SW 124 - Sim

College of Arts and Sciences Education
Social Work Program

2nd Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134
Course Outline: SW 124 - Knowledge & Philosophical

Foundation of the Social Work Profession
Course Coordinator: Jean Agnes A. Pasiliao
Email: [email protected]
Student Consultation: By LMS message
Mobile 0932-4080037
Phone: (082)300-5456 / 305-0647 Local 149
Effectivity Date: June 2020
Mode of Delivery: Blended (On-line with face-to-face or virtual sessions)
Time Frame: 54 Hours
Student Workload: Expected Self-Directing Learning
Requisites: None
Credit: 3 units
Attendance Requirement: A minimum of 95% attendance is required at all
scheduled Virtual or face to face sessions
Course Outline Policy
Areas of Concern Details

Contact and Non-contact Hours This 3-unit course self-instructional manual is designed
for blended learning mode of instructional delivery with
scheduled face to face or virtual sessions. The expected
number of hours will be 54, including the face to face or
virtual meetings. The face to face sessions shall include
the summative assessment tasks (exams)
if warranted.
Assessment Task Submission Submission of assessment tasks shall be on the 3rd, 5th,
7th, and 9th weeks of the term. The assessment paper
shall be attached with a cover page indicating the title of
the assessment task (if the job is a performance), the
name of the course coordinator, date of submission, and
the name of the student. The document should be
emailed to the course coordinator. It is also expected
that you already paid your tuition and other fees before
the submission of the assessment task.
If the assessment task is done in real-time through the
features in the Blackboard Learning Management
System, the schedule shall be arranged ahead of time
by the course coordinator.
Turnitin Submission To ensure honesty and authenticity, all assessment

(if necessary) tasks are required to be submitted through Turnitin with
a maximum similarity index of 30% allowed. This means
that if your paper goes beyond 30%, the students will
either opt to redo her/his paper or explain in writing
addressed to the course coordinator the
reasons for the similarity. Also, if the document has
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Social Work Program
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reached more than 30% similarity index, the student

may be called for disciplinary action following with the
University’s OPM on Intellectual and Academic
Honesty.
Please note that academic dishonesty such as cheating

and commissioning other students or people to
complete the task for you have severe punishments
(reprimand, warning, expulsion).
Penalties for Late Assignments/ The score for an assessment item submitted after the
Assessments designated time on the due date, without an approved
extension of time, will be reduced by 5% of the possible
maximum score for that assessment item for each day
or part-day that the assessment item is late.
However, if the late submission of the assessment paper

has a valid reason, a letter of explanation should be
submitted and approved by the course coordinator.
If necessary, you will also be required to present/attach
pieces of evidence.
Return of Assignments/ Assessment tasks will be returned to you two (2) weeks
Assessments after the submission. This will be returned by email or
via the Blackboard portal.
For group assessment tasks, the course coordinator will
require some or few of the students for online or virtual
sessions to ask clarificatory questions to validate the
originality of the assessment task submitted and to
ensure that all the group members are involved.
Assignment Resubmission You should request in writing addressed to the course
coordinator his/her intention to resubmit an assessment
task. The resubmission is premised on the student’s
failure to comply with the similarity index and other
reasonable grounds such as academic literacy
standards or other reasonable circumstances, e.g.,
illness, accident, or financial constraints.
Re-marking of Assessment You should request in writing addressed to the program
Papers and Appeal coordinator your intention to appeal or contest the score
given to an assessment task. The letter should explicitly
explain the reasons/points to contest the grade. The
program coordinator shall communicate with the
students on the approval and disapproval of the request.
If disapproved by the course coordinator, you can
elevate your case to the program head or the dean with
the original letter of request. The final decision will come
from the dean of the college.
Grading System All culled from BlackBoard sessions and traditional

contact
Course discussions/exercises – 30%
1st formative assessment – 10%
2nd formative assessment – 10%
3rd formative assessment – 10%
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All culled from on-campus/onsite sessions (TBA):

Final exam – 40% (20% will be taken from
the Dean’s test)
Submission of the final grades shall follow the usual
University system and procedures.
Preferred Referencing Style Use the 7th Edition of the APA Publication Manual
Student Communication You are required to create a umindanao email account,
which is a requirement to access the BlackBoard portal.
Then, the course coordinator shall enroll the students to
have access to the materials and resources of the
course. All communication formats: chat, submission of
assessment tasks, requests, etc. shall be through the
portal and other university recognized platforms.
You can also meet the course coordinator in person

through the scheduled face to face sessions to raise
your issues and concerns.
For students who have not created their student email,

please contact the course coordinator or program
head.
Contact Details of the Dean Dr. Khristine Marie D. Concepcion

Phone: (082)300-5456/305-0647 Local 134
Contact Details of the Program Helen Q.Omblero
Head Email: [email protected]
Phone: (082)300-5456/305-0647 Local 149
Students with Special Needs Students with special needs shall communicate with the
course coordinator about the nature of his or her special
needs. Depending on the nature of the need, the course
coordinator, with the approval of the program
coordinator, may provide alternative assessment tasks
or extension of the deadline for submission of
assessment tasks. However, the alternative assessment
tasks should still be in the service of achieving the
desired course learning
outcomes.
Instructional Help Desk Dr. Khristine Marie D. Concepcion - Dean
Contact Details Email: [email protected]
Phone: (082)300-5456/305-0647 Local 134
Rosyl S. Matin-ao – College LMS Facilitator
Phone: (082)300-5456/305-0647 Local 149
Library Contact Details Brigida E. Bacani
Phone: 0951-376-6681
Well-being Welfare Support GSTC link: https://www.facebook.com/UM-GSTC-
Help Desk Contact Details Main-CASE-111568283817513/
CP# TNT 09504665431
CP# TM 09058924090
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Course Information: see/download course syllabus in the Blackboard LMS
CC’s Voice: Hello, future social worker! Welcome to this course, SW 124: Knowledge
& Philosophical Foundation of the Social Work Profession. You may be
curious about what social work is really all about, how it began, its
values and how social workers help others. I believe you are now ready
to explore this course.
CO As a prospective social worker, you will be acquainted with the basic

Social Work concepts and theories, history, knowledge, and
philosophical foundation of the profession. From here, you will be able
to explain Social Work principles, skills, models, and helping process
in the field of Social work Practice.
Let us begin!
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Week 1-3: Unit Learning Outcomes (ULO):

At the end of the unit, you are expected to
a. Examine essential concepts used in social work
b. Recognize forces that shaped social work practice
Big Picture in Focus

ULO-a. Examine essential concepts used in social work
Metalanguage
In this section, the essential terms relevant to the study of social

work and to demonstrate ULO-a will be operationally defined to
establish a common frame of reference as to how the texts work. You
will encounter these terms as we go through the study of the basic
concepts of social work. Please refer to these definitions in case you
will face difficulty in understanding some concepts.
1. Social Work refers to the profession which is primarily concerned

with organized social service activity. The social service activity
aims to facilitate and strengthen essential social relationships and
the mutual adjustment between individuals and their social
environment for the good of the individual and society through
social work methods (RA 4373).
2. Generalist Social Work. Also known as the Integrated Method of

Social Work Practice. The term refers to the use of a repertoire of
skills required to intervene in diverse client situations. The skills
are used for different clients, such as individuals, groups, or
communities. These client groups assess and plan with the worker
to respond to the need (Mendoza, 2008).
3. Social welfare. It is defined as an organized system of programs,

benefits, and services that helps people meet those social,
economic, educational, and health needs that are fundamental to
the maintenance of society (Zastrow, 2016).
4. Social Functioning. The term refers to the interplay of adjusting

the activity of people to meet needs, expectations and
requirements, expectations from the environment (Bosc, 2000).
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5. Functions of Social Work. These are restorative, preventive, and

developmental functions. (Mendoza, 2008)
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes)

for the first three weeks of the course, you need to fully
understand the following essential knowledge that will be laid
down in the succeeding pages. Please note that you are not limited
to refer to these resources exclusively. Thus, you are expected to
utilize other books, research articles, and other resources that are
available in the university’s library, e.g., ebrary,
search.proquest.com, etc.
 Social Work is a profession that creates changes in

people and structures
The global definition of social work is a practice-based
profession and an academic discipline that promotes social change and
development, social cohesion, and the empowerment and liberation of
people. Principles of social justice, human rights, collective
responsibility, and respect for diversities are central to social work.
Underpinned by theories of social work, social sciences, humanities,
and indigenous knowledge, social work engages people and structures
to address life challenges and enhance well-being. (IFSW/IASSW, 2014)
 Social work is concerned with the well-being of people
https://www.theclassroom.com/ecological-perspective-6638441.html
The term means a profession that helps individuals, groups,

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and communities develop, enhance, or restore their capabilities for

coping with the demands of their environment using social work
methods. It is a profession that aims to create more caring, just, and
inclusive social environments. It is the profession charged with
fulfilling the social welfare mandate to promote well-being and quality
of life.
 Social work functions are to restore, prevent, and

develop/ strengthen social functioning.
https://www.slideshare.net/DinnekaR/brief-introduction-to-social-work-1
The three functions of social work are intertwined and

interdependent. The crucial information about client system's
strengths, identified needs, problems are based on the ecological
systems framework. The functions explicate the client system and
social worker views on the presenting situation.
 The goal of social work is the enhancement of social

functioning
Social work views human behavior in a social context. Social
functioning involves the interaction and exchanges between and among
people and their environment. Social roles bridge people and the
environment. The concept also means living up to the expectations of
the person's self, from immediate social environment and society at
large. These expectations or functions include meeting one's own basic
needs, that of one's dependents, and making a positive contribution to
society.
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Social functioning is enhanced when individuals feel satisfied

with themselves, their roles in life, and their relationships with
others. Skidmore's Social Functioning triangle illustrates this concept.
Positive relationships Satisfaction with roles in life

with others
Feelings of Self-worth
Social Functioning Triangle (Skidmore, 1991)
The term person-in-environment (PIE) refer to the dual focus of

social work, which underlines the importance of conceptualizing the
person in an interaction with the environment.
Authors such as Boehm, Schwartz, Gordon, Bartlett and Johnson

have various terms for social functioning. They use terms such as “the
process” where “social relationships” happen in the “interactions of
peopl,” “matching a person’s capabilities with the situation,” “people
coping” with “environment demands” in the “Person-In- life situation
complex” (Lee-Mendoza, 2008).
Person-Environment Fit Model Lawton, M. P. & Nahemow, L.

(1973) https://slideplayer.com/slide/8341036/
To illustrate, a student striving for a college education uses his

abilities to cope with lessons, exams, and deadlines for requirements.
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To meet his physical needs of food, shelter, books, WiFi access,

psychological needs of belonging, motivation, decision-making, social
needs of relating to family, classmates, friends, and professors, he will
turn to resources around him.
His needs may be met, which means he has effective social
functioning. If unmet, the student experiences difficult social
functioning. The stressful situation may result in frustration and
discouragement. At this point, a social worker may intervene.
The other concept is that of role performance, which describes

the demonstration of the behavior of a person according to his social
status/es in society. The person is seen as a biospsychosocial being
who is a product of his/her past experiences, shaped by present socio-
politico-economic forces and equipped with capacities, possibilities,
and motivations for becoming.
https://saylordotorg.github.io/text_sociology-understanding-and-changing-
the-social-world-comprehensive-edition/s08-03-social-interaction-in-
everyday.html
Social roles connect people to their environment. There are two

sets of influences: the nurturing and sustaining environments. The
nurturing environment refers to people he interacts closely and
intimately (family, peers, workmates) who give him a sense of identity,
belonging, and self-worth.
The sustaining environment consists of people he encounters in
the broader community (political organizations, economic resources,
labor unions, media, educational systems, health and care facilities, and
human services programs. The social worker's role is to ensure the
individuals are accepted, respected, and valued in both systems.
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Social Work Program
Phone No.: (082)300-5456/305-0647 Local 134
The concept of social role, PIE, and social functioning are

interconnected. As people perform various functions, they influence
their relationships with others and their own feelings about themselves.
Thus, a person’s social functioning is well if he is satisfied with the
performance of his various roles. Therefore, if people live in a
dysfunctional situation, they may perform their functions but not at par
with or what is socially acceptable.
Using the example of the college student, the student may be

married with children, as seen in the picture. He/she performs several
roles: student, husband/wife, parent, employee, friend, co-worker,
among others. Each task may have several responsibilities, either
meeting his needs or the needs of others. Face with heavy demands on
his positions, the person faces role strain or role conflicts. Poor coping
with the requirements or lack of resources in the environment may
need the intervention of a social worker.
 Social work uses methods to provide services to clients

The social work practice consists of professional application of
social work values, principles, techniques to one or more of the
following ends:
 Helping people obtain tangible services (food, housing or income)
 Providing counseling or psychotherapy to individuals, families,
and groups
 Helping communities or groups provide or improve social health
services
 Participating in relevant legislative processes
These methods are used by a social worker who is a practitioner who,
by accepted academic training and social work professional
experience, possesses the skill to achieve the objectives as defined and
set by the social work profession through the use of the primary
methods and techniques of social work. Social services refer to
programs, services, and other activities provided under various
auspices to concretely answer the needs and problems of members of
society. A client can be an individual, family, group, or community
who experiences a problem and approaches a social worker for
assistance (Lee-Mendoza, 2008).
 Social work profession is based on a legal mandate, the

Republic Act 4373.
This legislation is also known as the Social Work Law. The law
was passed on June 19, 1965. The Act features the definition of social
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work, social worker, the composition of the Board of Examiners,

examination, and registration of social workers, recording of social
work agencies, and several provisions. The Social Work law highlights
the requirement for an examinee to complete a minimum of one
thousand case hours of field practice duty in an established social work
agency under the direct supervision of a thoroughly trained and
qualified social worker. The examinees should obtain an average
passing rate of 70% with no rating of below 50% in each subject for
them to get a license to practice (https://thecorpusjuris.com
/legislative/republic-acts/ra-no-4373.php).
 Generalist Social Work is concerned with changes at the

micro and macrolevels of society
Generalist practice introduces students to the basic concepts in
social work. This includes promoting human well-being and applying
preventative and intervention methods to social problems. The
problems are found at the individual (micro), group (mezzo), and
community (macro)levels. The process follows ethical principles and
critical thinking (Anderson,2017).
Image retrieved from https://airfreshener.club/quotes/social-

work-mezzo-macro-micro.html
• Social welfare is broader than social work

Social welfare includes laws, programs, benefits, and services
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that ensure or strengthen provisions for meeting social needs

recognized as essential to the well-being of the population and better
functioning of the social order. The institution of social welfare is
society's response to meeting human needs. Social welfare goals are
aimed at humanitarian and social justice, social control, and economic
development.
• Humanitarian and Social Justice Goal aim s at providing social
services to the most afflicted, most dependent, most neglected,
least able to help themselves. They are a priority target for the
investment of scarce resources.
• Social Control Goal strives to provide services to the needy,
deprived, and disadvantaged who may strike out individually or as
a group against what they perceive as an alienating and offending
society.
• Economic Development Goal prioritizes program s designed to
increase the production of goods and services
Social welfare responds to unmet needs or problems through
individual and group efforts of people in the community. These major
social institutions have their designated roles and responsibilities for
meeting human needs, e.g., family, church, government, cooperatives,
labor unions, among others. The social agency can be under public or
private auspices that help people with their problems (Lee-Mendoza,
2008).
• Social Services are activities that meet client needs.

Social services refer to programs, services, and other activities
provided under various auspices, to concretely answer the needs and
problem s of members of society (Lee-Mendoza, 2008).
Need means a condition or situation in which something is necessary

or desirable and is felt by the individual. Problem is defined as a need
that is not met or cannot be fulfilled, thereby affecting the individual's
social functioning. An example of issues is poverty, infant and maternal
mortality, and malnutrition.
Social services can be material and nonmaterial and concrete

demonstration of social welfare. Examples of material services should
be food, medicines, clothes, housing materials., daycare, food for
school immunization. Nonmaterial services include therapy,
counseling, advice, referrals, and training. People need social services
for the following reasons: they have needs and problems beyond their
capacity for solutions. They suffer from the ill effects of urbanization
and industrialization.
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A client can be categorized as a walk-in client or voluntary client. The

person, group, or community representative can seek a social worker's
assistance by going to an agency office. The referred or involuntary
client is introduced through a letter of referral from another agency.
• A Social worker is a professional attached to an agency

and trained in using primary methods and coordinates
with other agencies.
A “social worker” as used in this Act is a practitioner who by
accepted academic training and social work professional experience
possesses the skill to achieve the objectives as defined and set by the
social work profession,
using the basic methods and techniques of social work (casework,
group work, and community organization) which are designed to enable
individuals, groups, and communities to meet their needs and to solve
the problems of adjustment to a changing pattern of society and,
through coordinated action, to improve economic and social conditions,
and relates to an organized social work agency which is supported
partially or wholly from government or community solicited funds (RA
4373).
The social welfare agency, institution, or organization comes

into being when several people see an unmet need, want to meet that
need, get community permission to meet that need, and accept legal
responsibility for securing resources that are used for specific
purposes. The purpose of the agency defines its type of services, source
of funding, authority, and mandate. The DSWD is an example of the
government agency tasked to focus on these concerns.
Ambrosino, R. (2016). Social work and social welfare: an introduction,

8th ed., Australia: Cengage Learning
An Act to Regulate the Practice of Social Work and the Operation of

Social Work Agencies in the Philippines and for Other Purposes (RA
4373) Retrieved from https://thecorpusjuris.com/legislative/republic-
acts/ra-no-4373.php
Anderson, S. (Ed.) (2017). Introduction to Social Work at Ferris State

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University. Creative Commons Attribution. Retrieved from

https://ebookcentral.proquest.com/lib/uniofmindanao-ebooks/
Bosc, M. (2000). Assessment of social functioning in depression.

Comprehensive Psychiatry, 41(1), 63–69.
https://doi.org/10.1016/s0010-440x(00)90133-0
Del Castillo, M.L.T. (n.d.). Foundations of Social work. Social Work

Board Review Notes, 2-11. Unpublished manuscript.
Kirst-Ashman, K.K. (2017). Introduction to social work & social welfare:

critical thinking perspectives, 5th, Australia: Cengage Learning
Lawton, M.P. & Naherow, L. (1973).’ Person-Fit Model’ [Powerpoint

Presentation]. Ecology and the aging process. Available at
https://slideplayer.com/slide/8341036/
Lee-Mendoza, T. (2008). Social Welfare and Social Work, 3rd, Quezon

City: Philippines: Central Book Supply Inc.
Sikhay Kilos. (2015, March 4). Paglilingkod: The Filipino Social Worker
in a World Out of Balance[Video]. YouTube.
https://www.youtube.com/watch?v=SLKxPF2UP4Q&t=1s
Social Work. In International Federation of Social Workers – IFSW Global

Definition of the Social Work Profession. Retrieved from
https://anzasw.nz/international-federation-of-social-workers-
ifsw/social work
Zastrow, C.H. (2016), Understanding human behavior and the social

environment,10th, Australia: Cengage Learning
Activity 1. Let us check your understanding of these terms. Write TRUE

if the statement is true, FALSE, if the statement is false on
the line before the number
____________1. In RA 4373, anybody who does charitable acts can be

called a social worker.
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____________2. Any charitable act can be called an example of social

work.
____________3. The PIE concept views the person interacting with his
environment.
____________4. Republic Act 4373 is also known as the Social Work Law
____________5. Social welfare fosters, facilitates and strengthens basic

social relationships to achieve the full development of an
individual and society using social work methods
____________6. Social welfare refers to an organized system of social

services and institutions designed to aid individuals and
groups to attain satisfying standards of life and health.
____________7. Social services refer to programs and other activities

which answer the needs and problems of society.
____________ 8. Social functioning refers to man' adjustment to his

environment
____________ 9. Political goals are a motivation for providing social

services
____________ 10. The curative function of social work removes causes of

social dysfunction.
Let’s Analyze
Activity 1. Now that you have acquainted yourself with the basic concepts
let us see if you can relate these to a real-life situation. Watch the
documentary “SERBIS: A documentary (with subtitle) at this
link:https://www.youtube.com/results?search_query=serbis%3A+a+doc
umentary+%28with+subtitle%29
In this activity, you are required to discuss your answers to the following
statement briefly. Write your answers on the spaces indicated.
1. Discuss the following concepts as seen in the documentary

A. Social work
____________________________________________________________
____________________________________________________________
B. Social services
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____________________________________________________________
____________________________________________________________
C. Social welfare
____________________________________________________________
____________________________________________________________
D. Social worker
____________________________________________________________
____________________________________________________________
E. Social functioning
____________________________________________________________
____________________________________________________________
F. Client
____________________________________________________________
____________________________________________________________
G. Need
____________________________________________________________
____________________________________________________________
H. Problem
____________________________________________________________
____________________________________________________________
I. Social welfare goal
____________________________________________________________
____________________________________________________________
J. Person-in-environment situation
____________________________________________________________
____________________________________________________________
In a Nutshell
You can write your views, insights, arguments on the concepts of social
work.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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Do you have any questions for clarification?
Questions / Issues Answers
1.
2.
3.
4.
5.
Client Problem Social welfare
Generalist social work Social Work Social welfare goals
Functions of social Role Republic Act 4373

work performance
Need Social Social worker

Functioning
Person-in-environment Social Services Social welfare agency
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ULO-b.
Recognize forces that shape social work practice.
In this section, the essential terms relevant to historical perspectives

of Social Work and to demonstrate ULO-b will be operationally defined to
establish typicalon frame of reference as to how the texts work. You will
encounter these terms as we go through this topic. The terms are found
in the Essential Knowledge section as the topic discusses the history of
social work.
Part of being a social worker is knowing the roots of the profession

as it evolved to current practice today. In the process, you will appreciate
the motivation of significant persons who responded to conditions in
countries where social work flourished. This is not a complete list; hence
you may read references and online sources for added information.
1. Xenodochia, in the ancient Roman times, is a medieval house for

the care of the elderly, poor, sick, strangers, pilgrims (Gallagher-Allred,
Gallagher, 1989).
2. Zakat, in the Islamic tradition, is the contribution of 2.5% of a

person’s annual net wealth for the needy. It is considered an act of social
justice through redistribution of wealth.
3. The Code of Hammurabi was written by Hammurabi, a Babylonian

ruler whose laws included the protection of widows and orphans.
4. Judaism in the Old Testament of the Bible became the basis for
principles of social welfare practices of care for the old, sick, handicapped
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and poor.
5. Christianity in the New Testament documented practices of helping

those in need.
6. Statute of Laborers of 1349 was the law that set the maximum
wage, compelled workers to work, made illegal for non-disabled men to
beg.
7. Elizabethan Poor Law of 1601 was a law that made individual

parishes responsible for implementing the Poor Law and was funded
through the collection of property taxes. The overseers of the poor
categorized dependents into able-bodied poor, impotent needy and
dependent children.
8. Martin Luther was a friar with a consistent concern for the poor.
He refused to glorify self-chosen poverty and thought it was a citizen’s
duty to help those who were living in poverty. He established the
“Community Chest.” In Wittenberg, the local “Community Chest,”
received money from individual contributions and other sources. The
Community chest provided welfare for the poor, zero-interest loans to get
impoverished artisans back on their feet, and funds for teachers, church
workers and even a physician to care for those unable to afford medical
care.
9. Almshouse- Also known as a poorhouse. This is a house managed by

trustees for the elderly, poor and distressed who cannot pay their rent.
This is considered as “indoor relief.””. Conditions were harsh and
miserable such as inadequate food and water with punitive overseers.
10. Speenhamland system of 1795 was the law that determined aid to
the poor according to need and was based on the standard of living and
number of family members.
11. Thomas Chalmers was a Scottish minister who convinced the poor
in his parish not to rely on the official poor relief. Instead, assigned
deacons who made home visits to residents, build a friendly relationship
with the poor and monitor their situation. This would be the basis for
support and care.
12. London Charity Organization Society was an organization

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inspired by the work of Thomas Chalmers to organize relief in his district.

The system stressed ‘friendly visitors’ who were upper-class women who
studied and investigated relief applications, separated recipients into
deserving or undeserving classes and treated them by making referrals
and providing them with friendship. Stressed individual defects as a cause
of poverty
12. Community Chest was established by Martin Luther to centralize

the collection of individual contributions and other sources. The
donations provided welfare for the poor, zero-interest loans to get
impoverished artisans back on their feet, and funds for teachers, church
workers, and even a physician to care for those unable to afford medical
care.
13. Octavia Hill focused on improving the housing conditions of the

poor and needy and empowered the tenants to trust in their capacities.
She trained workers to deal with tenants and enunciated basic principles,
which later became part of social work principles.
14. Elberfeld System was implemented in Elberfeld, Germany. The

administration of poor relief was done by volunteers who investigated
applications for aid and did home visits. The relief was given based on the
moral character of recipients.
15. Juan Luis de Vives was a Spanish philosopher who developed the
concept of individualized attention to the poor. The individualized
attention was done by two senators assigned each quarter and was tasked
to investigate the social conditions of every pauper family and provided
help through vocational training, employment, and rehabilitation.
16. Professor Busch implemented a plan like de Vives’ in Hamburg in

1788. The plan involved a district system of investigation and distribution
of relief to paupers through voluntary committees appointed by the
Senate.
17. Benjamin Thompson established a military workhouse in Munich

to manufacture military uniforms as a measure to prevent non-disabled
men from begging.
18. Father Vincent de Paul organized the Daughters of Charities in

1633 to improve the methods of treating the sick and handicapped. They
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were provided training and were known as forerunners of the modern

social worker.
19. Edwin Chadwick was an English social reformer. He was noted for
his work to reform the Poor Laws and to improve sanitation and public
health.
20. Charles Booth used research data for poverty mapping. The results
were the basis for targeting resources for the most impoverished families.
21. Sir William Beveridge (1879-1963) was a social economist who

published a report titled, 'Social Insurance and Allied Services' ,also
known as the Beveridge Report, which aimed to provide a comprehensive
system of social insurance 'from the cradle to grave.''. It proposed that all
working people should pay a weekly contribution to the state. In return,
benefits would be paid to the unemployed, the sick, the retired, and the
widowed.
22. Chancellor Bismarck of Germany implemented a social insurance

program in 1883, which covered sickness, accident, disability, and a
retirement pension for workers.
23. Protestant ethic was the belief that hard work and moral conduct
resulted in material success, which symbolized God’s favor. Poverty was
a sign of God’s condemnation.
24. Social Darwinism was an application of Darwin’s study of Survival

of the Species’ to society. The poor competed for scarce resources which,
if unable to do so,eliminate the weak members of the community.
25. Jane Addams and Ellen Gates Starr founded Hull House as a
social settlement in Chicago in 1889. They focused on environmental
factors as causes of poverty.
26. Mary Richmond is considered as the mother of social casework. She

researched the causes of poverty and the interaction of the individual and
his environment. She formulated the scientific foundation for social work
using the steps of the helping process.
27. Massachusetts State Board of Charities oversaw immigration,

pauper relief functions, and other charitable agencies and penal
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Social Work Program
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institutions.
28. Charity organization society in Buffalo, New York, was the first
COS established in the US. The organization became the ‘clearinghouses.’
or registry of applicants for aid, employed ‘friendly visitors’ who assessed
eligibility for assistance and coordinated efforts of private philanthropies.
29. The Social Security Act of 1935 signed by late Pres. Franklin D.
Roosevelt is a federal law for the social welfare system, including the aged,
the temporarily unemployed, dependent children, and the disabled.
You can also watch the video on

https://www.youtube.com/results?search_query=videos+on+history+of+
social+work
30. Encomenderos were Spanish soldiers who were given by the

Spanish Crown labor monopoly grants or encomienda as rewards for
conquest. They provided aid to sick and needy “native” laborers.
31. Hospicio de San Jose was built in 1810 to house the aged,
orphaned, and mentally insane (Camagay, 1988).
32. Asilo de San Vicente de Paul (ASVP), formerly known as Casa de

San Vicente de Paul, was founded on July 26, 1885, by Sr. Asuncion
Ventura, DC, to house orphans or homeless girls. The Asilo provided the
girls' education and training, particularly on embroidery and needlework.
33. The San Lazaro Hospital was first founded as a dispensary in

Intramuros by Fray Juan Clemente in 1577. It became a hospital in 1577
serving lepers in 1631.
34. Insular Board (1902) was created by the American Civil government
to coordinate and supervise private institutions into welfare work after an
outbreak of cholera, bubonic plague, and smallpox.
35. Public Welfare Board (1915) was established to coordinate efforts of

public and private welfare organizations. Dr. Jose Fabella was its First
Executive Director. Among the recipients of funds were:
1. Gota de Leche implemented programs on child hygiene and welfare and
provided fresh milk for babies
2. Settlement House of the Asociacion de Damas Filipinas was a shelter
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Social Work Program
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to orphaned, abandoned and neglected children and women

3. Philippine Islands Antituberculosis Society which provided preventive
and curative programs for persons with TB
4. Associated Charities of Manila which extended aid to impoverished,
sick, unemployed, aged, infirm and vocational training to mothers and
widows
5. Federation of Women’s Clubs which initiated the improvement of
community health and sanitation.
36. Associated Charities of Manila (ACM) was established in 1917. It

started the concept of Community Chest by centralizing receipts and
distribution of donations to different charitable organizations. Later, the
ACM was fused with the American Red Cross in 1919 and 1921. In 1924,
ACM became an independent agency under Public Welfare Commissioner,
Dr. Jose Fabella. The ACM was partly financed by govt and private funds.
They trained social workers to use casework and social investigation.
37. Gov. Gen Frank Murphy designated ACM as Insular Relief Agency to
assist the needy, education to OSY and training for social workers.
Through these programs, Gov. Murphy started the government’s
assumption of full responsibility for the relief of the distressed, regardless
of cause.
38. Josefa Jara Martinez was the first

Executive Director of ACM. She was the
country's first and pioneering a
professional social worker with a diploma
in SW from New York school of SW
https://www.facebook.com/PCWgovph/posts/icymi-today-january-21-marks-the-birth-
anniversary-of-josefa-jara-martinez-the-f/2333294913361521/
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Social Work Program
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38. Dr. Jose Fabella was the first Secretary

and Executive Officer of the Public Welfare
Board from 1914 – 1921, as the Public
Welfare Commissioner before he became the
first Secretary of Health and Public Welfare in
1941. He advocated maternity and child
health as well as social work in the country.
As Public Welfare Commissioner, he started
the coordination and regulations of various
welfare services including the operation of
https://en.wikipedia.org/wiki/Jos%C3%A9_Fabella
puericulture centers.
In 1922, he began a school of midwifery, which is the forerunner of
the Maternity and Children’s Hospital in Manila, now called the Jose
Fabella Memorial Hospital.
In 1925, he planned for the development of the children’s village and
now known as Welfareville. Child health surveys and studies on the
typical Filipino diet were conducted under his direction. This facilitated
the preparation of standard height and weight chart for Filipino children.
He started the Child Health Day and Healthy Baby Contest and Clean-up
Week. His administration as Secretary of Health and Public Welfare was
abruptly interrupted because of illness.
(https://www.doh.gov.ph/node/1659)
39. Welfareville was the seat of government child-caring institutions that

cared for the aged, infirm and orphaned, delinquent, destitute, and
mentally defective children.
The compound housed the following institutions: Phil Training
School for (delinquent) Boys and Girls, orphanage, preschool for non-
leprous children, school offering academics, home for mentally defective
children, home for aged, and infirm and destitute.
40. Pres. Manuel Quezon, thru the National Assembly, legislated anti-
usury laws, labor laws, minimum wage laws, housing projects, and relief
boards.
41. Office of Commissioner of Health and Public welfare (1930-40)

became the Department of Health and Public Welfare. The Public
Assistance Service, which was created under the Bureau of Public Welfare
absorbed the functions of ACM.
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Social Work Program
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42. Volunteer organizations handled relief work during the Japanese

Occupation. Among these organizations were Philippine Red Cross, Young
Women’s Christian Association, and National Federation of Women’s
Leagues.
Hospitals like the Phil General Hospital, St.Luke’s, Mary Johnston
and, North General provided medical treatment, food, and shelter.
Churches and convents did their part of volunteer work. Phil. War
Relief Inc., organized by sympathetic Americans, provided medical
services and material relief to prisoners of war and displaced persons.
Other relief agencies involved were Emergency Relief Office,
Emergency Commission Administration, Phil Civilian Affairs Unit (PCAU)
and Phil Relief and Trade Rehabilitation Administration (PRATRA). United
Nations Relief and Rehabilitation (UNRRA) brought in relief goods for the
population.
43. Bureau of Public Welfare became the Social Welfare Commission

(SWC) under the Office of the President. This marked the formal
recognition of social welfare as a responsibility of the state. Three
functions of the SWC were: child welfare, public assistance, and
coordination and supervision of all public welfare activities. The War Relief
Office was placed under the SWC. Other programs: Welfare Home for
Women and Girls and employment services under the Public Assistance
Department.
44. President’s Action Committee on Social Amelioration (PACSA)

was created by Pres. Elpidio Quirino to respond to homelessness, sick,
victims of dissident destruction. UNICEF established health programs for
maternal and childcare, health equipment, and training for health
personnel.
45. SWC and PACSA merged into the Social Welfare Administration.
The Division of Public Assistance with two programs: Assistance
to minors, aged, handicapped, unemployed, victims of natural disasters
and dissident operations. The second was Service in the form of
rehabilitation for physically, mentally handicapped and occupationally
maladjusted thru training.
The Child Welfare Division had casework and guidance for children
left at home, delinquent, in need of protection, supervision for child-caring
institutions. The Division of Rural Welfare was tasked to respond to social
problems with services for victims of dissidence and disasters, non-
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Christian tribal groups. Community programs such as self-help centers,

community kitchens and cottage industries were set up. Self-help became
impetus for rural community development projects like food production,
literacy education, skills training, community roads, centers and
cooperatives.
46. Republic Act 4373 was authored and

sponsored by then Sen. Maria Kalaw Katigbak,
a social worker herself. The law was passed on
June 19,1965 with the specific provisions:
completion of BSSW degree, 1000 hours of
supervised field instruction and passing of the
licensure examination. The law created the
Board of Examiners tasked to implement the
provisions. The law empowered the SWA to
license, accredit public and private
organizations as social welfare agencies.
The law is considered as the formal recognition of social work as a
profession in the Philippines
https://www.amazon.com/Maria-Kalaw-Katigbak-Charmed Life/dp/ 971272009
47. SWA was elevated to Department of Social Welfare (DSW) thru RA

5416 or the Social Welfare Act signed by Pres. Marcos. DSW planned for
the following concerns:
a. preventive and remedial programs and services for individuals, families
and communities;
b. Protective remedial and developmental services for children;
c. vocational rehabilitation for physically handicapped, ex-convicts,
persons with special needs and
d. training, research and special projects.
These programs were to be implemented by the following Bureaus:
Family Welfare, Youth Welfare, Vocational Rehabilitation, Field Services
and Training, Research and Special Projects.
48. DSW became the Department of Social Services and Development

(DSSD) and aligned its directions to the UN declaration of the 1960s and
1970s as Developmental Decades. Programs revolved around “SPDEFS,”
an acronym for Self-employment Assistance, Practical Skills Development
and Job Placement, Day Care Centers and Supplemental Feeding,
Emergency Assistance, Family Planning Information and Motivation, and
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Social Work Program
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Special Services for Orphaned, Abandoned, Neglected, Disabled and

others. The baranganic approach became the mode of service delivery
using the barangay as a point of entry.
49. DSSD became MSSD thru PD 1397 to shift to a parliamentary

government.
Private organizations like the Council of Welfare Agencies of the
Phils., Community Chest of Greater Manila and Phil Youth Welfare
Coordinating Council was organized to work toward development goals.
MSSD’s banner program was the Self-employment Assistance (SEA).
Among the significant achievements were: Case Management
System using the total Family Approach with a set of Social Welfare
Indicators (SWI).
50. MSSD was renamed the s Department of Social

Welfare and Development (DSWD) thru EO 123 signed
by Pres. Corazon Aquino. The EO 123 also created the
Bureau of Women Welfare.
The early 90s, DSWD prioritized Low-Income
Municipalities (LIMS), expanded involvement in natural
disasters and the use of Crisis Incident Stress
Debriefing (CISD) for survivors of disasters.
DSWD devolved some of its programs after passage of RA 7160 or
the Local Government Code. Retained programs were
a. Center/institution-based services;
b. Community-based programs and services;
c. Locally funded and foreign-assisted projects; and
d. Disaster relief and rehabilitation augmentation.
The 90s decade saw the shift from service provider to policy
formulation and program development, standard-setting and regulation
enforcement and technical support to LGUs, NGOs and Pos
51. Non-Government Organizations refer to duly registered non-stock,

non-profit organizations focusing on the upliftment of primary or
disadvantaged sectors of society by providing advocacy, training,
community organizing, research, access to resources, and other similar
activities (RA 8425, sec. 3) https://pcw.gov.ph/law/republic-act-8425
Encouraged in the 1987 Constitution, NGOs are classified into three
categories: Primary, secondary, and tertiary, depending on the level of
operations. NGO networks established the Phil Council for NGO
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Social Work Program
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Certification (PCNC), which processes applications for donee institution

status.
NGOs operating as welfare agencies are regulated by DSWD thru
accreditation and licensing. Examples of NGOs employing social workers
are the Phil Business for Social Progress, SOS Children’s Village, Women’s
Crisis Center, Center for the Prevention and Treatment of Child Sexual
Abuse, Cribs Philippines Inc., Norfil Foundation, Tribal Development
Foundation in the Phils.
52. The development of the social work profession in the Philippines

started with Associate Charities employing full time, paid staff trained
social workers. The first Executive Secretary was Josefa Jara Martinez.
She applied concepts in child welfare work when she returned to her work
at the Division of Dependent Children at the Office of the Public Welfare
Commissioner. Other social work pioneers worked at Associated Charities
like Virginia Abellera-Pena, Juana Santos Silverio, Flora Palomar Ruiz and
Felisa Garina.
53. Associated Charities employed college graduates as home visitors, who

were provided with training. University of the Philippines offered non-
degree social work courses. Civil service exams were given to social
workers before World War 2.
Catholic Women’s Leagues and National Federation of Women’s
Clubs were employing trained social workers as executive secretaries.
The War Relief Office in 1946 hired social workers with little or full
college education. ‘Relief grantees” were employees with formal SW
education who were also employed by PRATRA, PACSA and SWA.UN
experts conducted social casework institutes to untrained workers
engaged in social work functions. PASWI was organized in 1947 to
advance the social work profession
54. Philippine School of Social Work was established in 1950, offering

a one-year degree program, Master of Arts in Social Administration. The
first director was Josefa Jara Martinez. The Centro Escolar University, UP,
University of Santo Tomas were offering the bachelor degree programs.
The UNICEF-Assisted Social Services Project of the SWA in 1961
conducted seminars for child welfare agency executives over six years. The
Project provided momentum for the upgrading of salaries, new programs,
encouraged social welfare research and production of social work
literature.
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The passage of RA 4373 also

encouraged the development of relevant
curricula deliberated by the Schools of
Social Work Association of the Phils
(SSWAP) in 1969. SSWAP registered with
Securities and Exchange Commission and
https://www.naswei.org/ assumed a new name, National Association
for Social Work Education, Inc. (NASWEI).
It has established linkages with the Asian-Pacific Association for
Social Work Education (APASWE) and the International Association of
Schools of Social Work (IASSW). The NASWEI objectives are to
(1) promote and maintain a high standard of social work education
and
coordinate and collaborate with duly authorized agencies for
accreditation;
(2) standardized social work curricula designed to prepare qualified
professional social workers and paraprofessional social workers;
(3) serve as a national forum on issues related to the profession of
social work in general to social work education in particular;
(4) facilitate inter-school sharing of human resources and facilities;
(5) encourage and promote research and the development of
indigenous teaching materials and other related resources.
55. NASWEI and PASWI supported the Professional Regulation

Commission’s (PRC) on the Expanded Tertiary Education Equivalency
and Accreditation Program (ETEEAP or E.O. 330). The PRC passed a
Resolution providing guidelines for the implementation of RA 4373
concerning ETEEAP. The resolution was intended to guard against
misuse and abuse of the ETEEAP which occurred in 2000 and 2001.
56. The Philippine Association of Social Workers

Inc. (PASWI) is the national organization of social
workers in the country. Organized in 1947, it is a
charter member of the Philippine Social Science
Council (PSSC) and a member of the International
Federation of Social Workers (IFSW). It holds a
biennial National Conference on Social Work.
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Social Work Program
Phone No.: (082)300-5456/305-0647 Local 134
https://www.facebook.com/paswinational1948
Objectives:
a. To promote and maintain professional standards of practice;
b. To strengthen the competence of members through opportunities for
professional growth and development;
c. To work for better understanding, acceptance and recognition of
social work as a profession;
d. To initiate and work for social legislation in social welfare and
e. To expand professional activities through the organization of local
chapters and development of linkages with international
organizations devoted to human service.
Social Welfare under the EDSA and Post-EDSA Presidents

Pres. Corazon C. Aquino (1986-1992)
• Signed Executive Order 123- Reorganizing the Ministry of Social
Services and Development to Ministry of Social Welfare and
Development
• Establishment of Bureau of Women's Welfare to equipping women of
capacities for income-generating projects and training centers
Programs were implemented for the persons with disabilities and rebel
returnees. Non-government organizations (NGOs) and people's
organizations (POs) became active partners with the government as
directed by the 1987 Constitution.
• Launching of the Self-Employment Assistance (SEA) program which
provided microcredit for livelihood and capital support to
underprivileged sectors such as women, out-of-school youth, disabled
and handicapped
• Concentrated on Family and Community Welfare, which focused on
serving and strengthening family relationships and communities
through programs as Parent Effectiveness, Premarriage Counseling,
Responsible Parenthood, Family Casework and Counseling, Social
Preparation for People's Participation, Community Volunteer Resource
Development, and Social Welfare Structure Development
• Expedited the Emergency Assistance Program, which focused on
supplementary services and disaster management support such as
Supplemental Feeding, Food for Work, Emergency Shelter Assistance,
Balik Probinsya, Crisis Intervention and Disaster, Management
Capability Building; and,
• Supported programs for Disabled Persons and the Elderly, which
provided support to disabled persons and elderly like Information
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Social Work Program
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Dissemination on Disability Prevention, Assistance for Physical

Restoration of Disabled Persons, Social/Vocational Preparation for
Employment Services, After Care and Follow-up, Services, and Special
Social Services for the Elderly.
• Promulgated the Family Code of 1987 and 1991 Local Government
Code,
Pres. Fidel V. Ramos (1992-1998)

• Initiated the convergence approach in easing poverty through the
Social Reform Agenda (SRA). The principle of convergence provided
partnership between government, NGOs, and POs at the different
levels of government – national and local – not only in the
implementation of services but also in social welfare planning
• The Comprehensive and Integrated Delivery of Social Services
(CIDSS) was one of the SRA flagship programs pertained to social
welfare led by DSWD
• CIDSS is required by Republic Act 8425, the "Social Reform and
Poverty Alleviation Act" of 1997. Strategies are Application of
community organizing, Collation of objective data to determine the
quality of life using 33 Minimum Basic Needs (MBN) indicators
application of a focused targeting strategy to identify the most
depressed, deprived, and underserved families and individuals.
Adoption of the convergence principle where the representatives of
government, NGOs, and Pos were mobilized for active involvement in
situation analysis, planning, implementation, and
monitoring/evaluation (SAPIME). At the macro-level, an inter-
agency body interrelates CIDSS with different programs in social
reform. Formerly under the Social Reform Council, this is now under
the National Antipoverty Commission or NAPC.
Pres. Joseph E. Estrada (1998-2001)

• Launched the National Anti-Poverty Action Agenda. Under the Social
Reform and Poverty Alleviation Act, he created the National Anti-
Poverty Commission (NAPC) which was mandated to continue CIDSS
in the three poorest barangays in all fifth and sixth class
municipalities. The Estrada administration identified 14 basic
sectors that were given a place with their government counterparts
in the policy formulation process.
• The implementation of his Lingap sa Mahihirap Program was marred
by a top-down structure which contrasted with the participatory
approach of CIDSS and political interference in the appointment of
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representatives to the Basic Sectors of NAPC and failure to advocate

the participatory approach at the local level.
• Republic Act 8044 (Youth in Nation-Building Act) was passed in
1995 to provide for the establishment of the National Comprehensive
and Coordinated Program on Youth Development, which is
embodied in the Medium-Term Youth Development Plan for 1999-
2004.
Pres. Gloria M. Arroyo (2001-2004, 2004-2010)

• Served as DSWD Secretary July 1998-October 2000) where she
initiated the AHON Programs - Ahon Bayan, Ahon Bata and the Ahon
Pamilya - focused at improving the lives of the poor and the
disadvantaged through strengthening linkages with various
stakeholders. The Quick Reaction Team was also launched during
her term.
• KALAHI-CIDSS Program – Kapit-Bisig Laban sa Kahirapan (Linking
Arms against Poverty) was the poverty alleviation agenda. It was like
the Social Reform Agenda in terms of program components as asset
reform, human development, social security, and development
administration strategies as convergence focused targeting, and the
empowerment of communities. But the program differed in
immediately addressing problems in social security. Thus, social
security was a separate agenda from human development
commitment, then placed under human development through
CIDSS in the SRA. Initial failure was due to inadequate preparation
of the community involvement in the decision-making process.
• Conditional Cash Transfer (CCT) started in 2007. This program later
became known as the Pantawid Pamilyang Pilipino or 4Ps.
• The DSWD also continues to maintain attached coordinating bodies
for policy formulation, monitoring implementation of laws pertinent
to particular groups. The Council for the Welfare of Children (CWC)
crafted a policy document on the Philippine National Strategic
Framework for Plan Development for Children for 2000-2025 or
CHILD (DSWD 2000: 37). The National Council for the Welfare of
Disabled Persons (NCWDP), which serves as the central
policymaking, coordinating, consulting agency of government on all
disability-related matters. The third attached agency is the Inter-
Country Adoption Board, which acts as the primary authority in the
Inter-Country adoption of Filipino Children (Bautista, 2013).
Pres. Benigno C. Aquino (2010-2016)

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• Continued the 4Ps program as its anti-poverty program

• Scaled up the KALAHI-CIDSS program last 2013
• Involved civil society groups in initiatives for a more transparent
governance and monitoring the delivery of direct services, such as
4Ps (Holmes, 2012).
Pres. Rodrigo R. Duterte (2016-present)

• Enacted RA 11291 or the Magna Carta for the Poor, RA 11310 or the
Pantawid Pamilya Pilipino Program among other laws
• Integration of Kalahi-CIDSS as one of poverty alleviation programs
of DSWD stipulated in the Magna Carta of the Poor.
(https://ncddp.dswd.gov.ph/site/news_profile/275)
•
For added historical bits, watch Paglilingkod: The Filipino Social Worker
in a World Out of Balance at
https://www.youtube.com/watch?v=SLKxPF2UP4Q&t=1s
Ambrosino, Rosalie (2016), Social work and social welfare: an

introduction,8th, Australia: Cengage Learning
Anderson, S. ed. (2017). Introduction to Social Work at Ferris State

University. Creative Commons Attribution. Retrieved from
Bautista, V.A. (2013).Governing the Social Welfare Sector. Retrieved from

http://www.ombudsman.gov.ph/UNDP4/wpcontent/uploads/2013/01/
Chap4.pdf
Camagay, M. (1988). The Hospicio de San Jose: Institutional Care for

Mental Patients. Philippine Studies, 36(3), 365-371. Retrieved May 14,
2020, from www.jstor.org/stable/42633101
Del Castillo, M.L.T. (2012) Foundations of Social work. Social Work Board
Review Notes (Unpublished).
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Social Work Program
Phone No.: (082)300-5456/305-0647 Local 134
Dr. Jose Fabella https://www.doh.gov.ph/node/1659
Dulmus, C. & Sowers, K. (2012). The Profession of Social Work: Guided by

History, Led by Evidence. John Wiley & Sons Inc. Hoboken, New Jersey,
Retrieved from
Gallagher-Allred, C., Gallagher, (1989). Nutritional Care of the Terminally

ill. https://books.google.com.ph/
Holmes, Ronald E.D.(2012, July). Between Rhetoric and Reality: The

progress of reforms under the Benigno S. Aquino Administration. [PDF File].
Retrieved from
https://www.ide.go.jp/library/English/Publish/Download/Vrf/pdf/476.
pdf
"Its Beginnings." Asilo Manila. Asilo de San Vicente de Paul. Archived from
the original July 18 July 2014. Retrieved 21 May 2014.
Kirst-Ashman, K. K. (2017). Introduction to social work & social welfare:

Lee-Mendoza, T. (2008). Social Welfare and Social Work, 3rd ed., Quezon
City: Philippines: Central Book Supply Inc
Murillo, A. (1944). Public Welfare Services in the Philippines, 1898-1941.

Social Service Review, 18(2), 189-204. Retrieved May 14, 2020, from
www.jstor.org/stable/30014210
Wengert, T. (2017 October 30). Reformation 500: 50 things you may not
know about Luther. Living Lutheran. Retrieved from
https://www.livinglutheran.org/2017/10/reformation-500-50-things-
may-not-know-luther/
Willis, J. (2016). The Elberfeld system: poor relief and the fluidity of
German identity in mid-nineteenth century Germany. (Master’s Thesis,
Boise State University, Idaho, USA. Retrieved from
https://scholarworks.boisestate.edu/cgi/viewcontent.cgi?article=2184&
context=td
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Social Work Program
Phone No.: (082)300-5456/305-0647 Local 134
Zastrow, C. H. (2016), Understanding human behavior and the social

Activity 1. Write the exact word as your answer.

1. It was established in Munich to prevent begging non-disabled paupers.
a. Military Workhouse
b. Hamburg Experiment
c. Common Chest
d. Elberfeld System
2. He conceived a common chest for the receipt of food, money and
clothing to assist the needy and prevent begging.
a. Juan Luis de Vives
b. Martin Luther
c. Professor Busch
d. Benjamin Thompson
3. The following are the salient points of the English Poor Law. Which
one is not?
a. The care of the poor was an activity of the church. The main
motive for almsgiving was the salvation of the soul of the donor
b. The primary responsibility of the care of the poor belonged to the
individual’s family and relatives
c. Those who would not be supported by relatives had to be cared
for by the parish or community
d. The parish must maintain the impotent poor from the voluntary
contributions of the parishioners through collections.
4. It was a place for working people where their higher moral and
intellectual capacities were developed to ensure full participation in
a democracy, as exemplified by the US
a. Refugee House
b. Settlement House
c. Toynbee Hall
d. Hull House
5. It was one of the first settlement houses in the US.
a. Refuge House
b. Hull House
c. Refugee House
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d. Neighborhood Guild
6. The year the Training School for Applied Philanthropy was set up in
New York
a. 1889
b. 1898
c. 1923
d. 1863
7. The first family welfare agency and the first to use casework method
in the Philippines was the
a. War Relief Office
b. Philippine Civilian Affairs Unit
c. Associated Charities
d. Damas Islas de Filipinas
8. This office was created by Pres. Elpidio Quirino, on January 3, 1951,
as the government agency for social welfare.
a. Social Welfare Commission
b. Social Welfare Administration
c. Bureau of Public Welfare
d. War Relief Office
9. In the 1970s, the service delivery was facilitated through_____ using
existing political structure as the worker’s point of entry and basis for
problem-identification and prioritizing.
a. Individual approach
b. Baranganic approach
c. Community-based approach
d. Program approach
10.The Local Government Code of 1991 or Republic Act 7160 was
passed on _____.
a. October 10,1991
b. December 13,1991
c. July 12, 1991
d. June 19,1990
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Let’s Analyze
Activity 1. Knowing historical information is not enough. You should be
able to connect events across time. You can place your
observations on the lines below.
1. Religion was the underlying motivation to help the needy in the

early period of social work. How is this motivation present today?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2. How do historical events contribute to shaping the social work

practice up to now?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
3. Discuss the role of the private sector (NGOs, Corporate social

responsibility) is responding to social welfare needs.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
4. “The State has the responsibility to intervene when the individual

cannot provide his needs.” How do current anti-poverty programs make
this possible in the Philippines?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
In a Nutshell
You can write your views, insights, arguments on the history of social
work from Europe, the USA and the Philippines.
_______________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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Do you have any question for clarification?
1.
2.
3.
4.
5.
Xenodochia Zakat Code of Hammurabi

Statute of Laborers of
Judaism Christianity 1349
Elizabethan Poor Insular Board

Law of 1601 Speenhamland system
Thomas Chalmers Almshouse Community Chest
Octavia Hill Elberfield System Juan Luis de Vives
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Professor Bush Benjamin Father Vincent de

Thompson Paul
Edwin Chadwick Charles Booth Sir William Beveridge
Chancellor Bismarck Protestant ethic Social Darwinism
Hull House Mary Richmond Pres. Manuel Quezon
Massachusetts Board Social Security Act Asilo de San Vicente

of Charities of 1935 de Paul
Hospicio de San Jose Encomendero Hospicio de San Jose
Gov Gen Frank Public Welfare Associated Charities

Murphy Board of Manila
Welfareville PACSA Dr. Jose Fabella

Charity Office of
London Charity Organization Commissioner of
Organization Society Society Buffalo, Health and Public
New York Welfare
Volunteer Bureau of Public Josefa Jara Martinez

Organizations Welfare
SWA DSW DSSD
MSSD DSWD NGO
PASWI SSWAP NASWEI

Social Reform
ETEEAP Agenda KALAHI-CIDSS
Pantawid Pamilyang
Pilipino Program Self-Employment Non-government
(4Ps) Assistance organization
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Weeks 4-5: Unit Learning Outcomes (ULO):

a. Articulate the philosophical values of the social work profession

b. Expound the knowledge foundation of social work

ULO-a.Articulate the philosophical values of the social work profession.
In this section, the essential terms relevant to the study of social

work and to demonstrate ULO-a will be operationally defined to establish
a common frame of reference as to how the texts work. You will encounter
these terms as we go through the study of the values and knowledge base
of social work. Please refer to these definitions in case you will encounter
difficulty in understanding some concepts.
1. Ethics. The science of moral duty. It is concerned with the science of

ideal human character and deals with ethical principles, quality, or
practice.
2. Morality. Morals are the social norms or standards that people follow.
Moral refers to what societies deem as right and acceptable.
3.Values. These shape our beliefs and attitudes and vice versa. They
determine which goal & actions we evaluate as "good." Also, the term
refers to norms or guidelines for behavior. Values influence our evaluation
of situations and motive underlying the steps we take.
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Essential Knowledge
For you to demonstrate ULOa, you will need to have an operational

understanding of the following terms below. You will also be required to refer to
the previous definitions found in ULOa and ULOb sections. Please note that you
are not limited to refer to these resources exclusively.
In the previous lessons, you identified the motivation behind the actions of
social reformers in the field. You will have to recall societal, cultural and personal
value systems as these influence your future practice. Online e.g., ebrary,
search.proquest.com and library references will help you identify value systems
shaping beliefs/ideologies and approaches utilized by the profession. Social work
principles flow from the value base of the trade.
 Morality refers to doing good or being good. The “good” follows the “norm”.
It means that the “good” follows standards. The term norm comes from
“norma” or the carpenter’s square. The emphasis is on
rectitude/correctness/straight-ness in relation to a fixed point. Norms can be
o Technical - like a “good” carpenter, “good” basketball player, “good”

robber
o Aesthetic – “bad” fashion sense, “bad” music, “bad” poetry
o Cultural – proper way of greeting (po/opo), knocking on the door
before entering, not talking when your mouth is full
 What does it mean to be moral? To be moral means

- to examine the tendencies, the goals, the objects of our desire
whether or not they lead to Heaven or the ideal society.
- using reason as guide for actions that lead one to Heaven or that
ideal society, all the while embracing his or her strengths and
weaknesses and rootedness.
- doing actions that are “impartial, adheres to rules that serve

everyone’s interest, and that which corresponds to our
natural inclination to care for others”
a. The Seven-Step Moral Reasoning Process

Gather the facts. What do we know? What do we need to know?
Identify the stakeholders. Who are involved? How are they
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affected?
Articulate the dilemma. What values are at play? What is bothering
me?
List the alternatives. Brainstorm options. Eliminate untenable ones.
Come up with a third alternative
Compare alternatives with principles. Eliminate alternatives if the
moral values that they uphold are not that important to you
Weigh the consequences. Consider both positive and negative
consequences
Make a decision. The decision must reflect one's values. There are
no easy and painless solutions to ethical dilemmas.
 Ethics is generally defined as the study of the morality (formal object) of

human act (material object). Before one can say whether the act (and the
agent) is morally right or morally wrong, one must determine first whether or
not the agent really is responsible for the commission of such an act.
 General and Applied Ethics
General: mainly about general principles of normative ethics (teleological

versus deontological).
Applied: application of such principles in specific fields (environmental

ethics, bioethics, business ethics, etc.) Ex. Role fidelity (Confucian
propriety), veracity (Kantian universalizability), beneficence and non-
maleficence (Aristotelico-Thomistic virtue), etc.
 Eucracy- Gr. Eu (good, well) -kratia (rule) the rule of what is good.
 Six tools for Ethical Decision-Making

1. Euthenics- refers to improving human conditions by enhancing the external
conditions and controllable environment. External elements refer to
education, habitation, health, business, organizations and associations,
government and all elements that make us human and make possible for
people to live in a decent, health, happy and prosperous civilization.
(Amorado, 2019). Social work can relate to this tool.
Two related concepts

a. Eudemics-improvement of social and political environments (with
euthenics, concerned with nurture).
b. Eugenics-improvement of genetics- concerned with nature
2.Three practical criteria in determining ethical acts in leadership

a. Deontological ethics- acts that are inherently wrong regardless of their
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goals, motivations, purposes and consequences

Example:
b. Teleological ethics- acts that are wrong by virtue of their goals, motivations
and purposes. Acts may be deon neutral. Teleo acts are intended and
intentional
c. Consequential ethics- acts that are wrong by virtue of their consequences,
effects, impacts, and outcomes regardless of whether or not they are
deontologically or teleo neutral. An act is good if it results in good
consequences.
 Trust
-A firm reliance in another person’s virtues of honesty, dependability and strength
of character (Hyler Bracey)
a. Contextual Trust- trust found in its specific areas, competence or expertise.
Context can refer to occupation or profession.
Example: trusting a social worker to help with a person’s needs but not in
solving health problems.
Context can also refer to geography, religion, organizational membership
-Important to establish universal trust
b. Universal Trust- authentic-higher order trust, a character trust. Character trust

is where all the virtues of eucracy-what is good and for the common good-are
found.
1. Three predominant societal values that undergird society’s mandate for

social welfare
A. Capitalist-Puritan Belief. This most potent belief system emphasizes
material achievements and success. The Puritans believe that those who do not
exercise sufficient ambition are ashamed, punished or left to the workings of the
economic system
Basic assumptions:
a. Man is capable of his success or failure.
b. Human nature is evil but can be overcome by an act of will.
c. Man’s primary purpose is the acquisition of material prosperity, which he
achieves through hard work
d. The primary purpose of the society, is the maintenance of law and order in
which this acquisition is possible
e. The unsuccessful or deviant person is not deserving of help, although efforts
should be made up, up to the point of to rehabilitate him or spur him more
significant efforts on his behalf.
B. Judeo-Christian Belief. Scriptures reveal these views/assumptions about

humankind and the universe. Concepts include nonjudgmental, self-
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determination, equality of opportunity, and ultimate worth and dignity of all

humanity.
Basic Assumptions:
1. Man is created being, one of whose major problem is that he acts as if he
were not and tries to be autonomous
2. Man is fallible but at the same time capable of great courage or
unselfishness
3. The difference between men, in terms of good and evil, is insignificant
compared with the standard demanded by their creator, and, as a
consequence, man cannot judge his fellow in such terms
4. Man’s greatest good lies in terms of his relationship with his fellow human
and with his creator
5. Love is always the ultimate victor over force.
C. Self-awareness and Values. Competent social workers must be aware of

themselves as walking value systems, be conscious of what those values
are, evaluate them rationally, and change those that require changing.
D. The Council on Social Work Education (CSWE) delineates the following

social work values:
1. Each person has the right to self-fulfillment, deriving his inherent capacity
and thrust toward that goal
2. Each person has an obligation to seek ways of self-fulfillment that contribute
to the common good
3. Society has an obligation to facilitate self-fulfillment of the individual and the
right to enrichment through the contribution of its members
4. Each person requires socially provided and socially safeguarded
opportunities for satisfying his basic needs in physical, economic, cultural,
aesthetic and spiritual areas.
5. Social organization is required to facilitate the individual’s effort at self-
realization
6. Social organizations must provide devices for needs satisfaction broadly in
range, variety and quality. This is to permit both self-realization and
contribution to society by the individual.
E. The worker should be aware of dominant Filipino values as values influence

behavior and actions. Among these values are:
a. Social acceptance is defined as being accepted by one’s fellowmen and

treated according to his status. This value is undergirded by the intermediate
values: Smooth Interpersonal Relations and Amor Propio
*Smooth interpersonal relations refer to getting along with others to avoid

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outward signs of conflict. This value is done through:
(1)Pakikisama or giving in,

concession, or following the
suggestion of another.
For example, an alcoholic father
https://quizlet.com/306641339/q1-filipino-5-6-
social-value-flash-cards/
who promised to be sober, will drink again “just a bottle of beer” for old friends’
sake. Another illustration would be that of a mother will join a group of mothers
for a training initially, to avoid hurting the feelings of the leader who invited them.
(2) Euphemism which means

stating an unpleasant truth as
pleasantly as possible and (3) use
of a go-between referring to a
third party who will carry a
message, assuage a bruise or
prevent an injury.
https://www.slideshare.net/ChinChayEspariz/the-filipino-values
To illustrate both values, a mother will use euphemisms to refuse the

invitation like, “I will see.” Or “You can go ahead, I will catch up later.” Later, she
can ask her friend to convey a reason to the leader for not joining.
Amor Propio is a term referring to sensitivity to attacks on one’s self-

esteem and that of others. Akin to hiya, insensitivity takes the risks of ending a
relationship.
Sensitivity to timing is needed when calling out a person’s mistake in public.
Or, a community leader may listen to the proposed plan for a water system but
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may not support it because he was not included in the planning.
b. Emotional closeness
and family security may
be seen in personal
sacrifices for the good of
the family members. The
term is like familism where
family interests take
precedence over individual
interests, decisions are
https://steemit.com/philippines/@juvyjabian/features-and-characteristics-
distinctive-to-filipinos
made for the family’s good. For instance, the mother’s decision to join an
organization will depend on the benefits the family will receive. Or, the emotional
closeness may be shattered in the case of internal problems like adultery or
concubinage.
c. Authority value rests on the belief that the family will remain close if
someone has a firm hand. Traditions and rituals are respected and obeyed.
Authority figures are consulted in decision making.
One example would be the couple’s decision to adopt a family planning

method. They prefer to consult an older, trusted relative aside from a doctor or
health care provider. On the other hand, authority value exerts pressure on a
group’s decision on which may be based on a groupworker’s recommendation.
d. Personalism is of
significant importance attached to
kinship and friends in getting
things done whether it is a job
application, a request for help or
solicitation for funds or votes.
“Kilala” (personal preference),
“Tiwala” or trust are some of the
specific values under personalism.
In community work, social
workers build relationships or tap
https://www.slideshare.net/kimberlyamistad/filipino-values-37709135
into relationship networks to facilitate change in the community. On the other

hand, the worker must sensitively balance the situation to avoid violating agency
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guidelines to give way to a request.
e. Utang na loob or debt of gratitude occurs during transfer of goods and

services between two individuals belonging to different groups.
This is considered positive in parent-child relationships where a child
provides support to his parents in old age. In the office, a colleague may return
the favor by doing something. On the contrary, this value maybe abused, in the
case of a worker forced to make decisions to accommodate payment of debt of
gratitude.
f. Patience, suffering and endurance

is a belief that these values are
important before gaining success or
happiness. It is like fatalism because it
is “tadhana” or kapalaran or /pagsubok.
Taken positively, it may mean hoping
for a wayward child to reform.
But the negative aspect can refer

to a community with a passive attitude
toward changes in poverty situation
because of belief in “it has always been
https://www.slideserve.com/belden/a-patriotic-christian-filipino this way for generations.”
Social workers are challenged to

examine the positive and negative
aspects of these values in their
relationships with clients, with
colleagues and. community partners.
In the process, social workers cope
with conflicts and dilemmas.
https://owlcation.com/social-sciences/examples-of-filipino-proverbs
One resource is the use of Filipino maxims or proverbs. They provide insight
into the Filipino psyche and behavior.
An example of a proverb would be “Ipagtanong ang dadaanan nang di
maligaw.” He who asks his way will never go astray. This proverb can be
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used to call attention to the need to consult others.
For more Filipino proverbs, you can check noypi.com.ph
Professional ethics is the system of ethical principles and rules of conduct

generally accepted by the members of the professional group, based on the
philosophy, values and guiding principles of that profession.
It consists of the written aspect, the Code of Ethics and unwritten rules
and principles of conduct which have the same force as the Code.
A copy of the Code of Ethics for Philippine Social workers can be found at
https://www.ifsw.org/member-organisation/philippines/.
The Code of Ethics is grounded on the belief in the worth and dignity of
man, his rights and responsibilities, his capacity to change and values of unity and
diversity, poverty needs to be changed, the family as basic unit of society,
government/private/public sector partnership responsibility to promote social
justice, social workers as agents and advocates of change and social work
practice rooted in values. The Code continues to define the standards of ethical
conduct in
A. Relative to Self and the Profession
B. Relative to Clients
C. Relative to Colleagues
The Unwritten duties and obligations expected of a social worker are found in the
The Ethics of Social Work: Principles and Standards https://www.ifsw.org/global-
social-work-statement-of-ethical-principles/. This was adopted by the International
Federation of Social Workers of which PASWI is a member.
The Ethics spell out the Duties toward clients, towards colleagues and the
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profession, toward the agency/organization and toward the community/public.
In observance of the
Code of Ethics, the social
worker faces ethical
dilemmas in the following
areas:
1. Manipulation. This
can occur in many levels,
client, community, agency
among others. Are there
situations when
manipulation occurs? Is it
https://www.slideshare.net/tawnybw/technology-ethics-and-social-work
justified? To illustrate, should a worker add details to her report so the

client can be qualified to receive aid?
2. Advocacy. Part of our job is to engage social structures to bring changes

on behalf of clients. In the process of advocating for change, ethical
concerns on treating all with respect and dignity, fairness to all arise. How
do we reconcile these? For instance, should the worker use unnecessary
conflict in engaging property owners so groups of informal settlers
receive resettlement benefits?
3. Conflicting loyalties. Loyalty to agency is a professional duty. How

about loyalty to the client’s cause? This is a dilemma experienced in a
situation of whistle blowing against a colleague or the agency.
4. Cultural and other realities. Our cultural values put the social worker in
a dilemma. In an organization, the social worker follows rules and
procedures. But personalism values call for tapping ones ‘connections’
to facilitate a need for a client. Political influence in our work may run
counter to hiring policies, aid distribution procedures or supporting a
policy among others. What are the limitations of support and
cooperation?
Seven Guiding Principles of Social Work. These principles proceed from values
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and philosophical foundation of social work (Lee-Mendoza, 2008).
1. Acceptance of people as they

are is based on the worker’s
professional experience and agency’s
support in her role to achieve society’s
goals. In their reality, the principle
requires respect whatever his/her
circumstances). Acceptance involves a
non-judgmental attitude which is
acceptance of human strengths and
weaknesses, limitations and capacities.
Note that the principle does not imply acceptance of wrongdoing done by the
person. The principle implies a demonstration of warmth and interest in the client’s
concern, allowing ventilation of feelings without agreeing or disagreeing. It also
requires personal discipline of the worker in controlling emotional expressions of
shock, acceptance of biases, eccentricities among others. When the client accepts
the worker and vice versa, rapport or positive client worker relationship will exist.
For example, a child-in-conflict with the law may be required to report to the
social worker on a periodic basis. In the initial meeting, the child may be observed
to be sullen and may manifest resistance. The worker will pick up these cues to
understand behavior coming from past or present situations. By communicating
acceptance, the client may realize the behavior may be unnecessary and respond
with counter-acceptance. Rapport between client and worker is established.
2. Participation of the client in problem-solving occurs throughout the

helping process. Client participates by providing information, gets
involved in identifying the problem, planning ways to solve the problem,
identifying his/her own resources and acting on the plan. Worker makes
it clear that client involvement is needed, motivating him throughout the
helping process.
To illustrate, during the intake interview, the client provides basic

information, on himself, family, community, expresses his/her need and
gets involved in decision-making on options presented by the worker.
The client does his part as in, rehearsing for a job interview, drafting a
letter of request for assistance, delivering the letter and talking to the
person incharge, among others. When facing discouragement, the client
discusses feelings and reactions with the worker until he is finds
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motivation to continue.
3. Self-determination means enabling

client to determine his/her needs and how
they should be met. The worker will help him
identify and weigh options, their
consequences and let the client decide. In
the process, the client develops confidence
in his abilities to solve his own problems.
A school social worker was working with a

student diagnosed with bipolar disorder who
is resisting taking prescribed medication on
a regular basis. The worker must discuss the
https://www.pinterest.ph/pin/562809284677127981/
effects on personal behavior, on studies and relationships. The worker also

must motivate the client to focus on his goals and reach for his dreams of
obtaining a degree.
A group of students were referred to the school social worker due to
academic difficulties. The worker inquired of their hopes and dreams,
barriers to reaching these and strategies to deal with these barriers. The
group also decided on schedules for sessions with the tutor. The worker
reviewed the purpose of the Program and guided them to available
resources. The worker should consider the limitations on self-determination
such as age, incapacitating conditions and unlawful actions. conditions and
unlawful actions.
4. Individualization refers to recognition of the uniqueness or individual

differences of every person, family, group, community. Even though similarities lie
in humanity, biological needs, biological makeup, differences would lie in the
environment, circumstances of the problem, client perceptions and responses.
A social worker was assigned to prepare a profile of persons with disabilities

(PWDs) in one community. The expressed need was to facilitate the processing
of PWD identification cards. The PWD IDs enabled the families to buy basic needs
at a discount. The worker noted that the barangay had provided livelihood projects
for parents of the PWDs thru the local social welfare office. However, in one family,
the PWD needed a wheelchair for socialization and therapy. The worker linked
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with a private foundation to provide for a wheelchair.
i. Confidentiality is an expression of protection

of client’s privacy. The principle protects client
from harm, within the limits of the law, which
may result in divulging information to worker.
Trust is essential in the helping relationship
where client lowers his defenses and he can
participate in the helping process.
Permission or consent should be sought
from the client for requests for information.
The client must be informed that within the
context of professional helping, his case
would be discussed in case conferences or a copy of his case will be

attached to a request for assistance.
A case in point is that of preserving the identity of a COVID-19 positive

patient to avoid discrimination to himself and his family. Thus, in the media news,
critical details are left out like name, specific address (barangay name only).
The profession faces challenges in employing this principle in a highly
personalistic culture where families are very open, limited facilities for privacy and
technology makes access to data crucial for decision making.
6. Social worker self-awareness / controlled emotional involvement. The worker

must be conscious of her own strengths and limitations, biases, responses to
situations and motivations. Awareness and control of these minimize intrusion in
practice. Self-discipline is crucial in the face of temptation to manipulation and
exploitation for personal interests. The conscious use of self is operational in
interviews and setting of boundaries. When the interview is diverted to personal
questions asked of her, how will she deal with them? Another aspect would be
worker’s response to manipulation by others. Will she be intimidated by older
persons, persons in higher positions? Or will she stand firmly on principles doing
her best professional ability?
For example, social worker Alfa was incharge of a government program

involving communities. During election campaign time, high ranking
municipal official was running for office. The official instructed the worker
to inform the community that, it was through his political influence that
the program came to the community. Social worker Alfa refused, and
reiterated that the program was implemented through the National Office.
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As a result, social worker Alfa was re-assigned to another office.
7. Client-worker relationship refers to the means for carrying out social work’s
functions. The professional relationship must have purpose and direction. The
purpose is to help client in some problematic area of social functioning. The
direction is where the relationship should be aimed at to achieve the purpose or
goal. The purpose should be anchored on worker’s role and agency policies
and procedures. Worker and client expectations must be clarified. Purpose
guides all activities done by worker and client, defines content of interviews,
limits data to be collected, identifies resources to be mobilized and interventions
to be used.
Controlled emotional involvement refers to setting limits to emotional

involvement in the professional relationship. Under this concept are
Ambivalence and Transference.
Ambivalence refers two
opposing forces within
one’s self as identified by
Bleuler. This is
experienced by both
worker and client. The
worker feels ambivalence
when ending a
professional relationship,
resigning from or transfer
of jobs, preparing a report
https://socialworkhelper.com/2016/10/13/green-social-work/
among others. Clients go through ambivalence when giving up a child for
adoption, loving or hating family members, entering or leaving a job among
others.
Affirming emotions is crucial but should not be a ground for
manipulation of client decisions. Worker can help client by presenting
different angles of the situation, presenting options and implications for
decision making.
A wife contemplating leaving or staying with an abusive husband
comes to you. Worker may discuss considerations are the effects on
children, economic support, property, in-law issues, psychological support,
legalities, short term and long-term plans. If the client is undecided, worker
may offer partial help by suggesting that she take time to think things over.
Transference is a concept popularized by Sigmund Freud. It is

presumed to occur when the client subconsciously shifts to the worker
favorable or unfavorable qualities of some person in his early years. This
can elicit favorable or unfavorable responses from the worker. But being
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aware of this, the worker does not take the comment personally. Statements
like, “You sound like my mother” can be responded to in general statements.
The worker can go back to discussion of the problem presented by the
client. The reverse can also happen, and the term used is “counter-
transference.” The worker’s subconscious response to the client’s
subconscious reactions can affect the helping process. Self-understanding
of the worker can be reached by reflecting on the pattern of her reactions.
In cases of conflict among youth groups, with whom does she take
sides, the male or female? Is she biased on the appeal to knowledge or
appeal to emotions?
These principles are rooted in the belief of human worth and dignity
and have influenced by Filipino culture. How these universal principles are
embodied in Filipino social work practice deserve an interesting in-depth
study.
Social work is a profession (Ernest Greenwood, 1957 cited in

Mendoza, 2008) because it possesses five distinguishing attributes.
A. Systematic body of theory or knowledge is the basis of the professional’s
operations in concrete situations. Mastery of these knowledge requires formal
education and involves application of scientific knowledge. Social work derives
knowledge from different sources and builds its own body of knowledge from
practice. These sources of knowledge are:
1. Tested knowledge which is established through scientific study or research.
The theoretical base comes from different professions and disciplines such as
sociology, anthropology, psychology, medicine, law, which are generally coming
from a Western perspective. Evidence-based practice in the Philippines is a fertile
ground for social work research.
2. Hypothetical knowledge is knowledge based on assumptions which still
needs to undergo transformation into tested knowledge. The use of tentative
knowledge may be accepted to explain certain facts but will require further
research or testing to establish facts.
To illustrate, couples limit their number of children for economic reasons.
The lesser children, the more chances of achieving their dreams of a better life.
Further studies will be needed to prove this theory.
3. Assumptive knowledge is also known as practice wisdom which social
workers gain from experience.
An example would be, a project will be sustainable if the community people
were involved from planning up to evaluation.
There is danger involved when social workers depend on this type of
knowledge alone. Again, the challenge will be using scientific studies is a must
support one’s practice. Both hypothetical and assumptive knowledge are
unconfirmed but are accepted and acted upon as true with the purpose to confirm
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them later.
B. Professional Authority is authority ascribed to the profession by reason of

her educational background. This accords respect for the works. The training
provides competence or skills which the social worker uses to guide her client.
The worker-client relationship is the area where the client and worker work closely
with the worker applies her skills and the client participating in the atmosphere of
understanding.
C. Community Sanction comes from the society /community which sanctions

a profession’s authority by giving it certain powers and privileges, e.g., control over
training centers / admission requirements, performance standards.
• National Association for Social Work Education Inc. (NASWEI) focuses
on improvement of quality of social work education.
• Commission for Higher Education (CHED) has jurisdiction over schools
offering the Bachelor and Master’s program.
• Professional Regulation Commission (PRC) and Professional Regulatory
Board (Social Work) oversee these functions: admission into the
profession as embodied in RA 4373 requiring completion of a BSSW
degree, passing of the government licensure examination and registration
to qualify for social work practice.
D. Regulative Code of Ethics is a built-in regulative code, partly formal and

partly informal, which compels ethical behavior on the part of its members. The
code serves to check possible abuses which can arise out of a profession’s
exercise of authority, ang its accompanying powers and privileges.
In the Philippines, the social worker swears to an oath administered by a
government official after passing the licensure examination just before
registration. The social worker also swears to the PASWI Code of Ethics after
taking the oath. The profession enforces the code of ethics by self-discipline,
informal discipline and consultation. Formal discipline is carried out by the PASWI,
Professional Regulation Commission with recommendation from Board for Social
Workers.
E. Professional Culture is described by the profession’s values, norms,

symbols and language as they involve in formal and informal groups; like
agencies, educational institutions and the professional association (PASWI). Our
professional values include the dignity and worth of the individual. Professional
norms refer to accepted standards of behavior like how to relate to clients,
colleagues, superiors, how to handle consultations, how to present new ideas, etc.
Professional symbols refer to significantly loaded emblems, history, jargon,
stereotypes.
However, in the Philippines, much work needs to be done to improve the
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image of social workers through competence and dedication.
Ambrosino, R. (2016). Social work and social welfare: an introduction,

8th, Australia: Cengage Learning
Amorado, R. (2019). Peripatetic Practical Lessons on Leadership. Vibal

Group, Inc. Quezon City, Philippines.
Atacador, R., Perater, O. & Castillo, J. (2020). Ethics. Mutya Publishing

Company.
Bulaong, Oscar, et. al. (2018). Ethics: Foundations of Moral Valuation.

Rex Book Store. Philippines.

Lee-Mendoza, T. (2008). Social Welfare and Social Work. Central Book

Supply, Inc. Manila, Philippines.
Llewellyn, A. (2015). Sociology for social workers,2nd ed. Cambridge, UK:

Polity.
Palattiyil, G., Sidhva, D., Chakrabarti,M. (2016). Social work in a global

context: issues and challenges, London: Routledge

environment,10th, Australia : Cengage Learning
Activity 1. Identify the concepts in the following items. Write your answer on the
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blanks.
______________1.} Smooth interpersonal relations are expressed
______________2.} in _____ and ____.
______________3. It is important that one knows somebody to approach to get
things done.
______________4. It contains the Code of Ethics and unwritten rules and
principles.
______________5.} The Code of Ethics continues to define the standards
______________6.} of ethical conduct
______________7.}in these areas.
______________8. Three sources of community sanction
______________9.
______________10.
Let’s Analyze
Activity 1. Imagine yourself as the social worker in these situations. Take the
challenge to apply the principles by circling the letter of your answers.
1. A patient confined in the hospital discussed with you that he is a drug

pusher. He requested the social worker keep the information confidential. Identify
the primary principle the social worker should observe.
a. Principle of confidentiality
b. Non-judgmental attitude
c. Self-determination
d. None of the above
2. (Refer to #1). Which among the responses of the social worker violates the
social work principle?
a. Inform the client of the implications of keeping the information to himself
b. Assure and promise the client to keep the information confidential
c. Identify possible resources for protection of the client
d. All of the above
3. Ana, a social worker has been working with youth from a depressed
community. She was asked to organize a group of female teens for a skills training
program. Ana prepared the case study, copying an existing case study of another
group, reasoning that their situations are the same, because they come from the
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same place. What principle did Ana forget to follow?

a. Acceptance
b. Individualization
c. Non-judgmental attitude
d. Client-worker relationship
4. Worker to client: “If I were you, I will give up your baby for adoption. What
kind of life can you give her? She deserves a better life.” These statements do not
fulfill the principle of
a. Acceptance
b. Individualization
c. Non-judgmental attitude
d. Client-worker relationship
5. When the disaster assistance was distributed, Pete, the social worker, was
instructed by the barangay leader to include his wife in the list. Pete informed the
leader, she was not qualified to receive the assistance. Which Filipino value was
in operation with the leader’s request to Pete?
a. Smooth Interpersonal relations
b. Emotional Closeness and Family Security
c. Authority
d. Personalism
Activity 2. Assignment. Download a copy of the Code of Ethics of National

Association of Social Workers (NASW) and Phil. Association of Social Workers,
Inc. (PASWI). In a matrix, list the values of each Code of Ethics. Compare these
to that of the University of Mindanao’s values.
NASW PASWI UM CORE VALUES
Discuss briefly how University values hone a social work student towards
imbibing social work values.
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________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
In a Nutshell
You can write your views, insights, arguments on this topic, the
philosophy, beliefs and values of social work profession.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Do you have a question for clarification?
Questions/Issues Answers
1.
2.
3.
4.
5.
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Ethics Values Authority Personalism
Patience, Social Professional Emotional

endurance acceptance ethics closeness
Utang na loob Manipulation Advocacy Conflicting

loyalties
Culture and Professional Regulative Community

other realities culture Code of Ethics Sanction
Professional Body of Tested Hypothetical

Authority Knowledge knowledge knowledge
Assumptive Counter
knowledge transference Transference Ambivalence
Client-worker Worker’s self Controlled

relationship awareness emotional Confidentiality
involvement
Individualization Acceptance Client Self-

participation determination
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In this section, the essential terms relevant to the study of the

knowledge foundation of social work and to demonstrate ULO-b will be
operationally defined to establish a common frame of reference as to how
the texts work. Please refer to these definitions and previous definitions
found in ULOa and previous sections, in case you will encounter difficulty
in understanding some concepts.
1. Social Welfare Policy, Programs and Services is an area concerned

with the organization, administration and operation of social welfare
programs and services.
2. Social welfare see ULOa
3. Needs are conditions or situations in which something necessary or
desirable is felt by the individual. Example. food, clothing and shelter
4. Problems are unmet needs or cannot be fulfilled thereby affecting the
social functioning of the individual. Example. Malnutrition, homelessness
5. Provisions are means where needed resources are made available for
optimum social functioning and development of target groups. Concrete
examples are programs on skills training, housing programs and food
assistance among others
6. Policy refers to a guide for a settled course of action affecting
individual and social relationships. An example is RA 8980
institutionalizing a full range of health, nutrition, early education,
psychosocial and other services for the holistic need of children.
7. Human Behavior and Social Environment focuses on understanding
the client’s normal and deviant behavior in his situation, dynamics of
individual and group behavior, and group and community processes that
influence the individual, group and community.
8. Biopsychosocial view of man involves a perspective of man as a
multidimensional entity
9. Social environment touches on the culture and physical context of
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human behavior
10.Social Work Practice. Commonly referred to as Social Work Methods,
this area refers to the knowledge and skills applied to the individual, group
or community.
11.Social functioning – see ULOa
12.Helping process/problem-solving process describes the steps taken
to respond to a need of the client
13. Field Instruction refers to opportunities for application of theory in
actual settings under supervision of a registered social worker.
Previously, we discussed the three sources of social work knowledge:

tested, hypothetical and assumptive knowledge. Substantive knowledge
is either developed by social workers for social workers and or
supplemented by other disciplines. Other disciplines include law,
medicine, sociology, psychology, political science, business
administration, etc.
Social work literature agrees on three areas of substantive knowledge
in social work: Social Welfare Policy, Programs and Services, Human
Behavior and Social environment and Social Work Practice and Field
Instruction. The social work education curriculum is patterned after these
areas with subjects or courses under each area.
The next section answers the questions “Why and what do I need to
know?
A. Social Welfare Policy, Programs and Services

Why should I study this?
Because society answers diverse human needs and problems through
institutions of social welfare.
What should I know?

1. Concept of Needs. Needs can be universal, material or non-material.
2. Concept of Problem. Problems can be manifest, person-centered,

universal yet singular, cause and consequence, institutional dysfunction,
challenge and opportunity, requiring social services, requiring social work
help
3. Concept of Provision. It is how society supplies the necessities of its

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members.
a. Individual and Group efforts
b. Major societal institutions and their roles and responsibilities such as
family, church, government, economic institutions and the forces that
bring change in these institutions
c. The social agency as provision for helping people and part of
community network of services
4. Motivations for Social Welfare Programs and Services

a. Social Justice
b. Social Control
c. Economic Development
d. Human values and norms that shape policies and services
5. Social Welfare Policy, Programs and Services

a. Historical and current forces contributing to current social problems
b. Sources of policies (Constitution, legislation, local policy-making
bodies and auspices
c. Policy formulation, implementation and improvement; interrelated
process; competencies and skills for effective participation
d. Ways society organizes to handle welfare programs to respond to
problems.(laws establishing DSWD and formation of voluntary
organizations)
e. Ways and means policies are translated into programs and services;
needed structures, administration of programs, delivery systems
f. Setting priority targets for investment of resources (National
Development Plan)
g. Assessing and evaluating effectiveness as well as deficiencies or
inadequacies of programs and services
6. Philippine Social Welfare Agencies and Institutions

a. The broad field of social welfare and different instrumentalities
b. Fields/Settings for Social Work Practice- traditional fields and
emerging fields
c. The nature of human needs served by different welfare agencies and
institutions
d. The organization and operation of programs and services in social
work-oriented agencies and organizations
e. The characteristics and structure of social work as a profession; the
past, current and emerging roles and contributions of social work
professionals in the development and implementation of social welfare
policies and programs
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A. Human Behavior and Social Environment

Framework: Man is a biopsychosocialspiritual being who is influenced by
internal and external forces that affect behavior and human condition.

A. Amplify students’ understanding of personal and group behavior
B. Expand students’ range of skills for critical assessment of theory and
knowledge of man and his environment in the context of social work
What should I know?
A. Selected concepts of social functioning, social reality, social
change and disequilibrium
B. Selected Theories that concentrate on

1. Personality theories that discuss the following concepts:
a. Heredity and environment as interrelated forces in shaping
personality
b. Culture as conditioning factor in meeting biological needs
c. Psychoanalytic theories (Freud, Erickson, Rank, etc)
d. Feminist Theory
2. Learning Theories focusing on concepts of stimulus, response,
conditioning, reinforcement, drives, responses and rewards;
imitation
3. Social Role Theory that emphasizes concepts of status, ascribed
and achieved roles, role reciprocity, role conflict, incongruity,
multiple roles
4. Culture Theory that discusses concepts of elements of culture,
dominant and subcultures, cultural variations, influences on
Filipino personality, subcultures of poverty, rural and cultural
communities
5. Systems Theory that explain the following:
a. The human being as a system unit
b. Elements and dynamics of systems- purpose, boundary,
feedback, open/close
c. Implications for social work
6. Communication Theory that contains the process,
verbal/nonverbal, direct/indirect, overt/covert, cultural aspects
7. Small group Theory that points out the following:
a. Classification and nature, characteristics of groups
b. Functions of groups
c. Group processes
d. Group structure
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e. Outcomes
8. Organization Theory with contents on
a. Distinguishing characteristics: specialization, emphasis on
rules, role assignments and areas of authority
b. Factors affecting bureaucracy: size, professionalism of
personnel, auspices
c. Strengths and weaknesses; advantages and disadavantages
9. The Community with topics on
a. Definitions, nature and characteristics of Filipino
communities
b. Community forces
i.Physical (floods, pollution, water supply, soil fertility, etc)
ii.Social (population factors, mass media, etc)
iii. economic (technology, urbanization, etc)
iv. political (government system and structure; role of dissent,
participation in government, etc)
v. culture (values, customs, etc)
C. Social Work Practice

Framework: The philosophical foundation of social work; social
work practice theory; a concept of social work as problem-
solving

a. Recognize and appreciate the philosophical(value) and scientific
(knowledge) aspects of social work practice
b. Realize the interconnection of knowledge, value and skill in
problem-solving
c. Develop an onset of recognition with the social work profession
d. Develop mindfulness and self-control
e. Obtain knowledge and skills in the social work problem solving
process
f. Acknowledge the different professional roles of social workers in
different settings and organizations engaged in provision of social
services
What should I know?

A. The Philosophical Foundations of Social Work
1. Philosophy of human worth and dignity
2. Values of self-realization, social responsibility, equal
opportunities, etc
3. Principles of acceptance, self-determination, confidentiality, etc
4. Professional ethics which are formal and informal
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B. Social Work Practice Theory

1. Goal of Social Work is enhancement of social functioning
2. Functions of social work are remedial, developmental, preventive
3. Essential elements are the client, problem, worker, process
C. The Helping/Problem-solving process of assessment, planning,

implementation, evaluation, termination
D. Helping/Interventive Models/Approaches applicable with all

types of clients, individuals, groups, communities
E. Selected tools in problem-solving such as interview,

communication, recording, mobilizing resources, programs and
activities
F. Skills parallel to steps in the helping process

1. Skill in working with different client systems (knowledge coming
from HBSE and foundation courses)
2. Skill in use of community material and non-material resources
3. Skill in use of diverse social work helping methods, interventions
and use of roles
4. Knowledge and skill in professional use of self
5. Skill in building, sustaining and ending a helping relationship
6. Skill in use of different social work practice tools (interview,
communication, etc)
G. Social Work Practice with Individuals

1. History
2. Interventive models which are crisis intervention, task-centered
approach, shift from psychological processes to environmental
situations, focus on development of skills for problem-solving
3. Nature and characteristics of individual helping relationship in
the Philippine setting
H. Social Work Practice with Groups

1. History
2. Concepts of group as medium, target and agent of change
3. Groupwork process covering unique characteristics of social
group study, group composition and formation, goal-setting and
program planning, group development and worker
role/interventions, evaluation and termination
4. Interventive models like development approach, remedial
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approach, mediating, etc.

5. Contemporary practice in the Philippine setting
I. Social Work Practice with Communities

1. History
2. Community Organizing as social work method
3. Models of community organization practice specifically locality
development, social planning, social action
4. Community organizations and community development
5. Varying agency approaches in the Philippine setting
6. Issues and Problems
J. Social Welfare Administration

1. Converting social welfare policies into programs and services
2. Administration as planning, organizing, staffing, directing,
coordinating, reporting and budgeting
3. Policy formulation, policy change and implementation,
involvement of various groups, board, staff, volunteers and clients
4. Supervision as agency responsibility including types/functions of
supervision
5. Use of consultation
6. Role of volunteers
K. Social Action
1. Social action as concerted effort by different groups to effect social
change
2. Social action as a professional responsibility
3. Forms of social action
4. Ethical considerations
5. Social action process of identification of needs, possible solutions,
decision-making, implementation
L. Social Research
1. Research as a disciplinal practice
2. Social work research focuses on enhancing practice, services,
theory-building
3. Processes involving research are develop a hypothesis, data
collections, conclusion and recommendation
4. Social Research Methods used like historical, case method,
statistical, inter-disciplinary, experimental, applied, evaluative,
participative
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Ambrosino, R. (2016). Social work and social welfare: an introduction,8th,

Australia: Cengage Learning

Lee-Mendoza, T. (2008). Social Welfare and Social Work. 3rd ed.Central

Book Supply, Inc., Manila.

Polity.
Palattiyil, G., Sidhva, D., Chakrabarti,M. (2016). Social work in a global

Zastrow, C. H. (2016). Understanding human behavior and the social

Activity 1. Explain the social work view of man as a

biopsychsocialspiritual being.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2.Choose one social welfare agency. Describe the programs, services and
clients it serves.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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3.Referring to the same agency, describe the steps the agency uses to
help a client.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Let’s Analyze
Review the Bachelor of Science in Social Work (BSSW) curriculum
used in the University of Mindanao. Available at this link:
file:///C:/Users/Admin/Documents/Admin/CMO-No.11-s2010.pdf
Based on your understanding of the three major areas of knowledge,
list courses under each curricular area. Discuss the relationship of the
subjects to the major areas.
A. Social B. Human C. Social D. Field

Welfare Behavior and Work Instruction
Policy Social Practice
and Environment
Services
1. 1. 1. 1.
2. 2. 2. 2.
3. 3. 3. 3.
4. 4. 4. 4.
5. 5. 5. 5.
Discussion
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
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In a Nutshell
You can write your views, insights, arguments on this topic, the
knowledge base of social work.
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________
______________________________________________________________
Do you have a question for clarification?
Questions/Issues Answers
1.
2.
3.
4.
5.
Social Welfare Biopsychosocialspiritual Human Behavior

Policy, Programs view and Social
and Services Environment
Needs Problems Provisions
Policy Social environment Social Work

Practice
Helping process Field Instruction
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Weeks 6-7 Unit Learning Outcomes (ULO):

a. Identify important elements in social work practice

b. Describe steps in the social work helping process
c. Explain key features and use of social work models
and approaches
This part discusses the most essential terms relevant to the study of
planned change. To demonstrate ULOa, concepts will be operationally
defined so we will have a common understanding. You will encounter
these terms as we go through the topics. Please refer to these definitions
and the previous definitions in case you will encounter difficulty in
understanding social work concepts.
1. Client refers to the person, group or community who seeks help,

referred for help or reached out for assistance
2. Worker or change agent is the professional person who enters the
helping relationship
3. Problem points to the need which is causing trouble in performing the
social role
4. Process is the procedure the worker and client undergo to introduce
change in the situation.
5. Planned change aims at revisions originating from a resolution to
make an intentional move to ameliorate the system securing the
assistance of an external agent in doing this enhancement.
6. Change force is an aspect of the situation which adds to the
inclination of the client to make a proposed change.
7. Resistance force is an aspect of the situation which decreases the
willingness of the client to make a proposed change
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The essential elements in social work practice are the client, worker,
problem and process. Lippit, Watson and Westley place these elements in
a framework of “planned change” which is useful because social work is
planned change (Lee-Mendoza, 2008).
Lippit, et al. uses the social systems theory to describe the client’s
environment and elements of that environment. The decision to change
may be made by the system itself, after undergoing breakdown
(malfunctioning/problem), or after finding out the opportunities for
improvement. An external source of change can be a change agent who
observes the need for change in a particular system and initiates a helping
relationship with that system through a process.
1.Client system is the specific system that is being helped. The term can
mean
a. the personality of the person or
b. group: families/committee/staff/clubs and other smaller

social units or
c. organization: larger social systems such as business
organizations, welfare agencies, educational institutions,
religious organizations, government agencies, political
parties or
d. the community with interacting sub parts: e.g. individual
citizens, informal interest groups, organized occupational or
political subgroups, economic and social strata, geographical
units, etc.
2. Outside agent or “professional change agent,” who works with

specific client systems.
3. Problem or situation to be assessed is the reason for the entry of
change agent
4. Process or the progression of the helping relationship consist of
phases of planned change
Phase 1: The client system finds the need for help, sometimes with
encouragement by change agent
Phase 2: The helping relationship is started and explained
Phase 3: The problem is identified and defined
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Phase 4: Possible options for change are studied; change targets or

intentions are established
Phase 5: Change endeavors are implemented
Phase 6: Change is generalized and sustained
Phase 7: The helping relationship concludes or a different type of
continuing relationship is defined
1. The dynamics of planned change involves change force and

resistance forces
Resistance forces may come

Change forces may come
from the client system or
from client system,
dysfunctional community
environment or change
structures.
agent
Examples: habits, lack skills,
Examples: opportunities,
illness, disability,
adjustment to changes,
bureaucracy, inefficient
comparison to others,
officials, lack of resources,
pain and disorganization.
pollution among others.
6.In social work,

a. planned change is where all activities are done to change the
situation.
b. the Problem arises from a need, obstacle, frustration which
threatens the living situation or efforts to deal with the need.
c. the Client system is usually an individual, family, group or
community.
d. the Professional change agent is a social worker whose
helping functions are facilitated by paraprofessionals. She
possesses a professional education, practice skills and
personality traits.
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Ambrosino, R. (2016), Social work and social welfare: an introduction,


Lee-Mendoza, T. (2008). Social Welfare and Social Work. 3rd ed. Central
Book Supply, Inc. Philippines

Polity.
Palattiyil, G., Sidhva, D., Chakrabarti, M. (2016). Social work in a global


Activity 1. Now that you are familiar with the concepts of planned
change, let us check your understanding. Describe the terms briefly in
your own words.
1. Client
__________________________________________________________________
__________________________________________________________________
2. Problem
__________________________________________________________________
__________________________________________________________________
3. Process
__________________________________________________________________
__________________________________________________________________
4. Professional agent
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__________________________________________________________________
__________________________________________________________________
5. Planned change
__________________________________________________________________
__________________________________________________________________
Let’s Analyze
Activity 1. Read the situation. Using concepts you learned, identify the
concepts used in the situation. Write your answer on the space before the
number.
Situation. Juan went to your agency’s help for purchase of medicines. His
90-year old mother needs to sustain her hypertension medication. She is
a member of the Senior Citizen Association (SCA). The group has been
using their identification card for discounts on medicines. But Juan’s
wages were not enough for medical needs. The social worker referred Juan
to Tulay sa Mahirap, a program for health needs of low-income groups.
__________1. Juan is considered an example of this concept.
__________2. The need for cash to buy medicines refers to this concept.
__________3. The social worker is also called by this term.
__________4. Referring Juan to an agency is considered one of the

concepts for planned change.
__________5. Juan’s willingness to seek assistance is an example of this
force.
In a Nutshell
You can write your views, insights, arguments on this topic, the social
work helping process.
_____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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1.
2.
3.
4.
5.
Client Worker or change Problem

agent
Process Planned change Change force
Resistance force
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This session covers the first part of the social work helping process. The
topics will be from Assessment up to Planning. You will need to be familiar
with these terms for common understanding.
1. Assessment. This is an undertaking and result of process and a

product of comprehension on which action is based.
2. Data Collection. The gathering of information as basis to solve the
problem
3. Presenting problem. This refers to a problem recognized by client as
necessity or danger to himself or other people
4. Problem for work. This refers to the problem the client feels as crucial
or good point to start. This may also refer to worker’s discernment of
problem as most important, immediately responded to or fits within
agency specifications.
5. Partialization. The term refers to splitting of the problem into
workable parts
6. Prioritization. The process of organizing problems according to
importance
7. Planning. The process of translating assessment into goals and means
8. Plan of Action or Intervention Plan. The guide for course of action
of worker and client.
9. Goal. The ends of the helping process. Provides a picture of planned
change.
10. Objectives. Specific short-term goals leading to achievement of the
goal
11. Activities. Specific means to attain objectives
12. Units of Attention. Other people involved in the problem and
solution to client’s priority problem.
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13. Strategies. An over-all procedure to transforming a situation.

14. Time frame. The beginning and end of time needed to work on
situation
15. Output Indicators. These are measurable results of activities.
Helen Harris Perlman started the problem-solving framework in

social work in her book, Social Casework: A Problem-Solving Process. The
social work helping process is described as a progressive transaction
between the professional helper and client summarized as Study,
Diagnosis and Treatment.
The problem-solving process was first articulated by John Dewey
and George Polya and subsequently followed by authors Florence Hollis,
Robert D. Vinter and Arthur Dunham.
The helping process happens within the helping relationship
between the social worker and client. The helping relationship involves
worker’s belief system, self-discipline, self-awareness, authority and
power, commitment and obligation and worker’s follow-through of client’s
problem situation and accountability to the profession. The steps involved
are:
https://www.slideshare.net/florenceflorespasos/social-work-helping-
models-and-approaches
The steps indicate movement, not linear but more of a back and forth
spiral) heading toward termination phase. Why is this so? As new
information comes up, the plan needs to be revised and the intervention,
shifted or calibrated. The activities may depend on availability,
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accessibility, affordability of resources. In turn, evaluation also is adjusted

as the intervention achieves its intended and unintended results or
outputs.
1. Assessment involves gathering of crucial information,
investigation and explanation to understand the client, problem
and context. The aim is to provide needed understanding for
proper planning. Major tasks include data collection and problem
definition. These tasks lead to writing the Assessment Statement
or a Problem Definition.
A. Data Collection
• Data source can be primary (client), secondary (significant
others), existing data (records) and worker’s own
observations. The worker should observe data gathering
principles.
• Initial contact between client and worker may be done when
a. Client-initiated also known as walk-in client, voluntary
client
b. Client is referred by authorities, other workers. Also called
involuntary client
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c. Agency reaches out to client. Client may not know

availability of resources
 The intake process is where a potential client reaches client
status. Using the Individual Intake Form, the worker writes
down identifying information, presenting problem and
circumstances. The intake interview should give the client
enough understanding of agency services, policies,
responsibilities and obligations. Engagement occurs when
client agrees to be helped and worker commits to provision
of services.
B. Problem Definition
 During intake, client lays down “presenting problem”
which may be changed as new data is collected. Problem
that client and worker agree to work on is called the
problem-for-work.
 Worker uses partialization and prioritization processes
for multi-problem clients.
C. Writing an Assessment Statement is detailed into several

parts:
a. Opening causal statement indicates who has the problem, why
the problem exists currently
b. Change potential statement depends on:
1.Problem which depends on availability of solution, duration,
people involved and extent of involvement
2. Person’s description of strengths and weaknesses,
motivation and capacity for change, coping skills
3. Environment narrating resistance or change forces/sources
available
c. Judgement about the seriousness or urgency. This part answers
the question: To what extent is this a life-or-death matter for the
person/s concerned?
Checklist for a good assessment statement:

Is it ongoing? Does it focus on person-in-environment
configuration? Will there be client-worker mutual interaction? Is there
movement? Is there vertical and horizontal exploration? Does it identify
needs, problems with meanings and patterns? Is it individualized? Will it
be a basis for decisions? Is there a continuing data collection?
To illustrate the concepts, a comprehensive case study report was taken

from the link.
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https://www.researchgate.net/publication/333916212_SOCIAL_CASE_
STUDY_REPORT The document was edited for clarity.
SOCIAL CASE STUDY REPORT
I. IDENTIFYING INFORMATION
Name: MANABAT, MARK T.

Birthdate: JANUARY 28, 1998
Age: 21 Y/O
Educational Attainment: 4TH YEAR COLLEGE
Occupation: STUDENT
Civil Status: SINGLE
Skills: COMPUTER LITERATE, AIRCONDITION INSTALLATION AND
ELECTRICAL WIRING
II. FAMILY INFORMATION
NAME FAMILY AGE EDUCATIONAL OCCUPATIO MONTHLY REMARKS

MEMBERS AND ATTAINMENT N INCOME
RELATIONSHIP (est.)
TO CLIENT
Amparo Paternal 60 Elementary House 2, 500.00

Grandmother Undergraduate Caretaker
Pedro Paternal Deceased on

Grandfather September
2018
Rowena Paternal Aunt 26 Graduate of 2- None First Cousin
year course, of Biological
Information Father
Technology
Jaira Paternal First 4 N/A
Cousin
Mary Paternal Aunt 34 H.S Graduate Vendor 3,000/mo
nthly
Alexis Uncle Family Common-
Driver Law Partner
of Paternal
Aunt Rhea
Althea Paternal First 10 Grade IV
Cousin
Noel Father 37 H. S Carpentry 7,000 depends on
Undergraduate and Monthly jobs done for
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Masonry Income the month

(Constructio
n Worker
Ema Mother Deceased
when he was
a baby
Hanah Half Sister High School
III. PRESENTING PROBLEM

Mark is currently in 4th year college and about to graduate this
summer. However, due to financial constraints, he finds difficulty to provide
for his school needs. Thus, he needs financial help to sustain his school
needs until he graduates.
IV. UNDERLYING PROBLEM

Mark despairs due to financial constraints, aggravated by the death
of his paternal grandfather whom he considered as his support. He grew
up with him and his grandmother when his mother died. His father, Noel,
supports his second family and a half-sister who needs medical
maintenance for mental illness. The father’s source of income is not enough
for the medical needs of his half-sister. Hence, he cannot oblige the former
to provide financial support.
Mark’s receives P4,600.00 as monthly scholarship allowance from a
nongovernment organization and P2,000.00 pension allowance from social
security system insurance of his deceased mother. He pays for apartment
rent where he and his aunt’s family are staying in the city. He has no other
support system but his grandparents and his two paternal aunts to help
him. His grandfather had cancer and his maternal aunts were burdened
with the medical needs of the former until his death.
V. BACKGROUND INFORMATION/HISTORY
Mark grew up without the presence of his maternal relatives. His
mother passed away when he was 3 years old and never met his maternal
relatives until his early college years. Further, his father had been accused
by the latter as the cause of death of his mother. His father moved to
another municipality to work to avoid the wrath of his maternal relatives.
He was left under the care and supervision of his paternal grandparents
whom he considered as his close family.
However, the death of grandfather on September 2018 saddened him.
He felt one of his closest support systems was gone and they were part of
his dreams. His grandparents had been his strength in pursuing his
dreams. The SSS pension ended when he reached 21 years old. The
emotional pain as well as financial struggles led to stress affecting his
school performance. Nonetheless, he is determined to finish his studies
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despite the financial constraints. However, his school performance is at

stake which might hinder him to join the graduation this summer.
Mark is now in 4th year in his course Bachelor of Science in
Mechatronics in a state university in Metro Manila. He has relied on grants
since his elementary years up to this day. A foreigner in their community,
had been helping children with their school fees since elementary and high
school. This sponsor was not strict in grade requirement, enabling him to
finish high school. Unfortunately, when he was about to enter college, his
benefactor could no longer sponsor his study. Thus, he stopped for a year
but, because he is determined to pursue his college studies, he tried to work
out to regain the sponsorship.
However, his benefactor died when he was in his second-year college.
Prior to his death, his benefactor was able transfer the educational support
to the supervision of a Foundation, a nongovernment organization (NGO).
Thus, his tuition fees and minimal allowances were provided. Further, the
free tuition fee program of SUCs was implemented last year. With this, he
hopes the minimal allowance from the Foundation will increase due to costs
of basic needs and school needs.
VI. CURRENT FAMILY FUNCTIONING

Currently, Mark is in the city when he is studying. He goes home to
the province during school breaks to help his grandmother and paternal
cousin aunt, Rowena, he considers as “ate” or elder sister. In the province,
he does some household jobs and technical tasks for neighbors. Whatever
he earns, he saves for allowance when he goes back. He and “ate” whom
he considered as his older sibling were orphans. They help their
grandmother in housekeeping and guarding the vacation house entrusted
to them. The house is being rented out to tourists. His family are paid
minimal amount for their services. His ate worked in a fast food chain in
the city but returned to the province when grandfather died.
Further, Mark has a maternal aunt, and her husband, working as a
domestic helper in the Middle East. Jairah, their four-year old only daughter
stays with them in the province. They have their own family to support plus
the medical condition of his then grandfather. Hence, Mark cannot seek for
their assistance now. Mark lives with Mary and Alexis in the city. Mary’s
income as barbeque vendor and Alexis, her common law husband’s income
as family driver is shared for Mark’s basic needs. Mark pays for the
apartment rental and sometimes, the utility bills. His father, Noel, works
as a carpenter and mason, but medical needs and constant check-ups of
his mentally ill half-sister is barely enough. He cannot ask financial help
from him.
Mark often said that he had been independent since and often relied
on scholarship for his education and his other needs. However, with a lot
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of requirements in his last semester of his course, he struggles financially.

He must focus on his studies and has no time to do part time jobs.
Mark said that after graduation, his plans to put up an online travel
tours agency to provide tour packages in their municipality, a tourist
destination. He will simultaneously look for stable work in the city to finance
his online business plan. He will prepare the necessary legal documents,
get accreditation and establish his pool of partners with hotels, inns,
boatman and everything needed in the business. He will then invite tourists
through promotional packages. His partner will manage the physical
activities in their place while he is working.
Despite Mark and his grandparent’s economic struggles since he was

young; his grandparents built a strong foundation for him to pursue his
dreams. As such, Mark grew up to be independent, determined with a
positive outlook in life. These characteristics and experiences made him
strong and his grit led him to college. In a few days, he will graduate which
is already an achievement for him. It was very hard to lose his mother at a
young age but because of his loving grandparents; he was able to beat all
the challenges that came. The economic struggle was not new to him and
he has the determination thus, he can graduate and achieve his dreams. A
young fellow like him is likely to be successful in the future. His experiences
will guide him to continue improving himself and his current situation.
The financial needs are the immediate needs be addressed to meet all
necessary requirements for graduation. In this connection, the financial
assistance is deemed necessary. Nevertheless, when he graduates, he can
concentrate on looking for a job to help his family. He feels obliged to return
all their sacrifices especially his aging grandmother whom.
https://www.researchgate.net/publication/333916212_SOCIAL_CASE_STUDY_RE
PORT/link/5d12d380458515c11cf89239/download
2. Planning connects Assessment and Intervention, involves

translating assessment into a goal statement and the means to reach
the goal.
a. Task 1 - Formulating Goals
b. Task 2 - Defining interventions or actions
a. Formulate goals that are
i) Specific- concrete, measurable
ii) Feasible-realistic and attainable
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https://sonysimon.com/productivity/smart-goals/
>Units of Attention are other persons, aside from the client, who
have to be given attention because they are involved in the situation.
>Strategy refers to an overall technique to transform a situation. In
social work, this refers to the models or approaches to practice.
>Plans are influenced by the community, agency, problem, worker,
client.
>Helping contract should be agreed by client and worker in writing.
It contains problem statement, goals and objectives, specifics of WHAT
should be done and WHO should do it and time frame. The contract
will be basis for evaluation and accountability. Some agencies practice
affixing signatures of client and worker to the intake sheet after the
interview.
INTERVENTION PLAN
Goal: By the end of May 2019, Mark will have graduated from college
and landed a job that will provide him and his family a stable source
of income.
Specific Objectives:
At the end of summer, Mark will be able to:
a. receive financial assistance through University Student’s Assistance
Program to concentrate on his school performance so he can graduate
this summer;
b. be linked to other government welfare services office to seek
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assistance from them if the school assistance program will not meet his
needs.
c. work with the social worker who will be in constant communication
in preparation for his job hunt after graduation and his plan of setting
up an online travel and tours.
d. be employed as a regular employee with a stable income for his needs
and his family.
e. begin to establish his travel and tours business plan.

Dakiapo, E. G. (2019). Social case study report.

STUDY_REPORT/link/5d12d380458515c11cf89239/download
Kirst-Ashman, Karen K. (2017). Introduction to social work & social

welfare: critical thinking perspectives, 5th, Australia: Cengage Learning
Llewellyn, Anne (2015). Sociology for social workers,2nd ed. Cambridge,

UK: Polity.


Activity 1. List the basic steps in the social work problem-solving

process. Without peeking at the course notes, explain each step briefly
in your own words.
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1. _______________________
_____________________________________________________________________
_____________________________________________________________________
2. _______________________
_____________________________________________________________________
_____________________________________________________________________
3. _______________________
_____________________________________________________________________
_____________________________________________________________________
4. _______________________
_____________________________________________________________________
_____________________________________________________________________
5. _______________________
_____________________________________________________________________
_____________________________________________________________________
Let’s Analyze
Activity 1. Partner with another student. Read the Social Case Study
Report presented earlier.
A. Comment on the data in Identifying information and Family
information section. Are the data clear? Are the data enough? Are there
data that should be added?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.
B. Read online or library sources on Underlying Problem. Describe it

and its importance to assessment. What is the underlying problem of
Mark? How does the underlying problem relate to Mark’s presenting
problem?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.
C. Read the Background and Current family functioning. Why is

this important to helping the client?
_____________________________________________________________________
_____________________________________________________________________
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_____________________________________________________________________
____________________________________________________________________.
D. Review the Assessment Statement, applying concepts of Change

Potential.
Problem: Can the problem be resolved? Why do you think so?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Person: What are Mark’s strengths and limitations? How can the
strengths be used to solve the problem?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Units of Attention: Who should be considered as units of attention?

What are their strengths and limitations?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Environment: What resources were available? What resistance and

enabling forces were present? What information needs to be gathered?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Judgement on urgency of the problem: How urgent is the need to

solve the problem?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.
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In a Nutshell
You can write your views, insights, arguments on the information on
client, family, environment, presenting and underlying problem and
assessment.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
1.
2.
3.
4.
5.
Data Collection Planning Assessment
Presenting Problem Underlying Problem Goals
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Objectives Units of Attention Strategies
Output Indicators Time Frame Activities
Plan of Action or Problem for work Partialization

Intervention Plan
Prioritization Output Indicators
Weeks 8-9 Unit Learning Outcomes (ULO):

a. Identify important elements in social work practice

b. Describe the steps in the social work helping process
c. Explain key features and use of social work models and
approaches

ULO-b. Describe the steps in the social work helping process
This session is a continuation of the social work helping process from

Weeks 6-7. The topics cover Plan Implementation up to Termination.
1. Intervention or Plan Implementation. Rendering of all specific

and interrelated services appropriate to the given problem
situation in the light of assessment and planning
2. Interventive roles. Tasks the worker is expected to undertake to
accomplish her goals
3. Monitoring. Activities done by the worker and client to check on
progress and barriers to accomplishing the plan of action
4. Evaluation. Collection of data on outcomes of a program of action
vis-a-vis goals and objectives set in advance of the implementation
5. Formative evaluation. Also called process evaluation. The
comparison of planned versus actual implementation
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6. Termination. Disengagement of the client-worker helping

relationship
7. Transfer. Turn-over of the client to another social worker
8. Referral. Recommending the client to another agency for services
1. Intervention or Plan Implementation involves all goal-related

activities the worker undertakes in agreement with client based on
goals and plan. These activities require performance of social work
roles. The list is not exhaustive. You may refer to online sources
and library materials for other roles.
(https://salisbury.instructure.com/courses/26324/pages/introduction-to-social-
work-roles)
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(https://www.slideshare.net/DinnekaR/roles-of-social-workers)
Social workers also conduct activities that do not require personal

contact with clients. These roles are done on behalf of or for other
client sectors’ interests.
http://mlslucdu.blogspot.com/2015/11/all-community-leaders-meeting-
19.html
A. Mobilizer of Community Elite refers to the role of educating,

informing and involving the elite to enlist their support. These
groups in the community augment agency and community
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resources. As political and economic leaders, they influence

policies that affect clients. They are a human resource as
volunteers, committee functionaries and resource persons.
Social workers play the roles of information providers,
lobbyists, consultants, negotiators and coordinators to work
with them.
B. Documentor/Social Critique points to the role of the social

worker as implementer of agency policies, programs and
services. As he/she gains experience, the worker also
identifies gaps and deficiencies which she can record on
paper. As such she needs vast knowledge of the policies and
programs, how it is actually implemented, how it should be
implemented and the skills to analyze the data.
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https://study.com/academy/lesson/advocacy-groups-definition-examples.html
C. Policy/Program Change Advocate is related to the role of

changing policies and programs on behalf of certain groups of
the population considering the values of the profession. As
advocate, the worker takes a stand on issues affecting a sector
of the community and proposes changes. This proposal is
conveyed to powerholders who can be persuaded or pressured
to act on it. As numbers represent force, the professional
association can put out position papers or lobby in legislative
hearings. Skills in these roles mean wider opportunities for
helping the client.
However, worker’s activities are limited by time, skill, ethics and
agency function.
PLAN OF ACTION/WORKING FRAMEWORK
Time Frame Indicators/Plan of Action Expected Result or

Outputs
January-April 2019 Seek financial assistance /grant Mark has received a

from the University financial grant in the
amount of 1,000.00 per
month.
Link Mark to other welfare Mark was able to seek
services assistance from the
government welfare services
specifically in ABC City
Social Welfare Services.
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January- December Constant communication Mark was able to put up

2019 through the following: - One on his online business with
one Small Talk - Discussion of the help of experts or
matters on preparation of his organizations on travel and
job hunt. – tours as well as legal advice
Link him with organization or from their municipality.
people who are
entrepreneurship experts for Mark is employed in a
entrepreneurship advice and company/corporation
guide for his conceptualization where his expertise is
and preparation for his online utilized and receives a
business plan. salary enough for him and
his family especially for his
grandmother.
January-December Constant monitoring to get Monitoring and Evaluation

2019 updates on the development of is conducted.
his plans/actions and give
advice if needed.
December 2019 Evaluation and End of Helping Mark is now a regular
Process employee in a legit
company and his travel and
tours business is already
launched.
*Self help and other sections are found in Weeks 8-9.
4. Evaluation
A. Evaluation is critical for theory-building and for professional
accountability. Two aspects of accountability are:
i. Effectiveness- did the plans achieve their goals?
ii. Efficiency – how much did it cost in terms of money, time, etc?
B. Requisites for evaluation are
Clear statement of goals, objectives and documentation of results.
C. Two types of evaluation are:
a. Ongoing evaluation done during reassessment
b. Terminal evaluation conducted upon ending the helping
relationship
D. Evaluation is done on two levels:
1. Direct practice with clients
2. Program implementation done by
a. Measuring outcomes (dependent variable)
b. Measuring change processes (independent variable)
c. Use a research design when doing
i. Summative evaluation or evaluation of outcomes or
effectiveness and
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ii. Formative evaluation or evaluation of process of work
E. Harold and Grinnel’s program evaluation model involve the

elements of
o Inputs are resources to implement the program
o Activities are things agencies do to produce change. Also called
interventions. These are independent variables
o Outputs are immediate results of the program also respond to
objectives. These are dependent variables
o Outcomes are long-term benefits from the program
(https://www.nap.edu/read/21790/chapter/8#73)
Basic logic model for evaluating chemistry communication experiences.
Formative evaluation refers to appraisal of processes involved

during intervention. This evaluation is necessary to check if the plan
was implemented as designed or conceptual level or implemented
differently or the operational level. For many reasons, it is alright if
the plan was done differently. The worker discusses changes with the
client and agrees on revision of activities, objectives or goals as
needed. Evaluation of outputs and outcomes will be premature if the
plan was poorly conceptualized. The worker must believe in the
reasons for use of a certain intervention and how it will achieve the
objectives and goals. The effectiveness of interventions is an area of
evaluation research.
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Measurement of outcomes of an intervention can use qualitative

measures such as Case Studies or the before-and-after comparison.
Quantitative measures used are Behavioral Counts, Goal-Attainment
Scale, Self-Ratings on Emotional States and Value Clarification
Ratings.
https://www.slideshare.net/saniladappatt/social-work-practice-with-
individualsppt-1-37846343
5.Termination
o Worker must determine when to terminate based on:
a. Achieved goals
b. Slow or no movement toward goals
c. Client can now do problem-solving on his own
d. Lack of agency resources or agency disapproval of worker’s
request
e. Systems outside of client make it difficult for client to continue
f. Worker leaves the agency
Terms involved during termination are transfer and referral.

Transfer happens when social worker refers client to another social
workers usually, working in the same agency. Reasons for worker
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transfer may include expertise and resources of another worker, job

rotation or transfer, case load among others.
Referral is done when another agency can provide services not
available in current agency.
o Client and worker should mutually resolve emotional reactions to

termination such as denial, fears, grief, bargaining, depression and
acceptance. Client reactions to termination may depend on worker’s
length of service or time with client, attainment of client goals, and
modality of interventions. Worker should be sensitive to feelings,
timing, assessment of client maturity and continuous open
communication.
Tips to sustain changes (Louise Johnson). Client and worker can

1. review the process and client’s progress.
2. explore possible strategies to deal with future situations
3. identify possible resources for future use.
4. avail of agency resources for future needs.
5. discuss other goals to work on to enhance capacities.
6. work on enlarging client understanding of the problem-solving
process
7. have realistic hope client makes it minus the worker’s help
Terminal Evaluation involves appraisal of

A. Client and worker achievement of goals, client knowledge,
attitude, values and skills gained, unintended effects and
strategies
B. Agency services as feedback for improvement
C. Worker self-assessment of performance, limitations and mistakes,
acceptance of these and developing competence from the
experience.
Ambrosino, R. (2016), Social work and social welfare: an introduction,

Lee-Mendoza, T. (2008). Social Welfare and Social Work. 3rd ed.

Central Book Supply, Inc. Philippines
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Kirst-Ashman, K. K. (2017). Introduction to social work & social

welfare: critical thinking perspectives, 5th, Australia: Cengage
Learning
Llewellyn, A. (2015). Sociology for social workers,2nd ed. Cambridge,

UK: Polity.
Palattiyil, G., Sidhva, D., Chakrabarti,M. (2016), Social work in a

global context: issues and challenges, London: Routledge

Activity 1. List the remaining basic steps in the social work problem-
solving process. Without peeking at the course notes, explain each
step briefly in your own words.
1. Plan Implementation
_____________________________________________________________________
_____________________________________________________________________
2. Monitoring and Evaluation
_____________________________________________________________________
_____________________________________________________________________
3. Termination
_____________________________________________________________________
_____________________________________________________________________
Let’s Analyze
Activity 1. Review the Implementation Plan of Mark’s social case
study.
A. Goal: How is the goal related to the identified problem?
_____________________________________________________________________
_____________________________________________________________________
B. Objectives: Choose one Unit of Attention. Write an objective for

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one Unit of Attention.

_____________________________________________________________________
_____________________________________________________________________
How do the objectives connect to causes of the problem?
_______________________________________________________________
_______________________________________________________________
C. Activities or plan of action: Link the activities in the plan of

action to social worker roles. Write your answers in the box.
Activities Social Worker Roles
1.
2.
3.
4.
5.
D. Monitoring and Evaluation

Cite the basis for evaluating Mark’s case.
1._____________________________________________________________
2._____________________________________________________________
3._____________________________________________________________
E. Termination
Write your justification for ending the helping relationship with Mark
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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_____________________________________________________________________
In a Nutshell
You can write your views, insights, arguments on the implementation,
monitoring, evaluation and termination steps of social work helping
process.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
1.
2.
3.
4.
5.
Intervention or Plan Interventive roles Monitoring

Implementation
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Evaluation Formative Termination

evaluation
Transfer Referral
1. Model. Step-by-step guides or a blueprint for how to effect

change. (https://www.socialworkdegree.net/theories-used-in-
social-work-practice/)
2. Approach. a particular way of thinking about or dealing with
something (e.g., In social work, examples are Systems approach,
Holistic approach, Strengths-based approach)
(https://www.macmillandictionary.com/dictionary/british/approac
h_) .
3. Direct Provision Model describes an intervention of provision of
material assistance to restore social functioning.
4. Intercession-Mediation Model guides the social worker in a third-
party role linking needs to resources to meet client’s needs
5. Mobilizing Resources of Client systems to change realities
Model empowers clients to tap personal resources for their needs.
6. Problem-Solving Model focuses on enabling the person to cope with
his inadequacies /problem. Process guides the professional
practitioner.
7. Task-Centered Model targets client willingness to work on his
problem by using specific tasks
8. Crisis Intervention Approach is applicable to clients in crisis
situations needing immediate responses
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9. Psycho-social Approach highlights the inadequacies of the person

and/or environment as focus of worker’s efforts
10. Functional Approach focuses on the agency purpose and services
to facilitate the helping process
11. Behavioral Modification is used to modify behavior or the client
or people around the client
12. Family Intervention is applicable to family member and families
to modify behavior that hinders development tasks
13. Developmental Approach is employed for members in groups to
move toward self-realization but with underutilized potentials
14. Interactionist Approach is useful for mediating between the
client and the systems’ delivery of services
15. Remedial Approach is applicable to changing individual behavior
through small groups using guided group processes
16. Locality Development model presumes that community
conditions of economic and social progress can happen for the whole
community with the full and active participation of all sectors relying
on its own initiative. Themes emphasized are democratic
procedures, voluntary cooperation, self-help, development of
indigenous leadership and education.
17. Social Planning model involves community-wide changes using
technical process of problem-solving to substantive social problems
using rational deliberately planned and controlled changes.
18. Social Action model involves organizing disadvantage sectors in
the community to make demands on the larger community for
changes.
19. Working with the Elite is an indirect intervention where the
worker coordinates with resource holders to effect change
20. Documentor/Social Critique is another form of indirect
intervention where the worker utilizes experiences in
implementation to recommend modifications in procedure or
program policies.
21. Advocacy is a mode of intervention where the worker brings
pressure on powerholders to act the needs of a segment of the
population
The menu of models and approaches guides the social worker in

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planning and actual interventive work. The options depend on the

client’s problem situation and can be used in combination with other
approaches. The list of models and approaches is not exhaustive but
were chosen for relevance to the context of Philippine realities.
Indirect Models of Intervention

o Working with the Elite
The elite are the volunteers, businessmen, political officials,
professional, religious leaders and cultural influencers in the
community. This model taps elite support to supplement agency and
community resources. Social workers engage political and economic
leaders to influence policies that affect clients. They are a human
resource as volunteers, committee functionaries and resource persons.
Social workers play the roles of information providers, lobbyists,
consultants, negotiators and coordinators.
o Documentor/Social Critique
As implementer the social worker is familiar with how agency policies,
programs and services are implemented, how it should be implemented
and using skills to analyze gaps and deficiencies. This interventive
model uses results as feedback to planners, as basis for new programs
or enhancing current programs.
o Advocacy
This model requires the worker to support issues affecting a sector of
the community and propose changes. This proposal is delivered to
powerholders who can be convinced or pressured to act on it. The
professional association can put out position papers or lobby in
legislative hearings. Skills in these roles mean wider opportunities for
helping the client.
A. Direct Provision or Resource Provision

Concepts /
Key Points Goal Activities Examples
Not similar to Enhance client  Individualized  Short-term

dole- out or alms social determination of financial aid
as helping functioning thru necessities and ways of  Employment
process is used allocating respoding to needs  Housing
material aid to  Decision on  Medical care
*Useful for remove, lower qualifications  Skills
individuals, levels of  Resolution on aid that training
Groups and situational will help
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communities insufficiency  Enlisting, hiring,

training, coordinating
with staff incharge of
direct assistance
B. Intercession-Mediation Model
Roles/ Client
Concepts / Key Points Goal Strategies situations
 Worker brokers the ‘service To make -Supporter,  Working

jungle’ by linking clients to certain the translator, with
services delivery of facilitator, guide, persons
 Worker takes partisan services so intermediary, denied of
interest in client client can catalyst, go- work
 Worker asserts, disputes, receive between benefits
haggles, works out on behalf them and  Unlawful
of client towards procuring meet his -Use of coercive incarceratio
interests to which client is needs strategies like n
legally allowed. direct  Forsaken
 Situations of multiproblem engagement, PDL
client call for urgent administrative (persons
solutions obligatory for plea, use of deprived of
survival judicial and liberty) due
 Model useful for difficulties political systems for parole
of access, thus neutral  Unlawful
person is needed to mediate displaceme
between service demand and nt of
service availability informal
 Useful for individuals, groups settlers
and communities  Neglected
partners
entitled to
support
C. Mobilizing Resources of Client systems to change realities
Concepts Goal Roles Examples
 Assumes problems are To legitimize  Worker aids,  Setting up

also due to inadequacies people directs, farmers for
in social structures individually empowers seed
and by client to use production,
 Phil situation of pervasive assembling his own mushroom
needs of food, clothing, themselves assets to cultivation
shelter should make into groups to improve his  Coaching
people recognize they exploit their own real youth and
can take charge to own resources world adults for
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harness their own asetes organization

and develop their own and
capacities with the governance
support of and cooperation skills
with others.
 Useful for individuals,

groups and communities
D. Problem-Solving Model
Concepts Goal Steps Examples

Proponent: Helen Perlman -Study, To assist a. The case of
Diagnosis and Treatment (1957) the Recognition Maricel
Elements: person, problem, place person to of problem (pp. 292-
and process deal with 298, Lee-
Person in 3 views: permeable current b. Personal Mendoza,
structure, no comprehensive problems involvement 2008)
prognosis / fragmentation, with and
inspiration and skills to work out providing c. Sources
problem him with and
Problem that incapacitate and skills to consequence
disorganizes should be specified, cope with s
illuminated and confined, is ongoing ensuing
and attainable. Needs breaking down concerns d. Possible
and clarity solutions
Place refers to agency, institution,
organization with intentions that e. Decision
explain roles, resources and area of
responsibility. f. Action
Process (See Steps column) taken
o Two important factors:
Relationship (client-worker) and
Involvement of significant others
o Presumes person’s incapable of
handling his situation is due to
apathy and indifference to act on
his difficulty, capacity and
opportunity available
o Diagnosis focuses on the three
elements, plus on important
persons.
o No specific groups are given
attention by this model
o Useful for individuals, groups and
communities
E. Task-Centered Model
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Concepts Goal Procedures Example

• Proponents: Laura Epstein Alleviate A. Start-up The case
and William Reid specific >Client is referred of Oscar,
• “Task” what a client is to do target or applies
pp. 304-
• Characteristics: problems voluntarily
1.Brief and time-limited perceived 311.
2. Interventions focus on by clients Step 1-Client target Mendoza,
specific problems agreed by (individuals problems identified 2008)
worker and client to work on and groups)
3. Work is organized around Step 2-Contract
tasks agreed on by client (Plans, target
• Problem areas: problem priorities,
1. Family and interpersonal goals, practitioner
relations tasks, duration,
2. Social role performance schedule,
3. Effecting social transitions participants)
4. Securing resources
5. Emotional distress reactive Step 3-
to situation factors Problem Solving
• Worker’s professional
judgment may advise client Step 4-Termination
to consider options for other
problems Steps for Task-
• Features: centered model
• Assessment-exploring the with groups
problem, environment
conditions, problem a. Preliminary
context, client traits, Interview
talents, abilities and -During individual
problem behaviors interviews,
• Case Planning-plan of problems are
action to include formal defined, clarified
information, actions, and agreed on.
resources and agency Worker assesses
policies client if he can be
• Implementation- Contract helped through
is made- identifying tasks of group processes.
client and worker, with firm Seeks client’s
but flexible goals, problems consent for group
and tasks. Worker provides membership.
resources and instructs
client in skills and favorable b. Group
attitudes, monitors, Composition
evaluates progress and Worker decides
arranges termination as membership and
needed. size
• Tasks- state what a client is
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to do. Tasks are specific, can c. Group

change in form and Formation
contents. Target problems Members share
can change sometimes. problems they seek
to reduce by
Task-centered Model with formulating and
Groups accomplishing
-Worker uses group process in agreed-on tasks
helping members formulate and
attain tasks. d. Group
-Useful for individuals and processes for task
groups accomplishment
Worker works with
group once tasks
have been agreed
upon.
F. Crisis Intervention Approach (CIA)
Concepts Goal Phases Examples

o Definition: (Lydia Rapoport) (Naomi Golan model) The Case
Crisis is an 1. Relief of of Ninay,
“upset in a symptoms 1. Assessment of pp 284-
steady state”; 2. Restoration situation 287, Lee-
an emotional to pre-crisis A. Hazardous event- Mendoza
reaction to a level of can be an external (2008)
life-threatening functioning blow or internal
event; 3. Understand change
temporary relevant a. Anticipated and
disturbance of events predictable -life
equilibrium contributing transitions
featured by b. Unanticipated and
to crisis
paralysis of accidental events-
4. Identification
problem- threaten loss of
of remedial
solving person, capacity
measures
capacities. or function,
that can be natural or
o Involves
crisis-oriented taken by manmade
work client or from disaster,
o 2-6 weeks available sociopolitical
duration resources events
o Useful for any 5. Recognition B. Vulnerable and
target of upset state -
population connection subjective
(emergency of past life reaction;
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rooms of events and perception of

hospitals, current threat, loss,
telephone “hot stress challenge to
lines”, women’s 6. Initiation of survival; results
desks in police new models in anxiety,
stations, crisis of thinking, depression,
centers for perceiving shame, anger,
children and and feeling confusion
women, quick and C. Precipitating
response development factor or event-
teams, disaster of new often viewed as
programs presenting
adaptive
o CIA targets: problem
responses.
1. Individuals in D. State of active
crisis crisis-
2. Persons disequilibrium
related to has set in;
individuals criterion to use
in crisis CIA or not; lasts
3. Those in 4-6 weeks; with
collective physical and
crisis psychological
o Should be turmoil followed
available within by preoccupation
24-72 hours with events
after referral or leading to crisis.
application for E. State of
assistance reintegration or
o Client reorganization-
participation adaptive or
needs maldadaptive
commitment adjustment
and is Treatment can be
voluntary generic or individual
approach.
2.Implementation
of Treatment
(Golan)
a. Material
arrangement tasks
b. Psychosocial
tasks
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Techniques
1. Sustaining
techniques-
reassurance,
encouragement
to lower guilt,
anxiety and
tension.
2. Direct
influence
procedures like
giving advice,
advocating a
course of
action, warning
clients of
consequences
of maladaptive
resolution
3. Direct
intervention in
extreme
situations like
suicide or rapid
deterioration
4. Reflective
discussion
techniques as
the client
becomes more
integrated
Environmental
work and activity
with collaterals-
agency, other
professionals and
support systems
to achieve rapid
reintegration
3.Termination
Focus on
a. Tasks
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accomplished
b. Adaptive
coping
patterns
developed
c. Ties built with
persons and
resources in
the community
d. Future
activity on his
own planned
Another case study to illustrate this model

https://writer.tools/subjects/p/psychology/applying-crisis-
intervention-model
G. Psycho-social Approach
Concepts Goal Roles / Phases Example

o Proponent: Alleviate client A. Initial phase The Case
Florence Hollis distress and 1. Understanding of Nilo pp
o Associated with decrease reasons for contact 316-322,
Freudian theory of 2. Establishing
malfunctioning (Lee-
personality; also
in the person- relationship so client Mendoza,
known as
“organismic in- situation can use worker’s help 2008)
approach” and system; bring 3. Engaging client in
“diagnostic school about better treatment (aspects of
of thought” interpersonal motivation and
o Uses systems adaptations resistance)
theory approach 4. Beginning
because of: treatment itself
a. Concern for
5. Psychosocial study
inner realities of
human beings
(information-
and their gathering for
environment diagnosis and
b. Use of guidance of
‘differential treatment.)
treatment’
according to B. Assessment of
client need Client in his
o Client’s inability to situation
function may be Diagnosis can be
due to 1. Dynamic-how
inadequacies in the different aspects of
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person or/and in personality interact to

the situation. produce his total
o Treatment is done functioning; interplay
through individual between client and
or group other systems like
interviews. family dynamics
o Helen Northen 2. Etiological- past or
applies this present cause of
approach to groups difficulty
without the 3. Classificatory-
prerequisites of classifying aspects of
membership and client functioning
with exception of includes clinical
task groups. diagnosis, if possible,
and his status (socio-
o Useful for economic, social class,
individuals and intelligence, problem
groups areas (parent-child
adjustment problem),
situational
(home/school system,
etc)
Clinical diagnosis refers
to classification based on
personality disturbance,
e.g. psychosis,
psychoneurosis,
character disorder, etc.
(Clinical social workers
in the US are trained to
diagnose and treat
patients but cannot
prescribe medication.)
C. Treatment
Direct and Indirect
Treatment
A. Direct
treatment
1. Indirect treatment
a. Obtaining resources
using her roles of :
resource
provider/locator/
creator, interpreter of
needs, mediator,
advocate, and /or
b. Modifying client
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situation
2. Direct treatment
(Hollis)
a. Sustaining
(supportive remarks)
b. Direct influence
(suggestion and
advice)
c. Catharsis or
ventilation
(discharge of pent-up
feelings and
emotionally charged
memories)
d. Reflective
consideration of
person-situation
(helping client
understand better
present functioning)
e. Encourage client to
reflect on responses
(think about behavior
causes)
f. Encouragement of
client to think about
effects of the past on
current functioning
H. Functional Approach
Concepts Goal Phases Examples
 Proponents: Jessie Taft, To utilize 1. Beginning The case of

Virginia Robinson and Maricel
agency phase- orienting
Ruth Smalley
purposes client and family (pp. 292-
 Pennsylvania school or
“functional school” in on agency purpose 298, using
 Use of agency function guiding and scope of this
 Characteristics: the helping approach
1.Works from psychology of worker relationship on pp 324-
growth not psychology of
to realize 2. Middle phase 326, Lee-
illness. Sees humans as developing and Mendoza,
capable of modifying self the
interests agreeing on goals (2008)
and environment according
to own purposes and limits of the and action plans
of capacity and client. Worker does not
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environment prescribe
2. Agency purpose guides treatment but with
worker’s goals, giving client, will discover
focus, direction and
what client can do
content to practice.
3. Social work is a process with services
through which an agency’ offered
service is made available 3. Ending phase-
with the social work termination of the
method. Client problem is helping relationship
not diagnosed. But worker
and client agree on what
the client can do with the
available service.
 Five principles
o Diagnosis is most effective
when related to service
o Effectiveness of social
worker peaks when worker
is conscious of and
maximizes phases of the
process
o Agency functions gives
focus, content and
direction to helping
process.
o Conscious use of time,
place, agency policy and
procedure shape the work
undertaken
o Worker’s use of
relationship engages the
client in decision-making
to achieve goals, which is
related to agency purpose
 Useful for individuals,

groups and communities
I. Behavioral Modification (BM)
Concepts Goal Procedure/ Example

Roles
 Based on behavior theory To modify 1. Initial The Case

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where behavior is shaped some aspect socialization of Joel,

by consequences of reward of behavior . Worker pp. 331-
or punishment. of client’s or explains to 341, (Lee-
 Immediate environment behavior of client the Mendoza,
can be modified to shape others who process of the 2008)
behavior. are regimen and
3 elements of social participants principles of
learning in their behavioral
a. Target behavior-the professional modification
focus of intervention-Needs activities 2. The
observation, data Contract. A
collection, careful written
measurement before and agreement
after intervention. with clear
b. Antecedent behavior- behavioral
(AB) behavior or events changes
BEFORE the problem agreed on
behavior 3. Commitme
c. Consequent nt of client for
behavior-(CB) behavior full
and events AFTER the cooperation to
problem behavior. the program
AB and CB maintain the will encourage
problem behavior and compliance
therefore can be controlled increasing the
and altered using BM likelihood of
techniques. achieving
success.
1. Conditioning-behavior is
learned contingent on Social worker
another event. roles:
a. Classical conditioning
-the Response associated A. Direct
with a specific Stimulus modifier.
with which was not Worker as
formerly associated agent using
b.Operant conditioning the technique
refers to learned behavior herself
which takes place because B.Behavioral
it operates upon or affects instigator.
the environment Worker
arranges a
2. Reinforcement refers situation to
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to anything that strengthens modify

a Target Behavior to be behavior
repeated. There is positive (e.g., reward
reinforcement and system)
negative reinforcement. C. Teacher.
Worker
3. Punishment teaches BM
presentation of an aversive techniques to
stimulus to weaken the clients,
Target Behavior. parents,
related
4. Extinction refers to professionals
withdrawal of whatever and others.
reinforces the Target
Behavior to discourage
occurrence of the behavior.
J. Family Intervention
Techniques /
Concepts Goal Phases Example
 Primary learning takes To modify or  Support, The Case

place first in a family change reassurance, of Nilo
 Family plays an elements in guidance, used in
important role in an the family advice, the
individual’s system suggestions, Problem-
development which clarifications, Solving
 The “social “aspect of a interferes interpretations, model.
person refers to social with reflection and pp 345-
relationships management counselling. 347,
developed through of life tasks (Lee-
socialization, the  Can use other
of family and Mendoza,
family’s main task. models as
its members 2008)
 1950s- when the needed
model started
 Two types: Family Phases
therapy and Family- A. Assessment
focused work Worker
uses the Life
A. Family therapy is a Cycle Matrix,
clinical approach relying ecomap and
heavily on psychoanalytic genogram.
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personality theory and

systems theory. It aims to B. Treatment
change elements of the C. Evaluation
family system that and
interfere with life tasks. termination
Models:
Communication,
Bowenian, Strategic,
Structure
B. Family-focused work
with individuals or
family-focused
treatment or (family
casework) works with
an individual member
with members involved
in the helping process,
in pairs (couple) or as a
group (whole family
with significant others).
This is seen in the cases of
Maricel, Oscar and Nilo.
Tools:
1. Life Cycle Matrix
determines at what
stage and tasks are the
family members in.
Matrix helps worker to
understand the
physical,
psychological, social
and spiritual needs
associated with each
life cycle stage.
2. Ecomap
The diagram of a family
in its social context.
Points out supports,
stresses, conflicts,
bridges to be built,
available resources.
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Value: visual impact,

organized information
and relationships
among variables.
3.Genogram- Contains
historical and current
data on each member.
K. Developmental Approach
Concepts Goal Stages / Activities Example
 Proponent: To tap 1.Beginning stage
Emmanuel Tropp unused Members: The Case
 Views man as potential a. Are oriented to of San
moving toward of group the new situation Vicente
self-realization members b. Understand Mothers’
moving from in reasons for group Group,
adequate, interpersonal membership and pp. 354-
inadequate to good development tasks to be done 361, Lee-
functioning c. Experience Mendoza,
 Focuses on man doubts or enthusiasm (2008)
with untapped Worker:
potentials, a. Clarifies
therefore, a purpose and
resource to be structure of group
utilized and social b. Establishes
role performance. contract
 3 major themes: c. Facilitates
a. Humanistic- /supports task
‘viewing of one selection
human being by d. Facilitates
another’-worker climate conducive to
respects the unity /cooperation
b. group purpose and
member-to- 2.Middle stage
member helping Members:
phenomena a. More open
c. as key to growth expression
d. Phenomenological- b. Increasing
current behavior- understanding and
oriented acceptance of values
e. Developmental- of group experiences
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moving forward in by member

fulfillment of c. Roles and
potential in social statuses evolve
functioning d. Group
demonstrates greater
Useful for working ability to plan and
with groups function
e. Group shows
greater stability and
cohesiveness
f. Group works
toward goal
achievement
Worker:
a. Guides group
towards goals
b. Clarifies tasks to
be done and
completed
c. Supports group
to be self-directing
d. Helps group
meet deadlines
e. Assesses gains
from goal
achievement
3. Ending stage
Members:
a. Show varying
degrees of task
accomplishment
b. Inventory gains
from group
experience
c. Show varying levels
of satisfaction from
accomplishment
d. Show concern /
anxiety from ending
group membership
and separation
from worker and
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agency
e. Accept reality of
ending group
experience
Worker:
a. Helps group with
task
accomplishment
b. Evaluates gains
from group
experience
c. Objectively
appraises
uncompleted tasks
d. Smooths ending of
group membership
e. Helps group with
post-termination
plans
L. Interactionist Approach
Concepts Goal Phases Example
 Proponent: To assist the 1. “Tuning In” Requires The Case of

William individual worker to understand Mediating
Schwartz negotiate members’ feelings, self- between
 Mediating the system doubts, about each Camp X and
function of to meet his other, about the worker. a Group of
social work needs and Political
focuses on help the 2. The Beginnings Prisoners,
transactions system  Contracting process pp 365-369
between client reach out occurs: consensus of (Lee-
and various to members’ needs and Mendoza
systems incorporate agency services. 2008)
around him the client  Worker moves toward
(family, and deliver partialization of tasks
school, peers, its service and assists group in
neighborhood, establishing ground
job and rules and processes
others) for problem-solving.
 Relationship
is symbiotic 3. Tasks
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 Useful for any a. Locating common

group; seen as ground between needs
a Mutual aid and systems to
group with negotiate with
four features: b. Detecting obstacles
1. Collective between members and
2. Need each systems
other for a c. Worker’s
specific contributing facts,
purpose ideas, values
3. Work on d. Worker’s sharing
common vision of the work,
tasks feelings on the
4. Work is process and faith in
embedded clients’ strengths
in a e. Worker’s defining
relevant limits and
agency requirements of
function situation of work
4. Ending and
separation
a. Members take
ending seriously,
learning lessons
b. Ending with
substance and
feelings
M. Remedial Approach
Concepts Goal Treatment Sequence Examples
 Proponents: To 1. Intake The Case

Robert D. Vinter change 2. Diagnosis and of the
and colleagues the Treatment Planning Bukang
in early 1960s individual 3. Group composition Liwayway
 Used for through and formation Group, pp
treatment and small 4. Group development 376-383
rehabilitation of group and treatment (Lee-
individuals using 5. Evaluation and Mendoza,
whose behavior guided termination. 2008)
was disapproved group
by society (e.g., processes Strategy of Intervention
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physically and or Means of influence

mentally 1. Direct means of
handicapped, influence refers to face-
legal offenders, to-face client worker
emotionally contact in or outside
disturbed, group session.
isolated or
alienated a. Worker as central
persons, and person-object of
those lacking identification and
effective drives. She occupies
socialization) position and has
 Group is seen as psychological effect on
a means, members.
context, b. Workers as symbol
external and spokesman-agent of
influence of norms and values. Worker
treatment. limits and controls
 As means, the individual and group
group behavior with powers to
interactions and sanction.
influences are c. Worker as motivator
used to affect and stimulator-definer of
the participants. individual goals and
 As context, tasks. Worker motivates
members toward certain
direct worker-
tasks controlling the
client
resources and incentives to
interactions
stimulate clients.
effect changes
d. Worker as
during and
executive- controller of
outside group
member’s roles. Worker
sessions. acts through the group to
 As external change member roles
influence, the based on treatment
group may be objectives.
helped to
change outside 2. Indirect means of
realities influence- modifying
adversely group conditions such
affecting its as
members. a. Group purpose
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influences nature,
development and
experiences of the
group. Purpose
determines worker
actions on program
and activities and
affect client’s
attraction to and
satisfaction with
group.
b. Selection of group
members refer to
goals and purpose of
membership. Worker
should consider
compatibility of
attributes and
interests of members
c. Group size is
determined by
individual treatment
goals as identified by
the worker.
d. Group operating and
governing
procedures are
influenced by
treatment goals and
group
characteristics.
e. Group development is
guided by the worker
as a tool for
treatment or service.
3. Extra group means of
influence refer to
modifying attitudes of
people outside of the
group but within the
group’s social
environment. These
persons occupy
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statuses that may

positively influence the
group’s behavior (i.e.,
parents, teachers,
employers).
II. Models of Community Organization Practice (Jack Rothman)
Locality Social
Development Planning Social Action
1.Task and Heavy emphasis Stress on task Task or
Process Goals on process goals goals process goals
2.Assumptions Local community Community is Community is

on Community overshadowed by comprised on a hierarchy of
structure and larger society; substantive privilege and
Problem lacks productive problems such power with
conditions relationships, as housing, islands of
skills, alienated employment, deprived,
individuals; recreation ignored,
community is powerless
bound by people
tradition, ruled by suffering
small, exploitation in
conventional the hands of
leaders, illiterate “oppressors”.
population w/o
skills in problem
solving and
understanding of
democratic
process.
3.Basic Change Involvement of Practitioner is Crystallizing

Strategy wide range of central in issues and
community people gathering facts organizing
in determining and mass actions
needs and determining to pressure
solutions programs. May selected
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or may not targets

involve
participation of
others
4. Characteristic Consensus Fact finding Conflict,

Change tactics and analytical confrontation
and techniques skills; conflict and direct
and consensus action; mass
may be used mobilization
5.Practitioner Enabler / Technical or Advocate,

roles and encourager expert; activist,
medium of community partisan
change diagnosis,
research,
advice, data
collection and
analysis
6.Orientation Collaborators with Sponsor or Seen as

towards power mutual agreement employer of opposing the
structure on goals practitioner; client system,
planning is power holders
viewed as must be
consensus of coerced or
elites based on overturned
factual data
7.Boundary Geographic Geographic Sub-part of

definition of community community or community
community sub-part only suffering at
client system or the hands of
constituency larger
community
8. Assumptions Interests of Interests are Interests are

on interests of various groups are pragmatic conflicting and
community sub- reconcilable and based on not
parts influenced by problems and reconcilable.
reason, those affected Coercion is
communication by it. needed for
and good will. adjustments
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9. Conception of Rationalist- Idealist- Realist-

Public unitary. Public unitary. individualist.
interests- can interests consist of Planners Special
be rationalist, broad section of stress the interest group
idealist and community power of confronting
realist groups, focused on knowledge as others,
(Schubert, general welfare basis for public making ad hoc
Glendon,1960) using cooperative interest, coalitions and
decision making. uninfluenced alliances
by politics or
mythology
10. Client Normal citizens Consumers of Victims of the

Population needing services of services “system”
a practitioner to
release
underdeveloped
strengths
11. Client role Active Recipients of Concept of

participants, services organizer as
interacting among an employee.
themselves and Benefitting
with practitioner group are the
employers or
constituency.
Social
reformers
follow another
model of social
action.
Case examples Community Social Social Action
Development in Planning for a in Silang,
Sitio Pamingitan, Dam Project pp.403-408.
pp. 394-398. (Lee- pp.398-403. (Lee-Mendoza,
Mendoza, 2008) (Lee-Mendoza, 2008)
2008)
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Dakiapo, E. G. (2019). Social case study report.

STUDY_REPORT/link/5d12d380458515c11cf89239/download


Polity.


https://www.slideshare.net/florenceflorespasos/social-work-helping-
models-and-approaches
Activity 1. Now that you know the basic concepts of each model /
approach, test yourself through application to a sample case situation.
You are required to apply one model/approach to Mark’s case. You may
rewrite the case study following the steps in the model.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________.
Let’s analyze
Activity 1. You have adequate knowledge on the three models for
community intervention. In this case, you are the social worker assigned
to Barangay ABCD to deal with the Covid 19 situation. Discuss one model
applicable to the community situation. You are required to submit a report
on the proposed model. You can use Rothman’s matrix as guide for
discussion. You can use the rubric as guide for writing the report.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________.
In a nutshell
The social work models and approaches are guides to implement social
work interventions.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________.
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1.
2.
3.
4.
5.
Direct Provision Intercession- Mobilizing Resources

Model Mediation Model of Client systems to
change realities
Problem-Solving Crisis Intervention Psycho-social
Model Approach Approach
Task-Centered Model Functional Approach Advocacy
Family Intervention Remedial Approach Social Planning
Interactionist Working with the Behavioral

Approach Elite Modification
Developmental Locality Documentor/Social

Approach Development Critique
RUBRIC FOR WRITTEN REPORT
CRITERIA 10-Exceeds 9-Meets 8- Needs 7- Inadequate Score Wt %

Expectations Expectations Improvement
Organization Logically Clear Some level of No apparent 100 20 20
Flow of organized organizational organization; Organization
thought Easily structure ambiguities are Difficult to
Transitions followed with some too many follow
smooth, and ambiguities
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logical Easily followed Difficult to No or poor

transitions Basic follow transitions
transitions Ineffective
transitions
Grammar/ Manipulates Uses complex Uses compound Uses simple 100 30 30

Language - complex sentences sentences sentences
Sentence sentences for Few Too many Vocabulary is
structure effect/ impact punctuations punctuation unsophisticat
Punctuation No errors errors ed, not used
Vocabulary punctuation Frequently Infrequently properly in
Errors uses subject uses subject very simple
Uses subject specific specific sentences
specific vocabulary vocabulary Uses subject
vocabulary correctly correctly specific
vocabulary
too sparingly
Content- Central idea is Central idea Central idea is Central idea 100 50 50
Clarity of well and clarity expressed and clarity
purpose developed, purpose are though may be purpose are
Critical and clear purpose generally vague or too absent or
original is exhibited evident broad; incompletely
thought Abundant Evidence of Some evidence expressed
Use of evidence of critical, careful of careful Little or no
examples critical, thought and thought and evidence of
careful analysis analysis Some critical,
thought and Relevant examples careful
analysis supporting thought
insight examples analysis Too
Examples are few, no
vivid and examples and
specific evidence are
mostly
irrelevant
Total 100
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Social Work Program
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Activity Date Where to submit

Week 1 – 3
Big Picture A: Let’s Check Activities CF’s email
Big Picture A: Let’s Analyze Activities CF’s email
Big Picture A: In a Nutshell Activities BB’s forum feature
Big Picture A: QA List BB’s discussion feature
Big Picture B: Let’s Check Activities CF’s email
Big Picture B: Let’s Analyze Activities CF’s email
Big Picture B: In a Nutshell Activities BB’s forum feature
Big Picture B: QA List BB’s discussion feature
First Examination CF’s email
Week 4 – 5
Big Picture B: Let’s Check Activities 1 CF’s email
Big Picture B: Let’s Check Activities 2 CF’s email
Second Examination CF’s email
Activity Date Where to submit
Week 6 – 7
Big Picture B: Let’s Check Activities CF’s email
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Third Examination CF’s email

Week 8 – 9
Big Picture B Let’s Check Activities CF’s email
Big Picture C: Let’s Check Activities CF’s email
Big Picture C: Let’s Analyze Activities CF’s email
Big Picture C: In a Nutshell Activities BB’s forum feature
Big Picture C: QA List BB’s discussion feature
Final Examination CF’s email
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1) All teachers/Course Facilitators and students are expected to abide by an

honor code of conduct, and thus everyone and all are exhorted to exercise self-
management and self- regulation.
2) Faculty members are guided by utmost professional conduct as learning

facilitators in holding OBD and DED conduct. Any breach and violation shall be
dealt with properly under existing guidelines, specifically on social media conduct
(OPM 21.15) and personnel discipline (OPM 21.11).
3) All students are likewise guided by professional conduct as learners in

attending OBD or DED courses. Any breach and violation shall be dealt with
properly under existing guidelines, specifically in Section 7 (Student Discipline) in
the Student Handbook.
4) Professional conduct refers to the embodiment and exercise of the

University’s Core Values, specifically in the adherence to intellectual honesty and
integrity; academic excellence by giving due diligence in virtual class participation
in all lectures and activities, as well as fidelity in doing and submitting
performance tasks and assignments; personal discipline in complying with all
deadlines; and observance of data privacy.
5) Plagiarism is a serious intellectual crime and shall be dealt with

accordingly. The University shall institute monitoring mechanisms online to
detect and penalize plagiarism.
6) All borrowed materials uploaded by the teachers/Course Facilitators shall

be properly acknowledged and cited; the teachers/Course Facilitators shall be
professionally and personally responsible for all the materials uploaded in the
online classes or published in SIM/SDL manuals.
7) Teachers/Course Facilitators shall devote time to handle OBD or DED

courses and shall honestly exercise due assessment of student performance.
8) Teachers/Course Facilitators shall never engage in quarrels with students

online. While contentions intellectual discussions are allowed, the
teachers/Course Facilitators shall take the higher ground in facilitating and
moderating these discussions. Foul, lewd, vulgar and discriminatory languages
are absolutely prohibited.
9) Students shall independently and honestly take examinations and do

assignments, unless collaboration is clearly required or permitted. Students shall
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Social Work Program
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not resort to dishonesty to improve the result of their assessments (e.g.

examinations, assignments).
10) Students shall not allow anyone else to access their personal LMS account.
Students shall not post or share their answers, assignment or examinations to
others to further academic fraudulence online.
11) By handling OBD or DED courses, teachers/Course Facilitators agree and

abide by all the provisions of the Online Code of Conduct, as well as all the
requirements and protocols in handling online courses.
12) By enrolling in OBD or DED courses, students agree and abide by all the
provisions of the Online Code of Conduct, as well as all the requirements and
protocols in handling online courses.
1) The Deans, Asst. Deans, Discipline Chairs and Program Heads shall be
responsible in monitoring the conduct of their respective OBD classes through
the Blackboard LMS. The LMS monitoring protocols shall be followed, i.e.
monitoring of the conduct of Teacher Activities (Views and Posts) with generated
utilization graphs and data. Individual faculty PDF utilization reports shall be
generated and consolidated by program and by college.
2) The Academic Affairs and Academic Planning & Services shall monitor the
conduct of LMS sessions. The Academic Vice Presidents and the Deans shall
collaborate to conduct virtual CETA by randomly joining LMS classes to check
and review online the status and interaction of the faculty and the students.
3) For DED, the Deans and Program Heads shall come up with monitoring
instruments, taking into consideration how the programs go about the conduct of
DED classes. Consolidated reports shall be submitted to Academic Affairs for
endorsement to the Chief Operating Officer.
Course prepared by:
JEAN AGNES A. PASILIAO
Course reviewed by:
HELEN Q. OMBLERO, DSD

Program Head
134
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Approved by:
KHRISTINE MARIE D. CONCEPCION, Ph.D.

Dean
135
General Education - Mathematics
Phone No.: (082)300-5456/305-0647 Local 134
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6
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College of Arts and Sciences Education

Social Work Program

Course Outline: SW 124 - Knowledge & Philosophical

Course Outline Policy

Areas of Concern Details

Turnitin Submission To ensure honesty and authenticity, all assessment

reached more than 30% similarity index, the student

Please note that academic dishonesty such as cheating

However, if the late submission of the assessment paper

Grading System All culled from BlackBoard sessions and traditional

All culled from on-campus/onsite sessions (TBA):

You can also meet the course coordinator in person

For students who have not created their student email,

Contact Details of the Dean Dr. Khristine Marie D. Concepcion

Course Information: see/download course syllabus in the Blackboard LMS

CO As a prospective social worker, you will be acquainted with the basic

Week 1-3: Unit Learning Outcomes (ULO):

Big Picture in Focus

In this section, the essential terms relevant to the study of social

1. Social Work refers to the profession which is primarily concerned

2. Generalist Social Work. Also known as the Integrated Method of

3. Social welfare. It is defined as an organized system of programs,

4. Social Functioning. The term refers to the interplay of adjusting

5. Functions of Social Work. These are restorative, preventive, and

To perform the aforesaid big picture (unit learning outcomes)

 Social Work is a profession that creates changes in

 Social work is concerned with the well-being of people

The term means a profession that helps individuals, groups,

and communities develop, enhance, or restore their capabilities for

 Social work functions are to restore, prevent, and

The three functions of social work are intertwined and

 The goal of social work is the enhancement of social

Social functioning is enhanced when individuals feel satisfied

Positive relationships Satisfaction with roles in life

Social Functioning Triangle (Skidmore, 1991)

The term person-in-environment (PIE) refer to the dual focus of

Authors such as Boehm, Schwartz, Gordon, Bartlett and Johnson

Person-Environment Fit Model Lawton, M. P. & Nahemow, L.

To illustrate, a student striving for a college education uses his

To meet his physical needs of food, shelter, books, WiFi access,

The other concept is that of role performance, which describes

Social roles connect people to their environment. There are two

The concept of social role, PIE, and social functioning are

Using the example of the college student, the student may be

 Social work uses methods to provide services to clients

 Social work profession is based on a legal mandate, the

work, social worker, the composition of the Board of Examiners,

 Generalist Social Work is concerned with changes at the

Image retrieved from https://airfreshener.club/quotes/social-

• Social welfare is broader than social work

that ensure or strengthen provisions for meeting social needs

• Social Services are activities that meet client needs.

Need means a condition or situation in which something is necessary

Social services can be material and nonmaterial and concrete

A client can be categorized as a walk-in client or voluntary client. The

• A Social worker is a professional attached to an agency

The social welfare agency, institution, or organization comes

Ambrosino, R. (2016). Social work and social welfare: an introduction,

An Act to Regulate the Practice of Social Work and the Operation of