all public welfare activities.
The War Relief Office was placed under the control of the Social Welfare Commission,
providing it with additional sources of funds which enabled the Commission to increase the
number of provincial branches which carried out not only outright relief but family and child
welfare, and rehabilitation services.
Other activities of the new public welfare agency included the (a) establishment of the
Welfare Home for Women and Girls as a result of anti- venereal disease drive conducted by the
Department of Health, the Social Welfare Commission and the Bureau of Labor; and was set up
to provide shelter, medical care, vocational training and guidance to rehabilitate young wayward
women, and (b) setting up employment and related services under its Public Assistance
department.
The late forties saw the upsurge of new socio-economic and political problems. The
feudalistic tenancy system created a dissident movement which threatened the stability of the
government under President Elpidio Quirino. Encounters between the armed forces and
dissidents created rural unrest and more poverty. The Social Welfare Commission, instructed to
do a socio-economic survey of the affected areas which were mostly in Central Luzon, came up
with a report of the miserable situation and recommended a better coordination of government
services in the field.
In August 1948, President Quirino created the President’s Action Committee of Social
Amelioration (PACSA) which was charged with the “duty of giving relief assistance to the
hungry, the homeless and the sick . . . to victims of dissident depredation and violence.” It
included a comprehensive program of health, education, welfare, agriculture, public works and
financing.
An international agency also made its mark in the social welfare scene in the late forties.
The United Nations International Children’s Emergency Fund (UNICEF) created by the United
Nations General Assembly in 1946 to further maternal and child health in economically
underdeveloped countries, became active in the Philippines after 1948. Aside from establishing
basic health services for mothers and children, consisting of feeding programs, medical care,
and health education, it has also provided such supportive assistance as health equipment and
supplies and opportunities for the training of medical and other health-related personnel. The
UNICEF (now United Nations Children’s Fund) has served millions of Filipinos mothers and
children, and today, continues to engage in programs and innovative projects in social welfare –
mainly for families and children – in the country.
● Social Welfare Administration
On January 3, 1951, the Social Welfare Commission and President’s Action Committee on
Social Amelioration were fused into one agency called the Social Welfare Administration.
Shortly after this, the new agency established staff development service, began accepting
Social Work field practice students from the newly-opened social work schools in the
Metroplitan (Greater) Manila Area, and started to conduct more surveys and field studies on
income, housing needs, and the needs of special groups such as the handicapped.
Before the Second World War, the Associated Charities was the agency took care of
relief for the needy and indigent, which function was assumed later by the Bureau of Public
Welfare and, much later after the war, by several relief agencies (the PRATRA, the War
Relief Office, the PACSA). With establishment of the Social Welfare Administration, the
responsibility for relief was placed under the new agency’s Division of Public Assistance,
which became concerned with the need for a more professional administration of public tax-
supported welfare programs and services to needy and disadvantaged members of the
community. This office had two programs:
⮚ Assistance. This was given in the form of general assistance to dependent minors,
the aged and the handicapped, and special assistance to clients with needs and
 problems of a temporary nature like the unemployed, victims of natural disasters and
victims of dissident operations. Assistance was given in the form of material aid like
food, financial aid, transportation aid, medical aid, institutional care, and work relief.
⮚ Service. This was rendered in the form of rehabilitation service for employable
disabled, the physically and mentally handicapped, as well as the occupationally
maladjusted through diagnostic, guidance and placement services and skills training;
service to squatters evicted from their homes through the provision of educational,
health and medical facilities and assistance with income-producing projects; services
to organizations of the handicapped; and administration and supervision of
rehabilitation projects and workshops.
Another important arm of the Social Welfare Administration was its Child Welfare
Division. Services under this unit included casework and guidance services for children who
remained at home; case study of anti-social or delinquent children; child protection services;
supervision of all child-caring institutions in the country; and other services such as those for
dependent children and children in the SWA-operated children’s institution.
The Division of Rural Welfare in the Social Welfare Administration was created by
Administrative Order No. 7, on September 5, 1951, to deal with the mounting social problems in
the rural areas. This Division was entrusted with the study of rural conditions as basis for
determining services, of establishing and maintaining of welfare services in the government’s
land settlement areas of victims of dissidence and disasters and the establishment and
maintenance of welfare services for non-Christian tribal groups. In 1954, the SWA was
reorganized, and this Division developed new community programs such as self-help centers,
community kitchens and cottage industries.
The Social Amelioration Program of rural areas, which was a major concern of President
Magsaysay, gave impetus to the new programs in the Division of Rural Welfare. The
government’s concern for social welfare was manifested in the distribution of land to the
landless, the construction of feeder roads to improve communication and the construction of
artesian wells.
“Self-help” became the underlying philosophy for the rural community development
projects facilitated or stimulate by the SWA’s Rural Welfare Division. Among these projects
were animal and vegetable-raising, handicrafts, adult education, barrio roads, community
centers, and cooperatives. The agency provided in-service training for rural welfare workers and
set up regional and provincial branches. At the same time, many of its workers pursued formal
education in social work. (Social work education will be discussed later)
An important development in the mid-sixties was the passage in 1965 of Republic Act
4373, “An act to regulate the Practice of Social Work and the Operation of Social Work
Agencies in the Philippine.” The law requires the completion of a Bachelor of Science in Social
Work degree, one thousand hours of supervised field practice, and the passing of government
board examination in social work for licensing or registration as a social worker. The law
provided for the creation of a Board of Examiners (now called Board for Social Workers) that will
administer its provisions. It also empowered the Social Welfare Administration (now Department
of Social Welfare and Development) to license and accredits public and private organizations for
social welfare work. The law had the desirable effect of making those already occupying social
work positions undergo professional social work education.
Republic Act 4373 is generally considered as the formal recognition of Social Work as a
profession in the Philippines. As of December 2006, there were 16,134 licensed social workers
in the country.
The fact that Social Welfare Administration was placed directly under the Office of the
President was a source of budgetary and other administrative problems which affected the
systematic implementation of programs. In 1968, President Ferdinand E. Marcos signed
Republic Act 5416, known as the Social Welfare Act, elevating the SWA into a Department. The
government declared social welfare a matter of policy when the law stated that “it is the
responsibility of the Government to promote a comprehensive program of a social welfare
services designed to ameliorate the living conditions of distressed Filipinos particularly those
who are handicapped by reasons of poverty, youth, physical and mental disability, illness and
old age, or those who are victims of natural calamities, including giving assistance to members
of cultural minorities to facilitate their integration into a body politic.”
The Department drew up a comprehensive social welfare program along the following
concerns; (a) preventive and remedial programs and services for individuals, families, and
communities; (b) protective remedial and developmental welfare services for children; (c)
vocational rehabilitation and related services for the physically handicapped, ex-convicts and
individuals with special needs; and (d) training, research and special projects. These programs
were to be implemented by the Bureau of Family Welfare, Bureau of Youth Welfare, Bureau of
Vocational Rehabilitation, Bureau of Field Services and the Bureau of Training, Research and
Special Projects.
The Department continued most of the programs and services under the Social Welfare
Administration, but improved and expanded many of them, while developing new services and
activities to respond to the ever-increasing demands in social welfare.
LEARNING ACTIVITY:
General Instruction: ANY ALTERATIONS OR ERASURE MEANS WRONG

PART I - IDENTIFICATION:
Directions: Identify what is being stated in each number. Write your answer on the space provided before
each number.

_______1. During the Japanese Occupation was undertaken primarily by volunteer organizations.
_______2. It was placed under the control of the Social Welfare Commission
_______3. He initiated housing projects, making it possible for tenants to buy these houses on easy
installment plans.
_______4. “An act to regulate the Practice of Social Work and the Operation of Social Work Agencies in
the Philippine.”
_______5. He created the President’s Action Committee of Social Amelioration (PACSA)
_______6. The Social Welfare Commission and President’s Action Committee on Social Amelioration
were fused into one agency.
_______7. Became the underlying philosophy for the rural community development projects facilitated or
stimulate by the SWA’s Rural Welfare Division
______8. “it is the responsibility of the Government to promote a comprehensive program of a social
welfare services designed to ameliorate the living conditions of distressed Filipinos particularly those who
are handicapped by reasons of poverty, youth, physical and mental disability, illness and old age, or those
who are victims of natural calamities, including giving assistance to members of cultural minorities to
facilitate their integration into a body politic.”
______9. The law requires the completion of a degree, one thousand hours of supervised field practice,
and the passing of government board examination in social work for licensing or registration as a social
worker.
______10. Has served millions of Filipinos mothers and children, and today, continues to engage in
programs and innovative projects in social welfare – mainly for families and children – in the country.
______11. “Duty of giving relief assistance to the hungry, the homeless and the sick . . . to victims of
dissident depredation and violence.”
______12. Used as centers of operations with members of religious organizations doing their share of
volunteer work.
______13. Created a dissident movement which threatened the stability of the government under
President Elpidio Quirino
______14. Fields where programs were expanded and improved and new services were organized, such
as rural charity clinics (in places where no hospitals or private practicing physicians were available), a
quarantine service, and a home for mentally defective children as well as for the aged and the infirm in
Welfareville.
______15. This was rendered in the form of rehabilitation service for employable disabled, the physically
and mentally handicapped, as well as the occupationally maladjusted through diagnostic, guidance and
placement services and skills training; service to squatters evicted from their homes through the provision
of educational, health and medical facilities and assistance with income-producing projects; services to
organizations of the handicapped; and administration and supervision of rehabilitation projects and
workshops
______16. Agency took care of relief for the needy and indigent, which function was assumed later by the
Bureau of Public Welfare and, much later after the war, by several relief agencies (the PRATRA, the War
Relief Office, the PACSA)
______17. Workers of this agency were organized in the United States by a group of sympathetic
Americans
______18. The major concern of President Magsaysay, gave impetus to the new programs in the Division
of Rural Welfare
______19. This was given in the form of general assistance to dependent minors, the aged and the
handicapped and special assistance to clients with needs and problems of a temporary nature like the
unemployed, victims of natural disasters and victims of dissident operations. Assistance was given in the
form of material aid like food, financial aid, transportation aid, medical aid, institutional care, and work
relief.
_______20. Came up with a report of the miserable situation and recommended a better coordination of
government services in the field.

PART II - ESSAY:
Directions: Explain in your own understanding.

1. Association Charities (5 points)

2. Social Welfare Administration (5 points)
3. Differentiate RA 4373 and RA 5416.
How they can contribute to Social Work Field (15 points)
MODULE 3/ WEEK 3: (SEPTEMBER 06- 10, 2021)

Lecture:
Historical Perspective: Evolution of Social Welfare in the Philippines and other country
● The Seventies

● The Eighties

● The Nineties

Objectives:
● To be able to discuss the development of social welfare from pre-historic period to the
period at the turn of new century
● To be able to identify the contribution of each period in social welfare of the Philippines

THE SEVENTIES
President Ferdinand E. Marcos declared Martial Law and set up a crisis government on
September 21, 1972. This was the period of the First (1960s) and Second (1970s) United
Nations-declared “Developmental Decades”. The U.N called on member nations to focus on
developmental efforts aimed at importing the quality of life of the majority of the population
suffering from poverty and its accompanying problems of malnutrition, lack of skills, ill-health,
low economic productivity and low income, unemployment, dependency, poor housing and so
on.
On September 8, 1976, the Department of Social Welfare became Department Social
Services and Development shifting emphasis from the traditional, often institution-based social
welfare to community-oriented programs and services which underscored people’s own
capacities for problem-solving. The Department had accepted the development thrust in social
welfare. Otherwise, its organization, powers and functions remained.
The Department, while open to serving the needs of all citizens eligible for its services,
had to set priorities. Thus it decided to concentrate on serving the needs of the bottom 30% of
the country’s population, through a “package” of programs consisting of Self-Employment
Assistance, Practical Skills Development and Job Placement, Day Care Centers and
Supplemental Feeding, Emergency Assistance, Family Planning Information and Motivation and
Special Services for Orphaned, Abandoned, Neglected, Disabled and other types of Special
needs. In 1977, these programs took on the acronym “SPDEFS”.
Service Delivery was facilitated through the “baranganic approach” which makes use of
the existing political structure, the barangay, as the worker’s point of entry and basis for problem
identification and prioritizing.
On June 2, 1978, President Marcos issued Presidential Decree No. 1397, providing for
the conversion of departments into ministries, to adapt to the requirements of the change from a
presidential to a parliamentary form of government. The Department was renamed the Ministry
of Social Services and Development. The organizational structure, functions and programs,
however, remained the same.
Meanwhile, social welfare activities under private auspices continued after the Second
World War, even as the government’s responsibility in social welfare had already been
established. New agencies and organizations were established to serve a variety of community
needs and problems, such as for the mentally and emotionally handicapped, the physically
handicapped, orphans, unwed mothers, etc.
In 1949, the Council of Welfare Agencies of the Philippines and Community Chest of
Greater Manila were organized.
The Council was established to (a) study and define social welfare problems and human
needs; (b) to develop a coordinated plan of action to meet these needs; (c) to help improve the
standards of social services; and (d) to serve as the National Committee for the International
Conference on Social Welfare. Concerned with the greatly-increased number of private
agencies which presented problems of overlapping of services and inadequate standards, the
Council today continues to try to influence the quality of standards of private social welfare
agencies.
The Community Chest was established primarily in response to the need and desirability
of having one organization with the responsibility of raising funds and allocating them to
remember agencies on the basis of need. The motto “give once for all” appealed to the public
and minimized competition for fund donors among private agencies. Community chests and
councils have now been organized in major cities in the country.
In the early fifties, the Philippine Youth Welfare Coordinating Council was established.
Initially composed of thirty-three youth-serving agencies, but later adding more members,
PYWCC brought together representatives of these agencies to study and plan more effective
programs for the youth.
The sixties and seventies saw the continuation of efforts of existing voluntary
organizations and the establishment of even more agencies. Heeding the government’s call for
cooperation from the private sector in its pursuit of development goals, many agencies adapted
the new development orientation.
Community outreach programs have been and continue to be organized, and programs
which integrate nutrition, family planning, skills training, self-employment and other income
producing projects have become very popular. Other organizations, like the Philippine Rural
Reconstruction Movement and the Philippine Business for Social Progress have decided to
emphasize community self-reliance projects.

THE EIGHTIES
During the eighties, the Self-Employment Assistance (SEA), the Ministry’s banner
program was upgraded to make it more responsive to its clients’ needs. Clients individually or in
groups, were able to take out bigger loans to expand their income generating projects. The
“total family approach” that guided the program emphasis on food production and nutrition and
provided training in business management skills.
The following are among the other significant achievements of the MSSD during this
period;

(a) Launching of the Case Management System, which involves the use of MSSD’s
internal and external resources employing the Total Family Approach with a set of
Social Welfare Indicators (SWI). The latter monitors the level of well-being of
MSSD’s service users, that is, their progress from survival to subsistence and finally,
self-sufficiency.
(b) Primary health care-related activities were integrated into the MSSD’s services on
the barangay level in support of the Ministry’s health’s program.
(c) Greater cooperation and coordination among non-government organizations in
response to MSSD’s technical assistance; consultation, planning, and monitoring
workshops with these NGOs.
(d) Increased participation of local governments in social welfare activities.
(e) Coordination with the NGOs was intensified as a result of its partnership with 138
licensed/accredited NGOs.
(f) Family planning motivation was integrated into the MSSD’s skills/employment-related
programs; population and sex education and pre-marital counseling were provided to
thousands of youth.
(g) Through a strong tie-up with NGOs, local government units and civic-minded
individuals, 10,000 Day Care Centers, neighborhood feeding centers, food-for-
growth centers were established, mainly for disadvantaged children between 0-6
years old.
(h) Priority attention was given to the development of disadvantaged youth through the
Integrated Human Resources Development Program (IHRDP).

On January 30, 1987, President Corazon C. Aquino signed Executive Order No. 123,
reorganizing the MSSD and renaming it Department of Social Welfare and Development. The
Department was “evolving from mere welfare or relief agency to the greater task of
development”.
The Department’s mandate, objectives and programs remained the same in the next
several years. The DSWD’s major social programs were family and community welfare, child
and youth welfare, women’s welfare (E.O 123 provided for the creation of the Bureau of
Women’s Welfare “with specific attention to the prevention or eradication of exploitation of
women in any form . . . as well as the promotion of skills for employment and self-actualization”),
welfare of the disabled including the elderly, and emergency assistance for victims of natural
and manmade disasters. The approach taken by the agency during this period is described as
“preventive and developmental, participative and client-managed.”
THE NINETIES
 During the early nineties, the DSWD continued the same five program areas of concern.
However, it gave priority attention to Low Income Municipalities (LIMs) and other socially-
depressed barangays. It was also greatly involved in disaster management in many parts of the
country that experienced typhoons, floods, and the eruption of Mt. Pinatubo and its aftermath
which required massive relief work and the use of Crises Incident Stress Debriefing (CISD), a
form of crisis intervention used with victims of these disasters and other crisis situations. The
agency’s social workers (the DSWD had become the major employer of licensed social workers)
were given special training for this form of intervention.
On October 10, 1991, R.A 7160, otherwise known as the Local Government Code, was
passed. The DSWD along with other national agencies had to “shift gears” i.e., it had to devolve
its implementing functions together with its programs and services, direct service workers,
budget corresponding to the salary and funds of the staff and programs and assets and
liabilities to the local government units starting in 1992. The devolution meant a realignment of
DSWD’s structures in both its central as well as field offices, resulting in a much learner, more
functionally-aligned organization responsive to its post-devolution mandate.
The supplement its five (devolved) program areas of concern, the Department retained
specialized social services consisting of four categories: (a) Center/institution-based services;
(b) community-based programs and services, (c) locally-funded and foreign-assisted projects;
and (d) disaster relief and rehabilitation augmentation.
The decade of the nineties saw the DSWD move from its traditional image of service
provided to one that leads in social welfare policy formulation and program development,
standard-setting and regulation enforcement, provision of technical assistance, capability-
building and augmentation support to local government units (LGUs), non-government
organizations (NGOs), and people’s organization (POs). The department has expressed its
commitment to “continue its leadership role in social welfare and social development” in the
New Millennium, given its vision of “poverty eradication and empowerment of disadvantaged
individuals, families and communities with capability to improve their quality of life through the
provision of assistance to LGUs, NGOs, POs, other national government agencies (NGAs) and
other members of civil society.
The DSWD’s Vision today is “a society where the poor, vulnerable and disadvantaged
individuals, families and communities are empowered for an improved quality of life.” With a
Mission “to provide social protection and promote the rights and welfare of the poor, vulnerable
and disadvantaged individuals, families and communities that will contribute to poverty
alleviation and empowerment through DSWD policies, programs, projects and services
implemented with or through local government units, non-governmental organizations, people’s
organizations other national government agencies and other members of civil society.”
In its 2006 year-end Report, the DSWD cites its having intensified the implementation of
pro-poor programs, which are in consonance with the Medium-Term Philippine Development
Plan (MTPDP). Specifically, it describes “Major Final Outputs” (MFOs) delivered to its major
sectorial communities, i.e., children and youth with special needs, women in especially difficult
circumstances, older persons, persons with disabilities, and low-income and disadvantaged
families and communities.
LEARNING ACTIVITY:
General Instruction: ANY ALTERATIONS OR ERASURE MEANS WRONG

PART I - IDENTIFICATION:
Directions: Identify what is being stated in each number. Write your answer on the space provided before
each number.

________1. This was the period of the First (1960s) and Second (1970s) United Nations-declared
“Developmental Decades”.
________2. “A society where the poor, vulnerable and disadvantaged individuals, families and
communities are empowered for an improved quality of life.”
_______3. Established primarily in response to the need and desirability of having one organization with
the responsibility of raising funds and allocating them to remember agencies on the basis of need.
_______4. Facilitated through the “baranganic approach” which makes use of the existing political
structure, the barangay, as the worker’s point of entry and basis for problem identification and prioritizing.
________5. During the eighties, the Ministry’s banner program was upgraded to make it more responsive
to its clients’ needs
_______6. Guided the program emphasis on food production and nutrition and provided training in
business management skills.
_______7. This was the period of the First (1960s) and Second (1970s) United Nations
_______8. It was accepted by department in social welfare.
_______9. “To provide social protection and promote the rights and welfare of the poor, vulnerable and
disadvantaged individuals, families and communities that will contribute to poverty alleviation and
empowerment through DSWD policies, programs, projects and services implemented with or through
local government units, non-governmental organizations, people’s organizations other national
government agencies and other members of civil society.”
______10. Council that was established to study and define social welfare problems and human needs.

PART II - MULTIPLE CHOICES:

Directions: Read carefully each questions and encircle the letter of the correct answer.

1. It is known as the Local Government Code.

a. R.A 4373
b. R.A 7160
c. R.A 5416
d. R.A 7610
2. The objectives and programs remained the same in the next several years.
a. Department’s mandate
b. Department’s vision
c. Department’s mission
d. All of the above
3. What does the PYWCC means?
a. Philippine Youth Welfare Coordinating Council
b. Philippine Youth Welfare Charity Council
c. Philippine Youth Welfare Community Council
d. Philippine Youth Welfare Chest Council
4. A form of crisis intervention used with victims of these disasters and other crisis situations.
a. Emergency Assistance
b. Self-Employment Assistance (SEA)
c. Total Family Approach
d. Crisis Incident Stress Debriefing (CISD)
5. “With specific attention to the prevention or eradication of exploitation of women in any form . . .
as well as the promotion of skills for employment and self-actualization”
a. R.A 4373
b. R.A 7160
c. E.O 123
d. R.A 7610
6. It involves the use of MSSD’s internal and external resources employing the Total Family
Approach with a set of Social Welfare Indicators (SWI).
a. Case Management System
b. Group Work System
c. Community Organizing
d. All of the above
7. Providing for the conversion of departments into ministries, to adapt to the requirements of the
change from a presidential to a parliamentary form of government.
a. Presidential Decree No. 1397
b. R.A 7160
c. E.O 123
d. R.A 7610
8. When was the Martial Law declared and set up a crisis government?
a. September 21, 1971
b. September 22, 1972
c. September 21, 1972
d. September 22, 1972
9. The following are the MSSD’s technical assistance, EXCEPT;
a. Consultation
b. planning
c. monitoring workshops with NGOs
d. Gathering data
10. What program have been and continue to be organized, and programs which integrate nutrition,
family planning, skills training, self-employment and other income producing projects have
become very popular?
a. Community feeding programs
b. Community debriefing programs
c. Community outreach programs
d. Community Management programs
11. What does the Philippine Rural Reconstruction Movement and he Philippine Business for Social
Progress have decided to emphasize?
a. community self-reliance projects
b. community self-actualization projects
c. community self-help projects
d. All of the above
12. It is the motivation that was integrated into the MSSD’s skills/employment-related programs.
a. Family Planning
b. Family Control
c. Family Bond
d. Family out
13. “A society where the poor, vulnerable and disadvantaged individuals, families and communities
are empowered for an improved quality of life.”
a. DSWD Objective
b. DSWD Vision
c. DSWD Mission
d. DSWD Plan
14. “To provide social protection and promote the rights and welfare of the poor, vulnerable and
disadvantaged individuals, families and communities that will contribute to poverty alleviation and
empowerment through DSWD policies, programs, projects and services implemented with or
through local government units, non-governmental organizations, people’s organizations other
national government agencies and other members of civil society.”
a. DSWD Objective
b. DSWD Vision
c. DSWD Mission
d. DSWD Plan
15. It was established primarily in response to the need and desirability of having one organization
with the responsibility of raising funds and allocating them to remember agencies on the basis of
need.
a. Community Organizing
b. Community Outreach
c. Community Gathering
d. Community Chest
16. When did the Department of Social Welfare became Department Social Services and
Development?
a. September 8, 1976
b. September 8, 1967
c. September 9, 1976
d. September 9, 1967
17. It is the period of the First (1960s) and Second (1970s) United Nations
a. Developmental Approach
b. Developmental Years
c. Development Decades
d. Development Time
18. Facilitated through the “baranganic approach” which makes use of the existing political structure,
the barangay, as the worker’s point of entry and basis for problem identification and prioritizing.
a. Service Provider
b. Deliver of Service
c. Service Delivery
 d. None of the above
19. It was accepted by department in social welfare.
a. Developmental Thrust
b. DSWD Vision
c. Family Planning
d. Community Management programs
20. It is guided the program emphasis on food production and nutrition and provided training in
business management skills.
a. Family Approach
b. Baranganic Approach
c. SWOT
d. Total Family Approach
MODULE 4/ WEEK 4: (SEPTEMBER 13-17, 2021)

Lecture:
Concepts of Social Welfare, Social Services and Social Work

Objectives:
● To be able to discuss the definition of social work and its concept

● To be able to understand the social work as profession

SOCIAL WELFARE
Social Welfare is an organized concern of all people for all people. (Gertrude Wilson). It
is the organized system of social services and institutions, designed to aid individuals and
groups to attain satisfying standards of life and health and personal and social relationships
which permit them to develop their full capacities and to promote their well-being in harmony
with the needs of their families and the community. (Walter Friedler)
Social welfare includes those laws, programs, benefits and services which assure or
strengthen provisions for meeting social needs recognized as basic to the well-being of the
population and the better functioning of the social order. It also includes all those forms of
interventions that have a primary and direct concern with promoting both the well-being of the
individual and of society as a whole. It includes those provisions and processes directly
concerned with the treatment and prevention of social problems, the development of human
resources and the improvement of the quality of life.
Social welfare is a body of organized activities which are basically meant to enable
individuals, families, groups and communities to cope with social problems of changing
conditions, within the broader area of a country’s social development.

SOCIAL SERVICES
Social services refer to the programs, services and other activities provided under
various auspices to concretely answer the needs and problems of the members of society.
● Services to individuals and families

● Services to groups

● Services to people with special problems (the handicapped, the mentally retarded etc.)

● Community Services
Social welfare would be a meaningless term unless there are concrete demonstrations
of its “Concern for the well-being of human society” through actual social services, then the two
terms are inseparable and for this reason, often used interchangeably. Social services are
needed because at all times everywhere, there are people who have needs and problems
beyond their own capacity for solution.

SOCIAL WORK
The uninformed in our society associate social work with dole-outs or acts of altruism –
the giving of material aid to those in need, out of a sense of kindness. In this light, many charity-
givers or philanthropists are called “social workers”. Indeed, while the social work profession
traces its roots to the humanitarian acts of people who were moved by the material deprivations
of their fellow human-beings, it has evolved into a discipline that requires specific competencies
in order to be of real help to people, and ultimately to be able to contribute to nation-building.
Social work is a profession that is practiced independently or as part of a team in many
different fields – health (medical social worker; psychiatric social worker), education (school
social worker), labor and industry (industrial social worker), corrections (court social worker,
probation worker) and community development (community organizer), among many others.
Social workers intervene in countless problematic situation people find themselves in
today; poverty-stricken heads of families who can hardly provide for their families’ basic needs;
women and children who are victims of sexual abuse and other forms of violence; drug abusers
desperately needing rehabilitation; slum dwellers seeking assistance to be able to adjust in
settlement areas; rural residents who are suffering from lack of certain basic amenities like
water supply; victims of natural disasters who need to rebuild their lives; victims of armed
conflict and other refugees with no resources to start anew; former dissidents; released
prisoners; discharged mental patients who all need to be reintegrated to the community; an
countless others who need help in order to function well socially. All of these concern the social
worker. What then the Social Worker do?

SOCIAL FUNCTIONING: Social Work’s Focus of Concern

William Schwartz states that “Every profession has a particular function to perform in
society; it receives certain job assignment for which it is held accountable.” Thus, we know that
a person who suffers from a physical ailment seeks help from a doctor, a person who is
accused of having a committed a crime consults a lawyer; and a person who needs spiritual
guidance sees a religious leader such as a priest or minister. But what about social workers?
What is their particular “job assignment” in society? With so many individuals, groups and
organizations engaged in helping others with all kinds of problems, can we delineate the
responsibility of social workers? Do social workers have competencies which these other
individuals and groups do not have?
The reality is, there is still a lack of clarity about the professional “job assignment” of
social workers. This lack of clarity is not only on the part of the public, but also on the part of
social workers themselves. Because of the image of “helpfulness” of social workers, an image
which evolved from the Judeo-Christian roots of social work profession, many social workers get
exploited by others. Their exploitation is often traced to some social workers’ own lack of
understanding of what ought to be the focus of their concern. Let us review different writings
about social work’s focus of concern.
Wernes Boehm (1958)
Social work seeks to enhance the social functioning of individuals, singularly and in groups by activities
focused upon their social relationships which constitute interaction between individuals and their environments.
These activities can be grouped into three functions; restoration of impaired capacity, provision of individual and
social resources, and prevention of social dysfunction.
William Schwartz (1961)
The general assignment for the social work profession is to mediate the process through which the
individual and society reach out to each other through a mutual need for self-fulfillment. This presupposes a
relationship between people and their nurturing group which we would describe as “symbiotic” – each needing the
other for its own life and growth, and each reaching out to the other with all the strength it can command at a given
moment. The social worker’s field of intervention lies at the point where two forces meet the individual’s impetus
toward health, growth and belonging, and the organized efforts of society to integrate its parts into a productive and
dynamic whole.
William Gordon (1969)
The central focus of social work traditionally seems to have been on the person-in-his-life-situation complex
– a simultaneous dual focus on man and his environment. This focus has been concentrated at some times on the
side of the organism as interpreted by psychological theory and at other times on the side of environment as
interpreted by sociological and economic theory. The mainstream of social work, however, has become neither
applied psychology nor applied sociology.
Emphasis has been on individualizing the person-situation complex in order to achieve the best match
between each person and his environment, in which either person-behavior or environmental situation may deviate
widely from the typical or normative. We conclude, therefore, that the central target of technical social work practice
is matching the person with the situation – that is, intervening by whatever methods and means necessary to help
people be in situations where their capabilities are sufficiently matched with the demands of the situation enabling
them to make a go of it.
Harriet Bartlett (1970)
Social functioning is the relation between the coping activity of people and the demand from the
environment. This dual focus ties them together. Thus, person and situation, people and environment, are
encompassed in a single concept, which requires that they be constantly reviewed together.
Louise C. Johnson (1989)
Social workers become involved when individuals are having difficulty in relationship with other people in
growing so as to maximize their potential; and in meeting the demands of the environment. Harriet Bartlett has
described this situation as “people coping” and “environmental demands”. The bringing together of these two aspects
of living in society can be termed social functioning. The core of the social work endeavor is to find the worker and
the client interacting in relation to problems in social functioning which problems are the reasons for the worker –
client interaction. Thus, the ultimate goal of all social work practice is the enhancement of the social functioning of
individuals.
Social work seeks to enhance the social functioning of individuals singly and in groups
by activities focused upon their social relationships which constitute the interaction between
man and his environment.
These activities can be grouped into three functions:
▪ Restoration of impaired capacity

▪ Provision of individual and social resources

▪ Prevention of social dysfunction

SOCIAL WORK AGENCY
Social work agency is a person, corporation or organization, private of government that
engages mainly and generally or represents itself to engage in social welfare work. Whether
casework, group work or community work and obtains its finance either totally or in part from
any agency or instrumentality of the government and/or from the community by direct and
indirect endowment (R.A 4374).
A social welfare agency is the structured framework within which the administrative tasks
are carried out. The agency is a human service instrumentality which has been set up to help
human beings who are experiencing some difficulty in the management of their own affairs
either as individuals, families, groups or communities.

Types of Agencies
1. According to its source of support
a. Government (GO) – funded mainly by the government
b. Non-governmental (NGO) – derives its support primarily from private
contributions and organizations.
c. Semi-private – derives from funding from private sources through fund
campaigns but it is supported by the government when its funds are
insufficient to operate massive relief operations.
2. According to its professional authority
a. Public – derives its professional authority by law as in the case of the
DSWD which was created by RA 5416
b. Private – private agencies are first incorporated and registered with
SEC then accredited by DSWD and allowed to operate as such.
3. According to category of clients they serve
a. Multifunctional agency – The DSWD is a multifunctional agency
because it serves all types clients, families, children and youth the
persons with disability, disadvantaged women, victims of natural
disasters among others.
b. One Category Agency/ Unifunctional agency.

SOCIAL WORK PRACTICE

Social work practice refers to the activities carried out by the social worker in varied
institutional settings, communities and private. Social work practice describes what workers – do
and how they apply professional knowledge and values to the many problem situations they
encounter.

SOCIAL WORK SETTING

1. Primary setting – social agencies whose programs and services are the direct
purview or scope of social work.
2. Secondary setting – agencies, institutions, organizations whose primary functions is
to provide service than social welfare but which employ social workers to support,
strengthen or complement their own services such as hospitals, schools, housing
agencies and even regional trial courts which include under their jurisdiction family,
children and youth.

SOCIAL WORK DEVELOPMENT

Another term which is closely related with social welfare is social development. It is
commonly used in the developing countries in connection with national development planning
and social policy formulation. It refers to the process of fostering the growth and development of
the capacities of the people in order to have a better life of all.
In terms of programs and services it embraces the provisions first, of adequate
measures for the conservation, protection and improvement of human resources; and second of
sufficient resources and opportunities for raising the levels of living and for ensuring a more
equitable distribution of goods and services. In the Philippines, health, education, welfare and
labor regarded as the programs for social development.

SOCIAL POLICY
Bruce Jansson used a simple, problem-solving definition of social policy as a collective
strategy to address social problems.
 Policy is a verbal or written or implied expression of agency purpose that provides the
guidelines for execution action. Evelina A. Pangalagan defined policy as a stated course of
action adopted and followed by the agency in doing its work. For instance, R.A 5416 which
created the Department of Social Welfare now the Department of Social Welfare and
Development.
An agency policy on the other hand is a written statement formally adapted by the board
or legal authority and publicly known to guide the provision of services. Social policies are
standing plans which are translated into programs and services and used as a tool for the
implementation of social services. It is a guide for a settled course of action composed or
consisting of collective decisions directly concerned with promoting the well-being of all or part
of the population.

NEED/PROBLEM
Need is a condition or situation in which something necessary or desirable is wanted.
Problem is when a person’s need has not been met or there’s an obstacle to its
fulfillment so that the person’s capability to function satisfactory is threatened or impaired.

CLIENT/SERVICE-USER
An individual, man or child, small group or community in need of help in some aspects of
his economic, social and emotional living.
LEARNING ACTIVITY:
General Instruction: ANY ALTERATIONS OR ERASURE MEANS WRONG

PART I - IDENTIFICATION:
Directions: Identify what is being stated in each number. Write your answer on the space provided before
each number.

____1. It is a network of overlapping social systems and social situations, including ecological systems,
cultures and institutions, whereas a social situation is an impinging segment of the social environment.
____2. It is a profession that practiced independently or as part of a team in many different fields.
____3. Is the relation between the coping activity of people and the demand from the environment?
____4. It is a condition or situation in which something necessary or desirable is wanted.
____5. Are standing plans which are translated into programs and services and used as a tool for the
implementation of social services.
____6. Social agencies whose programs and services are the direct purview or scope of social work.
____7. Refer to the programs, services and other activities provided under various auspices to concretely
answer the needs and problems of the members of society.
____8. Is an organized concern of all people for all people.
____9. It is derives from funding from private sources through fund campaigns but it is supported by the
government when its funds are insufficient to operate massive relief operations.
____10. It is the structured framework within which the administrative tasks are carried out.
____11. An image which evolved from the Judeo-Christian roots of social work profession, many social
workers get exploited by others.
____12. It refers to the process of fostering the growth and development of the capacities of the people in
order to have a better life of all.
____13. It derives its support primarily from private contributions and organizations.
____14. It refers to the activities carried out by the social worker in varied institutional settings,
communities and private.
____15. It is a verbal or written or implied expression of agency purpose that provides the guidelines for
execution action.
____16. This lack of clarity is not only on the part of the public, but also on the part of social workers
themselves.
____17. Harriet Bartlett has described this situation as “people coping” and “environmental demands
____18. It is the body of organized activities which are basically meant to enable individuals, families,
groups and communities to cope with social problems of changing conditions, within the broader area of a
country’s social development.
____19. An individual, man or child, small group or community in need of help in some aspects of his
economic, social and emotional living.
____20. The DSWD is a multifunctional agency because it serves all types clients, families, children and
youth the persons with disability, disadvantaged women, victims of natural disasters among others.

PART II - MULTIPLE CHOICES:

Directions: Read carefully each questions and encircle the letter of the correct answer.

1. It’s a person’s need that has not been met or there’s an obstacle to its fulfillment so that the
person’s capability to function satisfactory is threatened or impaired.
a. Need
b. Problem
c. Assistance
d. Services
2. It is the social agencies whose programs and services are the direct purview or scope of social
work.
a. Primary Setting
b. Secondary Setting
c. Middle Setting
d. Last Setting
3. Another term which is closely related with social welfare is social development
a. Social Work Practice
b. Social Work Development
c. Social Work Services
d. Social Work Agency
4. An individual, man or child, small group or community in need of help in some aspects of his
economic, social and emotional living
a. Client
b. Service User
 c. Client or Service User
d. All of the above
5. It is the structured framework within which the administrative tasks are carried out.
a. Social Work Practice
b. Social Work Development
c. Social Work Services
d. Social Work Agency
6. It is the standing plans which are translated into programs and services and used as a tool for the
implementation of social services.
a. Social Policies
b. Social Development
c. Social Needs
d. Social Functioning
7. It is a condition or situation in which something necessary or desirable is wanted.
a. Need
b. Problem
c. Assistance
d. Services
8. It is the agencies, institutions, organizations whose primary functions is to provide service than
social welfare but which employ social workers to support, strengthen or complement their own
services such as hospitals, schools, housing agencies and even regional trial courts which
include under their jurisdiction family, children and youth.
a. Primary Setting
b. Secondary Setting
c. Middle Setting
d. Last Setting
9. It is a profession that is practiced independently or as part of a team in many different fields
a. Nurse
b. Police
c. Social Work
d. Social Worker
10. This presupposes a relationship between people and their nurturing group
a. Social Functioning
b. Group setting
c. Symbiotic
d. Social group
11. It’s an image which evolved from the Judeo-Christian roots of social work profession; many social
workers get exploited by others.
a. Respectful
b. Helpfulness
c. Hospitality
d. Generosity
12. States that “Every profession has a particular function to perform in society; it receives certain job
assignment for which it is held accountable.”
a. William Gordon
b. Louise C. Johnson
c. William Schwartz
d. Harriet Bartlett
13. It is refer to the programs, services and other activities provided under various auspices to
concretely answer the needs and problems of the members of society.
a. Social Policies
b. Social Service
c. Social Needs
d. Social Functioning
14. The following are the type of agencies, EXCEPT:
a. GO
b. NGO
c. Semi-private
d. None of the above
15. It seeks to enhance the social functioning of individuals singly and in groups by activities focused
upon their social relationships which constitute the interaction between man and his environment.
a. Social Policies
b. Social Service
c. Social Work
d. Social Functioning
16. Who defined policy as a stated course of action adopted and followed by the agency in doing its
work?
a. Josefa Jara Martinez
 b. Evelina Pangalagan
c. William Schwartz
d. William Boehm
17. This lack of clarity is not only on the part of the public, but also on the part of social workers
themselves.
a. Job assignment
b. Job placement
c. Job description
d. All of the above
18. It is a written statement formally adapted by the board or legal authority and publicly known to
guide the provision of services.
a. Agency code of ethics
b. Agency Policy
c. Agency ethical dilemmas
d. Agency organizational chart
19. “Concern for the well-being of human society”
a. Social Policies
b. Social Service
c. Social Work
d. Social Functioning
20. Professional authority that derives its professional authority by law as in the case of the DSWD
which was created by RA 5416
a. Public
b. Private
c. Multifunctioning agency
d. NGO

PART III - ESSAY:

Directions: Explain in your own understanding.

1. Social Welfare (5pts.)

2. Social Service (5pts.)
PRELIM COVERAGE
MODULE 5-6/ WEEK 5-6: (SEPTEMBER 20-24, 2021)

Lecture:
The Developmental of Social Work Profession in the Philippines
Objectives:
● To be able to discuss the development of social work profession

● To differentiate the Philosophical Value and Scientific base knowledge of social work

● To be able to know the social work knowledge foundation

THE DEVELOPMENTAL OF SOCIAL WORK PROFESSION IN THE PHILIPPINES

The Associated Charities which was founded in 1917 as a family welfare agency is
generally considered as the “mother” of the social work profession in the Philippines. This
agency was the first to use casework as a method of helping people, the first to use social
workers as full-time, paid employees, and the first to hire a trained social worker as its executive
secretary (Josefa Jara Martinez, a government pensionada who had obtained a social work
diploma from the New York School of Social Work in 1921). Many of the pioneers in social work
(Virginia Abellera-Peña, Juana Santos Silverio, Flora Palomar Ruiz, and Felisa Garina) had
their start in the Associated Charities. Later, Asuncion A. Perez, who had also taken some
social work courses in the United States, took over Mrs. Martinez’ job at the Associated
Charities when, in the 1920’s the latter returned to her job at the Division of Dependent Children
in the Office of the Public Welfare Commissioner. On her part, in the government sector, Mrs.
Martinez introduced new concepts in child welfare work.
By the late 1930’s the Associated Charities was already employing college graduates as
a home visitors, who were provided some kind of in-service training. Non-degree social work
courses were then being offered at the University of the Philippines, and shortly before the
outbreak of World War II, a civil service examination was given to social workers.
In the private sector, in the 1930’s, several voluntary organizations such as the Catholic
Women’s League and the National Federation of Women’s Club, were employing trained social
workers as executive secretaries. The idea of social work as a professional career must have
taken root at about this period, for it was in the 1930’s that several more Filipino women went to
the United States to pursue academic training in social work.
During World War II, social welfare volunteers as well as paid workers devoted their
efforts in responding to the needs of the wounded soldiers and civilians, providing emergency
medical and material assistance, and other war-related activities. The establishment of the War
Relief Office in 1946 to provide relief and rehabilitation services to war victims resulted in the
employment of more social workers, with full or little college education. When the WRO was set
up, none of the sixty people occupying social work positions had any formal training in social
work. Later, as the need for more direct service workers increased, the WRO started to hire
what were called “relief grantees”, employing people who had by then obtained formal education
in social work. The practice of using “relief grantees” was followed by succeeding agencies
(PRATRA, PACSA and SWA), and this practice was officially stopped in 1959 when the
reorganization of the Social Welfare Administration (SWA) provided for additional social work
positions.
The sudden increase in number of untrained people engaged in social work functions
cased PRATRA to seek assistance from the United Nations and this came by way of two UN
experts who arrived in the country to conduct a series of social casework institutes, mainly for
the workers of PRATRA, the War Relief Office and the Social Welfare Commission. In addition
to this, fellowships abroad were provided for key personnel of social welfare agencies under the
UN Technical Assistance Programme.
In 1948, President Elpidio Quirino established the President’s Action Committee on
Social Amelioration (PACSA), a community development agency to help with the problem of
social unrest in the countryside. Since the PACSA was supposed to provide social services,
some of its workers were drawn from the Social Welfare Commission and the defunct Social
Services of PRATRA.
Meanwhile in 1947, the seven or eight social workers who had gone to the United States
before the war to pursue formal social work education formed the Philippine Association of
Social Workers, for the main purpose of nurturing the development of social work profession.
However, formal education for social work was not to be available in the country until several
years later.
In June 1950, the Philippine School of Social Work was established, offering a one-year
degree program called Master of Arts in Social Administration. The school’s first director was
Josefa Jara Martinez, who was to convince the officials of the Philippine Women’s University to
open a school of social work. The first graduates of PSSW were mostly executives and
supervisors of social welfare agencies in the country. The following year, the school’s graduate
program was expanded to two years and the degree changed to Master of Social Work. Shortly
after the PSSW was opened, the University of the Philippines and Centro Escolar University
also started offering social work courses at the graduate level.
As the number of people going into social work in the government services increased, t
became necessary to give qualifying examination for these workers. Hence, in 1956, the Civil
Service Commission, responding to the request of the Social Welfare Administration and the
Philippine Association of Social Workers, gave an examination for social workers. Of the several
hundred examinees, only a handful had formal social work training. Field experience or services
in a social welfare agency were accepted as qualifications for taking the examinations.
Obviously, and unfortunately up to this time, there was no recognition of social work as a
profession and little appreciation of the need for formal education for social work practice.
The school’s offering social work programs, however, were attracting an increasing
number of students, though mostly women. By the early fifties, the Philippine School of Social
Work, the Centro Escolar University, the University of the Philippines and then, the University of
Santo Tomas, were already offering a Bachelor’s degree in social work. The undergraduate
curricula was considered pre-professional, however, as professional education was supposed to
be given only at the master’s level, available in the first three schools mentioned.
Perhaps because there were not enough jobs or jobs that offered incentives as would
attract all the social work graduates, many turned to other occupations. The health field was
among the few that provided jobs to trained social workers with the passage of a law in the late
fifties providing for the employment of social workers in public hospitals. Their main tasks,
however, was to do eligibility screening for patients seeking free hospital treatment and other
forms of assistance, reinforcing the image of social workers as dispensers of relief. The
recognition of medical social workers as members of the medical team was not to come until the
1960s, facilitated by doctors whose training abroad had given them sufficient exposure to
trained social workers. Still, in the early sixties, a few social workers found employment in the
field of mental health, that is, in mental health clinics, or in the psychiatric wards of some
hospitals.
A big boost to the professionalism of social work was the launching of the UNICEF –
Assisted Social Services Project of the Social Welfare Administration in July 1961. The aim of
the project was to improve child welfare services by upgrading the competence of family and
child welfare workers. A three-pronged program consisting of seminars for child welfare agency
executives, supervisors, and direct service workers, study grants for graduate training in social
work, and demonstration and pilot projects were undertaken over a six-year period, with the
project being eventually integrated into the SWA in 1967.
The project gave impetus to other developments. Salaries of SWA personnel were
upgraded. New programs, particularly in child welfare, were initiated: foster home care,
adoptions, child reception and study centers, and community centers, among others. The new
programs required social workers to have at least Bachelor’s degrees. The Project also had a
positive effect on private child-caring institutions whose staff was included in the SWA’s training
programs, these agencies being under the supervision of the national government’s social
welfare agency. An interest in professional social work education was aroused on the part of
many private agency staff. The project also encouraged social welfare research and the
production of social work literature by making financial grants available.
Finally, on June 19, 1965, Republic Act No. 4373 was passed, regulating the practice of
social work and the operation of social work agencies (R.A 4373). The law requires that one
must be a registered social worker to qualify for professional practice. The law also designated
the Department of Social Welfare as the accrediting and licensing agency for the registration of
social work agencies in the country.
The passage of Republic Act 4373 created a new interest in social work and in the field
of social welfare. Specifically, it encouraged (a) the pursuit of formal education in social work;
(b) the improvement of practice standards because of the consciousness of it being a
profession; (c) the development of more relevant educational curricula. The last item was to be
demonstrated later through a series of national workshops on social work education, the first of
which, held in March, 1967, resulted in the setting up of an Ad Hoc Committee composed of
representatives of schools of social work (to study and deliberate on immediate curricular and
organizational issues) that was to become formally organized into a Schools of Social Work
Association of the Philippines in November, 1969.
The Philippine Association of Social Workers, Incorporated (PASWI) is the national
organization for professional social workers in the country. It was founded on November 12,
1947 and was incorporated on April 18, 1948. Re-incorporated with the Securities and
Exchange Commission on October 18, 1988 changing its name to Philippine Association of
Social Workers, Incorporated. PASWI is a charter member of the Philippine Social Science
Council.
As of 2007, there are 36 active chapters in different regions of the country, with 429
lifetime members and 1,036 regular members. A member of the International Federation of
Social Workers (there are 1.5 million professional social workers in practice globally). The
Association’s objectives are to: (1) promote and maintain a professional standard of social work
practice; (2) strengthen the competence of members through the provision of opportunities for
their continuing professional growth and development; (3) work for better understanding,
acceptance, and recognition of social work as profession; (4) initiate and work for social
legislation in social welfare and development through effective action; and (5) expand
professional activities of the association through the organization of local chapters and
development of linkages with international organizations devoted to human service. These
objectives are accomplished through committee work and the active participation of its
members. It is administered by a Board consisting of fifteen directors who elect from among
themselves the officers of the Association.
The association is financed through membership fees, donations, sale of publications,
and fund campaign. It publishes a Social Work magazine, and in addition to regular activities
such as seminars and workshops, it holds biennial National Conference on Social Work.
The Schools of Social Work Association of the Philippines (National Association for
Social Work Education, Inc.). In 1965, when the Social Work Law (R.A 4373) was passed, a re-
assessment of the content of both undergraduate and graduate school curricula became
necessary since the law established the former as the educational preparation required for
social work practice. For this reason, three national workshops on social work education were
held in 1967, 1968 and 1969 to allow schools a transition period to effect the necessary
changes in their curricula.
The end of the third workshop in 1969, the formal organization took place, with the
PASWI turning over the functions of its own Social Work Education Committee to the newly
formed group which decided on the name Schools of Social Work Association of the Philippines.
In 1977, the Professional Regulation Commission, upon the endorsement of the Social Work
Board, approved SSWAP’s recommendation that the board examination cover the following
areas with their corresponding weight: Human Behavior and Social Environment – 20%; Social
Welfare Policy and Program – 20%; Social Work Practice/Methods – 20%; and Field Practice –
40%. SSWAP also succeeded in working for the change of examination period from March to
June to enable new graduates to take the examinations if they want to. Besides publishing the
proceedings of seminars and conferences for the use of schools of social work, it also
undertook the publication of several books; among them the Fundamentals of Social Work
(1983), Administration and Supervision (1985), Dictionary of Social Work (1988), and the
Philippine Encyclopedia of Social Work (2000).
In December 1990, the SSWAP was registered and incorporated with the Securities and
Exchange Commission and assumed a new name, the National Association for Social Work
Education (NASWEI). This decade saw the NASWEI; (a) holding more dialogues with the
Professional Regulation Commission Board for Social Workers, government body that
administers the annual licensing examination for social work graduates and looks into the
conditions affecting the practice of social work; (b) establishing stronger linkages with
international social work organizations like the Asean-Pacific Association for Social Work
Education (APASWE) and the International Association of Schools of Social Work (IASSW) of
which many educators are members serving as officers or board members of these
associations. The objectives of NASWEI at the present time are to: (a) promote and maintain
high standard of social work education and coordinate and collaborate with duly authorized
agencies for accreditation; (b) standardize social work curricula designed to prepare qualified
professional social workers and paraprofessional social workers; (c) serve as a national forum
on issues related to the profession of social work in general and to social work education in
particular; (d) facilitate inter-school sharing of manpower and facilities; and (e) encourage and
promote research and the development of indigenous teaching materials and other related
resources. It is administered by an eleven – person Board/Officers. Funds come from
membership fees, personal donations, and from government and socio-civic organizations.

LEARNING ACTIVITY:
General Instruction: ANY ALTERATIONS OR ERASURE MEANS WRONG

PART I - IDENTIFICATION:
Directions: Identify what is being stated in each number. Write your answer on the space provided before
each number.

________1. It was founded in 1917 as a family welfare agency is generally considered as the “mother” of
the social work profession in the Philippines
________2. The establishment that provide relief and rehabilitation services to war victims resulted in the
employment of more social workers, with full or little college education.
________3. A community development agency to help with the problem of social unrest in the
countryside.
_______4. National organization for professional social workers in the country. It was founded on
November 12, 1947 and was incorporated on April 18, 1948.
_______5. A government pensionada who had obtained a social work diploma from the New York School
of Social Work in 1921.
_______6. Who had also taken some social work courses in the United States, took over Mrs. Martinez’
job at the Associated Charities?
_______7. Established, offering a one-year degree program called Master of Arts in Social
Administration.
_______8. The aim of the project was to improve child welfare services by upgrading the competence of
family and child welfare workers.
_______9. Regulating the practice of social work and the operation of social work agencies.
______10. Designated as the accrediting and licensing agency for the registration of social work agencies
in the country.
______11. The school’s first director who was to convince the officials of the Philippine Women’s
University to open a school of social work.
______12. Registered and incorporated with the Securities and Exchange Commission and assumed a
new name, the National Association for Social Work Education (NASWEI).
______13. Before the outbreak of World War II, an examination was given to social workers.
______14. The need for more direct service workers increased, the WRO started to hire called?
______15. Under programme that fellowships abroad were provided for key personnel of social welfare
agencies.
______16. Social work education demonstrated later through a series.
______17. It was the year where several voluntary organizations such as the Catholic Women’s League
and the National Federation of Women’s Club, were employing trained social workers as executive
secretaries.
______18. The field that provided jobs to trained social workers with the passage of a law in the late fifties
providing for the employment of social workers in public hospitals.
______19. A charter member of the Philippine Social Science Council.
______20. It was considered pre-professional, however, as professional education was supposed to be
given only at the master’s level, available in the first three schools mentioned.

PART I - TRUE OR FALSE

Directions: Write T if the statement is TRUE and write the CORRECT ANSWER if the statement is
FALSE. Write your answer on the blank provided before the number.

_______1. Associated Charities which was founded in 1917 as a family welfare agency is generally
considered as the “heart” of the social work profession in the Philippines.
_______2. Associated Charities was the first to use casework as a method of helping people, the first to
use social workers as full-time, paid employees, and the first to hire a trained social worker.
_______3. The association is financed through membership fees, donations, sale of publications, and
fund campaign.
_______4. The health field was among the few that provided jobs to trained social workers with the
passage of a law in the late fifties providing for the employment of social workers in public hospitals.
_______5. In 1956, the Civil Service Commission, responding to the request of the Social Welfare
Administration and the Philippine Association of Social Workers, gave an job for social workers.
_______6. The practice of using “relief grantees” was followed by succeeding agencies (PRATRA,
PACSA and SWA), and this practice was officially stopped in 1959 when the reorganization of the Social
Welfare Administration (SWA) provided for additional social work positions.
_______7. On June 19, 1965, Republic Act No. 4373 was passed, regulating the practice of social work
and the operation of social work agencies.
_______8. The following year, the school’s graduate program was expanded to four years and the degree
changed to Master of Social Work. Shortly after the PSSW was opened, the University of the Philippines
and Centro Escolar University also started offering social work courses at the graduate level.
______9. Josefa Jara Martinez, a government pensionada who had obtained a social work diploma from
the New York School of Social Work in 1921
______10. The recognition of medical social workers as members of the medical team was not to come
until the 1960s, facilitated by doctors whose training abroad had given them sufficient exposure to trained
social workers.

PART III - ESSAY:

Directions: Explain in your own understanding.

1. Discuss the following: (20 points)

a. Philippine Association of Social Workers, Incorporated (PASWI)
b. National Association for Social Work Education, Inc. (NASWEI)
2. Associated Charities (5 points)
3. War Relief Office (5 points)
MODULE 7/ WEEK 7: (SEPTEMBER 27-OCTOBER 01, 2021)

Lecture: The Development of Social Work in the Philippines

● Principle of Social Work Profession

● Code of Ethics

Objectives:
● To be able to identify the principle of social work profession

● To be able to understand the field of social work through the principles.

● To be to know the importance of code of ethics

PRINCIPLE OF SOCIAL WORK PROFESSION

Endowed with a fundamental philosophy and professional values, the practice of social
work is guided by certain basic principles or rules of action for the practitioner (emanating from
such values, as differentiated from “principles” of action built on tested knowledge or general
truths). Let us discuss some of these principles which social workers use in their work with
people, whether she works with as individuals, as groups, or as communities.

1. Acceptance of people as they are.

The social worker brings into the relationship with the client her professional
education and experience, and the agency’s support of her helping role in keeping with
its societal prescribed goals. These form the basis for respecting the client (individual,
group or community) under any circumstances, an approach which is “an expression of
a compound of attitudes that are based on scientific assumptions about human
behavior”.
The principle of acceptance does not mean approval of deviant attitudes or
behavior. “The object of acceptance is not the good but the real,” which means dealing
with the client as he is in reality. Thus, a community social worker who hears a resident
telling him why he threw stones at a recent community gathering will show acceptance of
the person and the reasons for his conduct without accepting the conduct self.
Acceptance also means that we recognize people have strengths and
weaknesses and capacities and limitations. As an anonymous author once wrote, “there
is so much good in the worst of us and so much bad in the rest of us.” Part of
acceptance is also the personal discipline with which the worker is able to accept
people’s eccentricities, their biases and prejudices. Being human, he may find certain
behavior hard to take, but she consciously tries to avoid showing displeasure or shock
and instead tries to find some explanation for it. In the initial interaction between client
and worker, the former sometimes approaches the worker with certain attitudes.

2. Participation of the client in problem-solving.

One can almost say that the principle of participation is already a given, for
indeed, how can there be a “helping relationship” without the client’s participation? Just
the same, there is need to stress the point that the worker does not take over in a
helping relationship. The client is there, and has a part in the entire problem-solving
process. From the time that the worker begins to gather information, the client is asked
to provide pertinent facts, to present his own perceptions of the situation, and is involved
in defining the nature of the problem, and if there are many problems, he is involved in
prioritizing these problems. He participates in planning ways of resolving the problem, in
thinking of possible alternatives. He is asked to look into his own resources and which of
these can be applied to problem solving. Then he himself must act in relation to the
problem, and not rely on the worker to take all the necessary actions that would solve his
problem. This would only develop/reinforce client passivity and dependence upon
others.
The worker builds upon and utilizes the client’s strengths. A wise move would be
to have the client understand from the beginning that his participation is expected. The
worker then corollary principle is the principle of self-determination which we will now
discuss.
3. Self-determination as a right of the client.
The main idea in this principle is that the individual (or group or community) who
is in economic, personal, or social need, has the right to determine what his needs are
and how they should be met. The worker does not do everything for the client; for she
knows that the client is capable of “Self-help”. She will not manipulate his affairs but will
guide him so that he is able to look at his problem objectively, understand what choices
or alternatives are open to him, their implications and consequences and then make his
own decisions. A client develops or regains her self-respect and self-confidence when
he realizes that he is able to solve his own problems.
A very clear illustration of the principle of self-determination is seen in family
planning work. In motivating a client to practice a family planning method, the worker
explains to her the different methods of contraception. She does not manipulate the
client to decide in a particular way by withholding certain information or by exaggerating
the advantages or disadvantages of one method. She is factual and objective. She helps
the client look at her situation, clarifies her questions and her doubts, but ultimately,
leaves it to the client to decide which method to use.
Being a generic principle in social work, self-determination is also applied in work
with groups and communities. The social worker respects the right of groups to
determine their own goals, means and objectives, guiding them, however, so that they
are not in conflict with the goals of the agency. In the same way, in working with a
community, the worker respects the right of the community, its institutions, organizations
and groups, to decide what actions to undertake to meet the welfare needs of the
community. In the course of working with the group or community, the worker who is
accepted by her client will find many occasions to contribute her insights, knowledge and
experience. That the social worker has an “enabling” role is particularly meaningful to the
principle of self-determination.

4. Individualization of client.
The principle of individualization involves “the recognition and understanding of
each client’s unique qualities and the differential use of principles and methods in
assisting each toward a better adjustment . . . based upon the right of human beings to
be individuals and to be treated not just a human being but as this human being with
personal differences.
This principles means that the worker recognizes that while human beings have
many things in common, there are also important individual differences which must be
accepted. Kluckhohn, Murray and Schneider point out that: “Every man is in certain
respects (a) like all other men (b) like some other men (c) like no other men”. He is like
all other men to the extent that he has the same human anatomy or the same biological
needs and he is like some other men if he belongs to the same culture or religious or
ethnic group, or occupation, or social role; he is different because no one else has gone
through exactly the same sequence of experiences. Every person is unique because
“there is uniqueness in each inheritance and uniqueness in the number, kinds, and
temporal order of critically determining situations encountered in the same course of life.
This principle tells us to appreciate the fact that no two persons (not even
identical twins) are exactly alike. Thus, social workers should relate to each client as an
individual in a situation which involves the interaction of different factors – physical,
social, psychological, etc. The impact of the interplay of these factors on one individual
and his consequent reactions would not be the same in the case of another individual.
There is also need to know the specifics in every client’s situation. Individuals
may present the same problem to a worker but the circumstances’ of the problem, the
client’s individual perception and response will be different.
In social work practice in the Philippines, especially when one works mainly with
poverty-stricken families, one can easily end up with generalizations about the nature of
their needs and problems, unless she is conscious of this principle. Individualization is
also very important when working with groups and communities. First of all, when
working with groups, the worker bears in mind that groups are composed of individuals
each of whom is unique in his own way. She sees to it that one group member is not lost
in the whole, even as he becomes part of the whole. Then, of course, no two groups are
the same, even if they are both pursuing the same goals, have similar activities, and
have members who have the same characteristics. Groups are different, if only for the
difference in the quality of interaction that takes place among the members of each
group. This is also true for communities. No two communities are ever the same, not
 even if they are adjoining communities, and are subject to the same environmental
conditions. As one barangay head once said to another “I know we have the same
problems but your plan will never work in our place”.
A very important implication of the principle of individualization is the need to give
every client one’s interest and attention, making sure that the uniqueness of his situation
is taken into consideration, from the time the worker studies and gathers data about the
problem, up to the time o preparing for the termination of the helping relationship.

5. Confidentiality.
The idea behind the principle of confidentiality is to provide the client protection,
within the limits of the law, from harm that might result from the divulge information to the
worker. Trust is an important element in a client-worker relationship. If a client is to
participate fully in the process of solving his problems, if he is to freely express his
feelings about himself and about others in his situation, and if he is to put down his
“defenses” and just be himself with the worker, then there must be assurance that what
he tells his worker will be kept in confidence. This means that what the client tells the
worker is not discussed with others, except when this is done within the context of
professional relationships, for the purpose of helping the client, e.g., a case conference
on the client involving other professionals. Letter requesting information about the client
from another professional or agencies are not prepared without the client first giving his
permission. For that matter, what a wife tells the worker is not shared with her husband
without her permission. A prerequisite of confidentiality is privacy, but privacy is an
element that is not easy to observe, especially in our setting. Some of the reasons for
this are lack of physical facilities, and certain cultural characteristics.

6. Worker Self-Awareness.
In its broad sense, this principle means that the social worker is always conscious
that her role is to make use of her professional relationship with her client in a way that will
enhance primarily the client’s development rather than her own. Being a human being
herself, the worker has complex personal motivations. She is influenced by her own cultural
beliefs and values. She also has certain biases, prejudices and negative attitudes about
certain things. All these may enter in her relationships with the individual, group, and
community she works with. She should therefore sufficiently understand and face herself
and be conscious of her own responses to her client. She must always examine her feelings
whether they are positive and negative and whether her responses and feelings are
professionally motivated. No one is completely free of biases. What is important is to be
aware of these and be able to control them so that they do not interfere with professional
practice.
The inability to control personal responses even if they are positive responses can
work to the disadvantage of a client. On the other hand, negative feelings prevent a social
worker from following primary social work principle of acceptance.
Self-discipline is crucial to the principle of worker self-awareness. Her very position
provides her countless opportunities to manipulate people and their affairs, and to use her
relationships with them to meet personal needs. This is especially true in the Philippine
setting where majority of social work clients are poor, have little education, and are often
beholden to anyone who can give them any kind of help.

7. Client-worker relationship.
The relationship between worker and client is the means for carrying out the social
worker’s function. The phrase that “social work problem-solving takes place within a
meaningful worker-client relationship” puts the emphasis on “relationship”.
Every relationship is characterized by a dynamic interaction between human beings,
but a professional relationship is different ordinary relationships in that it should have the
element of being controlled and purposive. A professional relationship does not just happen,
or move in any direction. Rather, it comes to be formed on the basis of expectations from
the parties who compromise the relationship, such as between doctor and patient, lawyer
and client, counselor and counselee, and moves in the direction of certain goals or
objectives which have been identified by mutual agreement.
A purposive worker-client relationship allows for some degree of subjective feelings,
which cannot be entirely removed in any relationship. To be conscious of these feelings
whether positive or negative and to be able to control them is very important. The Social
Work literatures uses the phrase “controlled emotional involvement”, perhaps because
 admittedly, the social worker’s humanity prevents her from remaining emotionally uninvolved
in her relationship with others, but credits her with the capacity to control the degree of her
environment.

Client-worker relationship components:

● TRANSFERENCE – believed to take place when the client unconsciously transfer to the
social worker attributes or characteristics of some important or powerful persons in early
life. This may result in positive or negative attitudes towards the worker. A skilled worker
will not prolong transference, even if it is positive, as this can encourage dependency on
the part of the client.
● COUNTER-TRANSFERENCE – the opposite of transference where the worker
unconsciously transfer to the client attributions of significant persons in her past.
● REALITY – actual being or existence, as opposed to an imaginary, idealized or false
nature; something that has real existence and must be dealt with in real life.
o Ambivalence – based on the proposition that the human mind functions in a
dualistic way that conflicts between its opposing tendencies (ambivalence) often
results. Client’s experience ambivalent feelings, such as about home and the
members of one’s family (loving and hating), accepting material assistance and
so on.
PROFESSIONAL ETHICS
Ethics is the science that treats of moral and right conduct. Professional ethics is
the system of ethical principles and rules of conduct generally accepted by the members
of a professional group, based on the philosophy, values and guiding principles of the
profession.

Two aspects of ethics:

1. The Profession’s Code of Ethics – the written expression of some of these
principles and rules of conduct for the guidance of the professional group.
2. The Unwritten Principles and Rules of Conduct – which usually have the
same force as the Code.

Together, they serve as a compass that helps guide the practitioner in her
professional relationship with her client, with the colleagues and her profession, with her
agency, and with the public.
The following are the Philippine Association of Social Worker’s Code of Ethics as
revised in 1998; the original/first code was adopted in 1964 and then revised in 1972.

Purpose of the Code of Ethics

1. It helps check abuses which can result from the powers and privileges
accompanying the monopoly enjoyed by a profession;
2. It provides the community some protection against abuses by members of the
profession;
3. It sets forth basic principles which serves as guidelines to members of future
professionals;
4. It uses guidelines for relationships, if not specific duties of members to each other, to
their clients and to other groups;
5. It is a useful resource for the enrichment or improvement of the professional
curriculum.

CODE OF ETHICS
We, the members of Philippine Association of Social Workers, Inc. believing:
⮚ In the inherent worth and dignity of all persons emanating from Supreme Being who
directs our actions of love for one another;
⮚ That every human being has natural and social rights, capacities and responsibilities
to develop his full potential as a human being;
⮚ In human being’s capacity to change and recognize the value of unity in diversity,
individual differences and pluralism in society;
 ⮚ In free men and women living in a free society where poverty, in all its forms, is
neither a fate nor a punishment but is a condition that can and must be changed.
⮚ In the family as the basic unit of society and its vital role in the growth and
development of the individual, the family system and the community;
⮚ That the government, the private sector and the public have a joint responsibility to
promote social justice and to ensure the political, economic and social well-being of
all people;
⮚ In the role of social workers as agents and advocates to change and in the promotion
of professionalism, responsibility and accountability; and
⮚ That our professional practice is deeply rooted in our cultural values.
Do hereby declare that we will abide by these standards of the ethical conduct:

a. Relative to self and the profession

1. To conduct myself in a manner consistent with the philosophy, principles, values and beliefs
of the social work profession;
2. To act at all times with honesty, openness and transparency in all my professional
transactions;
3. To constantly work towards my own professional advancement so as to contribute to the
promotion of social work practice;
4. To contribute time and professional expertise to activities that promote respect for the
integrity and competence of social workers;
5. To share research knowledge and practice wisdom to colleagues and other professionals;
6. To be vigilant and act to prevent the unauthorized and unqualified practice of social work;
7. To support the professional association duly organized and constituted for the professional
welfare of all social workers;
8. To respond and volunteer my professional services in times of emergency;
9. To uphold and protect the dignity and integrity of the profession; and
10. To promote cultural values that will enhance the practice of the social work profession.

b. Relative to client
1. To uphold the basic human rights of clients and serve them without discrimination;
2. To accept primary responsibility and accountability to clients, respecting in all my dealings
with them;
3. To seek out the marginalized and ensure equal access to the resources, services and
opportunities required to meet basic needs; and
4. To expend choice and opportunity for all persons, with special regard for disadvantaged or
oppressed groups or persons.

c. Relative to colleagues
1. To acknowledge and respect the professional expertise of other discipline extending all
necessary cooperation that will enhance effective services;
2. To bring any violation of professional ethics and standards to the attention of the appropriate
bodies inside and outside the profession and ensure that relevant clients are properly
involved and;
3. To advocate with legislative and policy bodies for the welfare of all colleagues.

Besides the above Code of Ethics, which is binding to all professional social workers once they
become registered, the new social worker swears to the following professional oath before a
representative of the Professional Regulation Commission, following her passing of the social
work board examination. The oath is in the national language.

Social Worker’s Oath

Ako si ________ ng _______ ay taimtin na nanunumpang itataguyod ko at ipagtatanggol
ang Saligang Batas ng Pilipinas; na ako’y tunay na mananalig at tatalima rito; na susundin ko
ang mg autos na legal; at mga batas na ipinahahayag ng mga sadyang itinakdang may
kapangyarihan ng Republika ng Pilipinas; at kusa kong binabalikan ang panangutang ito, nang
walang anumang pasubali o hangaring umiwas.
 Taimtim pa rin akong nanunumpa na sa lahat ng panahon at pook na kinaroroonan ay
mahigpit kong panghahawakan ang mga etikal at tuntuning propesyonal ng mga Mangagawang
Panlipunan at matapat kong gagampanan nang buong husay sa abot ng aking makakaya ang
mga tungkulin at pananagutang iniatang sa isang itinakdang Mangagawang Panlipunan.
LEARNING ACTIVITY:
General Instruction: ANY ALTERATIONS OR ERASURE MEANS WRONG

PART I - IDENTIFICATION:
Directions: Identify what is being stated in each number. Write your answer on the space provided before
each number.

_______1. The written expression of some of these principles and rules of conduct for the guidance of the
professional group.
_______2. The social worker brings into the relationship with the client her professional education and
experience, and the agency’s support of her helping role in keeping with its societal prescribed goals.
_______3. The worker recognizes that while human beings have many things in common, there are also
important individual differences which must be accepted.
_______4. “Social work problem-solving takes place within a meaningful worker-client relationship” puts
the emphasis on “relationship”.
_______5. The opposite of transference where the worker unconsciously transfer to the client attributions
of significant persons in her past.
_______6. The worker does not do everything for the client; for she knows that the client is capable of
“Self-help”.
_______7. This means that what the client tells the worker is not discussed with others, except when this
is done within the context of professional relationships
_______8. Which usually have the same force as the Code.
_______9. Based on the proposition that the human mind functions in a dualistic way that conflicts
between its opposing tendencies often results.
_______10. Actual being or existence, as opposed to an imaginary, idealized or false nature; something
that has real existence and must be dealt with in real life.
_______11. This principle means that the social worker is always conscious that her role is to make use
of her professional relationship with her client in a way that will enhance primarily the client’s development
rather than her own
_______12. It is the science that treats of moral and right conduct
_______13. It is the system of ethical principles and rules of conduct generally accepted by the members
of a professional group, based on the philosophy, values and guiding principles of the profession.
_______14. Binding to all professional social workers once they become registered.
_______15. Believed to take place when the client unconsciously transfer to the social worker attributes
or characteristics of some important or powerful persons in early life.
_______16. The social worker’s humanity prevents her from remaining emotionally uninvolved in her
relationship with others, but credits her with the capacity to control the degree of her environment.
_______17. “There is uniqueness in each inheritance and uniqueness in the number, kinds, and temporal
order of critically determining situations encountered in the same course of life.”
________18. We recognize people have strengths and weaknesses and capacities and limitations.
_______19. This principle tells us to appreciate the fact that no two persons (not even identical twins) are
exactly alike
_______20. The worker builds upon and utilizes the client’s strengths.

PART II – TRUE OR FALSE

Directions: Write T if the statement is TRUE and write the CORRECT ANSWER if the statement is
FALSE. Write your answer on the blank provided before the number.

_________1. It helps check abuses which can result from the powers and privileges accompanying the
monopoly enjoyed by a profession.
_________2. In the inherent worth and dignity of all persons emanating from Supreme Being who directs
our actions of love for one another
_________3. Ethics is the science that treats of value and right conduct
_________4. It uses principles for relationships, if not specific duties of members to each other, to their
clients and to other groups
_________5. The new social worker swears to the following professional oath after a representative of
the Professional Regulation Commission
_________6. A purposive worker-client relationship allows for some degree of subjective feelings, which
cannot be entirely removed in any relationship.
_________7. A very clear illustration of the principle of self-determination is seen in family planning work
_________8. “There is uniqueness in each inheritance and uniqueness in the number, kinds, and
temporal order of critically determining situations encountered in the same course of life”
_________9. The similar of transference where the worker unconsciously transfer to the client attributions
of significant persons in her past.
________10. To acknowledge and respect the professional expertise of other discipline extending all
necessary cooperation that will enhance effective services
________11. To respond and volunteer my personal services in times of emergency
________12. To act at all times with dishonesty, openness and transparency in all my professional
transactions
________13. To expend choice and opportunity for all persons, with special regard for disadvantaged or
oppressed groups or persons.
________14. Acceptance also means that we recognize people have strengths and weaknesses and
capacities and limitations
________15. A purposive worker-client relationship allows for some degree of subjective feelings, which
cannot be entirely removed in any relationship
________16. A client develops or regains her self-respect and self-confidence when he realizes that he is
able to solve his own problems.
________17. Positive feelings prevent a social worker from following primary social work principle of
acceptance.
________18. A skilled worker will not prolong counter-transference, even if it is positive, as this can
encourage dependency on the part of the client.
________19. Endowed with a fundamental philosophy and professional values, the practice of social work
is guided by certain basic principles or rules of action for the practitioner (emanating from such values, as
differentiated from “principles” of action built on tested knowledge or general truths).
________20. Client participates in planning ways of resolving the problem, in thinking of possible
alternatives.

PART III - ESSAY:

Directions: Explain in your own understanding.

1. Code of Ethics (5pts)

2. Principles of Social work Profession (5pts)
MODULE 8-9/ WEEK 8-9: (OCTOBER 04-08, 2021)

Lecture: The Development of Social Work in the Philippines

● Values and Ethical Dilemma

Objectives:
● To be able to understand the values of social work as profession

● To be able to identify the common ethical dilemmas in the field of social work

THE VALUES OF SOCIAL WORK

The curriculum study sponsored by the council on Social Work Education described the
following values shared in common by the whole profession:

1. Each person has the right to self-fulfillment, deriving his inherent capacity and thrust
toward that goal.
2. Each person has the obligation as a member of society to seek ways of self-fulfillment
that contribute to the common good.
3. Society has the obligation to facilitate the self-fulfillment of the individual and the right to
enrichment through the contribution of its individual members.
4. Each person requires for the harmonious development of his powers socially provided
and socially safeguarded opportunities for satisfying his basic needs in the physical,
psychological, economic, cultural, aesthetic and spiritual realms.
5. As society becomes more complex and interdependent, increasingly specialized social
organization is required to facilitate the individual’s effort at self-realization. Although
conflicts between individuals and society can never be entirely absent, social
organization should be such as to reduce them to a minimum.
6. To permit both self-realization and contribution to society by the individual, social
organization must make available socially-provided devices for needs-satisfaction as
wide in range, variety, and quality as the general welfare allows.

According to the Curriculum Study, these values cited constitute a minimum commitment
for the social worker. Implied in these values are the following concepts;

1. The concept of human potentials and capacities. That man can fulfill himself is premised
on the belief that he is inherently endowed with potentials and capacities.
2. The concept of social responsibility. The individual has the obligation to contribute to the
common good, and society, on its part, has the responsibility to facilitate the
development of its members gives a dual meaning to this concept.
3. The concept of equal opportunities. This concept is premised on the ideal of social
justice, two elements of which are fairness and equality. In addition, the concept of
“access” is critical, for even of opportunities do not discriminate against any individual or
group, lack of access, for one reason or another, detracts from the meaning of this
concept.
4. The concept of social provision. The concept is based on the premise that there will
always be people everywhere at all times with unmet needs or problems which are
beyond their own capacity to solve. Thus, social provision refers to the desirability of
providing social resources for the satisfaction of human needs for the goal of human
welfare.

In addition to the foregoing, William Gordon, reporting on the work of the National
Association of Social Workers’ Commission on Social Work Practice, said that there has
been agreement that “the ultimate value of social work rests upon a conviction that it is good
and desirable for man to fulfill his potential, to realize himself and to balance this with equal
effort to help others do the same.”

The statement about the ultimate value of social work implies that there is difference
between what men may actually be at any point in time and what, ideally, he could be, if
allowed “to realize himself” and “to fulfill his potential”. Furthermore, it implies that social
work has certain assumptions about man if it is to be guided by this ultimate value. Clarity
about these assumptions is crucial if social work is to commit itself to helping man fulfill
himself.

DIFFERENT VIEWS ABOUT MAN

1. Natural vs Transcendental View. In the naturalistic view, man is part of the nature. He
can be studied and understood scientifically as we do the rest of nature. In this view,
man is seen as highly complex, requiring understanding of multiple and complex social,
organic, psychological and cultural variables. The transcendental view, on the other
hand, holds that science can never fully explain man, partly due to our ignorance, and
partly because man has a potential to transcend the natural order of things, to choose, to
create and to be rational.
2. Man as Social, Asocial or Anti-social. Being social, men aspire to live on good terms
with others, to be part of and to contribute to group life, making personal goals
subservient to group goals. As asocial beings, they are discreet individuals who come
together to form groups for their mutual protection and safety. As anti-social beings, men
are viewed as inherently self-seeking, egotistical, out to extend personal gain at the
expense of others.
3. Democracy’s View of Man. Man is viewed as capable of reason, of rational analysis
and choice. It believes that social, biological, cultural and psychological influences are
powerful in determining behavior, but that man can overcome these influences and
exercise choice.

Social work believes that man does act irrationally because of the social,
psychological, biological and cultural variables which influence his behavior but that man
can act rationally and can use his resources to work for his own welfare and that of society.

Social worker should have an awareness and understanding of the different value
systems which exist in our society. She should understand the dominant values of Filipinos,
her own personal values, the values of certain religious groups, of the poor, the rich, the
politicians. Let us look at some of our cultural values and discuss their significance to social
work practice.

1. Social Acceptance. Defined as being taken by one’s fellows for what one is, or
believes he is and being treated in accordance with his status, this value is facilitated
by the following intermediate values:
a. Smooth Interpersonal Relations (SIR). Getting along with others in such a
way as to avoid outward signs of conflict. It is believed to be acquired and
preserved principally by three means: (1) “pakikisama” which means “giving
in”, “concession” or following the lead or suggestion of another; (2)
euphemism which is the stating of unpleasant truth, opinion, or request as
pleasantly possible; and (3) the use of “go-between” (tulay) which means a
third party who will carry a message, assuage a bruise or prevent an injury.
b. “Amor Propio” is a term used to refer to the sensitivity to personal affront
and functions to protect the individual against loss of social acceptance.
Closely related to this value is the value of “hiya”.
2. Emotional Closeness and Security in a Family. This value is believed to be
facilitated through the following: sacrificing individual interest for the good of the
family, parental striving to give their children an education even at great cost to
themselves, older children sacrificing for the younger siblings and mothers especially
making sacrifices for the family.
3. The Authority Values. The belief is that families will remain close if someone exerts
firm authority, and that such person must be respected and obeyed. Closely related
to the authority value is the respect for traditions and rituals no matter how
impractical they have become. “Panalangin” which refers to blessing or grace one
obtains for good behavior and “bahala na” (fatalism) are part of this adherence to
traditions and beliefs.
4. Personalism. This value attaches major importance to the personal factor which
guarantees intimacy, warmth and security of kinship and friends in getting things
done. Some specific values related to personalism are “tiwala” (trust), “kilala”
(personal reference) and “walang pakialam” (non-interference)
5. Utang na Loob. The value literally means debt of gratitude. It is granted when a
transfer of goods of services takes place between individuals belonging to two
 different groups. It compels the recipient to show his gratitude properly by returning a
favor “with interest” to be sure that he does not remain in the other’s debt.
6. Patience, Suffering and Endurance. This is a cultural belief that a person must
suffer before he can gain happiness and related to it is that which many still believe
that women particularly must suffer in silence.

ETHICAL DILEMMAS OF SOCIAL WORK

The observance of a profession’s system of ethics is not free of problems. At the present
time, for example, social workers face many ethical dilemmas, a few of which are in the
following areas:

1. Manipulation. In our setting, manipulation comes in many forms, such as in the matter
of influencing clients to act in the way a worker wants them to act in response to a given
situation, or manipulating agency reports to justify budgetary requests.
2. Advocacy. We realize the need for social workers to engage in advocacy that will bring
about social reforms which will benefit large segments of our population. However, we
must deal with the ethical problems that often go with advocacy.
3. Conflicting loyalties. We listed loyalty to one’s agency as among the professional’s
duties to her agency or organization. Conflicting loyalties occur when morals of an
individual conflicts with a family member, a friend, their government or multitudes of
others. Loyalty problems, especially of certain degrees often tear apart groups and
destroy reputations.
4. Cultural and other realities. Social Workers know that our personalistic culture often
calls for the use of personal “connections” to facilitate action on a client’s request. The
use of one’s connections, however, quite often means that one has to disregard
accepted agency rules or channels, with the resultant effect that one’s success in using
“connections” can be to the disadvantage of another worker’s client.
LEARNING ACTIVITY:
General Instruction: ANY ALTERATIONS OR ERASURE MEANS WRONG

PART I - MULTIPLE CHOICES:

Directions: Read carefully each questions and encircle the letter of the correct answer.

1. Man is part of the nature. He can be studied and understood scientifically as we do the rest of
nature.
a. Man as Social
b. Natural View
c. Democracy’s View of Man
d. Transcendental View
2. Refer to the sensitivity to personal affront and functions to protect the individual against loss of
social acceptance.
a. “Amor Propio”
b. Smooth Interpersonal Relations
c. Social Acceptance
d. The Authority Values
3. . It believes that social, biological, cultural and psychological influences are powerful in
determining behavior, but that man can overcome these influences and exercise choice.
a. Man as Social
b. Natural View
c. Democracy’s View of Man
d. Transcendental View
4. . They are discreet individuals who come together to form groups for their mutual protection and
safety.
a. Social
b. Asocial
c. Anti-social
d. Socialize
5. This value attaches major importance to the personal factor which guarantees intimacy, warmth
and security of kinship and friends in getting things done.
a. Utang na Loob
b. Personalism
c. Patience, Suffering and Endurance
 d. All of the above
6. It occurs when morals of an individual conflicts with a family member, a friend, their government
or multitudes of others.
a. Cultural and other realities
b. Advocacy
c. Conflicting loyalties
d. Manipulation
7. It is being taken by one’s fellows for what one is, or believes he is and being treated in
accordance with his status
a. “Amor Propio”
b. Smooth Interpersonal Relations
c. The Authority Values
d. Social Acceptance
8. The belief is that families will remain close if someone exerts firm authority, and that such person
must be respected and obeyed.
a. The Authority Values
b. “Amor Propio”
c. Smooth Interpersonal Relations
d. Social Acceptance
9. A third party who will carry a message, assuage a bruise or prevent an injury.
a. “bahala na” (fatalism)
b. “pakikisama”
c. “go-between” (tulay)
d. “walang pakialam” (non-interference)
10. The observance of a profession’s system of ethics is not free of problems.
a. Ethics
b. Values
c. Ethical Dilemmas
d. None of the above
11. It compels the recipient to show his gratitude properly by returning a favor “with interest” to be
sure that he does not remain in the other’s debt.
a. Utang na Loob
b. Personalism
c. Patience, Suffering and Endurance
d. All of the above
12. It is influencing clients to act in the way a worker wants them to act in response to a given
situation.
a. Cultural and other realities
b. Advocacy
c. Conflicting loyalties
d. Manipulation
13. Refers to blessing or grace one obtains for good behavior.
a. “bahala na” (fatalism)
b. “pakikisama”
c. “panalangin”
d. “walang pakialam” (non-interference)
14. It is stating of unpleasant truth, opinion, or request as pleasantly possible.
a. “Euphemism”
b. “pakikisama”
c. “panalangin”
d. “walang pakialam” (non-interference)
15. This is a cultural belief that a person must suffer before he can gain happiness and related to it is
that which many still believe that women particularly must suffer in silence.
a. Utang na Loob
b. Personalism
c. Patience, Suffering and Endurance
d. All of the above
16. Men are viewed as inherently self-seeking, egotistical, out to extend personal gain at the
expense of others.
a. Man as Anti-Social
b. Natural View
c. Democracy’s View of Man
d. Transcendental View
17. Social Workers know that our personalistic culture often calls for the use of personal
“connections” to facilitate action on a client’s request.
a. Cultural and other realities
b. Advocacy
c. Conflicting loyalties
 d. Manipulation
18. It is believed to be acquired and preserved principally by three means “pakikisama”, euphemism
and “go-between”.
a. The Authority Values
b. “Amor Propio”
c. Smooth Interpersonal Relations
d. Social Acceptance
19. This concept is premised on the ideal of social justice, two elements of which are fairness and
equality.
a. equal opportunities
b. social responsibility
c. social provision
d. human potentials and capacities
20. It is the concept that man can fulfill himself is premised on the belief that he is inherently endowed
with potentials and capacities.
a. equal opportunities
b. social responsibility
c. social provision
d. human potentials and capacities

PART II – TRUE OR FALSE

Directions: Write T if the statement is TRUE and write the CORRECT ANSWER if the statement is
FALSE. Write your answer on the blank provided before the number.

________1. Society has the obligation to facilitate the self-fulfillment of the individual and the right to
enrichment through the contribution of its individual members.
________2. As society becomes more complex and interdependent, increasingly specialized social
organization is required to facilitate the individual’s effort at self-realization
________3. Social work believes that man does act rationally because of the social, psychological,
biological and cultural variables which influence his behavior but that man can act rationally and can use
his resources to work for his own welfare and that of society.
________4. Each person has the obligation as a member of society to seek ways of self-actualization that
contribute to the common good.
________5. “The ultimate value of social work rests upon a conviction that it is good and desirable for
man to fulfill his potential, to realize himself and to balance this with equal effort to help others do the
same.”
________6. Being asocial, men aspire to live on good terms with others, to be part of and to contribute to
group life, making personal goals subservient to group goals.
________7. The belief is that families will remain close if someone exerts firm authority, and that such
person must be respected and obeyed.
________8. Man can fulfill himself is premised on the belief that he is inherently endowed with potentials
and capacities.
________9. In this view, man is seen as highly complex, requiring understanding of multiple and complex
social, organic, psychological and cultural variables.
________10. It compels the recipient to show his gratitude properly by returning a favor “without interest”
to be sure that he does not remain in the other’s debt.
________11. Social Workers know that our personalistic culture often calls for the use of personal
“connections” to facilitate action on a client’s request.
________12. Social services refer to the desirability of providing social resources for the satisfaction of
human needs for the goal of human welfare.
________13. As anti-social beings, men are viewed as inherently self-seeking, egotistical, out to extend
personal gain at the expense of others.
________14. The community has the obligation to contribute to the common good, and society, on its
part, has the responsibility to facilitate the development of its members gives a dual meaning to this
concept.
________15. Conflicts between individuals and society can never be entirely absent, social organization
should be such as to reduce them to a minimum.
________16. The ultimate value of social work implies that there is difference between what men may
actually be at any point in time and what, ideally, he could be, if allowed “to realize himself” and “to fulfill
his potential”.
________17. “Amor Propio” is a term used to refer to the sensitivity to personal affront and functions to
protect the individual against loss of social belongingness.
________18. Loyalty problems, especially of certain degrees often tear apart groups and destroy
reputations.
________19. “Go between” which is the stating of unpleasant truth, opinion, or request as pleasantly
possible
________20. Social Acceptance is being taken by one’s fellows for what one is, or believes he is and
being treated in accordance with his status.
PART II - ESSAY:
Directions: Explain in your own understanding.

1. Ethical dilemmas of social work (5 points)

2. Values of Social work (5 points)
MIDTERM COVERAGE

MODULE 10/ WEEK 10: (OCTOBER 18-22, 2021)

Lecture: Attributes and Domains of Social Work

Objectives:
● To be able identify and understand the different attribute in social work profession

ATTRIBUTES AND DOMAINS OF SOCIAL WORK

R.A 4373, promulgated in 1965 gave social work formal recognition as a profession.
However, it takes more than the passage of a law to establish a profession. What then
constitutes a “profession?”
Based on a careful canvass of the sociological literature on occupations, Ernest
Greenwood was able to distill the following five elements as constituting the distinguishing
attributes of a profession:
1. Systematic Body of Theory
2. Professional Authority
3. Community Sanction
4. Regulative Code of Ethics
5. Professional Culture

Systematic Body of Theory

⮚ The skills that characterize a profession flow from and are supported by a fund of
knowledge that has been organized into an internally consistent system called a body of
theory.
⮚ Theory serves as a base in terms of which the professional rationalizes his operations in
concrete situations
⮚ Acquisition of the professional skill requires a prior or simultaneous mastery of the theory
underlying that skill.
⮚ The practice of profession involves the application of scientific knowledge learned during
the course of professional education; it is not a hit-or-miss, trial-and-error kind of activity.
⮚ There is need to underscore the importance of strengthening the teaching of the theory
base of social work to consciously apply this in practice so that we can increasingly
demonstrate that social work is truly a scientific activity.
⮚ There is also a need to have a critical, rather than a reverential attitude toward the
theoretical system of social work, as this would pave the way for the testing and building
of theory which will provide us with a solid base for our professional helping methods
and techniques.
⮚ Social work like all other professions, derives knowledge from many different sources
and in addition build its own body of knowledge from practice.

Three types of knowledge which social work uses:

1. Tested Knowledge – Knowledge that has been established through scientific study
(research) such as borrowed knowledge from different professions and disciplines as
well as from that which has been developed through social work research – economics,
public administration, psychology, sociology, anthropology, political science, law,
medicine, etc. which are generally obtained in the course of their formal education.
2. Hypothetical Knowledge – still has to undergo transformation into tested knowledge may
be accepted to explain certain facts (Ex. Ignorance more than religion is the reason for
the low acceptance of family planning among Filipino couples)
3. Assumptive Knowledge – or “practice wisdom” the more experience one has had in
practice, the more assumptions or suppositions he tends to make related to his work
(Ex. Clients value service more when it is not given entirely free)
Professional Authority
⮚ In a helping relationship, the professional’s judgment and authority are respected and
accepted by his “client” unlike in a transaction with a non-professional where the rule is
the customer is always right
⮚ The exercise of professional authority is not without limits. The professional social
worker, like any other professional should guide or assist her client only along her area
of competence or she would violate the authority of another professional group.

Community Sanction
⮚ Recognition of professional authority is expressed not only in the client-professional
relationship but also in the professional-community relationship
⮚ The community sanctions a profession’s authority by way of giving it certain powers and
privileges. Among these powers and privileges are the profession’s control over its
training centers, admission into the profession and standards for professional
performance.

Regulative Code of Ethics

⮚ Every profession has a built-in regulative code, partly formal and partly informal, which
compels ethical behavior on the part of its members. This code serves to check possible
abuses which can arise out of a profession’s exercise of authority and its accompanying
powers and privileges.

Professional Culture
⮚ The network of formal and informal groups within which it operates includes the
organizations that benefit from a profession’s services (schools, courts, social agency,
hospital, etc.) the educational institutions which produce and replenish professional
manpower; and the professional association which promotes professional interests and
aims.
⮚ The interactions of social rules required by the formal and informal groups generate a
social configuration unique to the profession, viz., a professional culture.
⮚ The culture of a profession consists of values, norms and symbols.
o Social values refer to the basis and fundamental beliefs of a professional group,
practically the reason for its existence.
o Professional norms are the accepted standards of behavior of doing things,
which guide the professional in various situations such as how to gain entry into
formal and informal groups, how to handle consultations, how to relate to
superiors, colleagues and subordinates, how to treat clients, how to challenge an
outmoded theory, how to present a new idea and so on.
o The symbols of a profession are its meaning-laden items, including emblems,
insignias, dress, history, its idioms and vocabulary and its stereotypes of the
professional, the client, and the layman.

The five attributes described are not a monopoly of the professions. A scrutiny of non-
professional occupations will show that they also possess these characteristics but to a lesser
degree.
In discussing the attributes of a profession, Greenwood concludes that “social work is
already a profession” it has too many points of congruence with the model to be classifiable
otherwise”
The need for social workers to consciously help improve social work’s standing on each
attribute, which consequently will give the profession added prestige and authority, there is also
a need to watch against too much preoccupation with getting recognized as a profession this
recognition will come in due time without being sought.

LEARNING ACTIVITY:
General Instruction: ANY ALTERATIONS OR ERASURE MEANS WRONG
PART I – TRUE OR FALSE
Directions: Write T if the statement is TRUE and write the CORRECT ANSWER if the statement is
FALSE. Write your answer on the blank provided before the number.

________1. Every profession has a built-in regulative code, partly formal and partly informal, which
compels ethical behavior on the part of its members.
________2. Social values refer to the basis and fundamental beliefs of a professional group, practically
the reason for its existence.
________3. Social work like all other professions derives knowledge from many different sources and in
addition builds its own body of knowledge from studying.
________4. Recognition of professional authority is expressed not only in the client-professional
relationship but also in the professional-community relationship
________5. Assumptive knowledge still has to undergo transformation into tested knowledge may be
accepted to explain certain facts
________6. Assumptive knowledge or “practice wisdom” the more experience one has had in practice,
the more assumptions or suppositions he tends to make related to his work
________7. The need for social workers to consciously help improve social work’s standing on each
attribute, which consequently will give the profession added prestige and authority
________8. The culture of a profession consists of values only.
________9. “Social work is already a profession” it has too many points of congruence with the model to
be classifiable otherwise”
________10. The professional’s judgment and authority are respected and accepted by his “client” unlike
in a transaction with a non-professional where the rule is the customer is always right
________11. The five attributes described are not a monopoly of the professions
________12. This code serves to check possible abuses which can arise out of a profession’s exercise of
authority and its accompanying powers and privileges.
________13. Professional norms are not accepted standards of behavior of doing things, which guide the
professional in various situations such as how to gain entry into formal and informal groups
________14. Powers and privileges are the profession’s control over its training centers, admission into
the profession and standards for professional performance.
________15. The network of big and small groups within which it operates includes the organizations that
benefit from a profession’s services
________16. Professional social worker, like any other professional should let her client only along her
area of competence or she would violate the authority of another professional group
________17. The practice of profession involves the application of scientific knowledge learned during
the course of professional education; it is not a hit-or-miss, trial-and-error kind of activity.
________18. Systematic body theory serves as a foundation in terms of which the professional
rationalizes his operations in concrete situations
________19. Acquisition of the professional skill requires a prior or simultaneous mastery of the theory
underlying that skill
________20. The symbols of a profession are its meaning-laden items, including emblems, insignias,
dress, history, its idioms and vocabulary and its stereotypes of the professional, the client, and the
layman.

PART II - ESSAY:
Directions: In your own understanding differentiate the three types of knowledge which social worker
uses. (30points)
● Tested Knowledge

● Hypothetical knowledge

● Assumptive knowledge
MODULE 11/ WEEK 11: (OCTOBER 25-NOVEMBER 5, 2021)

Lecture: Helping Process of Social Work

Objectives:
● To be able to know the helping/problem-solving process in Social work

● To be able to understand how it works the helping/problem-solving process in the field.

SOCIAL WORK HELPING/PROBLEM-SOLVING PROCESS

Social work, like all other helping professions, observes a systematic process of working
with people. This process consists of five basic steps which will be discussed in this chapter:
Assessment, Planning, Intervention or Plan Implementation, Evaluation and Termination.

ORIGIN OF THE PROBLEM-SOLVING PROCESS

The problem-solving concept can be generally traced to the book entitled “How We
Think” (John Dewey, 1933) which describes what goes on in the human mind when confronted
with a problem. In order to solve a problem, a person follows a rational procedure consisting of
steps in an orderly sequence. Referred to as the “five phase of reflective thinking” they include
(1) recognizing the difficulty; (2) defining or specifying the difficulty; (3) raising a suggestions for
possible solutions and rationally exploring the suggestion, which include data collection; (4)
selecting an optimal solution from among many proposals; (5) carrying out the solution.
Then, in the early 1940s, George Polya, a mathematics professor, developed a model
which he intended to be used as a guide by any one engaged in problem-solving. Polya’s model
consisted of the following phases: (1) understanding the problem including the problem
situation, the goal of the problem-solver, and the conditions for solving the problem, (2) devising
a plan by which the goal could be attained; (3) carrying out the plan; and (4) evaluation of the
plan, its implementation and the results. Polya’s formulation is an improvement over Dewey’s
because it includes evaluation.
PROBLEM-SOLVING FRAMEWORK IN SOCIAL WORK
Helen Harris Perlman is considered as the originator of the problem-solving framework
in social work which has greatly influenced social work thinking. In her book, Social Casework:
A Problem-Solving Process, she describes the social work process as a progressive
transaction between the professional helper and the client, consisting if a series of problem-
solving operations which can be summarized as follows:
1. The facts that constitute and bear upon the problem must be ascertained and grasped
(Study);
2. The facts must be thought about, i.e., turned over probed into, and organized in the
mind, examined in their relationships to one another and searched for their significance
(Diagnosis)
3. Some choice or decision must be made as an end result of the consideration of the
particular facts with the intention of resolving the problem (Treatment)
STEPS IN THE SOCIAL WORK HELPING PROCESS
The social work helping process consists of the following sequential steps which are
followed when working with any type of client system, i.e., individual, family, small group,
community.
(1) Assessment;
(2) Planning;
(3) Intervention of Plan Implementation;
 (4) Evaluation; and
(5) Termination.
The first two steps are considered as the Beginning Phase of the helping process; the
third step is the Middle or Intervention Phase; the last two comprise the Ending Phase. This
process is best illustrated in the form of a spiral, as shown below:

Before going further in describing the activities that characterize the steps in problem-solving,
we shall explore a little more term “Relationship” believing that understanding the term is crucial,
having earlier underscored the fact that the process of problem-solving takes place within a
meaningful worker-client relationship. Although much has been said in our previous discussion
of social work principles about the client-worker relationship, the following additional information
is important.

The Helping Relationship

The worker-client relationship is such a crucial factor it can spell the difference between
successful or unsuccessful problem-solving. “Relationship” is a basic concept in social work. All
of the worker’s professional relationships should involve self-discipline and self-awareness. The
conscious use of one’s self, in the course of helping requires judgment and maturity. Emmanuel
Tropp has developed an important set of statements which, while relating primarily to the social
worker’s presentation of self to the group, could very well sum up the essential characteristics of
the worker’s presentation of self to each of her clients, whether at their first meeting or in the
course of the helping relationship:
1. Compassion – I deeply care about you
2. Mutuality – We is here on a common human level; let’s agree on an plan and then
lets walk the path together
3. Humility – Please help me to understand
4. Respect – I consider you as having worth, I treat your ideas and feelings with
consideration. I do not intrude upon your person
5. Openness – I offer myself to you as you see me; real, genuine, and authentic.
6. Empathy – I am trying to share and help you in your effort
7. Involvement – I am trying to share and help in your effort
8. Support – I will lend my conviction and back up your progress.
9. Expectation – I have confidence that you can achieve your goals
10. Limitation – I must remind me of your agreed-upon obligation
11. Confrontation – I must ask you to look at yourself
12. Planning – I will always bring proposals but I would rather have yours
13. Enabling – I am here to help you become more able, more powerful
14. Spontaneity and control – I will be as open as possible, yet I must recognized that, in
your behalf, I need to exercise some self-control.
15. Role and person – I am both a human being like you and a representative of an
agency, with a special function to perform.
 16. Science and art – I hope to bring you professional skills which must be based on
organized knowledge but I will deal with people and my humanity must lend art to
grace the science.

A. ASSESSMENT
What is assessment?

“A process and a product of understanding on which action is based” – Max Siporin. The
process involves the collection of necessary information and its analysis and
interpretation in order to reach an understanding of the client, the problem, and the
social context in which its exists. It should be emphasized that the ultimate purpose of
assessment is to provide understanding necessary for appropriate planning. Thus, the
major social work tasks involved during this stage are information or data-gathering an d
problem definition based on an agreement between the client and the worker as to
problem to be worked on, or simply, the problem-for-work. These tasks culminate in the
worker’s writing of an Assessment Statement or a Problem Definition. In the past, the
terms used were “diagnosis” or “social diagnosis”.

Information/Data Gathering
A variety of sources are available from which to obtain the information necessary
in order to have an accurate definition of the client’s problem.
a. Primary Source. The client is the primary source of information.
b. Secondary Source. The “significant others” in the life of the client are an
important source. In the case of individuals, this means those with whom he
has personal relationships like parents, siblings, relatives or friends. This can
extend to others with whom he relates, like people in his school, employment,
church and organizations. In the case of communities, this may be the staff of
community agencies, consultants previously involved in the community.
c. Existing data. A social worker may use information previously collected by
others as records and reports from other professionals (physicians, teachers,
etc.) and social workers of other agencies, studies (e.g., census data) and
evaluations.
d. Worker’s own observation. The worker often has the opportunity to observe
the individual client alone or in interaction with others. In work with
therapeutic groups, the worker usually makes a client’s membership in a
group temporary for at least a couple of meetings to allow her to observe the
individual as he interacts with the other members. Her observation about the
community physical condition, the presence or absence of basic amenities,
facilities and resources, the person-to-person and group-to-group
interactions.

The Intake Process and the Presenting Problem

Intake is the process by which a potential client achieves the status of a client.
On the client’s part, this involves the presentation of the self and the problem or need as
he or she is experiencing it. On the social worker’s part, this involves some assessment
of the client and the problem and whether or not the agency is in a position to help. The
intake process may end either with the worker or the client deciding not to proceed or
the client committing to have client status (however tentatively or reluctantly) and the
worker committing the agency to provide services (however limited).

Defining the Problem

We cannot possibly overemphasize the point that effective work depends on
appropriate problem identification. The way you define the problem will define what data
are collected and will dictate or all else fails.
The client’s “presenting problem” if it is the problem or part of the problem that
the client system feels is most important, may serve as the problem-for-work. Starting
with the client’s perceived problem may not be so easy in the case of multi-problem
clients. “Partialization” will have to resorted to, it refers to the process of separating from
so many problems identified by the client and/or worker the specific problem or problems
which are to be addressed first and therefore will be the focus of the helping relationship.

Writing an Assessment Statement

 After the worker gathered data that led to an agreement between her and the
client about the problem-for-work:
⮚ Opening casual statement. This requires the worker to clearly indicate who
has the problem, and why the problem exists at this time.
⮚ Change potential statement. A problem’s change potential is dependent on
three interdependent factors: problem, person and environment.
a. Problem. The worker and the contact system (client of significant
others)
b. Person. The worker needs to assess the strengths and weaknesses
of the problem or persons having the problem.
c. Environment. In considering the environment in which the problem is
located.
⮚ Judgment about the seriousness or urgency of the problem. Based on the
available data, the worker should be able to answer the question: To what
extent is this life-or-death-matter for the person(s) concerned?

B. PLANNING
Planning is the link between assessment and intervention. The planning process
translates the content of assessment into a goal statement that describes the desired
results and is also concerned with identifying the means to reach the goals.
Guided by the social work values and a body of knowledge, planning allows the
worker with the client’s participation to move from problem definition to problem solution.
The end goal of planning is planned change.

GOALS
Goals are ends. They are desired or expected outcomes of an endeavor. When
qualified by the word “optimate” “general” or “optimal”, this means that the stated goals are the
final, overall or long-range results to which efforts are directed.

PLANS
If there are ends (goals) there should be means to achieve them. Jointly made by
the worker and the client, they comprise what is called a Helping Plan, Action Plan or an
Intervention Plan.

The Helping Contract

After having worked together in assessment and action planning what should follow is an
agreement between the worker and the client on what needs to be done and who should do it
This is called “contract” in our setting, and having verbal agreements is the more common
practice.

C. INTERVENTION
The social worker literature has many other terms for intervention: action, plan
implementation, treatment. Compton and Galaway have very apt words for two of the
phases of the helping process: (1) deciding what to do and (2) doing the decided.
An assessment planning and interventive tool called “Ecological Map” or “Eco Map”
is now very popular among social workers because of its usefulness. This is a simple paper-
and-pencil simulation that presents the individual or family and the major systems in the life
space as well as the nature of the individual’s or family’s relationship.

INTERVENTIVE ROLES IN DIRECT PRACTICE

1. Resource Provider
2. Social Broker
3. Mediator
4. Advocate
5. Enabler
6. Counselor/Therapist
7. Mobilizer of Community Elite
8. Documentor/Social Critique
9. Policy/Program Change Advocate
 D. EVALUATION
Evaluation is defined as the “collection of data about outcomes of a program of
action relative to goals and objectives set in advance of the implementation of that program”.
In social work, evaluation is a continual process where the worker keeps on gathering data
which she uses in an ongoing reassessment of objectives, intervention plans, and even the
definition of the problem. This is called ongoing evaluation.

EVALUATION MODEL
Evaluation in social work is done on two levels: (1) on the level of direct practice with
clients and (2) on the level of program implementation.
An honest-to-goodness evaluation in social work should utilize scientific methods to
measure outcomes. Therefore, any good research, the evaluation is directed toward the
following: (1) measuring the outcomes (dependent variables) of programs or specific
intervention; (2) measuring the change processes or the nature of the intervention themselves
(independent variables); and (3) utilizing a research design that will permit you to attribute the
outcome to the change processes. Evaluation that is concerned with outcomes or effectiveness
is called summative evaluation while evaluation that is concerned with looking at the process
of the work is called formative evaluation.

E. TERMINATION
When is helping relationship terminated?

A social work problem-solving relationship does not go on forever. It has time limits, so
that whether one is working with an individual, a group or a community, the social worker
should discuss with the client the more or less expected duration of the helping
relationship. Two terms were used in relation to the termination of the helping
relationship – transfer and referral

⮚ Transfer. Is the process by which a client is referred by his social worker to

another worker, usually in the same agency because the former will no longer
be able to continue working with the client or because she thinks another
worker is in a better position to work with her client’s problem..
⮚ Referral. Is the act of directing a client to another worker/agency because the
service that the client needs is beyond the present agency worker’s
competence or the client needs the additional service which preset agency
cannot provide.

THE COMPONENTS OF TERMINATION

Three major components of termination process: disengagement, stabilization of
change and evaluation.

⮚ Disengagement. While termination is supposed to have been discussed

from the beginning of the client-worker helping relationship. The following are
the most common reactions that have been identified;
a. Denial
b. Emotional reactions
c. Bargaining
d. Depression
e. Acceptance
The following are some of the factors which influence their reactions:
o Length of service
o Attainment of client goals
o Client-worker relationship
 o Modality of intervention
⮚ Stabilization of Change. The main test of a change agent’s help is the
stability and permanence of the client system’s changed behavior when the
change agent is no longer actively working with the client.
⮚ Terminal Evaluation. Evaluation is an ongoing part of the helping process
hence, the word “periodic” or “regular” evaluation. Periodic evaluation allows
the worker and the client to review and if necessary, revise the goals and
objectives, assess gains and/or failures, negotiate conflicts and so on. It is
the time for the worker and the client – but particularly the worker has been
the helping person, to appraise what have transpired, to focus on the goal or
goals formulated during the Planning phase and of course on the problem
that was identified during the assessment phase.

LEARNING ACTIVITY:
General Instruction: ANY ALTERATIONS OR ERASURE MEANS WRONG

PART I - MULTIPLE CHOICES:

Directions: Read carefully each questions and encircle the letter of the correct answer.

1. I consider you as having worth; I treat your ideas and feelings with consideration. I do not intrude
upon your person
a. Compassion
b. Mutuality
c. Respect
d. Humility
2. The facts that constitute and bear upon the problem must be ascertained and grasped.
a. Study
b. Diagnosis
c. Problem presented
d. Assumptions
3. It is defined as the “collection of data about outcomes of a program of action relative to goals and
objectives set in advance of the implementation of that program”.
a. Assessment
b. Planning
c. Intervention
d. Evaluation
4. I offer myself to you as you see me; real, genuine, and authentic
a. Empathy
b. Openness
c. Confrontation
d. Expectation
5. A process and a product of understanding on which action is based.
a. Assessment
b. Planning
c. Intervention
d. Evaluation
6. Evaluation that is concerned with outcomes or effectiveness.
a. Summative Evaluation
b. Formative Evaluation
c. Terminal Evaluation
d. None of the above
7. Who considered as the originator of the problem-solving framework in social work which has
greatly influenced social work thinking?
a. Josefa Jara Martinez
b. Asuncion Perez
c. Helen Harris Perlman
d. George Polya
8. Some choice or decision must be made as an end result of the consideration of the particular
facts with the intention of resolving the problem.
a. Study
b. Diagnosis
c. Treatment
d. Assumptions
9. A mathematics professor developed a model which he intended to be used as a guide by any one
engaged in problem-solving.
a. Josefa Jara Martinez
b. Asuncion Perez
c. Helen Harris Perlman
d. George Polya
10. Is the process by which a client is referred by his social worker to another worker, usually in the
same agency because the former will no longer be able to continue working with the client or
because she thinks another worker is in a better position to work with her client’s problem.
a. Transfer
b. Referral
c. Terminated
d. Disengagement
11. It is the process by which a potential client achieves the status of a client.
a. The Helping Relationship
b. The Intake Process and the Presenting Problem
c. The Helping Contract
d. Defining the problem
12. This requires the worker to clearly indicate who has the problem, and why the problem exists at
this time.
a. Opening casual statement
b. Change potential statement
c. Judgment about the seriousness or urgency of the problem
d. All of the above
13. It is the process where social work values and a body of knowledge, planning allows the worker
with the client’s participation to move from problem definition to problem solution.
a. Assessment
b. Planning
c. Intervention
d. Evaluation
14. A role that involves the social worker in interventive activities that will help clients find the coping
strengths and resources within themselves to solve problems they are experiencing
a. Resource Provider
b. Mediator
c. Enabler
d. Social Broker
15. It is an interventive role involves the process of negotiating the “service jungle” for clients.
a. Resource Provider
b. Mediator
c. Enabler
d. Social Broker
16. It is an interventive role who acts as intermediary or conciliator between two persons or sides.
a. Resource Provider
b. Mediator
c. Enabler
d. Social Broker
17. The following are the most common reactions in disengagement that have been identified;
a. Denial
b. Emotional reactions
c. Bargaining
d. Length of service
18. The social worker should discuss with the client the more or less expected duration of the helping
relationship.
a. Assessment
b. Planning
c. Intervention
d. Termination
19. Based on the available data, the worker should be able to answer the question: To what extent is
this life-or-death-matter for the person(s) concerned?
a. Opening casual statement
b. Change potential statement
c. Judgment about the seriousness or urgency of the problem
 d. All of the above
20. A social worker may use information previously collected by others as records and reports from
other professionals
a. Primary Source
b. Secondary Source
c. Existing Data
d. Worker’s own observation
21. This is a simple paper-and-pencil simulation that presents the individual or family and the major
systems in the life space as well as the nature of the individual’s or family’s relationship.
a. Ecological Map
a. Planning
b. Intervention
c. Termination
22. A defense mechanism that is employed to avoid painful feelings.
a. Denial
b. Emotional reactions
c. Bargaining
d. Depression
23. Fear of loss of fear of the unknown can give rise to feeling of sadness or of grief.
a. Denial
b. Emotional reactions
c. Bargaining
d. Depression
24. An act of directing a client to another worker/agency because the service that the client’s need is
beyond the present agency worker’s competence.
a. Transfer
b. Referral
c. Terminated
d. Disengagement
25. The worker’s particular helping mode affects her client’s reaction to termination.
a. Length of service
b. Attainment of client goals
c. Client-worker relationship
d. Modality of intervention

PART II – TRUE OR FALSE

Directions: Write T if the statement is TRUE and write the CORRECT ANSWER if the statement is
FALSE. Write your answer on the blank provided before the number.

_______1. Social work, like all other helping professions, observes a systematic process of working with
people.
_______2. The assessment and planning are considered as the Beginning Phase of the helping process.
_______3. The worker-client relationship is such a crucial factor it can spell the difference between
successful or unsuccessful problem-solving.
_______4. Evaluation is supposed to have been discussed from the beginning of the client-worker
helping relationship
_______5. Intake involves some assessment of the client and the problem and whether or not the agency
is in a position to help.
_______6. Three major components of termination process: disengagement, planning and evaluation.
_______7. Referral is the process by which a client is referred by his social worker to another worker,
usually in the same agency because the former will no longer be able to continue working with the client
or because she thinks another worker is in a better position to work with her client’s problem.
_______8. Periodic evaluation allows the worker and the client to review and if necessary, revise the
goals and objectives, assess gains and/or failures, and negotiate conflicts and so on.
_______9. Openness means “I offer myself to you as you see me; real, genuine, and authentic”
_______10. Worker’s own observation where the worker often has the opportunity to observe the
individual client alone or in interaction with others.
_______11. The client’s “presenting assessment” if it is the problem or part of the problem that the client
system feels is most important, may serve as the problem-for-work.
_______12 A. social work problem-solving relationship does go on forever.
_______13. The social worker literature has many other terms for intervention: action, plan
implementation, treatment.
_______14. Confrontation means “I must ask you to look at yourself”
_______15. Mediator is a role that involves the social worker in interventive activities that will help clients
find the coping strengths and resources within themselves to solve problems they are experiencing.
_______16. The “primary source” in the life of the client is an important source. In the case of individuals,
this means those with whom he has personal relationships like parents, siblings, relatives or friends.
_______17. The planning process translates the content of assessment into a goal statement that
describes the desired results and is also concerned with identifying the means to reach the goals.
_______18. An honest-to-goodness evaluation in social work should utilize scientific methods to measure
outcomes.
_______19. Goals were jointly made by the worker and the client; they comprise what is called a Helping
Plan, Action Plan or an Intervention Plan.
_______20. Evaluation is a continual process called ongoing evaluation.
_______21. Evaluation that is concerned with outcomes or effectiveness is called formative evaluation
_______22. Evaluation that is concerned with looking at the process of the work is called summative
evaluation.
_______23. Measuring the outcomes (dependent variables) of programs or specific intervention
_______24. Compton and Galaway have very apt words for two of the phases of the helping process: (1)
deciding what to do and (2) doing the decided.
_______25. “Partialization” will have to resorted to, it refers to the process of separating from so many
problems identified by the client and/or worker the specific problem or problems which are to be
addressed first and therefore will be the focus of the helping relationship.

MODULE 12/ WEEK 12: (NOVEMBER 08-NOVEMBER 12, 2021)

Lecture: Social Work Helping Models and Approaches

Objectives:
● To be able to know the different helping models and approaches of Social work and how
it applies in the field

SOCIAL WORK HELPING MODELS AND APPROACHES

Regardless of the field or setting, social workers who engage people in direct helping
relationships are expected to do Assessment, Planning, Intervention or Plan Implementation,
Evaluation and Termination. In this part, Social work models and approaches to provide the
social worker with an overall guide particularly in her planning and actual interventive work are
discussed. Depending on the nature of the client’s problem situation, the worker can choose
one (or more) of these models or approaches as her helping “strategy”:
I. For individuals, groups and communities: Direct Provision Model; Intercession-
Mediation Model; Mobilizing the Resources of Client Systems to change their
Social Reality; Crisis Intervention Approach; and Problem –Solving Model.
II. For individuals and groups. Task-centered Model; Psychosocial Approach;
Functional Approach; Behavioral Modification; and Family Intervention.
III. For groups. Developmental Approach; Interactional Approach and Remedial
Approach
IV. For communities. Community Development Model; Social Planning Model; Social
Action Model.
V. Indirect models of Intervention: Working With the Elite; Documentation/Social
Criticism; Advocacy
DIRECT PROVISION MODEL
The poverty situation in the Philippines calls for the direct provision of various forms of
masteral assistance to different needy a disadvantaged individuals and groups which we find in
practically all parts of the country.Direct provision of various forms of material assistance to
different needy and disadvantaged individuals and groups.
o Goal of the Model
According to Schneiderman, enhancement of client social functioning through the direct
provision of material aid useful in eliminating or reducing situational deficiencies.
o Resource Provision
Resources may be mobilized, created, directly furnished and the client may be advised and
counseled in making optimal use of them.
o Activities
 1. Case-by-case-involvement of the client in the study and evaluation
processdetermination of need and forms of need-meeting
2. Determination of eligibility within the administering agency's terms of reference
3. Judgment that the provision of the service or benefit will promote the client's best
interestthat it will not have counter-productive consequences
4. Recruiting, selecting, training, supporting, collaborating with personal offering direct
carehomemakers, foster parents, adoptive parents, health personnel, trainers,
daycare workers.
o Programs of material aid– temporary financial assistance, employment, shelter,
medical care, skills training etc.
THE INTERCESSION MEDIATION MODEL
It involves the process of negotiating the “Service Jungle” for clients whether singly or in
groups. The worker here “connects” the client to need services in the system until he has
availed of them. Workers variety of roles in the client: - helper, interpreter, facilitator, expeditor,
escort, negotiator, broker, etc. Schneiderman – “the utilization of non-consensual strategies
such as direct confrontation, administrative appeal, and the use of judicial and political systems,
as appropriate.”
Social worker's intercession mediation is a response to the often alienating effects of
bureaucratic structure, manipulating them when necessary and appropriate in the interest of the
client.Like the other helping models and approaches, the Intercession Mediation Model is
applied in the context of the social work helping process. The worker has to do assessment,
planning, intervention, evaluation, and termination.

MOBILIZING THE RESOURCES OF CLIENT SYSTEMS TO CHANGE THEIR SOCIAL

REALITY
A method intervention in which the worker helps, guides, or enables t6he client, with the
use of the client’s own resources, to change or modify his social reality. This model intervention
is premised on the belief that problems are not always due to personal inadequate but often, to
deficiencies in the social reality and that if people are to be helped, the target of the attack
should be the latter.
Some realities:
o Lack of basic amenities like water
o Low cost housing
o Inadequate material assistance
o Employment Opportunities
o Facilities for medical care
“people empowerment” – people rely on their resources
Applicable to individuals, groups and communities.
Group Efforts, self-help organizing, capacity building

CRISIS INTERVENTION APPROACH

CRISIS – “upset in a steady state”; an emotional reaction on the part of an individual,
family, group to a threatening life event. To be in a state of crisis means that there is a
temporary disturbance one’s equilibrium characterized by immobilization of problem-solving
abilities and other aspects of daily functioning.
 Emotional reactions can result in a high level of anxiety, feelings of depression and
mourning, shame, guilt, anger, hostility, and confusion.
CRISIS THEORY – is known to have developed out of work in a public health setting and
orientation with a truly interdisciplinary approach involving medicine, social work, psychology,
and psychiatry. The theory is based on the idea that there is no such thing as a “PROBLEM
FREE” state and life is a series of recurring developmental crisis.
Crisis Intervention- for actively influencing the psycho-social functioning of individuals
and groups, during a period of acute disequilibrium. It involves crisis-oriented, time-limited work,
usually two to six weeks in duration. To be really effective, crisis intervention should be available
within 24 to 72 hours after application or referral for assistance. Participation is always voluntary
and the client should be committed to the change process.
Crisis intervention is being used in:
o Admission and emergency wards of hospitals
o Telephone/hotlines
o Walk-in centers
o Children and women’s desks crisis centers for women and children
o Drug rehabilitation centers
o Emergency services of public welfare agencies (for victims of natural and
manmade disasters)
Goals in doing crisis intervention:
o Relief of symptoms
o Restoration to the optimal pre-crisis level of functioning
o Understanding of the relevant precipitating events that contributed to the state of
disequilibrium
o Identification of remedial measures that can be taken by the client and the family
or that are available through community resources
o Recognition of the connection between the current stress and past life
experiences and conflicts
o Initiation of new models of perceiving, thinking and feeling and development of
new adaptive and coping responses that can be useful beyond the immediate
crisis situation.
PROBLEM –SOLVING MODEL
Main proponent is HELEN HARRIS PERLMAN. This is the moving from “diagnostic” to
“Social Casework”.
The Components of Casework
o The person
o The problem
o The place
o The process
o The worker – client relationship
o The problem-solving work

1. Person.The person who comes as a client to a social agency is always under stress.
Seen as a “Product-in-process of becoming”. The problem-solving model views
personality as an open system continuously responsive to “input” and “feedback” from
outside itself.
2. Problem. Casework addresses itself to the solution of problems that block or minimize
the effectiveness of the individual in various roles. The multifaceted and dynamic nature
of the client’s problem makes necessary the selection by caseworker and client some
part of it as the unit for work.
Partialization – becomes necessary for purposes of action (centering of
attention on relevant and selected parts of what is presented to view.)
Problems can be categorized as follows (Grace Mathew):
a. Problem related to illness and disabilities
b. Problems due to lack of material resources
c. School related problems
d. Problems related to institutionalization
e. Behavior problems
f. Problems of marital discord
g. Problem situations needing a follow-up service
h. Needs related to rehabilitation of people
 3. Place. The social agency is an organization fashioned to express the will of a society or
of some group in that society as to social welfare. Each social agency develops a
program by which to meet the particular areas of need with which it sets out to deal. It
depends on factors like money, knowledge and competence of the agency staff, the
interest, resources available and support of the community.
The Social agency has a structure by which it organizes and delegates its
responsibilities and tasks, and governing policies procedures hierarchy - roles and
responsibilities clear, designated and delegated – collaboration procedures and policies,
understand the usefulness by which is stabilizes and systematizes its operations among
workers.
Agency functions:
● Child welfare

● Family welfare

● Education

● Specialization – based, etc.

Agencies also differ based on:
● Source of support

● Professional authority

● Clientele they serve

● Services they offer

● Goals of the agency, etc.

Every staff member in an agency speaks and acts for some part of the agency’s
function, and the case worker represents the agency in its individualized problem
solving help.
● Caseworker not an independent professional practitioner.

● Caseworker speaks and acts for the agency.

● Psychologically identified with its purpose and policies.

● Caseworker while representing his agency is first and foremost a representative

of his profession. He/she must know and be committed with feeling to the
philosophy that guides the practice of the social work profession.
4. Process. In order to understand what casework must include in its problem solving
process. It is necessary to consider first kind of challenges and blocking which occur in
people’s normal problem solving efforts. If necessary tangible means and resources are
not available to the person. Out of ignorance or misapprehension about the facts of the
problem or the facts of existing ways of meeting it. If the person is depleted or drained of
emotional or physical energy.Problem may lie within the person; he may have become
subject to, or victim of, emotions that chronically, over a long time, have governed his
thinking and action.
The Purpose of Casework
o Casework process is to engage the person himself both in working on and
coping with the one or several problems that confront him and to do so in such a
way that he emerges as a functional being as he goes on living.
PROCESS – consists of the following operations:
1. The problem must be identified by the person (i.e., recognized, named and placed in the
center of attention)
2. Person’s subjective experience of the problem must be identified (how is felt, seen,
interpreted, what it does, and what it is being done with)
3. The search of possible means and modes of solution must be initiated and considered
and alternatives must be weighed and tried out in the exchange of ideas and reactions
that precede action.
4. Some choice or decision must be made as a result of thinking and feeling through, what
means seem most likely to affect the problem of the person’s relation to it.
Two factors are important in the problem-solving approach:
1. Relationship
2. Involvement and effect of “significant others”
TASK-CENTERED MODEL
A technology for alleviating specific target problems perceived by clients, that is,
particular problems that clients recognize, understand, acknowledge and want to attend to.
TASK – is what the client is to do to alleviate the problem which makes the task both an
immediate goal and at the same time the means of achieving the goal of alleviating the problem.
Characteristics:
1. It is brief and time-limited;
2. Its interventions are concentrated on alleviating specific problems which the client and
practitioner expressly contract to work on;
3. Work on the client’s problem is organized around tasks or problem-solving actions the
client agrees to carry out.
TARGET
1. Family and interpersonal relations;
2. Social role performance;
3. Effecting social transitions;
4. Securing resources; and
5. Emotional distress reactive to situation factors
Features of Model
1. Assessment – this consists of finding out the problem
2. Case Planning- general strategy for case plan consists of assessment and a problem-
reduction program of action
3. Implementation – a contract is made to shape and organize the problem-solving work.
4. Tasks – state what the client is to do.
Task-centered model with groups – different because the worker uses group processes in
helping members formulate and attain tasks.
Steps:
1. Preliminary interview – problems are elicited, explored and clarified in the interview.
2. Group composition – practitioner decides who should be in a particular group and the
size of the group
3. Group Formulation – members share the problems that they will seek to reduce or
eliminate by formulating and accomplishing agreed-on tasks.
Group Processes for Task Accomplishment – once the task have been agreed upon among
the members, the practitioner works with them so that they can help each other to accomplish
the tasks within the time frame agreed upon.
PSYCHOSOCIAL APPROACH
This is associated the Freudian theory of personality and was often referred to as the
“organismic approach” and the “diagnostic school of thought”. This is essentially a SYSTEM
THEORY APPROACH. In social work which can be applied to individuals and groups with
actual or potential problems in their psychosocial functioning.
SYSTEM THEORY APPROACH – concerned with both inner realities of human beings
and the social context in which they live. Treatment must be differentiated according to client’s
need, hence, the term “differential treatment approach” – this requires the worker to understand
the client’s need and to respond accordingly.
Initial Phase
1. Understanding the reasons for the contract;
2. Establishing relationship which will enable the client to use the worker’s help;
3. Engaging the client in the treatment;
4. Beginning treatment itself
5. Psychosocial study
Assessment of the client in his situation
1. Dynamic – an examination of how different aspects of the client’s personality interact
to produce his total functioning
2. Etiological – the cause or origin of the difficulty
3. Classificatory – an effort to classify various aspects of the client’s functioning and his
place in the world including a clinical diagnosis.
Treatment Process
1. Indirect Treatment – the worker intervenes directly in the environment of the client.
2. Direct Treatment – this involves direct work with the client himself.
FUNCTIONAL APPROACH
It has three characteristics:
⮚ Works from a “psychology of growth” and not from “psychology illness”

⮚ Purpose of the agency guides the social worker’s overall purpose, giving focus,
direction and content to the worker’s practice; and,
⮚ Social work is viewed as a helping process through which an agency’s service is
made available, with SW method, having to do with initiating sustaining and
terminating the relationship
BEHAVIORAL MODIFICATION
An approach intended to improve the social functioning of individuals, families, groups
and organizations by helping them learn new behaviors and eliminating problematic ways of
behaving. THIS IS BASE ON BEHAVIORAL THEORY – that people repeat behaviors that is
rewarded and abandon those that are not rewarded.
Three elements of social learning are:
1. Target behavior – focus on intervention
2. Antecedent behavior – behavior and events that occur prior to problem solving;
3. Consequent Behavior – behavior and events that occur after the problem behavior
Social Worker’s Roles:
1. Direct Modifier
2. Behavioral Instigator
3. Teacher
FAMILY INTERVENTION
Two forms of family intervention;
a. Family theraphy
b. Family-focused work
Two major phases of work with families
a) Assessment
b) Treatment
Two tools for assessment and treatment
a. Eco-map
b. Genogram
DEVELOPMENTAL APPROACH
This approach explains that people are not seen as being sick or healthy but on a scale
ranging from socially functional (adequate) to dysfunctional (inadequate) to eufuntional (good
functioning)
Three Characteristics
1. Humanistic – view of human being by another
2. Phenomenological –its main concern is what is happening at present
3. Developmental – it sees people as being able to move forward in a life-long process of
self-realization a fulfillment to potential of social functioning.
INTERACTIONIST APPROACH
A group work theory developed by William Schwartz believes that the job assignment of
social work in society for which it is being held accountable is to mediate the process through
which the individual and society reach out to each other through a mutual need for self-
fulfillment. The mediating function of Social work is the key concept in this approach.
Focus is on “person-situation interaction”. The role of the worker is to mediate not only
on the person but on society.
In Group work, the interactionist approach has 4 MAJOR FEATURES:
⮚ Group is collective in which people face and interact;

⮚ People need each other for certain specific purposes;

⮚ They come together to work on a common tasks;

⮚ The work is embedded in a relevant agency function

Schwartz describes 4 phases of work in group using this approach:
1. The “Tuning –in” (preparation for the pre-entry)
2. The Beginning (worker moves into the group and the agency
3. The tasks
4. Ending & separation
REMEDIAL APPROACH
Focuses on the individual's dysfunction and utilizes the group as a context and means
for altering deviant behavior. This approach to group work practice emphasizes its utility in
removing the adverse conditions of individuals whose behavior is disapproved by the society. In
remedial approach, the group is conceived as a small social system whose influences can be
guided in planned ways to modify client behavior.
Strategy of Intervention – or means of influence (modes of interventions)
1. Direct means of influence - we can take specific steps to try to get the thing done. For
instance, a person who wants a raise can usually go to his or her boss and request one,
and someone who wants to be treated better by another person can confront that
person.
2. Indirect means of influence - simply that you keep your influence objective in mind and
take some action other than dealing directly with the person or group whom you wish to
influence
3. Extra group means of influence - modification of behavior or attitudes of persons in the
client's social environment: the staff, parents, teachers, neighborhood, etc. whose
influence is important to the client's social functioning
COMMUNITY DEVELOPMENT MODEL
Community development is a planned approach to improving the standard of living and
well-being of disadvantaged populations in the United States and internationally. ... Community
development is interdisciplinary, with models and methods derived from disciplines such as
social work and urban planning.
SOCIAL PLANNING MODEL
Social planning identifies the needs of the community and determines ways to improve
the quality of life in the community. Emphasis is placed on specific tasks such as identification of
the problem, conducting research, as well as gathering and analyzing data related to social
concerns.
The social planning approach postulates that because community needs can be
complex, it requires expert planners to take responsibility for resolving problems. These
professionals may function as a fact gatherer, analyst, program implementer, and facilitator.
They may work alongside policy-makers and service providers to develop or change policies,
set up specific programs or services, and allocate resources to help build healthier
communities.
SOCIAL ACTION MODEL
The social action model is a theory of social work practice. The model guides social
workers on how to take action by using empowerment-based practice, collaboration and
partnership, alliances, and development and action plans. The model can also be used within
the context of an ecosystems perspective.
WORKING WITH THE ELITE
Includes specific activities, i.e., info giver, interpreter, resource person, consultant,
negotiator, coordinator, lobbyist, organizer and mobilizer. “ELITE” – comprised of individuals
and groups who are usually in a position to provide the resources the worker needs in her work
with clients (i.e., policy maker, leaders, volunteers, business owners)
DOCUMENTATION/SOCIAL CRITICISM
Worker is employed by the agency to translate policies into services to clients;
study/analyze practice experience and share with others; understand agency policies/programs,
analyze data, to be able to recommend new programs.
ADVOCACY
Worker is involved in efforts to change/modify policies/programs on behalf of some
sectors in the community (e.g., professional association can influence policy; worker writing an
appeal or pronouncements for a cause)

LEARNING ACTIVITY:
General Instruction: ANY ALTERATIONS OR ERASURE MEANS WRONG

PART I - MULTIPLE CHOICES:

Directions: Read carefully each questions and encircle the letter of the correct answer.

1. It involves the process of negotiating the “Service Jungle” for clients whether singly or in groups.
a. Crisis Intervention Approach
b. Direct Provision Model
c. The Intercession Mediation Model
d. Task-Centered Model
2. A technology for alleviating specific target problems perceived by clients, that is, particular
problems that clients recognize, understand, acknowledge and want to attend to.
a. Crisis Intervention Approach
b. Direct Provision Model
c. The Intercession Mediation Model
d. Task-Centered Model
3. Focuses on the individual's dysfunction and utilizes the group as a context and means for altering
deviant behavior.
a) Crisis Intervention Approach
b) Remedial Approach
c) The Intercession Mediation Model
d) Task-Centered Model
4. This is associated the Freudian theory of personality and was often referred to as the “organismic
approach” and the “diagnostic school of thought”.
a. Crisis Intervention Approach
b. Remedial Approach
c. Psychosocial Approach
d. Task-Centered Model
5. Identifies the needs of the community and determines ways to improve the quality of life in the
community. Emphasis is placed on specific tasks such as identification of the problem, conducting
research, as well as gathering and analyzing data related to social concerns.
a. Social Planning Model
b. Social Action Model
c. Community Development Model
d. Interactionist Approach
6. Its main concern is what is happening at present
a. Humanistic
b. Phenomenological
c. Developmental
d. None of the above
7. “Upset in a steady state”; an emotional reaction on the part of an individual, family, group to a
threatening life event.
a. Crisis
b. Crisis intervention
c. Crisis Intervention Approach
d. All of the above
8. The social agency is an organization fashioned to express the will of a society or of some group
in that society as to social welfare.
a. The person
b. The problem
c. The place
d. The process
9. An approach intended to improve the social functioning of individuals, families, groups and
organizations by helping them learn new behaviors and eliminating problematic ways of
behaving.
a) Crisis Intervention Approach
b) Behavioral Modification
c) The Intercession Mediation Model
d) Task-Centered Model
10. This is the moving from “diagnostic” to “Social Casework”.
a) Crisis Intervention Approach
b) Remedial Approach
c) Problem-solving Model
d) Task-Centered Model
11. It is concerned with both inner realities of human beings and the social context in which they live.
Treatment must be differentiated according to client’s need, hence, the term “differential
treatment approach”
a) System Theory Approach
b) Remedial Approach
c) Problem-solving Model
d) Task-Centered Model
12. It is a treatment process that the worker intervenes directly in the environment of the client.
a. Direct treatment
b. Indirect treatment
c. Non-direct treatment
d. None of the above
13. A group work theory developed by William Schwartz believes that the job assignment of social
work in society for which it is being held accountable is to mediate the process through which the
individual and society reach out to each other through a mutual need for self-fulfillment.
a) Crisis Intervention Approach
b) Remedial Approach
c) Problem-solving Model
d) Interactionist Approach
14. It is the temporary financial assistance, employment, shelter, medical care, skills training etc.
a. Programs of material aid
b. Programs of different aid
c. Programs of needy aid
d. All of the above
15. It is the features of model that a contract is made to shape and organize the problem-solving
work.
a. Assessment
b. Planning
c. Implementation
d. Termination
16. The following are the Task-Centered Model characteristics, EXCEPT;
a. It is brief and time-limited;
b. Its interventions are concentrated on alleviating specific problems which the client and
practitioner expressly contract to work on;
c. Work on the client’s problem is organized around tasks or problem-solving actions the
client agrees to carry out.
d. Family and interpersonal relations
17. It should be available within 24 to 72 hours after application or referral for assistance.
a. Crisis services
b. Crisis Intervention
c. Crisis help
d. Crisis response
18. It has a structure by which it organizes and delegates its responsibilities and tasks, and
governing policies procedures hierarchy - roles and responsibilities clear, designated and
delegated
a. Organizational chart
b. Social Organization
c. Social agency
d. Social composition
19. Worker is involved in efforts to change/modify policies/programs on behalf of some sectors in the
community
a. Advocacy
b. Documentation/Social criticism
c. Working with elite
d. Social action model
20. It comprised of individuals and groups who are usually in a position to provide the resources the
worker needs in her work with clients.
a. Advocacy
b. Documentation/Social criticism
c. Working with elite
d. Social action model
21. It is a planned approach to improving the standard of living and well-being of disadvantaged
populations in the United States and internationally
a. Advocacy
b. Community development model
c. Working with elite
d. Social action model
22. It is the modes of intervention in Remedial Approach that simply keep your influence objective in mind
and take some action other than dealing directly with the person or group whom you wish to
influence.
a. Direct means of influence
b. Indirect means of influence
c. Extra group means of influence
d. Additional means of influence
23. It is the phases of Interactionist Approach that worker moves into the group and the agency.
a. The “Tuning –in”
b. The Beginning
c. The tasks
d. Ending & separation
 24. It is one of the elements of social learning of Behavioral Modification that the behavior and
events occur after the problem behavior
a. Target behavior
b. Antecedent behavior
c. Consequent Behavior
d. Behavioral instigator
25. The theory is based on the idea that there is no such thing as a “PROBLEM FREE” state and life
is a series of recurring developmental crisis.
a. Crisis Intervention Approach
b. Remedial Approach
c. Problem-solving Model
d. Interactionist Approach

PART II - TRUE OR FALSE

Directions: Write T if the statement is TRUE and write the CORRECT ANSWER if the statement is
FALSE. Write your answer on the blank provided before the number.

______1. Case-by-case-involvement of the client in the study and evaluation process determination of
need and forms of need-meeting.
______2. Crisis Intervention approach to group work practice emphasizes its utility in removing the
adverse conditions of individuals whose behavior is disapproved by the society.
______3. The person who comes as a client to a social agency is always under stress. Seen as a
“Product-in-process of becoming”.
______4. Social worker's intercession mediation is a response to the often alienating effects of
bureaucratic structure, manipulating them when necessary and appropriate in the interest of the client.
______5. Social planning model guides social workers on how to take action by using empowerment-
based practice, collaboration and partnership, alliances, and development and action plans.
______6. Developmental approach explains that people are not seen as being sick or healthy but on a
scale ranging from socially functional (adequate) to dysfunctional (inadequate) to eufuntional (good
functioning)
______7. Psychosocial approach is for actively influencing the psycho-social functioning of individuals
and groups, during a period of acute disequilibrium.
______8. To be really effective, crisis intervention should be available within 8am-5pm after application or
referral for assistance
______9. Group work process is to engage the person himself both in working on and coping with the one
or several problems that confront him and to do so in such a way that he emerges as a functional being
as he goes on living.
______10. Every staff member in an agency speaks and acts for some part of the agency’s function, and
the case worker represents the agency in its individualized problem solving help.
______11. The problem-solving model views personality as an open system continuously responsive to
“input” and “feedback” from outside itself.
______12. Task-centered model it’s a technology for alleviating specific target problems perceived by
clients, that is, particular problems that clients recognize, understand, acknowledge and want to attend to.
______13. According to William Boehm, enhancement of client social functioning through the direct
provision of material aid useful in eliminating or reducing situational deficiencies.
______14. Social work models and approaches to provide the social worker with an overall guide
particularly in her planning and actual interventive work are discussed.
______15. Partialization becomes necessary for purposes of action (centering of attention on relevant
and selected parts of what is presented to view.)
______16. Problem may lie within the person; he may have become subject to, or victim of, emotions that
chronically, over a long time, have governed his thinking and action.
______17. Behavioral Modification works from a “psychology of growth” and not from “psychology
illness”.
______18. The problem must be identified by the person (i.e., recognized, named and placed in the
center of attention)
______19. Treatment must be differentiated according to client’s need, hence, the term “differential
treatment approach” – this requires the worker to understand the client’s need and to respond
accordingly.
______20. Crisis intervention involves crisis-oriented, time-limited work, usually two to six weeks in
duration.

PART III - ESSAY:

Choose one of the SOCIAL WORK HELPING MODELS AND APPROACHES and explain in your own
understanding (10 points)
PRE-FINAL COVERAGE

MODULE 13/ WEEK 13: (NOVEMBER 15-NOVEMBER 20, 2021)

Lecture: Generic Tools in Social Work Practice

GENERIC TOOLS IN SOCIAL WORK PRACTICE

The practice of social work involves the use of certain tools which facilitate the
achievement of the workers goals and objectives. The most important and commonly used in
work with all client systems are the interview, communication, community resources and
program and activities. This tool is used effectively.

INTERVIEWING
An interview is a face-to-face meeting between two or more person, directed towards
purpose to obtain information. How an interview is conducted greatly depends upon its purpose.
Hence, an interview conducted in connection with a survey will probably be limited to getting the
information needed for the study. In a social work interview, the social worker often, goes
beyond merely getting information. The worker also gives information or instructions. Provide
guidance and support, give suggestions and make necessary interpretation.
An interview involves both verbal and non-verbal communication which will be discussed
separately under the tool ‘’ Communication’’.
The social practitioner makes use of the interview throughout the helping process. In this
work with individuals, groups and communities. In community work, one more frequently hears
the term “conference’’ which essentially involves the same process
Interviewing is both art and technique which requires knowledge and skill. The following
area among the skills required for an effective interview:

1. Skill in relating with the interviewee – guided by the professional principles applied in
working with people.
a. Accepting people as they are – regardless of whether the interviewee is
passive, resisting, aggressive, suspicious, condescending, etc.
b. Individualizing people – knowing the different cultural differences.
c. Protecting confidential nature – setting limits on himself on regard to what
kind of information to obtain from the client.
d. Exercising discipline – self discipline
e. Allowing the interviewee to participate and self determining – providing
guidance, direction, support, clarification, but always keeping in mind that the
regardless of his problem or situation, has capabilities and potentialities.
2. Skill in observing the interviewee. A skilled interviewer is very observant, sensitive to
what his eyes can see. The physical appearance of the interviewee, his facial
expression, gestures, body movements and the like. An interviewer should also be
aware of her own limitations in observing, that is, an interviewer may see only what she
wants to see.
3. Skill in listening. A good interviewer is a good listener. She listens before she talks or
starts the interview usually by giving its purpose and the lets the interviewee talk.
4. Skill in asking question. An interviewer would do well to remember that a friendly
manner in asking questions can make the difference between her getting correct or
wrong information and a responsive or hostile reply. An accusing question arouses a
fearful and defensive attitude.
5. Skill in answering personal question. Just asking personal questions requires skill, so
does answering personal questions. The Filipino Social Worker should realize that she,
too, is entitled to her privacy and she must not feel obliged to answer every questions
her client asks.
6. Interpreting the client’s response. The interviewer gives meaning to the client’s words,
expressions and behavior. The worker should exercise care in order to arrive at
objective and accurate interpretations. “Know yourself” is a good motto for the
interviewer.

Conducting the interview.

The following are the additional suggestions for conducting interview;
 ⮚ Prepare for the interview

⮚ Always start by making the client feel comfortable

⮚ Use your intuition or “sixth sense”

⮚ Exercise care in the use of interview instruments like intake and survey forms.

⮚ Be conscious of time

⮚ Do not rush into direct action or help without fully understanding the client`s situation

⮚ The interviewer should have proper deportment

COMMUNICATON
Communication is a term derived from the latin word communis which means to make
common, and the word communi-care, which means to share or to impart.
Communication is a two way process (which starts with the source initiating the
communication and the receiver responding) and method (a way of helping people learn,
through varied forms) by which a source purposively share messages with a receiver directly or
via a channel and both learn from each other.
Elements of the Communication Process
Based on the preceding definition, the communication process has four essential
elements; source, message, channel and receiver.
⮚ Source – When applied to social work, this means that communication could be
initiated by a social worker with her client, he co-worker, her agency or with a worker
in another agency.
⮚ Message – The “message” of communication could be knowledge, an attitude and/or
behavior which the source wishes to convey to the receiver. This message can be
conveyed in various ways: verbally, non-verbally and through symbols.
o Verbal communication. Involves the use of words whether spoken or
written.
o Non-verbal communication. Communication without the use of words. It is
conveyed through the person’s physical appearance, dress, facial
expression, behavior, gestures, sounds, silence, touch, eye contact and so
on.
o Symbols. Essentially a non-verbal form of communication but because of
their own unique characteristics they will be discussed separately.
⮚ Channel. Refers to the proper course or “channel” of transmission of communication
that is either interpersonal communication or mass media or both. Interpersonal
communication involves face-to-face contact with people. Mass media as a
channel of communication comes in two forms – printed material such as leaflets,
pamphlets, posters, flip charts, comics, magazines, newspapers etc.
⮚ Receiver. The person, group and population segment/total population that is the
intended audience of a communication is called the “receiver”. The receiver is the
first consideration.

RECORDINGS
Virtually all social work agencies keep some form of records which identify the
clients they serve and the kind of service rendered to them. They are kept for as long as the
agency thinks they are still needed. The most common is to at least keep the client’s
application/admission/intake form and a community study/survey findings and/or problem
assessment report based on initial community meetings.

Why write records?

1. Records particularly those that dwell on actual activities undertaken to solve the client’s
problem serve as tools that guide the worker as he and the client proceed with the task
of problem-solving.
2. These records will be useful in evaluation.
 3. Records can be valuable to the social worker who wants to improve her knowledge and
skill in helping people.
4. Records provide an account of what have taken place.
5. Record provide important information
6. Records are supervisory tools
7. Social work records such as case studies are used as basis for learning in professional
schools of social work and for this reason serve an important educational purpose.
8. Records are source of statistical information.

Types of Records
I. Intake Forms.
II. Summary records/entries of data
III. Survey Report
IV. Case Study
V. Summarized process recordings
VI. Periodic Evaluative Summaries

COMMUNITY RESOURCES
The “resources” referred to here are those that are inherent in the human being e.g.,
physical strength, intellectual endowments, human skills and capabilities. Based on this, we
believe that our most important resource is the human being himself.
Community resources are almost indispensable to social workers. Community resources
may be offered under public (Department of Agrarian Reform), semi-public (The Philippine
Mental Health Association which is funded by the Philippine Charity Sweepstakes), private
(Foster Parents Plan) sponsorship. They may be available on a local (Manila Department of
Social Welfare), national (Department of Health), or international (United Nations Children’s
Fund) level.

PROGRAM AND ACTIVITIES

The literature of practice reveals that the term “program” or “program activities” (often
use interchangeably) has been used mainly in the context of social group work practice. In our
setting today, the use of activities to attain certain social work objectives characterize not just
social work practice with groups but social work with other client systems. Because we are
using activities in such a context we suggest the use of the term program and activities
separately while considering both as tools in social work practice. The common denominator
here the varied activities a social worker can use to serve a variety of purposes among which
are the following:
● To establish positive relationship e.g., chess game with a client who is passive and
withdrawn;
● To promote improve communication e.g., “forming sentences” and other communication
games;
● To serve as a “diagnostic tool” e.g., use of toys, like doll house to allow for enactment of
possible family relationship problems;
● To provide channels or outlets for otherwise destructive energies e.g., swimming,
basketball etc. for highly energetic young people;
● To serve as educational tools e.g., groups discussions, use of resource persons audio-
visuals.
● To serve the need for socialization e.g., music and dance “Special occasion” socials;

● To provide catharsis or means for expressing feelings and emotions e.g., drama, poetry-
reading, writing exercise, role play;
● To influence people to act or behave in a certain way, learning to be sensitive to the
feelings of others e.g., awareness games like “Rumour”, story chain and various
teamwork exercises;
● To develop proper attitude like economy, industry, self-reliance e.g., recycling old
clothes and newspapers, demonstrations on gas-less methods and cooking etc.;
 ● To develop a sense of accomplishment and the corresponding pride and self-confidence
that goes with a completed activity e.g., community sanitation or beautification project.
● To help bring about community change and development by way of the participative
process e.g., involvement in a specific tasks
● To develop an awareness of one’s social reality which can be stimulus for change e.g.,
children’s theater, skits with audience participation.

LEARNING ACTIVITY:
General Instruction: ANY ALTERATIONS OR ERASURE MEANS WRONG

PART I - MULTIPLE CHOICES:

Directions: Read carefully each questions and encircle the letter of the correct answer.

1. It is the face-to-face meeting between two or more person, directed towards purpose to obtain
information
a. Interviewing
b. Communication
c. Recordings
d. Community Resources
2. The literature of practice reveals that the term “program” or “program activities” (often use
interchangeably) has been used mainly in the context of social group work practice.
a. Interviewing
b. Communication
c. Program and Activities
d. Community Resources
3. It is referred to here are those that are inherent in the human being e.g., physical strength,
intellectual endowments, human skills and capabilities.
a. Resources
b. Recordings
c. Community Resources
d. Communication
4. Setting limits on himself on regard to what kind of information to obtain from the client.
a. Accepting people as they are
b. Individualizing people
c. Protecting confidential nature
d. Exercising discipline
5. An interviewer would do well to remember that a friendly manner in asking questions can make
the difference between her getting correct or wrong information and a responsive or hostile reply.
a. Skill in relating with the interviewee
b. Skill in observing the interviewee
c. Skill in listening
d. Skill in asking question
6. The worker should exercise care in order to arrive at objective and accurate interpretations.
“Know yourself” is a good motto for the interviewer.
a. Skill in relating with the interviewee
b. Skill in observing the interviewee
c. Skill in listening
d. Interpreting client’s response
7. The most common is to at least keep the client’s application/admission/intake form and a
community study/survey findings and/or problem assessment report based on initial community
meetings.
a. Resources
b. Recordings
c. Community Resources
d. Communication
8. It Refers to the proper course or “channel” of transmission of communication that is either
interpersonal communication or mass media or both
a. Source
b. Message
c. Channel
d. Receiver
9. The person, group and population segment/total population that is the intended audience of a
communication
a. Source
b. Message
c. Channel
d. Receiver
10. It is essentially a non-verbal form of communication but because of their own unique
characteristics they will be discussed separately.
a. Verbal
b. Non-verbal
c. Symbol
d. None of the above
11. It involves both verbal and non-verbal communication which will be discussed separately under
the tool ‘’ Communication’’.
a. Interviewing
b. Interview
c. Program and Activities
d. Community Resources
12. The Filipino Social Worker should realize that she, too, is entitled to her privacy and she must not
feel obliged to answer every questions her client asks.
a. Skill in relating with the interviewee
b. Skill in answering personal question
c. Skill in listening
d. Skill in asking question
13. When applied to social work, this means that communication could be initiated by a social worker
with her client, he co-worker, her agency or with a worker in another agency.
a. Source
b. Message
c. Channel
d. Receiver
14. It is knowing the different cultural differences
a. Accepting people as they are
b. Individualizing people
c. Protecting confidential nature
d. Exercising discipline
15. It involves face-to-face contact with people
a. Interpersonal Communication
b. Mass Media
c. Channel
d. Source
16. Communication without the use of words. It is conveyed through the person’s physical
appearance, dress, facial expression, behavior, gestures, sounds, silence, touch, eye contact and
so on.
a. Verbal
b. Non-verbal
c. Symbol
d. None of the above
17. Records can be valuable to the social worker who wants to improve her ______ and _____ in
helping people.
a. Knowledge and skill
b. Ability and performance
c. Ideas and techniques
d. All of the above
18. The following are the types of records, EXCEPT;
a. Intake Forms.
 b. Summary records/entries of data
c. Survey Forms
d. Case Study
19. A term derived from the latin word communis which means to make common, and the word
communi-care, which means to share or to impart.
a. Community
b. Communication
c. Communist
d. None of the above
20. The most important and commonly used in work with all client systems are the following,
EXCEPT:
a. interview
b. communication
c. community
d. Program and activities

PART II - TRUE OR FALSE

Directions: Write T if the statement is TRUE and write the CORRECT ANSWER if the statement is
FALSE. Write your answer on the blank provided before the number.

______1. Do not rush into indirect action or help without fully understanding the client`s situation
______2. How an interview is conducted greatly depends upon its purpose. Hence, an interview
conducted in connection with a survey will probably be limited to getting the information needed for the
study.
______3. The literature of practice reveals that the term “program” or “program activities” (often use
interchangeably) has been used mainly in the context of social group work practice.
______4. Social work records such as case studies are used as basis for learning in professional
schools of social work and for this reason serve an important educational purpose.
______5. Interviewing can be valuable to the social worker who wants to improve her knowledge and
skill in helping people.
______6. To develop a sense of accomplishment and the corresponding pride and self-awareness that
goes with a completed activity
______7. The interviewer should have proper deportment
______8. In conducting interview, use your intuition or “sixth sense”
______9. In conducting interview, exercise care in the use of interview instruments like intake and survey
forms.
______10. The person, group and population segment/total population that is the intended audience of a
communication is called the “source”.
______11. The “message” of communication could be knowledge, an attitude and/or behavior which the
source wishes to convey to the receiver.
______12. An accusing question arouses a fearful and defensive attitude.
______13. An interviewee should also be aware of her own limitations in observing, that is, an
interviewer may see only what she wants to see.
______14. The worker should exercise care in order to arrive at objective and accurate interpretations.
______15. The source is the first consideration.
______16. Interviewing is both art and technique which requires knowledge and skill.
______17. An interview involves both verbal and non-verbal communication which will be discussed
separately under the tool ‘’ Recording”.
______18. Records particularly those that dwell on actual activities undertaken to solve the client’s
problem serve as tools that guide the worker as he and the client proceed with the task of problem-
solving.
______19. The Filipino Social Worker should realize that she, too, is entitled to her privacy and she must
not feel obliged to answer every questions her client asks.
______20. Always start by making the client feel comfortable

PART III - ESSAY:

Choose any Generic Tools of social work practice and explain in your own understanding (10 points)

MODULE 14/ WEEK 14: (NOVEMBER 22-27, 2021)

Lecture: The Fields of Social Work

THE FIELDS OF SOCIAL WORK

 The history of the Philippines and of its social welfare system has had a profound impact
on what social work is and does in the country. There are broadly three dimensions to
professional practice, all of which remain core to the curriculum for social work students and all
of which are evident in practice and are considered 'professional social work'. These are Social
Casework (conceptualized as assistance towards individual adjustment), Social Group Work
(group activities organized for welfare purposes), and Community Organization (Landa-Jocano,
1980: 5–6). Whilst this suggests a breadth to social work in the country which is less evident in
many others, one could argue that social work in the Philippines, whether at the individual,
group, or community level, is often concerned with maintenance, rather than opposition, and
with notions of responsibility (whether individual, family, or social).
Social workers in the Philippines commonly characterize their practice as responding to
poverty, and it is true that this very often underlies the issues which
they seek to address. However, as we have seen, the country imported an American model in
which workers were expected to specialize in one of three forms of social work (casework,
group work, or community organizing). Indeed, as we have seen, despite being a country which
might be characterized as having a strong sense of community, social work did not take
predominantly community (or generalist) forms until the UN push for development in the 1960s
and 1970s. The preference for generalist skills and approaches, however, does also make
pragmatic sense, in a context where just one social worker may cover a large area with
extensive social need, particularly in rural parts of the country.
Lee-Mendoza tellingly comments that, even where social work in the Philippines does
take the form of casework (for example, in responding to child abuse or to the needs adults with
mental health needs), case managers have no choice but to also provide direct service which
means resource provider, mediator, social broker, enabler, counselor/therapist, and advocate.
Roles are perhaps defined 'softly', with social workers being able to conceptualize 'problems'
broadly and to work across boundaries, in ways which do not occur in a good number of other
countries.
This is, for many, strength, and yet others in the profession argue for increasingly
specialist training, practice, knowledge, and skills as the way forward. Social workers in the
Philippines work across a very wide range of organizational and practice contexts. They may,
for example, be employed by international or national NGOs, central or local government,
factories, charities, or faith-based organizations. The DSWD is the central government
department responsible for the protection of social welfare rights and promoting and supporting
social development. Whilst its direct social work functions and facilities are devolved to local
government units (LGUs), the department employs social workers to devise and monitor
national programs, undertake social research, and carry out training and capacity building
across the country. Areas of social work practice in the Philippines include child welfare and
family support; work with older people, women, disabled people, and those with mental health
problems; disaster management; community development and sustainability; community
organizing; and advocacy and social action. Roles and tasks undertaken range from direct
practice with individuals, families, groups, and communities to positions which focus upon social
administration, project development, training, and the management of programs. Social work
takes place in settings which include private companies, military contexts, private and public
hospitals, courts, statutory and non-statutory welfare institutions, schools, and church-based
services. Practice will sometimes focus upon particular 'groups' within the population, such as
street children, farmers, the urban poor, or migrant workers.

CHILD WELFARE
Child welfare stands as the oldest welfare program in the Philippines, having existed
since pre-Spanish period. During the Spanish colonization it was the only program that was
given attention with the establishments of two (2) orphanages run by religious: HOSPICIO DE
SAN JOSE (1882); ASILO DE SAN VICENTE DE PAUL (1885)
During the 1960s, child welfare program received a boost with the UNICEF ASSISTED
SOCIAL SERVICES. A significant support came from the former first lady Imelda Marcos who
poured quite a sum of money to improve facilities and services;

WHY IS THERE A NEED FOR CHILD WELFARE PROGRAMS?

1. Children are the most vulnerable sector of society
2. Without a stable family they are exposed to all the hazards of the social environment.
3. Children in their tender age are dependent toward their families practically in all their
needs.
 4. In case of failure of the family to perform its function the state has to takeover. Based on
the PRINCIPLE OF PARENTS PATRIAE or the STATE AS THE GUARDIAN OF ALL.
Legislations related to the welfare of children:
o PD 603 – The child and youth welfare code
o RA 7610 – Law against child abuse
o RA 9262 – Violence against women and children (VAWC)
Child Welfare Services are two (2) categories:
1. Day Care Service – children below 6 years old are provided part time substitute parental
care while their working mothers are outside the home.
2. Child Placement Service – minors who are neglected, abused, abandoned, orphaned or
destitute are provided substitute home placement.
a. Adoption
b. Guardianship
c. Foster Home Care
d. Residential care/Institutional placement
ROLE OF SOCIAL WORKER
1. Casework with families
2. Learn the psychology of children
3. Keep abreast on the latest legislation on children
4. Make a stand issues affecting children’s welfare
5. May involves themselves in research, planning and policy formulation
6. Lobby for legislation affecting children

FAMILY WELFARE
Is broadly defined as a composite interventive techniques, activities or measures
focused on the preventive or resolution of problem of role functioning and relationships that
threatens the stability of the family.
There are programs and services designed to develop the problem-solving and coping
capacities of families and individual members so as to improve and strengthen the quality of
family life. They are:
1. Family Life Education and Counseling
2. Family Assistance and Counseling
3. Family Planning and Counseling Service
WHY IS THERE A NEED TO PROMOTE FAMILY WELFARE?
o As basic unit of society. It is only the family that is sanctioned to perform the
reproductive and rearing function of society; it has the mission to perpetuate humanity;
the child receives the first socialization and education experience form the family; when
the family fails the state has the duty to takeover.
o Countless families are affected by the dysfunctioning of society. Disenfranchisement,
balance of payment deficit, inflation etc. bear down on the family can cause loss of jobs,
underemployment, overseas employment or commission of crimes.
ROLE OF SOCIAL WORKER
1. Engaging the family in a problem-solving relationship
2. Mobilizing or creating resources
3. Solicit support for individual or groups

HEALTH/MEDICAL SETTING
The legal basis for establishment of medical social service in government hospitals:
RA 747- Mandating all government hospitals with 100 bed capacity to provide
MEDICAL SOICAL SERVICES.
Function of Social Work in Medical Setting:
1. Help patients to have better acceptance of their illness
2. To provide medical personnel on the background of the patient
3. Conduct health education to patients and their families
Specific Social work activities:
1. Eligibility Studies to determine financial capacities of patients for them to be able to pay
hospital bills or be declared indigent.
2. Interpretation of hospital policies and regulations to patients and their families.
3. Data gathering on the patient’s social situation to assist medical staff at arriving at
correct diagnosis.
4. Performing coordinating and liaison activities.
CORRECTIONS/COURT
Is defined as the administration of penalty in such a way that the offender is corrected,
that is his current behaviors kept within acceptable limits at the time his general life adjustment
is modified.
What is probation?
It is a process of treatment prescribed by the court for a person convicted of offenses
against the law during which the individual or the probationer lives in the community and
regulates his own life under conditions imposed by the courts and is subject to supervision by a
probation officer.
What is parole?
It is a release of prisoners under supervision before expiration of his sentence. The
convicted person should have maintained good behavior in order to qualify.
Terms to be familiar within the field of correction:
Recidivist – is one who at the time of his trial for one crime shall have been previously
convicted by final judgment of another crime embraced in the same title in the Penal Code.
Habitual delinquency – when a person within the period of 10 years from the date of his
release or last conviction of the crime of serious physical injuries, robbery, theft, estafa,
falsification is found guilty of any of such crimes a third or oftener.

SCHOOLS
Exists primarily to provide helping service to those students with social and emotional
causes which interfere with their adjustments and potential academic achievement.
Common Problems:
1. Irregular attendance
2. Health problems
3. Behavior problems
4. Learning difficulty

SPECIAL GROUPS
Many social workers are employed in agencies and institutions which serve members of
society who, because of certain conditions or situations in which they find themselves, have to
be given special attention. These persons include drug dependents, women in especially
difficult circumstances, released prisoners, and patients of psychiatric institutions, older person
and persons with disabilities.

DRUG DEPENDENTS
A psychic and physical state of the person characterized by behavioral and other
responses resulting in compulsions to take a drug, on a continuous or periodic basis in order to
experience its psychic effect and at times to avoid the discomfort of its absence.This is a
worldwide problem and a serious problem for government to consider.

ROLES OF SOCIAL WORKER

1. Social worker may engage in the area of rehabilitation and may perform social work
activities related to restoring the self-worth of the drug dependent.
2. Social workers need to specialize and enhance their counseling skills
3. Social workers may engage in community education related to drug dependency

OLDER PERSON
A person 60 years old and above. Main problems of the elderly in the Philippines;
1. Increasingly dependency on their adult children
2. Lack of education and employment skills reduced them to the
most marginalized sector in the country.
3. A large majority is not covered by social security except those who
have registered as senior citizens and they qualify for the measly
monthly pension.
4. Senior citizens in spite of their abilities and talents are
discriminated from employment due to their age
Reliefs provided by the government:
⮚RA 7482 – grants benefits and special privileges and for other purposes.

⮚RA 7846 – An act establishing senior citizens centers in all cities and
municipalities.
Functions of Social Workers
⮚Agency Administration and management

⮚Staff supervision

⮚Program development

⮚Community mobilization

⮚Collaboration and coordination with other professionals

PERSONS WITH DISABILITIES (PWD)

They are person who either had congenital or acquired physical impairment. The person
maybe born with physical disability or have acquired such through accident or illness.
Categories:
● Blind (partial and total)

● Deaf

● Deaf-mute

● Speech impairment

● Mentally retarded

● Recovered hansenites
PWD are estimated to be 10% out of the entire population of the country; 75% are found
in rural areas due to lack of social services and lack of knowledge of parents to submit their
children for immunization.
Legislations related to the welfare of PWDs
1. Vocational Rehabilitation Act of 1954
2. UJN Program of Action
3. The White Cane Law

SOCIALLY DISADVANTAGE WOMEN

They are victims of:
1. Gender-based violence such as wife beating, marital rape, incest, rape and secual
harassment.
i. Wife beating – physical/emotional
ii. Marital rape – this occurs in cases where the conjugal relationship is no
longer wholesome
iii. Incest – the perpetrator is a close member of the family.
2. Prostituted Women – victims of “white slavery” either by force or with consent (sex with a
price)
3. Victims of armed in conflict and militarization
4. Financial Distress
5. Solo parents
6. Victims of Human Trafficking
OBJECTIVES:
1. Protection
2. Preventive
3. Treatment
4. Rehabilitation
SERVICES:
1. Temporary Shelters
2. Provision of facilities which are medical, dental, psychological
3. Provision of psychological, social/spiritual services
ROLES OF SOCIAL WORKERS
1. Engaged in research and education, planning/administration
2. Direct services in women’s centers and crisis intervention centers
3. Telephone hotline project
 4. Community based project that undertake HUMAN RIGHTS EUCATION, GENDER
SENSITIVITY TRAINING (GST), CRISIS INCEDENT STRESS DEBRIEFING (CISD),
and organization of women support groups.

LEARNING ACTIVITY:
General Instruction: ANY ALTERATIONS OR ERASURE MEANS WRONG

PART I - IDENTIFICATION:
Directions: Identify what is being stated in each number. Write your answer on the space provided before
each number.

_______1. Stands as the oldest welfare program in the Philippines, having existed since pre-Spanish
period.
_______2. The administration of penalty in such a way that the offender is corrected, that is his current
behaviors kept within acceptable limits at the time his general life adjustment is modified.
_______3. It is a release of prisoners under supervision before expiration of his sentence. The convicted
person should have maintained good behavior in order to qualify.
_______4. These persons include drug dependents, women in especially difficult circumstances, released
prisoners, and patients of psychiatric institutions, older person and persons with disabilities.
_______5. An act establishing senior citizens centers in all cities and municipalities
_______6. Violence against women and children (VAWC)
_______7. The central government department responsible for the protection of social welfare rights and
promoting and supporting social development.
_______8. Children below 6 years old are provided part time substitute parental care while their working
mothers are outside the home.
_______9. Basic unit of society
_______10. Is one who at the time of his trial for one crime shall have been previously convicted by final
judgment of another crime embraced in the same title in the Penal Code.
_______11. when a person within the period of 10 years from the date of his release or last conviction of
the crime of serious physical injuries, robbery, theft, estafa, falsification is found guilty of any of such
crimes a third or oftener
_______12. Conceptualized as assistance towards individual adjustment
_______13. Group activities organized for welfare purposes
_______14. Minors who are neglected, abused, abandoned, orphaned or destitute are provided substitute
home placement.
_______15. Exists primarily to provide helping service to those students with social and emotional causes
which interfere with their adjustments and potential academic achievement.
_______16. This occurs in cases where the conjugal relationship is no longer wholesome
_______17. Mandating all government hospitals with 100 bed capacity to provide medical social services.
_______18. Victims of “white slavery” either by force or with consent (sex with a price)
_______19. Former first lady who poured quite a sum of money to improve facilities and services
_______20. Estimated to be 10% out of the entire population of the country; 75% are found in rural areas
due to lack of social services and lack of knowledge of parents to submit their children for immunization.
_______21. Grants benefits and special privileges and for other purposes.
_______22. The child and youth welfare code
_______23. Is broadly defined as a composite interventive techniques, activities or measures focused on
the preventive or resolution of problem of role functioning and relationships that threatens the stability of
the family.
_______24. Provide direct service which means resource provider, mediator, social broker, enabler,
counselor/therapist, and advocate
_______25. Commonly characterize their practice as responding to poverty, and it is true that this very
often underlies the issues which
they seek to address.

PART III - ESSAY:

Directions: Explain in your own understanding the following Field of Social Work.

1. Child Welfare (5pts)

2. Family Welfare (5pts)
3. Older Person (5pts)
4. PWD (5pts)
5. Health/Medical Setting (5pts)
MODULE 15/ WEEK 15: (NOVEMBER 29-DECEMBER 4, 2021)

Lecture: Trends in Social Work in the Philippines

1. The Generalist/Integrated method of Social Work Practice
Objectives:

THE GENERALIST/INTEGRATED METHOD OF SOCIAL WORK PRACTICE

Since the fifties, social work education and practice in the Philippines, having been
patterned after the American model, subscribed to the different methods of working with people:
social casework (with individuals), social group work (with groups) and community organization
(with communication). These three “traditional methods” were seen as desperate and distinct
methodologies, each one with its own set of theories and skills. Social workers usually practiced
one method at a time and a social agency was consequently, identified as a “casework agency”,
a “group work agency,” or a “C.O. agency.”
The integrated method of social work practice, or the “generalist approach” to social
work practice, was developed, mostly in the 1960’s because of a more sophisticated
understanding of the relationships between man and his environment, and the effect of the
system the acquisition of knowledge in social work.

Compton and Galaway have additional objections to the casework-group work community
organization model. According to them, this approach:
a) Encourages the dichotomous thinking that the community organizer will work to produce
community change, and the group worker to do either, depending on the nature of the
 groups, instead of maintaining the primary focus of social work intervention in the
person-situation interaction.
b) Led to the training of specialist in each of these methods of who tends to see the
problems if their clients in terms of their own methodological preference, rather than in
terms of a complete assessment of the client-situation interaction
What we believe as a minimum competence for working with Filipino clients, we have as
frame of reference the reality that the Filipino client is a multi-problem client, which therefore
rules out a fragmented approach to a problem-solving.

The Integrated Social Work Practice/Generalist Social Work Practice/Integrated

Practice/Generalist Model/Generalist Approach/The Generalist Method/unitary Approach: is

“The use of range of skills as needed to intervene in a variety of client life situations. The
generalist’s function is to have as wide skill repertoire as possible in order to facilitate the
interactions between people and the social institutions and situation in which they live.”

“…practices in which the client and the worker together assess that need in all if its
complexity and develop a plan for responding to that need. An individuals, families, groups,
agencies, and communities. The unit of attention is chosen by considering the system needing
to be changed; it is carried out and evaluated.”

Related Concepts in Integrated Method of Social Work Practice:

o The concept of one (any) client system as point of entry for working with other client
systems- ex. Individual client as point of entry
o The concept of total problem-solving- dealing with the other systems of which the
client is a part, and which are affecting him.
o The concept of the client’s problem or situation as the basis for the choice of the
worker’s helping approach or intervention-approaches the problem as a social worker
and select from an array of helping approaches and interventions what is the best
suited to the client’s situations.

“Generalist” social worker are professionals who work with the clients on an individual,
group, or community level depending on what is needed and appropriate, utilizing the basic
competence for practice that requires the “generics” of social work:

PHILOSOPHICAL (VALUE) SCIENTIFIC (KNOWLEDGE) BASE

BASE

● Philosophy: human worth and dignity ● SWPPS

● Value: self- realization/self-fulfillment ● HBS

● Principles: APSICCW ● SWP

● Professional Ethics : formal Code of

Ethics/informal, unwritten system of o Goal: enhancement of social
ethics functioning

o Functions:
 remedial/preventive/developme
ntal

o Essential components: client,

worker, problem, process

o The P-S Process: APIET

o Common tools in practice:

interview, communication,
recordings, community
resources, programs and
services

LEARNING ACTIVITY:
General Instruction: ANY ALTERATIONS OR ERASURE MEANS WRONG

PART I - IDENTIFICATION:
Directions: Identify what is being stated in each number. Write your answer on the space provided before
each number.

_______1. Professionals who work with the clients on an individual, group, or community level depending
on what is needed and appropriate, utilizing the basic competence for practice that requires the “generics”
of social work
_______2. It was developed, mostly in the 1960’s because of a more sophisticated understanding of the
relationships between man and his environment, and the effect of the system the acquisition of
knowledge in social work.
_______3. To have as wide skill repertoire as possible in order to facilitate the interactions between
people and the social institutions and situation in which they live.
_______4. Formal Code of Ethics/informal, unwritten system of ethics
_______5. Enhancement of social functioning
_______6. These are methods of working with people: social casework (with individuals), social group
work (with groups) and community organization (with communication).
_______7. An approach that Led to the training of specialist in each of these methods of who tends to see
the problems if their clients in terms of their own methodological preference, rather than in terms of a
complete assessment of the client-situation interaction
_______8. The concept of total problem-solving- dealing with the other systems of which the client is a
part, and which are affecting him.
_______9. Identified as a “casework agency”, a “group work agency,” or a “C.O. agency.”
_______10. Were seen as desperate and distinct methodologies, each one with its own set of theories
and skills

FINAL COVERAGE

MODULE 16/ WEEK 16: (JANUARY 3-7, 2022)

Lecture: Selected Behavioral and Social Science Theories in Social Work

Objectives:

SELECTED BEHAVIORAL AND SOCIAL SCIENCE THEORIES IN SOCIAL WORK

Human behavior can be explained adequately by understanding the biological, physical.
Psychological and social factors which influence such behavior. These forces interact and affect
each other, which is why we say the individual is a “bio psychosocial” being. With this concept in
mind, here are some theories which further expound this notion.

Psychoanalytic Theory
A therapeutic method, originated by Sigmund Freud, for treating mental disorders by
investigating the interaction of conscious and unconscious elements in the patient's mind and
bringing repressed fears and conflicts into the conscious mind, using techniques such as dream
interpretation and free association. Also: a system of psychological theory associated with this
method.
Through the scope of a psychoanalytic lens, humans are described as having sexual
and aggressive drives. Psychoanalytic theorists believe that human behavior is deterministic. It
is governed by irrational forces, and the unconscious, as well as instinctual and biological
drives. Due to this deterministic nature, psychoanalytic theorists do not believe in free will.
Ego Psychology
After Freud, a number of prominent psychoanalytic theorists began to elaborate on Freud's
functionalist version of the ego. They put much effort into theorizing the ego's various functions and how
they can be impaired in psychopathology. Much of their work focused around strengthening the ego so it
could better cope with the pressures from the id, super-ego, and society in general.
The central functions of the ego were traditionally seen as reality-testing, impulse-control,
judgment; affect tolerance, defense, and synthetic functioning. An important conceptual revision to
Freud's structural theory was made when Heinz Hartmann argued that the healthy ego includes a sphere
of autonomous ego functions that are independent of mental conflict.
Memory, motor coordination, and reality-testing, for example, ought to be able to function
without the intrusion of emotional conflict. According to Hartmann, psychoanalytic treatment aims to
expand the conflict-free sphere of ego functioning. By doing so, Hartmann believed, psychoanalysis
facilitates adaptation, that is, more effective mutual regulation of ego and environment.

Feminist Theory
Feminist theory explores both inequality in gender relations and the constitution of
gender. It is best understood as both an intellectual and a normative project. What is commonly
understood as feminist theory accompanied the feminist movement in the mid-seventies, though
there are key texts from the 19th and early- to mid-20th centuries that represent early feminist
thought. Whereas feminist theories first began as an attempt to explain women’s oppression
globally, following a grand theoretical approach akin to Marxism, the questions and emphases in
the field have undergone some major shifts.
Two primary shifts have been (1) from universalizing to particularizing and
contextualizing women’s experiences and (2) from conceptualizing men and women as
categories and focusing on the category “women” to questioning the content of that category,
and moving to the exploration of gendered practices. Thus, while many theorists do focus on the
question of how gender inequality manifests in institutions such as the workplace, home, armed
forces, economy, or public sphere, others explore the range of practices that have come to be
defined as masculine or feminine and how gender is constituted in relation to other social
relations.
Feminist theories can thus be used to explain how institutions operate with normative
gendered assumptions and selectively reward or punish gendered practices. Many
contemporary feminists look beyond the United States to focus on the effects of transnational
economic, political, and cultural linkages on shaping gender.

Systems Theory
Also called Social Systems Theory, in social science, the study of society as a complex
arrangement of elements, including individuals and their beliefs, as they relate to a whole (e.g.,
a country).
The study of society as a social system has a long history in the social sciences.
The conceptual origins of the approach are generally traced to the 19th century, particularly in
the work of English sociologist and philosopher Herbert Spencer and French social
scientist Émile Durkheim.
In the 19th century, Spencer, influenced by British naturalist Charles Darwin’s theory
of evolution, argued for a unitary form of the social system. In his approach, the system of
society was constantly evolving into an even-more-complex state of perfection.
However, alternative forms of social systems theory argued for a very different view of social
evolution. In those perspectives, society is not evolving toward some perfect state; rather, it is
reaching a state of increasing complexity. This was called structural differentiation. Structural
differentiation refers to the adaptation of society to its environment through changes in its
internal complexity.
An important aspect of social differentiation is the way in which adaptation occurs, or
how changes in the structure of the system relate to the processes of the system. On one hand,
society can be viewed as a total organism that is sustained by the various processes that
support its function and survival. An alternative view argues that stabilizations in social systems
occur not because of any rational plan of overall survival but simply because they happen to
work.Systems theory is also involved in analyzing how society adapts to its environment through
adjustments in its structure, with important implications for the understanding of social order.
Systems theory reveals the complexity of social evolution and, on this basis, stresses the limited
possibility of steering society. On the other hand, because society is vastly complex, the social
scientist can nonetheless have an appreciation of the large range of adaptive possibilities for
social systems.

Role Theory
Role theory begins with a set of normative expectations that are presumed to define
particular positions or statuses in social structure and their corresponding roles or behaviors in
interaction with others. The roles or statuses most clearly central here are those of ‘interviewer’
and ‘respondent’ themselves. How well one knows these roles, that is, knows the normative
expectations for behavior associated with the respective roles, is a function of one's prior
experience and knowledge gained either first hand or through vicarious observations – in the
media, through cartoons, through conversations, or in the classroom. To be ‘trained’ as an
interviewer is to learn a set of normative expectations about how one should interact with a
respondent. The simplest norms are 10 of those that are ‘taken for granted’ such as who asks
the questions and who gives the answers. Sometimes there are widely accepted norms defining
the ideal interviewer role such as one should not reveal personal information that might thereby
bias the respondent's responses (Gordon, 1975). However, even these commonplace, widely
shared norms may come into question, as there may be conflict among the different goals for
the interview. For example, one goal may be to get as much revelatory information as possible
verses another goal to not bias the respondent's answers. The different goals of the interview
(more fully revelatory data vs unbiased data) may come into conflict and suggest different
contradictory norms, for example, about how much personal information the interviewer should
reveal to the respondent in the interview situation.
Role theory asserts that the norms governing interaction are there for the purpose of
realizing specified goals out of the interaction. In short, normative behavior is goal oriented. The
norms governing the interviewer are likewise oriented to maximizing certain qualities (or values)
of the data – for example, norms that call for a common stimulus to achieve validity across
respondents or other norms that emphasize supportive interaction to produce full and complete
responses.
Age, as the third of the most visible ascribed status characteristics, has also been found
to have only limited interviewer effects. School-age subjects have shown different responses to
older verses younger interviewers for questions about peer influences. Younger interviewers
obtained slightly more peer-oriented and less adult-oriented answers than older interviewers.
With respect to age of respondents, research has shown that telephone surveys tend to
underrepresent older respondents, but response distributions do not vary by telephone verses
face-to-face interviews across age categories (Herzog et al., 1983). As with race and gender,
age appears to have little effect on interview responses except when the topic being covered is
directly related to the status itself.

Communication Theory
Communication theory was proposed by S. F. Scudder in the year 1980. It states that all
living beings existing on the planet communicate although the way of communication is
different.
Plants communicate their need to be taken care of and watered immediately through visible
changes in the colour of the leaves, and the falling of leaves and flowers.Animals communicate
by sounds, several movements to indicate that they are hungry or unwell or need medical
attention.A mother would never understand that her child is hungry unless and until the child
cries. Crying is again a form through which the child communicates that he is hungry and needs
food. The same applies when he is injured, where he uses crying again as a tool to
communicate his pain and need of urgent medical attention.
 Thus the universal law of communication theory says that all living beings whether they
are plants, animals, human beings communicate through sound, speech, visible changes, body
movements, gestures or in the best possible way to make the others aware of their thoughts,
feelings, problems, happiness or any other information.
Like human beings, animals also communicate among themselves through gestures and
body movements. Monkeys always carry their babies with them wherever they go, again a way
through which the mother tries to communicate that their babies are safe and the mother is
there to take good care of them. During the mating season of animals, communication through
gestures plays a very important role in bringing them close, the same way a peacock dances to
attract its partner.
Another model of communication says that communication is simply the process of transferring
information from the sender to the recipient where the recipient decodes the information and
acts accordingly. Large number of people also support this model of communication.

LEARNING ACTIVITY:
General Instruction: ANY ALTERATIONS OR ERASURE MEANS WRONG

PART I - IDENTIFICATION:
Directions: Identify what is being stated in each number. Write your answer on the space provided before
each number.

_______1. Asserts that the norms governing interaction are there for the purpose of realizing specified
goals out of the interaction.
_______2. Explores both inequality in gender relations and the constitution of gender.
_______3. Can be explained adequately by understanding the biological, physical.
_______4. Also called Social Systems Theory, in social science, the study of society as a complex
arrangement of elements, including individuals and their beliefs, as they relate to a whole
_______5. A therapeutic method, originated by Sigmund Freud, for treating mental disorders
_______6. Aims to expand the conflict-free sphere of ego functioning
_______7. It states that all living beings existing on the planet communicate although the way of
communication is different.
_______8. Refers to the adaptation of society to its environment through changes in its internal
complexity.
_______9. Humans are described as having sexual and aggressive drives.
_______10. The system of society was constantly evolving into an even-more-complex state of
perfection.
_______11. all living beings whether they are plants, animals, human beings communicate through
sound, speech, visible changes, body movements, gestures or in the best possible way to make the
others aware of their thoughts, feelings, problems, happiness or any other information
_______12. Feminist theories first began as an attempt to explain women globally
_______13. The third of the most visible ascribed status characteristics, has also been found to have only
limited interviewer effects
_______14. Governing the interviewer are likewise oriented to maximizing certain qualities (or values) of
the data
_______15. Reveals the complexity of social evolution and, on this basis, stresses the limited possibility
of steering society.
PART II - TRUE OR FALSE
Directions: Write T if the statement is TRUE and write the CORRECT ANSWER if the statement is
FALSE. Write your answer on the blank provided before the number

_______1. Structural differentiation refers to the adaptation of society to its environment through changes
in its internal complexity.
_______2. Human behavior can be explained adequately by understanding the biological, physical.
Psychological and social factors which influence such behavior
_______3. The roles or statuses most clearly central here are those of ‘interviewer’ and ‘respondent’
themselves.
_______4. According to Hartmann, psychoanalytic treatment aims to expand the conflict-free sphere of social
functioning.
_______5. Communication is simply the process of transferring information from the sender to
the recipient where the recipient decodes the information and acts accordingly.
_______6. To be ‘expert’ as an interviewer is to learn a set of normative expectations about how one
should interact with a respondent.
_______7. Role theory asserts that the norms governing interaction are there for the purpose of realizing
specified vision out of the interaction.
_______8. The different goals of the interview (more fully revelatory data vs unbiased data) may come
into conflict and suggest different contradictory norms
_______9. An important aspect of social differentiation is the way in which adoption occurs, or how
changes in the structure of the system relate to the processes of the system
_______10. Role theories can thus be used to explain how institutions operate with normative gendered
assumptions and selectively reward or punish gendered practices.
_______11. Psychoanalytic theorists believe that human behavior is deterministic.
_______12. Norms that call for a common stimulus to achieve validity across respondents or other norms
that emphasize supportive interaction to produce full and complete responses.
_______13. Systems theory is also involved in analyzing how society adapts to its environment through
adjustments in its structure, with important implications for the understanding of social order.
_______14. Two primary shifts have been (1) from universalizing to particularizing and contextualizing
women’s experiences and (2) from conceptualizing men and women as categories and focusing on the
category “women”
_______15. After Freud, a number of prominent psychoanalytic theorists began to elaborate on Freud's
functionalist version of the ego MODULE 17-18/ WEEK 17-18: (JANUARY 10-15, 2022)

Lecture: The Traditional and Secondary Methods of Social Work Practice

Objectives:

THE TRADITIONAL AND SECONDARY METHODS OF SOCIAL WORK PRACTICE

The traditional methods of social work developed in the United States which were taught
in social work schools in the Philippines and applied in practice as separate “specialties” (until
questions raised resulting in the advocacy for the Integrated/Generalist Method of practice) are
defined as follows.

Social Casework: a helping process which consist of a variety of activities that may
include the giving of material assistance; referral to other community ; rendering emotional and
psychological support through sensitive listening; expressions of acceptance and reassurance ;
making suggestions; appropriately advising settings limits, encouraging the individual to express
or suppress his feelings, likewise encouraging him to effect his plans; assisting the individual to
narrate and examine his situation; and/or working out with him a consideration and better
understanding of the casual connections between his present attitudes and mode of adjustment
with past experiences. All these may be used in combination to respond to the person under
stress, so as to enable him to meet his needs more fully and to function more adequately in his
social relationships.
The logical steps of study, diagnose or assessment and treatment are used.
Four major case work processes or techniques are used:
a) Environmental Modification:
b) Clarification:
c) Insight Development:

Hollis, Florence, Women in Marital Conflict. New York. Family Service Association of
America, (1949), and Florence Holli, Casework: A Psychosocial Therapy. New York: Random
House (1964).
 Social Group Work: It is process and method through which group life is affected by a
worker who consciously guides the interaction process towards the accomplishment of goals
which are conceived in a democratic frame of reference.

Wilson, Gertrude and Gladys Ryland, Social

Group Work Practice. Massachusetts: Houghton
Mifflin (1949).

It is a method through which members in many groups in variety of community agency

settings are helped by a worker who guides their interactionin programs and activities designed
for them to relate themselves to others and experience growth opportunities in accordance with
their needs and capabilities towards individual, group and community development.

Trecker, Harleigh B., Social Groupwork.

New York::Association Press (1965).
It is a mode of serving individuals through sustained face-to-face interaction to induce
desired changes among the client participants.
The treatment sequence in this group work (remedial) model consist of intake, intake,
diagnose and treatment-planning, group composition and formation, group development and
treatment evaluation, and a treatment.
Vinter, Robert D., “The Essential Components of
Social Group Work Practice.” Individual Change
Through Small Groups. Eds. Paul Glasser,
Rosemary Sari, and Robert D. Vinter. New York:
The FreePress (1974)

Community Organization: A process by which community identifies it needs or

objectives, orders (or ranks) these needs or objectives; find the resources (internal or external)
to deal with those needs or objectives; takes action in respect to them; and in so doing extends
and develops cooperative and collaborative attitudes and practices in the community.
Murray G. Ross,
Community Organization
Theory and Principles. New York: Harper, (1955).
It is a conscious process of social interaction and a method of social work concerned
with any of the following objectives: a) the meeting of broad needs and bringing about and
maintaining adjustment between needs and resources in a community or other area; b) helping
people to deal more effectively with their problems and objectives by helping them develop,
strengthen and maintain qualities of participation, self-direction, and cooperation.

LEARNING ACTIVITY:

ESSAY: Explain in your own understanding the following:

⮚ Social Casework (20pts)

⮚ Social Group Work (20pts)

⮚ Community Organization (20pts)