Republic of the Philippines

BASILAN STATE COLLEGE

COLLEGE OF ARTS AND SCIENCES
Main Campus Sumagdang, Isabela City, Basilan

SOCIAL WORK DEPARTMENT

Course Code SW 137 WEEK/DAY 12-17

Course Description Social Work Practice with Duration &

Individuals and Families Schedule

Lesson/Topic UNIT IV Lesson No. 4

❖ Helping process in Social
Work in Working with
Individuals and Families
A. Engagement
▪ intake, relationship building,
defining the problem,
negotiating contract
B. Assessment
▪ Tools (appropriate use of
theoretical foundation to explain
the dynamics of individual
behavior and his/her social
environment; genogram, eco-
map, rapid assessment
instrument, gender-based
assessment)
C. Goal Setting and Intervention Planning
▪ Goal formulation (Consider
desirable goals vis-a -vis
feasible goals)
▪ Objective-setting
▪ Intervention Planning
***Functional Approach
***Helping Models &
Approaches
***Problem-solving Model
***Task-centered Approach
***Crisis Intervention
***Psychosocial Approach
***Total Family Approach
***Gender Responsive Case
Management
▪ Types of Violence committed
against women
▪ Methods and Tools in GRCM
D. Plan Implementation
E. Evaluation
F. Termination (Coping with
Disengagement)
❖ Roles and Functions, skills
and techniques applied by
the social worker in working
with individuals and families.
❖ Specific skills used in case
management
Learning At the end of the section, students can:
Outcome/s • Deliberate on the helping process as it applies to various
cases such as children survivors of calamities and other
emergencies, women in especially difficult situations, elderly.
OFW and special cases (LGBTQR)
 Republic of the Philippines
BASILAN STATE COLLEGE
COLLEGE OF ARTS AND SCIENCES
Main Campus Sumagdang, Isabela City, Basilan

SOCIAL WORK DEPARTMENT

• Examine selected cases of gender-based violence committed
against women & children with focus on assessment to lay the
groundwork for a more responsive gender-based case
management.
• Demonstrate beginning competencies in applying selected
models/approaches, use of agency programs and services
and community resources to respond to common and emerging
problems of the Filipino family.
• Show respect to feelings & behavior of clients with gender-
based issues.
• Identify the skills and techniques used by the social worker in
specific phases of the helping process
• Identify the roles & functions of social workers.
Reference/s • LESW REVIEWER
• Social Work Methods, Approaches, Tools, Skills, And
Techniques by Leonora S. De Guzman & Thelma Lee-
Mendoza
• Social Work: An Empowering Profession 9th Edition by
Brenda Dubois and Karla Krogsrud Miley
• https://socialprotection-
humanrights.org/framework/principles/gender-
perspective/
• https://iastate.pressbooks.pub/parentingfamilydiversity/
chapter/the-family-systems-theory/
• https://reloc8asia.com/2016/09/28/philippines-
cultural-challenges/
• https://asiasociety.org/education/religion-philippines
• https://www.hrw.org/world-report/2021/country-
chapters/philippines
Course coaches HEIDI FAITH H. CRUZ, MSW, Ed., D. (CAR)
RYAN B. NABI, RSW, MSW (CAR)

This module is self-instructional. You can read, analyze concepts and ideas presented, and reflect on them. The Activities
and Self-Check Questions will help you assess your progress as you go through the module. If you need help and further
clarification, you can ask assistance from me, I can be reach through my mobile number, group chat, or see at the faculty.
Activities will be checked every week or every end of the lesson.

Your answers and activities must be written in a separate worksheet and a google form link will be sent you as well.

A Blessed morning, students! What a wonderful day to start. Let us begin

our lesson on Helping process in social work in working with individuals and
families, roles and functions, skills and techniques applied by the social worker in
working with individuals and families, and specific skills used in case
management. Are you now ready for an exciting topic? To begin with, we shall
have an activity first.
 Republic of the Philippines
BASILAN STATE COLLEGE
COLLEGE OF ARTS AND SCIENCES
Main Campus Sumagdang, Isabela City, Basilan

SOCIAL WORK DEPARTMENT

Part 1- Activation of Prior Knowledge

Activity No. 1

Instruction: In the space provided below, write at least three (3) expectations as a
Generalist Social Workers select intervention and the preferences of the clients. What
practice and skills needed to carry out? For you answer, please refer to Annex A to
answer the activity indicated at the end of the lesson.
 Republic of the Philippines
BASILAN STATE COLLEGE
COLLEGE OF ARTS AND SCIENCES
Main Campus Sumagdang, Isabela City, Basilan

SOCIAL WORK DEPARTMENT

Part 2- Engagement in the Learning

UNIT IV
THE HELPING/PROBLEM SOLVING PROCESS IN SOCIAL WORK

John Dewey in his book “How We Think” Problem solving process is describe as what goes on in
the human mind when confronted with a problem. The problem-solving behavior is based on the
reflective thought that begins with a feeling of doubt or confusion.

Five Phases of Reflective Thinking – John Dewey

1. Recognizing the difficulty.

2. Defining/ specifying the difficulty.
3. Raising a suggestion for possible solution and rationally exploring the suggestion, which
include data collection.
4. Selecting an optimal solution from among many proposals.
5. Carrying out the solution.
Helen Harris Pearlman – originator of P-S Framework in SW.

- 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 of a series
of problem-solving operations

Problem solving framework in social work which can be summarized as follows:

1. STUDY (facts that constitute and bear upon the problem must be ascertained and grasped)
2. DIAGNOSIS (facts must be thought about, examine relationship and searched for significance)
3. TREATMENT (some choices or decision must be made as an end result of the consideration of
the particular facts with the intention of resolving the problem).

In general, the problem-solving process demands that a worker be successively involved in the
following sequential steps:

1. Recognition or definition of the problem, and engagement with the client system
2. Data collection
3. Assessment of the situation
4. Goal setting and planning of an action
5. Intervention or the carrying out of an action
6. Evaluation
7. Termination
 Republic of the Philippines
BASILAN STATE COLLEGE
COLLEGE OF ARTS AND SCIENCES
Main Campus Sumagdang, Isabela City, Basilan

SOCIAL WORK DEPARTMENT

The Helping Relationship

The worker-client relationship is such a crucial factor it can spell difference between successful or
unsuccessful problem-solving. All of the worker’s professional relationships should involve self-
discipline and self-awareness. Emmanuel Tropp (Developmental) – developed an important set of
statement that sum up the essential characteristics of the worker’s presentation of self to each of
her clients:

1. Compassion
2. Mutuality
3. Humility
4. Respect
5. Openness
6. Empathy
7. Involvement
8. Support
9. Expectation
10. Limitation
11. Confrontation
12. Planning
13. Enabling
14. Spontaneity and control
15. Role and person
16. Science and art

Self-awareness may be called for in situation where worker’s values clash with the client values.
Many of these values usually been so internalized that the worker is often not conscious that she is
judging other people’s behavior along these values.

Problem solving process - Essentially a cognitive process, a rational procedure involving series of
steps to be followed sequentially.

Social work helping process - Is not just a cognitive process since it involves a relationship
between 2 parties (C-W system). Professional values and ethical principles guide this relationship
particularly in relation to the handling of feelings, attitudes that inevitably enter the picture.

Steps in 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, and community:

1. Assessment
Beginning Phase
2. Planning
3. Intervention Middle Phase
Middle Phase
4. Implementation
5. Evaluation Ending Phase
6. Termination Ending Phase
 Republic of the Philippines
BASILAN STATE COLLEGE
COLLEGE OF ARTS AND SCIENCES
Main Campus Sumagdang, Isabela City, Basilan

SOCIAL WORK DEPARTMENT

These different steps proceed through time, and each step or phase is characterized by certain
events and activities, more or less distinct or unique to that phase. These events and activities tend
to repeat themselves. In actual practice, this is generally how it works: the practitioner who has
more or less sufficient accurate data about a client moves on to a definition the problem for work
(even as earlier there was a presenting problem but no adequate data-gathering had yet been
undertaken); then on to planning solutions, at which stage additional data may continue to be
obtained and used to firm up the definition of the problem, and to reinforce or modify solutions
/interventions already planned; then the practitioner moves on to the implementation of the plans,
in the course of doing so obtaining additional information which, if relevant, is used to further
improve the activities being undertaken to help solve the client's problem; later, after a
reasonable period, she proceeds to evaluate the progress and effectiveness of the problem
solving efforts, at which time some decisions have to be made whether to accelerate, modify, or
change helping activities, necessitating either a continuation or termination of the problem-solving
relationship; at this last stage additional relevant information may continue to be received, and
plans and objectives, re-assessed.

This process is best illustrated, as shown below:

Before going into further in describing the activities that characterize the steps in problem-soling
process, we shall explore a little more the term “relationship”.

Helping Relationship has the ff elements:

1. Self-Discipline and Awareness- Naomi Brill believes that an effective worker must:

a. Be aware that she is a walking value

b. Use all means to become conscious to those values
c. Strive to evaluate herself and her on values by looking at the origin
d. Strive to change those values that need to be changed

2. Authority/professional authority/power- Position or functions in the agency; and professional

knowledge and experience.

3. Commitment and obligation- Accountability and responsibility to Clients and others

 Republic of the Philippines
BASILAN STATE COLLEGE
COLLEGE OF ARTS AND SCIENCES
Main Campus Sumagdang, Isabela City, Basilan

SOCIAL WORK DEPARTMENT

Naomi I. Brill – recognizing the worker’s value system defines her behavior and relationships with
other people, believes that the effective worker must:

1. Be aware that she is a walking system of values

2. Be conscious of what these biases are
3. Strive to evaluate herself and her values objectively and rationally
4. Strive to change those values that, on the basis of this evaluation, need changing

Authority (and the power that accompanies it). There are 2 sources of a worker’s authority – her
position and corresponding functions in the agency, and her possession of knowledge and
experience.

Godstein points out that is SW relationships, when one seeks something from another person “that
cannot be obtained elsewhere – the relationship cannot be equalized.

Commitment and obligation – to bind or pledge one’s self to relationship; to obligate one’s self
is to perform the moral responsibility that goes with a pledge or a promise made.

Helping contract is frequently used in reference to the expectations and terms of the commitments
and obligations of both client and worker, which are often clearly spelled out.

Steps in social work helping process

Max Siporin – assessment is a process and product of understanding on which action is based. The
process involves the collection of necessary information and analysis and interpretation in order to
reach an understanding of the client, the problem, and the social context in which it exists.

What is assessment?

1. ASSESSMENT

• Also termed as diagnosis and social study

• Involves the collection of necessary information and its analysis and interpretation
• The ultimate purpose is to provide understanding necessary for appropriate planning.
• The major tasks involved during this stage are data, gathering, and problem definition
based on the agreement between the client and the worker as to the problem-for-work.
• These tasks culminate in the worker’s writing of an Assessment Statement or a Problem
Definition.

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.

Types of sources

1. Primary source – the client is the primary source of information. Whether the client is an
individual or a community.
2. Secondary source – the significant others in the life of the client are an important
source.
 Republic of the Philippines
BASILAN STATE COLLEGE
COLLEGE OF ARTS AND SCIENCES
Main Campus Sumagdang, Isabela City, Basilan

SOCIAL WORK DEPARTMENT

3. Existing source – A social worker may use information previously collected by others
such as records and reports from other professionals (physicians, teachers, etc.) and the
social workers of other agencies, (census data) and evaluations.

4. Worker’s own observation. The worker often has the opportunity to observe the
individual client alone, or interaction with others.

Principle in data gathering

1. The client should be the main source of information although, when appropriate and available
sources should be used.
2. Data to be gathered should directly relate to the identified problems.
3. The client should be informed about the source being used for data collection. In certain cases,
his permission should be sought before certain kinds of information are obtained.
4. Data collection is a continuous process, but it is the collection, organization and synthesis of such
data that is especially critical to the definition of the problem and setting of goals.
5. The type of client and the general nature of the problem can guide the worker on the type of
data that should be collected and how much.

The intake process and the presenting problem

Intake – 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/she is experiencing.
▪ On the 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.
▪ A good intake interview should provide the client with adequate understanding of the
agency and its policy and program in relation to the need or problem, as well as the
responsibilities and obligations from both client and worker.
▪ Intake may be accomplished in one session with a client.
Presenting problem- problem that is a threat to the client’s or other’s welfare, and usually stated
or presented as it is being perceived or experienced. In working in a small group, a worker does
individual or group intake interviews.

o Individual Intake Form: community identifying information, presenting problem and

circumstances relating to this, background data and other pertinent information obtained
during the initial contact with the community.

Defining the problem

Compton and Galaway- the way you define the problem will define the data collected and will
dictate what are seen as appropriate answers. Problem for work- place of beginning together
which means problem or part of the problem that:
 Republic of the Philippines
BASILAN STATE COLLEGE
COLLEGE OF ARTS AND SCIENCES
Main Campus Sumagdang, Isabela City, Basilan

SOCIAL WORK DEPARTMENT

The problem for work means:

1. The problem or part of the problem that the client system is most important or a good
beginning place.
2. The problem or part of the problem that in the worker’s judgement is most critical.
3. The problem or part of the problem that in the worker’ judgement can most readily yield to
help.
4. The problem or part of the problem that falls within the action parameter of the helping
system.
*** the Clients Presenting Problem: if it is the problem or part of the problem the client system
feels is most important, it may serve as the “Problem for Work”
*** if the client system presents multiple problems, the worker may use PARTIALIZATION – the
process of separating from so many problems identified by the Client and the Worker, the
problem that need to be addressed first, and will be the focused of the helping relationship.

Prioritizing- the added aspect of a problem taking precedence over other problems because of
its Importance.

Writing an assessment statement

How does the worker write and Assessment Statement after she gathered the data that led to an
agreement between her and the client?

Components of an assessment statement by Maria O’niel Mcmahon:

• Opening casual statement- this requires the worker to clearly indicate who’s has the problem,
and why the problem exists at the time.
• Change potential statement- a statement- a problem’s change potential is dependent on three
interdependent factors: problem, person and environment.
• Judgment- about the seriousness or urgency of the problem.

Characteristics of assessment

1. On-going
2. Focuses on understanding the client in situation and providing a base of planning and action.
3. A mutual process between client and worker
4. There is movement within the assessment process
5. Both horizontal and vertical explorations are important
6. Assessment identifies needs in life situations, defines problems, and explains their meaning and
patterns
7. Assessment is individualized
8. Judgment is important in assessment because many decisions have to be made.
9. No assessment is ever complete
 Republic of the Philippines
BASILAN STATE COLLEGE
COLLEGE OF ARTS AND SCIENCES
Main Campus Sumagdang, Isabela City, Basilan

SOCIAL WORK DEPARTMENT

2. PLANNING

The link between assessment and intervention 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 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.

Two (2) majors’ task during the planning stage:

1. Formulating goals that directly relate to the client’s need or problem

2. Defining the specific actions/interventions that are necessary to achieve the goals.

Goals

• The desired or expected outcomes of an endeavor

• The term interim goals, intermediate goals objectives- refers to specific, short-term goals which
facilitate the achievement of the long term or overall goals.
• Characteristics of goals- SMART

Plans

• Means to achieve goals

• Consist of the specific actions/steps to be undertaken in order to reach the goals.
• Jointly made by the worker and the client, helping Plan, Action Plan, or intervention Plan
• Systematic review of the client strengths when preparing of intervention plan is one way to
avoid offering an intervention plan without considering alternatives with the client.

Units of attention

• Intervention or Action/Helping Plan calls for an identification of other persons who, in additions
to client, have to be given attention because they are involved in the situation, and work with them
is essentials to goal attainment
• Systems that are the focus of the change activity.

Strategy Defined as An Overall Approach to Change A Situation

Factors that influence the plan of action

1. The community in which it is being carried out. The environment in which the plan takes place is
an important consideration in planning.
2. The agency sanctioning the plan. The worker is influenced by both constraints and resources.
3. The social problem that the plan is response to. Societal attitudes and expectations about social
problems vary and the social worker should recognize this because it influences her plan of action.
4. The social worker involved in the plan. The worker is a unique person who brings into the
helping situation many faces of herself, e.g., a professional, an employee, a member of the
community.
5. The client. The client is a unique bio-psychosocial being who has his own motivations, capacities,
coping abilities, expectations, limitations as well as preferences.
 Republic of the Philippines
BASILAN STATE COLLEGE
COLLEGE OF ARTS AND SCIENCES
Main Campus Sumagdang, Isabela City, Basilan

SOCIAL WORK DEPARTMENT

The assessment and planning steps in the problem-solving process culminates in the workers writing
of a case study that contains the synthesis of the information that has been obtained on the client
and his situation, and assessment statement/ definition of the problem of work and the helping
intervention goals and plans.

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 a “contract” in our setting and having verbal agreement is common practice.

3. INTERVENTION

The social work literature has many other terms for intervention: action, plan implementation,
treatment.

• This phase in the helping process is concerned with the action that would solve the client’s
problem

• Involves the rendering of all the specific and interrelated services appropriated to the given
problem and situation in the light of the assessment and planning

• Includes all the goal related activities that the worker will undertake following the agreement
forged with the client based on the problem to be worked on and the plan of action to be
pursued.

Compton and Galaway have vey apt words for two phases of the helping process: Deciding what
to do (assessment and planning) and Doing the decided (intervention)

▪ ECO-MAP is an assessment, planning and interventive tool. A simple paper and pencil
simulation that present the individual or family and the major systems in the life space, as
well as the nature of the individual’s or family’s relationships with these various systems.

Interventive Roles in Direct Practice

Interventive role refer to the composite of activities or tasks that she is expected to undertake in
order to accomplish the goals agreed upon with the client.

Resource Provider- engages the worker in the direct provision of material aid and
other concrete resource that will be useful in eliminating or reducing situational
deficiencies.
Social Broker- involves the process of negotiating the service jungle for client,
whether singly or groups. The worker links or connects the client to needed service
in the community.
- It requires a broad knowledge or community resources and operating
procedures of agencies.
- Referral is considered a basic activity in this interventive role.
- Networking- worker’s efforts at establishing and maintaining relationship
with other community entities which have resources that can support and
supplement her own agency’s resources
 Republic of the Philippines
BASILAN STATE COLLEGE
COLLEGE OF ARTS AND SCIENCES
Main Campus Sumagdang, Isabela City, Basilan

SOCIAL WORK DEPARTMENT

Mediator- person who acts as an intermediary or conciliator between two persons or
sides.
Advocate- the worker has to take a partisan interest in the client and his cause. The
objective is to influence, in the client’s interest, another party, usually possessing same
power or authority over the client.
Enabler- involves the social worker in interventive activities that will facilitate the
clients’ strengths and resources within themselves to solve problems they experiencing.
Counselor/Therapist- the goals of the worker is the restoration, maintenance of the
client capacity to adapt or adjust to his current reality.

Interventive Roles beyond Direct Practice

Mobilizer of Community Elite- involves the worker in activities aimed at informing and
interpreting to certain sectors of the community, welfare programs and services as well
as need and problems, with the objectives or enlisting their support and/or
involvement in them.
Documenter/Social Critique- worker documents the need for more adequate social
welfare policies and programs based on her knowledge about the inadequacies on
deficiencies in these existing welfare policies and programs as well as on her belief as
to how there ought to be, in the light of professional values and goals.
Policy/Program Change Advocate- worker is involved in efforts to change policies and
programs on behalf of particular sectors of the population based on the values of
profession.

Limitations of Worker Activities:

o Times- the worker may not be able to give the client unlimited time.
o Skill- the worker should perform only those activities that are within her competence.
o Ethics- the worker watch out for activities that might commits her unethical behavior.
o Agency Function- the worker must be sure that she understands and interprets agency
function properly.

4. EVALUATION

 Evaluation is defined as the “collection of data about our 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 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.
• Collection of data about outcomes of a program relative to goals and objectives set in
advance of the implementation of that program.
• Ongoing evaluation
• Terminal evaluation
• Both qualitative and quantitative
 Republic of the Philippines
BASILAN STATE COLLEGE
COLLEGE OF ARTS AND SCIENCES
Main Campus Sumagdang, Isabela City, Basilan

SOCIAL WORK DEPARTMENT

Types of Evaluation

• Summative evaluation concerned with outcomes of effectiveness

• Formative evaluation concerned with looking at the process of the work. It forces the worker to
find out whether the implementation plan is being implemented as designed
- Intervention plans can be viewed in 2 levels conceptual level and operational level.
• Professional accountability- SWer and SW agencies must answer for their work, not just to client
who are the direct users, but to the public that supports them.
• 2 Aspects of Accountability
- Effectiveness- refers to the questions on whether or not the services or intervention plans
are accomplishing their intended goals;
- Efficiency- refers to the cost of services and intervention plans in money, time and other
resources.

The four elements are explained below:

- Inputs are the resources necessary to implement the program or intervention.

- Activities are the things that agencies do to produce change, I.e., services.
- Outputs are the immediate result of the program or intervention plan.
- Outcomes are the longer-term benefits from the program or intervention plan.

5. TERMINATION

When is a helping relationship terminated?

A social worker 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.

Most common reason for terminating client worker relationship

1. When the goal set by the worker and client has been reached.
2. When, after reasonable period of time, there has been very little movement toward the
attainment of the goals formulated, and the prospect for any change in the situation held unlikely
3. When the client thinks that the worker has provided sufficient help so that it is now possible for
the client to pursue problem solving on his own.
4. When an agency does not have the resources needed by the client of the worker does not get
her agency approval to provide the services needed by the client.
5. When the system outside the client make it difficult for the client to continue with the helping
relationship or when these systems influence the client to discontinue the relationship.
6. When for one reason or another, the worker must leave the agency.

Two terms were used in relation to the termination of the helping relationship—the transfer
and referral.

Transfer – process by which the 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.
 Republic of the Philippines
BASILAN STATE COLLEGE
COLLEGE OF ARTS AND SCIENCES
Main Campus Sumagdang, Isabela City, Basilan

SOCIAL WORK DEPARTMENT

Referral – an act directing a client to another worker/agency because the service that the client
needs beyond the present agency worker’s competence, or the client needs additional services
which the present agency cannot provide.

Components of Termination according to Pincus and Minahan

 Ellen Pincus and Anne Minahan present three major components of the termination process:
disengagement, stabilization of change and evaluation.
 While termination is supposed to have been discussed from the beginning of the client-
worker helping relationship, the reality often evokes certain feelings and reactions from
both worker and client, which must be faced.
 On the client’s part, the following are among the most common reactions that have been
identified.

A. Disengagement

Most Common Reactions during termination/disengagement

1. Denial – avoid painful feelings. Avoiding the discussion of termination.

2. Emotional reaction – fear of loss or fear of the unknown can give rise to the feeling of sadness
and grief. There can be anger expressed in verbal outburst of physically violent behavior
directed towards the worker or other significant others.
3. Bargaining – clients try to negotiate an extension of time or a modified schedule which can
mean fewer contacts over a longer period with the worker. Some offer promises or gifts.
4. Depression – listlessness, little energy, withdrawal, sadness, helplessness, despair, absence of
motivation to go on.
5. Acceptance – the client manifests an increase energy and is able to talk about good and bad
times and to think for future. The client returns to his level of functioning before the depression and
moves away from self-pity or self-centeredness.

Factors that influence their reaction during termination

1. Length of service
2. Attainment of client goals
3. Client worker relationship
4. Modality of intervention

B. Stabilization of Change

Ronald Lippit – contend that the main test of a change agent’s help is the stability and
performance of the client system’s changed behavior when the change agent is no longer actively
working with client. They submit “the change process must equip the client system to carry on
effectively in a wide range of day to day activities after the initial change project is over”
 Republic of the Philippines
BASILAN STATE COLLEGE
COLLEGE OF ARTS AND SCIENCES
Main Campus Sumagdang, Isabela City, Basilan

SOCIAL WORK DEPARTMENT

Robert Vinter – explains this as the requirement of transferability. i.e gains achieved by the client
within the helping process must be transferrable beyond this process, and the degree of
improvement should be assessed according to conventional standards in the community.

Louise C. Johnson offers the following helpful ways to stabilize change that has taken place:

 You and the client should review what has happened in your joint effort as this helps the
client understand how he has grown and what led to the growth.
 You and the client should explore possible ways of dealing with situations similar to the
one that brought the client to the agency for help; you consider how the learning that has
taken place can be transferred to other situations.
 You and the client should identify other resources in the client’s environment that would be
useful in coping with life situations.
 You should assure the client that the agency will still be there to provide him service should
he later have problems beyond his ability to handle.
 You and the client can discuss other goals that can ensure further growth on the part of the
client, and the resources that can be used for this purpose.
 You should maximize the client’s understanding of the problem-solving process.
 You should give the client realistic hope that the client can function without the worker’s
help.

C. Evaluation

It is ongoing part of helping process. Periodic/regular evaluation allows the worker and the client
to review and, if necessary, revise the goals and objectives.

Spin- offs or unexpected/unwanted consequences

- This may help the worker and the client to know how to deal with future problems.
- The worker should identify what have been useful and what have not been helpful and
what might have been done differently

SOCIAL WORK HELPING MODELS AND APPROACHES

There are different social work models and approaches to provide the social work models and
approaches to provide the social worker with an overall guide particularly in her planning and
actual interventive work. 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 individual, groups and communities: direct provision model, intercession- mediation model,
mobilizing resources of clients’ system to change their realities, crisis intervention approach and
problem-solving model

II. For individual and groups: task-centered model, psychosocial approach, functional approach,
behavioral modification, and family intervention

III. For groups: developmental approach, interactionist approach, remedial approach

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IV. For communities: community development model, social planning model, social action model

V. Indirect model of intervention: working with the elite, documentation/social criticism, advocacy

SOCIAL WORK HELPING MODELS AND APPROACHES

Helping Proponents and Processed/Phases/Activities Target Client

approaches principles/Key
Concepts
The Direct Schniederman: the goal of Helping Process: APIET A family who’s want to
Provision Model: this model is the Activities: take advantage of the
enhancement of client social 1. Case by case involvement government’s Balik
Involves the direct functioning through the direct of the client in the study and Probinsya Program
administration of existing functioning through the direct evaluation process
programs of material aid. provision of material and (determination of need and
This should not be useful in eliminating or forms of need-meeting)
equated with dole out. reducing situational 2. A determination of
Other refers to this as deficiencies. eligibility within the
Resource Provision, where administering agency’s
resources may be terms of reference
mobilized, created, 3. A judgment that the
directly furnished where provision of the service or
the client may be advised benefits will promote the
and counseled in making client’s best interest
optimal use of them. 4. Recruiting, selecting,
training, supporting,
collaborating with personnel
offering direct care (e.g.
Homemakers, foster parents,
adoptive parents, helath
personnel, trainers, day
care workers)
Intercession- Schneiderman: the utilization Helping Process: APIET Working women are
Mediation Model: of non-consensual strategies Activities: Social Workers may need defined labor benefits
Involves the process of such as direct confrontation, to argue debate, bargain, negotiate by their employers,
negotiating the service administrative appeal, and and manipulative the environment on juvenile offenders who
jungle for clients, whether the use of judicial and behalf of the client. are arrested, the illegal
singly or in groups. The political systems, as an detained, neglected
worker connects the client appropriate. prisoners who should
to need services in the already qualify for
system until he has parole privileges, slum
availed of them Social dwellers who are having
Worker takes partisan illegally evicted.
interest in the client and
his cause. Advocacy
efforts of the social
worker are frequently
directed towards securing
benefits to which the client
is legally entitled.
Crisis Intervention Crisis is defined as an upset Naomi Golan a treatment offers a Sexually abused child,
Approach is a Process in a state, an emotional treatment model that is rooted in the battered wife and victim
for actively influencing reaction on the part of an problem-solving theory of casework of calamity etc.
the psycho-social individual, family or group and developed as part of the short-
functioning of individuals to a threatening life event. term, task centered approach to
and groups, during the practice.
period of acute The theory is based on the 1. Assessment of the situation
disequilibrium. Involves idea that there is no such involves mainly an
crisis-oriented, time thing as a problem-free evaluation of 5 components:
limited work, usually 2 or state and life is a series of a. The hazardous event
6 weeks in duration. To recurring development crisis b. The vulnerable or upset
be really effective, it state
should be available within c. Precipitating factors or
event
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24 to 72 hours after d. The state of active crisis
application or referral for and
assistance. e. The state of
reintegration or
reorganization
2. Implementation of
treatment) the middle
phase) is about setting up
and working out specific
tasks
a. Material arrangement
tasks
b. Psycho-social tasks

Lydia Rapoport Goals for Some techniques:

this approach: a. Sustaining techniques
• Relief of symptoms reassurance and
• Restoration to the encouragement to lower
optimal pre-crisis anxiety, guilt and tension,
level of functioning provide emotional support.
• Understanding of b. Direct influence procedures
the relevant giving advice, advocating a
precipitating events particular course of action,
that contribute to warning clients of the
state of consequences of
disequilibrium maladaptive resolution of
the situation
• Identification of c. Direct intervention- used in
remedial measures extreme situation such a
that can be taken threat of or attempts at
by the client and suicide
the family d. Reflective discussion
• Recognition of the techniques- used as the
connection between client becomes more
the current stress integrated
and past life e. Eclectic orientation-
experiences and behavioral modification
conflicts techniques like positive
• Initiation of new reinforcement, shaping,
models of modeling and
perceiving thinking desensitization.
and feeling and 3. Termination emphasizes on
development of the tasks accomplished, the
new adaptive and adaptive coping patterns
coping Reponses developed and the ties
Jacobson Two Treatment build with persons and
Approaches resources in the community.
• Generic: does not Stance of the worker: active,
require assessment purposive, committed, will to take
of the risks.
psychodynamics of
the individual in
crisis. Can be done
by
paraprofessional, a
non-mental health
professional, or a
community care
giver
• Individual:
emphasizes
assessment of the
interpersonal and
intrapsychic
process, deisgned
for use by mental
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health
professionals.

Problem Solving Helen Harris Perlman The process: There is no special target
Approach- it is always Elements of the problem- • Identification of the problem group that is addressed
the person is being solving approach • Identification of the person’s by this model. Does not
helped in relation to what • The person- a subjective experience of the distinguish between
is focused to be stressful. product of inherited problem. treatment of
The goal is to help a and constitutional • Identification of the causes environmental problems
person cope as make up in and effects of the problem for psychological
effectively as possible continuous and its import and influence problems.
with problems in carrying transaction with upon the person in life
on social tasks and potent persons and space
relationship which are forces in life • Search for the possible
perceived, felt as stressful experiences. Seen means and modes of
and found insuperable as a product in solution must be initiated
without outside help. process of and considered
becoming.
Personality is an • Choice and decision must be
open system made as a result of thinking
continuously and feeling through
responsive to input • Action taken on the bases of
and feedback from these considerations will test
outside itself. the validity and workability
• Partialization is the of the decision.
recognition that the
person is not just
living whole; he
also has a
biological
psychological social
system.
• The problem- is Diagnosis focuses on:
simply a problem in 1. The person’s motivation,
the current life capacity and opportunity
situation of the including as assessment of
help-seeker, which what factors and forces
disturbs or hurts the deter or thwart these;
latter in some way. 2. The persons in the client’s
• The place- the problematic role network.
particular
organization,
agency or social
situation, the
purposes of which
define its functions,
services, and its
areas of social
concern.
• The process- steps
of Study, Diagnosis
and Treatment
(Perlman)
Task-Centered Laura Epstein, Professor Start up: clients referred by an Client who lacks the
Model: Emeritus and William Reid. agency or client applies motivation and interest in
independently and voluntarily continuing his studies.
A technology for This model is
alleviating specific target 1.Brief and time limited Step 1: Client Target problems
problems perceived by 2.Intervention is identified
clients, that is, particular concentrated on alleviating Step 2: Contract, plans, target
problems clients specific problems, which the problem priorities, goals, practitioner
recognize, understand, client and the worker tasks, duration, schedule, participants
acknowledge and want to expressly contract to work to Step 3. Problem Solving
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attend to. 3. Work on the problem is Step 4: Termination
organized around tasks for Task Centered model with groups
A task is what the client is problem solving actions the Preliminary interview – problems
to do to alleviate the client agrees to carry out. are explored, clarified elicited in
problem, which makes the individual interviews
task both an immediate Features of the model:
goal, and at the same 1. Assessment Group Composition- SW decides
time the means of 2. Case planning who should be in a particular group,
achieving the goal 3. Implementation and the size of the group.
alleviating the problem. 4. Tasks
Group Formation- The members
share the problems that they will
seek to reduce or eliminate by
formulating and accomplishing
agreed-on tasks

Group processes for task

accomplishments- SW works with the
group so they can help each other to
accomplish the tasks within the time
frame agreed upon.
Psycho-Social Mary Richmond, Marion Initial phase: understanding the
Approach Kenworthy, Bersey Libbey, reasons for contract, establishing,
Gordon Hamilton, Lucille engaging the client in the treatment,
Referred to organismic Austin and Florence Hollis beginning treatment itself (treatment
approach and diagnostic begins in the first interview)
school of thought 6 Procedures of Intervention psychosocial study (gathering the
(Hollis) information needed for the
A systems theory 1. Sustaining psychological diagnosis and
approach concerned both (supportive guidance of the treatment)
the inner realities of remarks)
human beings and the 2. Direct Influence Assessment of the client in His
social context in which (suggestion and Situation; consists of a critical scrutiny
they live. advice) of a client-situation complex and the
3. Catharsis and trouble concerning which help is
The person being helped ventilation sought or needed.
is seen in the context of (discharge of pent-
interactions or transaction up feelings and
in the internal worlds and emotionally
effort are taken to charged memories)
understand the segment
of the external world with
which the person is in the
close interaction.

Treatment is 4. Reflective 3 types of diagnosis

differentiated according consideration of the • Dynamic: Examination
to the client’s needs, current person- aspects of the client’s
hence the term situation personality interact to
differential treatment. configuration produce his total functioning,
5. Encouragement of interplay between the client
The worker must engage client to reflect on and other systems, dynamics
in fact-gathering and dynamics of his of family interaction.
come with a professional response patterns • Etiology the cause or origin
opinion called diagnosis or tendencies of the difficulty usually
or assessment. The help multiple factors in the
provided in this approach person-situation
will enable change to configuration
occur in the person or in • Classificatory: classifies
the situation or both. various aspects of the clients
functioning and his place in
the world including, if
possible, a clinical diagnosis
(refers to classify based on
personality disturbance)
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classifying individuals
according to socio economic
class, race, ethnic
background and religion.
Treatment

• Indirect treatment: the

worker intervenes directly in
the environment of their
client by obtaining needed
resources and modifying the
client’s situation when
change in his situation is
necessary
• Direct treatment involves
direct work with the client
himself or what Hollis
describes as the influence of
mind upon mind
Behavioral Wilheim Wundt, John 1. Initial phase- background
Modification Watson, Ivan Pavlov, Clark information problem
Hull, Edward Tolman, B.F. identification and goal
Approach Skinner, Joseph Wolpe, setting
Albert Bandura and Hans 2. Implementation phase- plan
An Approach intended to Eysenck implementation based on
approve the social the contract and the
functioning of individuals, Decisions that guide the commitment of the worker
families, groups and change process are made on and the client
organizations by helping the basis of data, not on the 3. Evaluation and termination
them learn new behaviors basis of assumption about Phase- usually periodic
and eliminating why people behave as they evaluation and monitor the
problematic ways of do phase the helping process
behaving 4. Termination

Usually used in group Focus

work to shape stabilize, • Upon observable responses
modify, or alter clients’ • More on the fundamentally
behavior with the use of classes of behavior:
certain techniques such as Emphasizes Observation,
reassurance, data collection and careful
reinforcement etc. measurement before, during
and after the intervention

Functional Ruth Smalley, Virginia Initial phase establishes whether the

Approach- a method Robinson, Otto Rank, Jessie client seems to be able to use the
for engaging the client Taft agency services and try to help
through relationship him/her to use it
essentially one to one in The effectiveness of the SW
the use of a social service process is enhanced by the Beginning phase partilization of
toward his her own and worker’s conscious use of problem for work. To find common
the general social time phases in the process. base for worker and client to work
welfare together toward a common purpose
The purpose of the service The use of agency function Middle phase- characterized by
being offered helps to gives focus, content and others taking responsibility.
give sharpness and focus direction to helping process. Deepening on the relationship
to the diagnosis or the involved
understanding needed for To be effective the Sw
the particular Process requires the Ending Phase- termination of the
pathological condition for practitioner’s use of helping process
which a type of treatment relationship to engage the
is defined in order to client in making and acting The client and the worker will agree
achieve an environment on choices or decisions as on what the former can do with the
goal. central to the service that is being made available.
accomplishment of a client-
identified purpose within the
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context of agency function

Family Centered Virginia Satir. Salvador Identification of the problem- Family-focused treatment
Approach- a process Minuchin, jay Haly, Murray involves data gathering and answer is undertaken with on the
of achieving better child Bowen, Nathan Ackeman, the question what and why? individual family
and family well-being Carl Whitaker, Michael members with the family
outcomes. It is an White, Gregory Bateson, The treatment planning stage- members involved in the
approach to child welfare Donald Jackson, john includes diagnostic assessment (the help a process,
social work in which the Weakland, William Fry, How), and interview-involves individually and pairs or
family is seen as the paul Watzlawick and Ross planning the treatment setting up the as group
primary unit of attention. Speck. goals and objectives which must be
Respecting, strengthening based on the worker’s knowledge on
and supporting the Families are diverse and the nature of the problem, resources
family- while have the right to be for modifying it, and the motivation
guaranteeing child respected or their special and capacities of those involved in it.
safety- are hallmarks of cultural, racial, ethnic and
this method. It is also religious traditions. Evaluation and termination evaluation
referred to as family start as soon as some gains have
casework. Safety of the been made as a result of the
child is the first concern There may be some inner treatment taking place. Termination
and the family are the resources member which can of work with families takes place
fundamental resource for be mobilized and used to after some services have been
the nurturing children. improve family and home reached.
conditions for the benefit of
the member experiencing Treatment modifies or change the
difficulty and the family a barriers in managing the life tasks of
whole the family and its members

SKILLS

– the social worker’s capacity to set in motion with a client interventive processes of change based
on social work values and knowledge in situation relevant to the client
– a social worker’s artistic creation results from three internal processes
• conscious selection of knowledge pertinent to the professional task at hand
• fusion of this knowledge with social work values
• expression of this synthesis in professional relevant activity

a. Differential diagnosis – refers to the worker’s ability to understand the uniqueness of the
person in his situation and to adapt his techniques to him (no two persons are completely alike in
their identities, even twins)
b. Timing – the worker’s own tempo or pace (whether too fast or too slow for person or people he
is working with)
– the worker’s ability to take action at some pertinent point in time when it would be most
effective (correct timing)
c. Focusing – the ability of the worker to concentrate both his and the client’s efforts on the
significant aspects of the situation that require work and retaining that focus until some conclusions
or progress has been reached

– also means not losing sight of the client and his presenting problem in the midst of the overall
problems being encountered by his family

d. Partialization – the worker’s ability to assess the totality of the problem, breaking it down into
manageable parts, and helping the client think about it and decide where to start
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e. Structuring – the worker’s ability to determine the setting and boundaries that will be most
conducive to the work to be done includes:

• physical setting - where, how often, under what circumstances, with whom a worker will
meet whether with the individual alone or family, at what time, for how long
• delineation of rules – spoken and unspoken that will govern these contacts and
agreements as to what resources and service will be involved, time frame is an indicator
of the progress of the case. This is better accomplished when there is desire and will on the
part of the client to use help and he is certain that there are resources which he can use,
and he knows the reason for every contact or referral

f. Case management – the manner and timing in the delivery of social service

Skills in Establishing Partnership:

a. Engagement

o period during which the worker begins to relate himself to the task at hand
o can be achieved only in terms of the concern of the people involved:
• worker must be sensitive to the client’s need or problem and communicates that concern
clearly to the client
• client is able to express his expectations of the worker and the agency he represents

b. Empathy

o understanding so intimate that the feelings, thoughts, and motives of one are readily
comprehended by another
o in social work, it refers to worker’s ability to put himself in the shoes of the client, so
that he can understand what the latter is thinking of and feeling about his problem or
situation
o components of empathy
• ability to distinguish among and label the thoughts and feelings of another
• ability to take mentally the role of another; ability to become emotionally responsive to
another’s feelings

c. Communication – is the sharing or exchange of thoughts between two or more persons

o in social work, it is the process by which an idea is transferred from its source to a
receiver with the intent to change the latter’s behavior, or between worker and client
o may be verbal, nonverbal – (appearance, physique, posture, body odor, dress,
tension, facial expression, behavior, silence or speech tone or voice, gestures or
movements, eye contact, touch, body sounds), setting (use of simple rooms, desks or
tables, some chairs).

d. Observation

o is noticing or paying attention to what is being verbally said or nonverbally

communicated
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TECHNIQUES IN SOCIAL WORK

TECHNIQUES – refers to the procedure by which skill is implemented

a. Small talk – refers to the inconsequential conversation; used by the social worker at the
beginning of a contact, that is, the first interview or the first home visit to put the worker and the
client, especially the latter, at ease.

– advisable only when there are no urgent matters to be attend to and there is no pressure

b. Support – means to encourage, uphold, sustain some aspects of the client’s functioning

– to sustain, give courage, express faith and confidence and give realistic approval to an
individual or group

• Ventilation – involves bringing to the surface feelings and attitudes that need to be
brought out because these are affecting the psychosocial functioning of the person
harboring them.
• Reassurance – assuring the client that the situation with which he is struggling has an
attainable solution and that he has the capacity to deal with his own problem
• Instillation of hope – given when worker demonstrates interest in client’s efforts and
progress, encouraging his efforts, offering realistic assurance, expressing hope that things
will be better

c. Exploration – is used to elicit necessary information; to bring out details about experiences and
relationships as the client perceives them; and to examine feelings connected to the relationships
and experiences.

– used when worker starts to ask questions, proceeds to investigate systematically so as to

discover new and significant facets of the case which have not been brought out before

Types of exploration

exploration about the client’s situation and his relation to it

exploration into the client’s own behavior

d. Clarification – used to make understandable a point or two; intended to promote self-

awareness on the client’s part, that is, his understanding of himself in relation to significant others
persons and his situation

e. Education and advice – refers to the provision of ideas, opinions and suggestions based or
drawn from the worker’s professional knowledge. Education and advice giving is most effective
when:

there is a crisis and ability to cope with the problem has broken down and he is suffering
from anxiety, pain, fear, and others
he has a well-founded confidence in and respect for the advice given either because the
adviser is a person in authority, member of particularly responsible group or is
professionally knowledgeable in the matter about which the client is concerned
his cultural conditioning or life situation is such that he intends to depend on others rather
than on himself for direction and solutions
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the advice is given in such a way that the person’s integrity and right to be self-
determining is respected and it jibes with his needs and wants
circumstances are such that the client has no other alternative but take the advice

f. Universalization – is the utilization of a commonality of human experiences and the strengths

of others to cope with situations similar to those which are troubling the client– used to:

soften overwhelming impact of a situation with the realization that others have faced and
dealt with similar problems
share and compare knowledge about the ways or dealing with them
lead the strengths of others to the individual with the problem

g. Reward or punishment – may be used when there is better understanding of the causes and
greater ability to control consequences

– worker needs specific learning, particularly regarding behavior to be enforced and the
methods of reinforcement

– may be used extensively when learning new ways of behavior is required

h. Role rehearsal and demonstration – done by discussion or actual setting up of role play
situations or by demonstrations

– client participates, acts in simulated situations

– worker can enhance client’s functioning by rehearsing role performance through discussion or
role play, or the worker can demonstrate how these actions may be carried out

i. Confrontation – to come face to face with the hard facts of the situation with reality to bring a
person face to face with something

– is an effective therapeutic technique when accompanied by high degree of empathy in social

work, it is to bring the client to face reality of a feeling, behavior or situation

– a form of limiting behavior which faces a person with the fact that there is contradiction
between his own statements and that of other sources and that his behavior is irrational

– it is concerned with stopping behavior

j. Conflict – produced when a person is motivated by one or two needs that the satisfaction of
one need means the dissatisfaction of the other.

– arise when projected good runs counter to certain values and traditions

k. Manipulation – means skillful management of events

– environmental manipulation (removing a child from a troubled home) and manipulate situation
(give insecure client success to bolster ego)

l. Andragogy – is the art and science of helping adults to learn

– responsibility is placed in the hands of the adults themselves

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– use of teaching aids and indigenous resources that enable adults to assess own needs, formulate
own goals, share responsibility in designing and carrying out learning experiences and in
evaluating own program and progress

– use of seminar workshops to create self-awareness and perception, train for group cooperation,
problem-solving, etc.

– used in non-formal education

m. Consciousness raising (Conscientization) - arousing of man’s positive self-concept in relation

to environment and society through a liberating education which treats learners as active agents
of learning.

– critical awareness of one’s own identify and situation

– workers integrate consciousness raising in economically oriented projects and/or those having to
do with community development
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Part 3- Reflection/Response Action

Activity No. 2

Essay writing: Instruction: In the boxes provided below, answer the following
questions: For you answer, please refer to Annex B indicated at the end of the lesson.

1. Choose and explain at least (2) models/approaches that can be used

with individuals, groups, and communities (30 points).

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

2. Which of the helping models/approaches seem most

appropriate/relevant to the situations/problems of people in the
Philippine setting? Justify your choice(s) (30 points).

_____________________________________________________________________________________
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Part 4- Feedback

Activity No. 3

Cheers, Learners! Direction/s: Your responses to the following

statements are essential towards improving the content of this module so that we
can serve your needs better. Kindly answer the following statements with honesty
by putting a check . Rest assured that your responses will be treated with strict
confidentiality. (Please refer to Annex E for your answer sheet given at the end of the module.)
(Write your answer on a worksheet provided in Annex C).
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SW 137
ANNEXES
MODULE 4

-----------------------------------------------------------------------------------------------------------------------------------------------------------

Name: ___________________________________________________________
Course and Year Level: ____________________________________________
Date submitted: __________________________________________________
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ANNEX A

Name:________________________________ Course/Year Level/Section: ______________

Activity No. 1

Instruction: In the space provided below, write at least three (3) expectations as a
Generalist Social Workers select intervention and the preferences of the clients. What
practice and skills needed to carry out?
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ANNEX B

Name:________________________________ Course/Year Level/Section: ______________

Activity No. 2

Essay writing: Instruction: In the boxes provided below, answer the following
questions:

1. Choose and explain at least (2) models/approaches that can be used

with individuals, groups, and communities (30 points).

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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2. Which of the helping models/approaches seem most
appropriate/relevant to the situations/problems of people in the
Philippine setting? Justify your choice(s) (30 points).

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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ANNEX C
Name:_______________________________ Course/Year Level/Section: ______________
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BASILAN STATE COLLEGE
COLLEGE OF ARTS AND SCIENCES
Main Campus Sumagdang, Isabela City, Basilan

SOCIAL WORK DEPARTMENT

What do you like most about the modules?

What are your suggestions to improve this module?

Adopted but modified from https://www.worc.ac.uk/aqu/documents/Module_Evaluation_Questionnaire.docx

SHORT TEST ASSESSMENT RUBRICS (STAR) FOR THE ESSAY

Assessment Level Detail Descriptions Score
No answer (0) • Did not answer the essay question
Needs Improvement (5) • Just repeated or rephrased the question.
• Key points are not clear.
Adequate (10) • Some keys concepts are addressed.
• Able to resolve questions.
Quality (15) • Some key concepts are addressed & supported
with situations.
Exemplary (30) • Key concepts are addresses clearly & supported
with situations.