Senior High School

Disciplines and Ideas in the

Applied Social Sciences
Module 4:
Understanding the Principles and
Processes of Counseling
in the Community

AIRs - LM
LU_Disciplines and Ideas in Applied Social Sciences _Module 4
HUMSS – DISCIPLINES AND IDEAS IN THE APPLIED SOCIAL SCIENCES
Module 4: Understanding the Principles and Processes of Counseling in the Community
Second Edition, 2021

Copyright © 2021
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form without written
permission from the copyright owners.

Development Team of the Module

Authors: Jesusa A. Viluan, Marfori R. Garcia, Dexter P. Dacanay

Editor: SDO La Union, Learning Resource Quality Assurance Team
Content Reviewers: Janet D. Sagayo, Jesusa A. Vinluan
Language Reviewers: Ricky O. Ramirez, Moises M. Lopez III
Illustrator: Ernesto F. Ramos Jr.
Design and Layout: Paul Justine A. Posas
Management Team:

Atty. Donato D. Balderas Jr.

Schools Division Superintendent
Vivian Luz S. Pagatpatan, PhD
Assistant Schools Division Superintendent
German E. Flora, PhD, CID Chief
Virgilio C. Boado, PhD, EPS in Charge of LRMS
Mario B. Paneda, EdD, EPS in Charge of Araling Panlipunan
Michael Jason D. Morales, PDO II
Claire P. Toluyen, Librarian II

Printed in the Philippines by: _________________________

Department of Education – SDO La Union

Office Address: Flores St. Catbangen, San Fernando City, La Union
Telefax: 072 – 205 – 0046
Email Address: [email protected]

LU_Disciplines and Ideas in Applied Social Sciences _Module 4

 Senior High School

Disciplines and Ideas in the

Applied Social Sciences
Module 4:
Understanding the Principles and
Processes of Counseling
in the Community

LU_Disciplines and Ideas in Applied Social Sciences _Module 4

Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear
learners, can continue your studies and learn while at home. Activities,
questions, directions, exercises, and discussions are carefully stated for you
to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you
step-by-step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in

each SLM. This will tell you if you need to proceed on completing this module
or if you need to ask your facilitator or your teacher’s assistance for better
understanding of the lesson. At the end of each module, you need to answer
the post-test to self-check your learning. Answer keys are provided for each
activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are
also provided to our facilitators and parents for strategies and reminders on
how they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on
any part of this SLM. Use a separate sheet of paper in answering the exercises
and tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in

answering the tasks in this module, do not hesitate to consult your teacher
or facilitator.

Thank you.

LU_Disciplines and Ideas in Applied Social Sciences _Module 4

 Target

Professional counseling is a professional relationship that empowers

diverse individuals, families, and groups to accomplish mental health,
wellness, education, and career goals. Counselors work with clients on
strategies to overcome obstacles and personal challenges that they are facing.

In your previous lesson, you had acquired some qualitative skills such
as identifying specific work areas where counselors work, valuing the rights,
responsibilities and accountabilities of a counselor, and distinguishing
between ethical and unethical behaviors among counselors.

This lesson will provide you information in getting to know the

principles and core values of counseling as well as the different settings,
processes, methods, and the tools needed in this applied Social Science.

After going through this module, you are expected to:

1. Describe the clientele of counseling (HUMSS_DIASS 12-Id-11);
2. Illustrate the different processes and methods involved in counseling
(HUMSS_DIASS 12-Id-14); and
3. Distinguish the needs of individuals, groups, organizations, and
communities (HUMSS_DIASS 12-Id-15).

LU_ Disciplines and Ideas in Applied Social Sciences _Module 4

 Jumpstart

To start up your engine, do the following activities.

Have fun and you’ll do great!

Activity 1: Hugot Lines

Direction: Identify which applicable clientele or audiences are suitable on
each line. Use a separate sheet of paper for your answer.
A. Substance abusers (alcoholic, tobacco user, drug abusers)
B. Women’s Group
C. Adults
D. Person with Aids
E. Victims of Injustice
F. LGBTQ
_____ 1. “Papunta ka pa lang, pabalik na ako.”
_____ 2. “Tinimbang ka lang, ngunit kulang.”
_____ 3. “Lak lak ka ng lak lak, mukha ka ng parak.”
_____ 4. “Tao din ako, nasasaktan at nagmahal lang ng kapwa ko.”
_____ 5. “Oo may sakit ako, huwag nyo naman akong pandirihan.”
_____ 6. “Kung anong kaya nyong mga lalaki, kaya din naming mga babae.”
_____ 7. “Kapag may katwiran, ipaglaban mo!”
_____ 8. “Kalabaw lng ang tumatanda.”
_____ 9. “Bakit kayo nyo bang magdala ng bata at umire nang husto?”
_____10. “Bongga ka day!”

Activity 2: Sequencing
Directions: Below are the processes of counseling. Arrange the following
processes of counseling in chronological order. Use extra sheet where you
can write your answer.
A. Planning termination and introducing follow-up
B. Choosing and initiating interventions
C. Identifying and setting goals
D. Assessing or defining of the presenting problems
E. Establishing rapport and relations

LU_ Disciplines and Ideas in Applied Social Sciences _Module 4

 Discover

Lesson 1: Counseling and Its Clientele and Audience

The clientele and audiences of the counseling profession come from different
settings. They are not in need of clinical or mental help. They may be the
youth in need of guidance at critical moments of their growth, anyone in need
of assistance in realizing a change in behavior or attitude, or simply seeking
to achieve a goal.

A. Substance Abusers
• People who abuse drugs
Drug abuse is not just harmful to our physical health but to our
mental health as well. It cannot be denied that the drug addiction
creates more social problems and contribute to social disintegration.
Consequently, more youth victims cry for help and seek for
counselors’ attention.

• People who use tobacco

Slowly our population recognize the bad effects of tobacco to our
health. However, many people still use and continue use tobacco
even if it is deadly. Users find it difficult to stop smoking. Hence,
smokers who desire to quit tobacco were added to the list of the
counselor’s audiences.

• People who abuse alcohol

Alcoholism is seen as a disease alcoholics find it difficult to stop
drinking on their own. This requires help from a professionals it
requires appropriate treatment. However, an equally important
paradigm is to look at alcoholism as a weakness of self – control and
self–discipline, therefore this requires intervention other than
treatment.

B. Women
Most men still have less participation in household responsibilities and
childcare. In this case, women’s advancement is constrained. What
complicates this situation is the women’s perception about themselves and
the society’s expectations. Counselors are responsible in helping women

LU_ Disciplines and Ideas in Applied Social Sciences _Module 4

appreciate their own values, abilities, aptitudes, and interests and to utilize
these to develop their full potential. (Gibson and Mitchel, 2003)

C. Older Adults
A transition from a busy life to retirement stage must be instituted. This is
challenge to the counseling profession. Other issues that require attention of
counseling include loss of a partner, decline of mental capacity and mobility,
increased loneliness, decline in financial security etc.

D. Person with HIV/ AIDS

Human immune deficiency Virus/ Acquired Immunodeficiency Syndrome
(AIDS) has been labeled as the most feared disease due to its incurability.
Victims of this disease are seeking help to improve their quality of life and to
handle their emotional stress and low self-esteem. Counseling’s approach
requires sensitivity and appreciation of the intricacies of the disease.
Counselors may also help in assisting and educating the victims’ support
system.

E. Victims of Injustice
This population represents victims of domestic violence characterized by
spouse and child abuses. Spouse abuse is often associated with poverty, drug
abuse and career disappointments. The abuse has also become rampant and
has caused psychological damage to the victims. The counselors are
increasingly utilized to help the victims.

F. Gay Men and Lesbian Women ( LGBTQ)

They are usually the victims of harassment, violence, discrimination, and
isolation. Gays and lesbians, like other sectors of the society, suffer from peer
denial, family clash, health uncertainties and prejudgment. Counseling will
focus on self-awareness, self- acceptance and understanding. One way that
schools can address bullying and discrimination and ameliorate their to
address the problem is by providing educational resources to students,
teachers, and staff to familiarize them with LGBT people and issues.

II. Lesson 2: Process Involved in Counseling

As it was mentioned in the first part of this module, counseling process

is a planned, structured dialogue between a counselor and a client. It is a
cooperative process in which a trained professional helps a person to identify
the sources of difficulties or concerns that he or she is experiencing.
Counseling process usually varies depending on the client’s need, preference,
culture and values orientation. There are five processes involved in
counseling. First, establishing rapport and relationship; second, assessing or
4

LU_ Disciplines and Ideas in Applied Social Sciences _Module 4

defining the presenting problem; third, identifying and setting goals; fourth,
choosing and initiating interventions; and fifth, planning and introducing
termination and follow up.

Step 1. Establishing rapport and relationship.

This is the heart of counselling process because it provides the force and
foundation for the counselling to succeed. This stage involves establishing
rapport:
▪ promote acceptance of the client as a person with worth;
▪ establishing genuine interaction;
▪ promote direct mutual communication;
▪ helping clients understand themselves;
▪ helping client focus; and
▪ Slowly promote counselling relevant communication, from the client.

Step 2. Assessing or defining the presenting problem.

One of the most crucial processes involved in counselling for it is the stage
where counsellors diagnose one’s problems or issues.
▪ This serves as the window for the counsellor to have a thorough
appreciation of the client’s condition.
▪ It entails analysis of the root causes of problems.
▪ The data that will be gathered in diagnosis will be utilized in the
formulation of goals.

Step 3. Identifying and setting goals.

Goals are important as it sets the direction of the counselling process.
▪ It shall serve as the parameter of work and the client-counsellor
relationship.
▪ Counselling goals may be treated as a process goal or outcome goal.
▪ The client and counsellor must agree on the counselling goals.

Step 4. Choosing and initiating interventions.

There are guidelines to be followed in this stage. These will help the counselor
to maximize the given period of time in treating his or her client.
A. The counsellor has to provide a mapping of the different approaches
offered.
B. Describe the role of the counsellor and client for each procedure.
C. Identify possible risks and benefits that may come.
D. Estimate the time and cost of each procedure.

Step 5. Planning and introducing termination and follow up.

LU_ Disciplines and Ideas in Applied Social Sciences _Module 4

The essential goal in counselling is to witness a client progress on his/her
own without the assistance of the counselor. There are four components of
termination which were identified by Quintan and Holahan:
1. Discussion of the end of counselling
2. Review of the course of counselling
3. Closure of the counsellor-client relationship
4. Discussion of the client’s future and post-counselling plan

Figure 1. The Flow of Process Involved in Counseling

Establishing rapport and relationship

Assessing or defining the presenting

problem

Identifying and setting goals

Choosing and initiating interventions

Planning and introducing termination and

follow up

Lesson 3: Methods Involved in Counseling

It is good to be aware of the classical approaches to counseling. A
counselor does not stick to one approach. What is recommended is that one
should be familiar with all of the approaches and then perhaps blend the
different ideas that appeal the most. Taking an idea from one approach and
another idea from another approach to form a counseling method is what
often done. The following are list of basic counseling approaches with brief
descriptions of their nature: Psychoanalytic Therapy, Person-centered
Approach, Eclectic Counseling, Rational-emotive Therapy, Reality Therapy,
Adlerian Therapy, Gestalt Therapy and Solution-focused Brief Therapy.

A. Psychoanalytic Therapy
People’s behavior is influenced by strong unconscious forces which
seek expression. Sigmund Freud (1856-1939) was the originator of

LU_ Disciplines and Ideas in Applied Social Sciences _Module 4

psychoanalysis. According to Freud, human beings are basically determined
by psychic energy and early experiences. What the counselor does is
unconscious thoughts and feelings are brought into consciousness.
Counselor uncovers unconscious material and analyzes hidden conflicts. For
instance, Juan suffered from physical abuse during his childhood. Whenever
he commits mistake even it’s simple, his elders always hit him either stick or
hand. So while growing up he thinks that hitting someone is just normal. In
this case, the counselor separates fantasy from reality and helps the client
gain insight into how he or she misinterpreted the present in terms of the
past.

B. Person-centered Approach
Carl Rogers (1902-1987) the founder of person-centered approach
believes that individuals have the capacity to solve their own problem and
regulate themselves without the direction or manipulation of the therapist.
Counselor provides an atmosphere of freedom in which the client, through
self-exploration, comes to see himself and his reactions more clearly and
accept his attitudes more fully. In this instance, the counsellor just listen to
the client, is not giving advice, do not evaluate, not criticizing and moralizing
or preaching. This approach is not a technique oriented; listening and
observation is emphasized.

C. Eclectic Counseling
The chief advocate of this type of counseling is Frederick Charles
Thorne (1863-1904). He believes that counselor an eclectic counselor will
select from a number of different approaches appropriate to the client’s needs.
This is based on the theory that there is no proof that any one theoretical
approach works better than all others for a specific problem. Method of
counseling may change from client to client or even with the same client from
time to time.

D. Rational-emotive Therapy
Rational-emotive Therapy founded by Albert Ellis (1913-2007),
focuses on the cognitions, emotions and behaviors that create the problems
and their underlying themes. Human beings are born with a potential for both
rational and irrational thinking as well as negative and positive emotions.
Based on the concept of RET, people have the capacity to change their
cognitive, emotive and behavioral processes; they can choose to react
differently from their usual patterns and refuse to become upset, and train
themselves so that their life pattern will be one of minimal disturbance. The
causes of an individual’s problems are not the events that have happened but
how the individual perceives them. Given that a person lost his job, instead

LU_ Disciplines and Ideas in Applied Social Sciences _Module 4

of thinking and entertaining the feeling of “I’m worthless, I’m hopeless” that
may lead to depression, the counselor will help the client to alter the way that
person perceived that situation. Thus, the person will be able to tell himself
“My boss is a jerk. I deserve something better” and he will not be depressed.

E. Reality Therapy
William Glasser (1925-2013) founded Reality Therapy. Humans
were motivated to desire for a unique quality world which contains all the
needs and wants related to the five genetic needs. In this manner, human
thinks out of reality. The perceptions and images that individuals have of the
world around them influences how their needs are met. This counseling
method assumes that we choose our behavior and are therefore responsible
not only for what we are doing but also for how we think and feel. The
counselors may then help the client see things that are achievable and
acceptable. Counselors help the client make the quality world more realistic
by eliminating the unattainable and prioritizing wants. For instance, a
student who is not serious on his academic studies, the counselor will ask
the student what will happen if he continues doing things that eventually lead
him in failing. The student will now think of the possible consequences and
the things he should be doing to avoid failing.

F. Adlerian Therapy
Alfred Adler (1870-1937) was the founder of Adlerian Therapy. He
believed that the first six years of life influenced an individual. He also
stressed that the idea that place in the family constellation (such as being the
youngest child) can have an impact on one's later personality and functioning.
– Birth order and the interpretation of one’s position in the family have a great
deal to do with how adults interact in the world. Counselors help clients look
at their lifestyle and personal core values to help them understand and
question their usual patterns of behaviors and hidden goals. Individual’s
social being is the advocate of this therapy method. Counselors assist the
client to move towards useful involvement and contribution to society. In this
method, the loner will be taught to socialize him/herself from the group. Adler
emphasized that where we are striving to go is more important than where we
have come from or simply the future is more important than the past.

G. Gestalt Therapy
Frederick S. Perls (1893-1970) was the originator of and developer
of the Gestalt theory. It is a school of thought that looks at the human mind
and behavior as a whole not in parts. Given an example, Maria had a not so
good relationship with her mum. One day her mum caught in an accident and
died. Maria felt sorry and guilty since then. There came to a point that her

LU_ Disciplines and Ideas in Applied Social Sciences _Module 4

state of equilibrium suffers. She consulted a counselor. The counselor applied
the ‘empty chair’ technique wherein Maria imagined that her mum is sitting
in the chair. The counselor asked Maria to tell everything what she wants to
tell to her mum. After doing that, she felt better. As we can see in the given
example, much of the focus is on dealing with unfinished business from past
traumatic experiences in the life of the client. Techniques include
confrontation, dialogue with parties, role playing, reliving, and re-
experiencing unfinished business in the forms of resentment and guilt. The
emphasis of this therapy is on doing and experiencing rather than merely
talking about one’s feelings.

H. Solution-focused Brief Therapy

Solution-focused brief therapy (SFBT) is an evidenced-based
psychotherapy approach that was developed by Steve de Shazer (1940-2005),
and Insoo Kim Berg (1934-2007) and their colleagues. Solution-focused brief
therapy (SFBT) places focus on a person's present and future
circumstances and goals rather than past experiences. It has been the
most common therapy used in schools. Solution-Focused Brief Therapy
(SFBT) concentrates on finding solutions in the present time and exploring
one’s hope for the future to find quicker resolution of one’s problems. ‘Miracle
question’ is one of the various techniques in this therapy. The counselor will
ask the troubled client, “If a miracle happened and you woke up tomorrow
and your problem was solved, what will be the different?” the client will then
have a clearer picture on the problem and will be able to formulate resolutions
to solve his problem.

Lesson 4: Needs of Individuals, Groups/Organizations, and

Communities in Counseling

The clientele and audiences of counseling are normal people. They are
not in need of clinical or mental help. What they need are guidance at the
critical moments of their life, assistance in realizing a change in behavior or
attitude, or simply seeking to achieve a goal. What the clientele and calls for
counseling is application or development of social skills, effective
communication, spiritual direction, decision-making, and career choices.

The clientele and audiences in counseling are individuals and groups of

people who receive service from various counseling professions. These
individuals and groups vary in their needs and context where they avail
counseling services.

LU_ Disciplines and Ideas in Applied Social Sciences _Module 4

1. Individual as client of Counseling

They are individual who needs to be helped to manage well a life

changing situation or personal problem or crisis and other support needs that
may undergo counseling as individual.

This is the common type of counseling. The individual needs

capacitation to be able to manage well their unique circumstances, which may
be very difficult to endure alone.

Problems like alcoholism, loss of job, divorce, imprisonment, and

rehabilitation can be a cause of shame and embarrassment. Without
acquiring enough strength and ability to go through such life experience,
people are vulnerable and may come out worse; even while simply going
through natural life transitions like retirement and growing old.

2. Group and Organization as Client of Counseling

Group exist in communities, organizations, students in schools,

teachers in schools, and departments in workplaces, and such an entity can
undergo group counseling to meet counseling needs on that level.

The needs can range from desire to reduce conflict or manage it,
become more productive as a team or work better together. Some of the group
processes and procedures resemble those that are applied to individuals.
However, some are very unique to group and organizational context.

3. The Community as Client of Counseling

Community counseling is a generic term for any of professional

counseling that treats dysfunction occurring within a group of related people.
This term describes a preventive system of counseling that works to combat
psychological impairment through the improvement and development of
community support.

A community is defined as a group of interacting individuals who share

a commonality. This commonality can be anything from location of residence
to career interest, but a community counselor will use this common
characteristic to council groups of people.

When people experience something collectively, which maybe socially

troubling and constitute the danger of blocking their collective capacity to
move on, counseling is necessary to be undertaken on a community level.

10

LU_ Disciplines and Ideas in Applied Social Sciences _Module 4

 Explore

Here are some enrichment activities for you to work on to master

and strengthen the basic concepts you have learned from this
lesson.

Enrichment Activity 1: Analyze Me!

Directions: Answer the following questions in a separate sheet of paper.

Answer it concisely and briefly.

1. Why is it important to help individuals or group of individuals?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. What is the importance of identifying the needs and discovering the

potentials of clients/audiences in the counseling process?
___________________________________________________________________________
___________________________________________________________________________
Rubric:
4 3 2 1
Organizatio Presentation of Presentation of Presentation of Presentation of
n ideas clearly ideas clearly ideas clearly ideas does not
addresses all addresses all addresses all address all
questions in a questions in a questions in questions in
well thought thoughtful adequate thoughtful
out and manner manner manner
engaging
manner
Content Ideas logically Ideas are Ideas are Ideas are not
and reasonably adequately developed and
thoughtfully developed and developed and supported
developed and supported supported
supported
Mechanics Excellent Good English Inconsistent Poor English
English language English language
language writing and language writing and
writing and communicatio writing and communicatio
communicatio n skills. communicatio n skills.
n skills. n skills.

11

LU_ Disciplines and Ideas in Applied Social Sciences _Module 4

Enrichment Activity 2. Fill Me In
These are the eight basic methods in counseling. Psychoanalytic Therapy,
Person-centered Approach, Eclectic Counseling, Rational-emotive Therapy,
Reality Therapy, Adlerian Therapy, Gestalt Therapy and Solution-focused
Brief Therapy.

What you need:

Writing paper
Pencil
Coloring material

What you have to do:

Make a bubble topical graphic organizer showing the eight methods in
counseling and give at least three characteristics of each.
Rubric:

Guidelines 4 3 2 1
Ideas Details of Details of Details of Details of
Development ideas are ideas are ideas are ideas are not
tightly associated loosely associated
associated associated
Knowledge & Excellent Trait chosen is Trait chosen is Trait chosen is
Understanding trait chosen associated to not associated poorly
that is the topic to the associated to
associated to the topic
the topic
Thinking Effective why Why analysis Contains only Contains only
Inquiry analysis that is linked to one part of one part of
is linked to the photo analysis, weak analysis, no
the photo link to the link to topic
photo
Enrichment Activity 3. BRAIN BANK
Directions: Describe the needs of the different types of clientele and
audiences. Copy the retrieval chart and write your answers in a separate sheet
of paper.
Clientele/Audiences Needs

Individual

Group/Organization

Community

12

LU_ Disciplines and Ideas in Applied Social Sciences _Module 4

 Deepen

Activity 3: SIT- ANA (Situational Analysis)

Directions: Read and understand each situation. Determine if it is a ROLE,
FUNCTION or COMPETENCY of a counselor. Write your answer on the space
provided.
__________ 1. Miss Ana encourages children to improve their drawing talents
by displaying all of their work in their classroom.
__________ 2. Mr. Jefferson gave his students an activity by letting them to
write their Specific goals in life 10 years from now, and they are going to attain
it.
__________ 3. As a guidance counselor, Mr. Aquino invited some college
student leaders from different schools to talk about their chosen courses; and
to give their personal experiences as college students to help his students on
their career choice.
__________ 4. Miss Katrina gave some list of agencies and offices they would
visit
and let them observe or interview some staff about their work.
__________ 5. Mr. Allan let his students have some role plays portraying their
future job.
__________ 6. Miss Elvie encourages her students to join any competition that
suites to their interests and skills and promised to support and guide them
in preparing for the said opportunities.
__________ 7. Mr. Mark conducts question and answer to the learners about
their dream job and let them write it on a bond paper.
__________ 8. Miss Stefany gave the learners the opportunity to have a self-
portrayal on their dream job by having them some photos wearing their future
uniform or a uniform of their dream job.
__________ 9. Miss Carol let her learners collect some brochures from other
Colleges and universities and let them compare and contrast on the courses
they offer for them to decide where they will enroll.
__________ 10. Miss Ferly identifies learners who are being left behind on their
class and gave them some activities to boost their knowledge and interested
in learning

13

LU_ Disciplines and Ideas in Applied Social Sciences _Module 4

 Gauge

Activity 4: Applying Learning

Directions: Read and understand each item. Write the letter of the best
answer in the space before the number

For numbers 1-5 choose the correct answer below

A. Competencies B. Functions C. Roles

_____ 1. Facilitate career guidance and advocacy

_____ 2. Administer wide range human development service
_____ 3. Help a client to plan to utilize his or her potentials to the fullest
_____ 4. Assist the person or persons in realizing a change in behavior or
attitude.
_____ 5. Administer and maintain career guidance and counseling program

For numbers 6-10 choose the correct answer below

A. Attending and Listening B. Reflective Skills C. Probing Skills

_____ 6. Facilitate going deeper, asking more directed or leading questions.

_____ 7. Capture what the client is saying and plays it back to them but in?
_____ 8. It is concerned with the other person’s frame of reference.
_____ 9. Refers to active listening, which means listening with purpose.
_____ 10. Active listening involves listening to the words, gestures and body
language.

For numbers 11-15 choose the correct answer below.

A. Communication Skills C. Motivational Skills
B. Conflict Resolution Skills D. Problem- solving Skills

_____ 11. It includes differentiating between symptoms and the problem.

_____ 12. These skills influence a client to act after session or consultation.
_____ 13. The message is received as you intend to receive.
_____ 14. Pinpointing probable causes and triggers for the problem.
_____ 15. Include the ability to actively listen, demonstrate understanding.

14

LU_ Disciplines and Ideas in Applied Social Sciences _Module 4

LU_ Disciplines and Ideas in Applied Social Sciences _Module 4
15
Activity 1: Hugot Lines Activity 3: Sit-Ana Activity 4: Applying Learning
1. C 1. Function 1. A
2. E 2. Role 2. B
3. A 3. Competency 3. B
4. F 4. Function 4. C
5. D 5. Role 5. A
6. B 6. Competency 6. C
7. E 7. Function 7. B
8. C 8. Role 8. B
9. B 9. Competency 9. A
10. F 10. Role 10. A
11. D
12. C
Activity 2: Sequencing 13. A
1. E 14. D
2. D 15. C
3. C
4. B
5. A
Answer Key
References

Printed Materials
Berg, I. K. & Dolan, Y. (2002). Tale of Solution. New York: WW Norton.
p. 21. ISBN 0393703207

Bernardo, Ritchel B. et al. (2016) Disciplines and Ideas in the Applied

Social Sciences: Manila, Philippines: JFS Publishing Services

Cleofe, M., Liquigan, B., Madrigal, C. (2016). DIWA Senior High School
Series: Discipline and Ideas in Applied Social Sciences. Diwa Learning System
Inc.

Dela Cruz, et.al. (2016). Discipline and Ideas in Applied Social Sciences.
Phoenix Publishing House Inc.

Discipline and Ideas in Applied Social Sciences Module (2016) [Diwa

Learning Systems Inc.

Feist & Feist (2008). Theories of Personality. 7th Edition

Jose, Mary Dorothy et al. (2016) Disciplines and Ideas in the Social
Sciences: Quezon City, Philippines: Vibal Group, Inc.

Lipchik, Eve (2002). Beyond Technique in Solution-focused Therapy:

Working with Emotions and the Therapeutic Relationship. New York:
Guilford. p. 20. ISBN 1572307641.

Tatel Jr., Carlos, P. (2016) Disciplines and Ideas in the Social Sciences:
Manila, Philippines: Rex Book Store, Inc.

Villar, Imelda Virginia G. Counseling and Psychotherapy in the Philippines.

16

LU_ Disciplines and Ideas in Applied Social Sciences _Module 4

Websites
Apostol.C.G.(2008). Rational Emotive Behavior Therapy from
https://www.slideshare.net/CLARENCEAPOSTOL1/rebtcganeupsych-
congress-nov-21-2008
Cherry, Kendra (2020). The Influence of Psychoanalysis on the Field of
Psychology. Retrieved from September 14, 2020 from
https://www.verywellmind.com/what-is-psychoanalysis-2795246

Discipline-and-Ideas-In-Applied-Social-Sciences-DLP.pdf
Iveson C. Solution-focused brief therapy. Advances in Psychiatric
Treatment. 2002;8(2):149-157 from
https://www.psychologytoday.com/intl/therapytypes/solution- focused-
brief-therapy
Job Roles For COUNSELOR– Counseling,School,Apprenticeship,Private
organization,Psychology
https://www.counseling.org/PublicPolicy/WhoAreLPCs.pdf
Lee MY. Solution-focused brief therapy. Encyclopedia of Social Work:
Clinical and Direct Practice. Published Online September 2013 from
https://www.psychologytoday.com/intl/therapytypes/solution- focused-
brief-therapy
The Clientele and Audiences in counseling. Retrieved July 20, 2020 from
htpps: //www.coursehero.com>file

Image/Picture
• http://clipart-library.com/free/thinking-clip-art-black-and-
white.html

17

LU_ Disciplines and Ideas in Applied Social Sciences _Module 4

 For inquiries or feedback, please write or call:

Department of Education – SDO La Union

Curriculum Implementation Division
Learning Resource Management Section
Flores St. Catbangen, San Fernando City La Union 2500
Telephone: (072) 607 - 8127
Telefax: (072) 205 - 0046
Email Address:
[email protected]
[email protected]

18

LU_ Disciplines and Ideas in Applied Social Sciences _Module 4