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Santa Monica Institute, Inc.

Diocesan School
Mabini, Bohol

Activity 1
1ST Quarter
DISCIPLINES and IDEAS in the APPLIED SOCIAL SCIENCES

TEACHER: Czarina T. Bernales TIME ALLOTMENT: 1 hour


TOPIC: Course Introduction (Applied Social Sciences)
LEARNING TARGETS:
1. Identify the meaning of Social Sciences and Applied Social Sciences.
2. Differentiate Social Sciences from Applied Social Sciences.
3. Demonstrate an understanding of Social Science and Applied Social Sciences.
4. Appreciate the essence of Social Sciences and Applied Social Science.
LEARNING ACTIVITIES: Picture Drill, Word Map, Discussion, T-Chart, Oral Recitation, Quiz, Reflection
REFERENCE: Discipline and Ideas in Applied Social Sciences
Authors: Dela Cruz A.R.; Fernandez C.; Melegrito M.L. Valdez
Phoenix Publishing House
Pages 1-3

I. EXPLORE: A. Picture Drill


Review of Social Science Disciplines through Picture drill. Identify disciplines in social sciences through
presented pictures:
Anthropology
Economics
Geography
History
Linguistics
Political Science
Psychology
Sociology
Demography
B. Word Map
The class will be divided into two groups. Each group will be given a task to create word maps by writing
on color coded strips of paper to be posted on the board: Social Science and Applied Social Sciences.
Each group will assign a group representative to briefly explain their work.
II. FIRM-UP: A. Discussion on the definition of Social Science and Applied Social Sciences.
B. Further discussion through T-chart technique.
Cite differences through Social sciences and Applied Social sciences.

III. DEEPEN: A. Analysis on the relationship of Social Sciences and Applied Social Sciences
1. Is there a relationship between Social Sciences and Applied Social Sciences?
B. QUIZ

IV. TRANSFER: Reflection:


Which discipline of Social Sciences were you able to find helpful in your current career?
Santa Monica Institute, Inc.
Diocesan School
Mabini, Bohol

Activity 2.1
1ST Quarter
DISCIPLINES and IDEAS in the APPLIED SOCIAL SCIENCES

TEACHER: Czarina T. Bernales TIME ALLOTMENT: 2 hours


TOPIC: The Disciplines of Counseling: Definitions, Goals and Scope
LEARNING TARGETS:
1. . Identify the goals and scope of counseling. HUMSS_DIASS12-Ib-3
LEARNING ACTIVITIES: Student Feud, Kailangan Ko’y Ikaw, Discussion, Situational Analysis, Role Playing
REFERENCE:

I. EXPLORE: A. “Student Feud” Game


 Common problems among senior high school students
 Common misconceptions about counseling.
Common problems Common Misconceptions
1. Relationship problems 1. A person seeing a counselor has mental illness
2. Family problems 2. Counseling means giving advice
3. Academic problems 3. Counseling is part of the discipline board
4. Financial problems 4. A counselor is a problem solver
5. Personal problems 5. Counseling is brain washing
6. Etc.
B. Group Activity: “Kailangan Ko’y Ikaw”
Make a concept map showing the persons you turn to in times of troubles and uncertainties and
present it to the class (7mins.) Example:

Processing Question:
What do you and the person to whom you go to do in trying to solve your problem?

II. FIRM-UP:
A. DISCUSSION
Counseling- is a professional relationship that empowers diverse individuals, families, and
groups to accomplish mental health, wellness, education, and career goals.

GOALS OFIV.COUNSELING: SCOPE OF COUNSELING:


Generic Goals: The scope of counseling covers personal, social,
1. Development cognitive, behavioral, psychological, emotional, spiritual,
2. Preventive occupational and even health aspect of an individual.
3. Enhancement However, it does not deal with the clinical cases such as
4. Remedial mental illness.
Human Dimensional Goals:
5. Exploratory
6. Reinforcement
7. Cognitive
8. Physiological
9. Psychological
III. DEEPEN: Situational Analysis
Identify if counseling is applicable in each situation:
1. Cases of students suffering from physical violence as a result of bullying in school
2. Cases of students’ absenteeism
3. Choosing a career track in SHS
4. Students suicidal attempts in school
5. Cases of students with clinical depression and self-mutilation behavior.

IV. TRANSFER: Role-Playing


If you have a friend who’s thinking of dropping or cutting classes from your class, how will you help
him/her using the different concepts of counseling?
Santa Monica Institute, Inc.
Diocesan School
Mabini, Bohol

Activity 2.2
1ST Quarter
DISCIPLINES and IDEAS in the APPLIED SOCIAL SCIENCES

TEACHER: Czarina T. Bernales TIME ALLOTMENT: 2 hours


TOPIC: The Disciplines of Counseling: Core Values
LEARNING TARGETS:
1. Discuss the core values of counseling. HUMSS_DIASS 12-Ib-5
LEARNING ACTIVITIES: Fact or bluff, Presentation of examples of core values, interactive discussion,
Think-Pair-share, Essay
REFERENCE:

I. INTRODUCTION: Fact or Bluff


1. Counseling is about counselors who are discerning and possesses skills to formulate objective
observations and inferences.
2. Counseling is a particular process of providing aid to a person who is in good condition.
3. Scope of counseling includes clinical cases such as mental illness.
4. Preventive goals of counseling enhance special skills and abilities.
5. Remedial Goals of counseling assist a client to overcome and treat an undesirable development.

II. MOTIVATION: A. The students will recite the CORE VALUES of the School.
 God-centered
 Community builders
 Patriotic
 Self-disciplined
 Respectful
 Lovers of Life and Nature
 Makatao (Person Oriented)

B. The teacher will present examples of core values from different organizations.
(e.g., other government agencies, business institutions, etc.)

Examples:
Chowking
 Appreciate other people’s interest beyond work

JOLLIBEE
 Customer Focus.
 Excellence.
 Respect for the Individual.
 Teamwork.
 Spirit of Family and Fun.
 Humility to Listen and Learn.
 Honesty and Integrity.
 Frugality.

Guide Question:
Why is there a need for an organization to establish its core values?
III. INSTRUCTION/DELIVERY: Interactive Discussion
Define Core Values.
What core values should a counselor possess?

Core values
 The fundamental beliefs of a person or organization.
 These guiding principles dictate behavior and can help people understand the difference between right
and wrong.
 Help companies to determine if they are on the right path and fulfilling their goals by creating an
unwavering guide.

CORE VALUES OF A COUNSELOR


1. Respect for human dignity
2. Partnership
3. Autonomy
4. Responsible caring
5. Personal integrity
6. Social justice

Elaborative Learning:
Do you think these counselors’ core values are important? Expound your answer.

IV. PRACTICE/ENRICHMENT: Think, Pair, and Share

Guide Question:
Why do you think that the counselors should adhere and dwell to a set of counseling core values? Explain.

V. EVALUATION: ESSAY
Why should counselors imbibe the core values of counseling?
Santa Monica Institute, Inc.
Diocesan School
Mabini, Bohol

Activity 2.3
1ST Quarter
DISCIPLINES and IDEAS in the APPLIED SOCIAL SCIENCES

TEACHER: Czarina T. Bernales TIME ALLOTMENT: 2 hours


TOPIC: The Disciplines of Counseling: Principles
LEARNING TARGETS:
1. Demonstrate comprehension of the principles of counseling. HUMSS_DIASS 12-Ib-4
LEARNING ACTIVITIES: Review, PRINSIPYO MO-ISULAT MO, Think-Pair-Share, Video Showing, Essay, Be My
Counselor
REFERENCE:

I. INTRODUCTION: REVIEW
The students will recite the Core Values of Counseling

II. MOTIVATION: PRINSIPYO MO, ISULAT MO!


“Prinsipyo Mo, Isulat Mo”

Instructions:
1. In a piece of paper, students will write their principle in life.
2. All papers will be collected and placed in a box.
3. Three papers will be picked from the box.
4. The students will read and discuss their principle.
5. After the students discussed their principle, they will answer the
processing questions.
Processing question:
1. What transpires you to have these principles?
How do these principles affect your life as a student?

III. INSTRUCTION/DELIVERY: THINK-PAIR-SHARE


The class will be grouped into pairs. Each pair will discuss with their partner the principle of counseling
that are assigned to them. After 15 minutes they will share their ideas to the whole class.
Principles of Counseling:
1. Reassurance
2. Release of emotional tension
3. Clarified thinking
4. Reorientation
5. Listening skills
6. Respect
7. Empathy & positive regard
8. Clarification, confrontation, and interpretation.
Transference and countertransference

IV. PRACTICE: Video showing (about counseling)


The teacher will let the class watch a video. http://youtu.be/46WFCo_vHao
Processing Question:
1. What principles of counseling did the counselor exhibit in the video clip?

V. ENRICHMENT:
The students will answer the following questions:
1. Which among the counseling principles do you agree most? Why?
2. Do you think that all these principles are necessary in counseling? Why or why not?
3. How does the principles of counseling can be applied into daily dealings?
VI. EVALUATION: “Be My Counselor”
The students will follow the instructions below:
1. Through a role-playing, demonstrate how the counseling principles can be exhibited in a counseling
session.
2. Pair up with a classmate. Assign which of you will act as a counselor and a counselee.
3. In five minutes, the counselee thinks of a life issue to bring up with the counselor and the counselor
applies the principles of counseling.
4. Start the role-play.
5. After five minutes, reverse roles.
Santa Monica Institute, Inc.
Diocesan School
Mabini, Bohol

Activity 3.1
1ST Quarter
DISCIPLINES and IDEAS in the APPLIED SOCIAL SCIENCES

TEACHER: Czarina T. Bernales TIME ALLOTMENT: 2 hours


TOPIC: Professionals and Practitioners in Counseling: Roles, functions, and competencies of counselors
LEARNING TARGETS:
1. Show understanding of the roles and functions of counselors. HUMSS_DIASS12-Ic-6
LEARNING ACTIVITIES: Open Notes, Group Reporting, Chart, Reaction Journal, Interview
REFERENCE: Disciplines and Ideas in the Applied Social Sciences-The Padayon Series, pp. 36-39

I. INTRODUCTION/MOTIVATION: Open Notes


Recall as many roles and functions of counselors that you are aware of. Write all your answers on the
notes box below.
Open Notes
Name: ________________________________________________________________________






II. INSTRUCTION/DELIVERY: Group Reporting


Group 1= Roles/Functions of Counselors pp.37-38
Group 2= Competencies of Counselors pp. 38-39
ROLES/FUNCTIONS OF COUNSELORS: COMPETENCIES OF COUNSELORS:
 Individual Assessment  Interpersonal Skills
 Individual Counseling  Personal Beliefs and Attitudes
 Group Counseling and Guidance  Conceptual Ability
 Career Assistance  Personal Soundness
 Placement and Follow-up  Mastery of Techniques
 Referral  Ability to understand and work within social
 Consultation systems
 Research  Openness to learning and inquiry
 Evaluation and Accountability
 Prevention

III. PRACTICE: Chart


Identify the competencies required in each role/function of a counselor using the chart below.
ROLES/FUNCTIONS COMPETENCIES
1. Individual Assessment
2. Individual Counseling
3. Group Counseling and Guidance
4. Career Assistance
5. Placement and Follow-up
6. Referral
7. Consultation
8. Research
9. Evaluation and Accountability
10. Prevention
IV. ENRICHMENT: Reaction Journal
Guide Questions:
1. How do you see the importance of the roles and functions of counselor?
2. Do you think that counselors have unique roles and functions than other professionals?
Why do you say so?

V. EVALUATION: INTERVIEW
The students will interview a counselor working in different settings (Clinical, Industrial, and School
settings). The students will use the following questions below.
Guide Questions:
1. What are your tasks, role, and functions as a Counselor?
2. How do you find yourself working as a Counselor?
3. What do you love most about your roles and functions as Counselor?
4. What do you think are your competencies that are unique to other professions?
After the interview the students will make a report about their interview using the format
below.

I. Narrative Report/Summary about the interview


II. Conclusions and Realizations after the interview
III. Documentation Pictures
Santa Monica Institute, Inc.
Diocesan School
Mabini, Bohol

Activity 3.2
1ST Quarter
DISCIPLINES and IDEAS in the APPLIED SOCIAL SCIENCES

TEACHER: Czarina T. Bernales TIME ALLOTMENT: 2 hours


TOPIC: Professionals and Practitioners in Counseling: Areas of specialization where counselors work
LEARNING TARGETS:
1. Identify specific areas in which counselors work. HUMSS_DIASS12-Ic-7
LEARNING ACTIVITIES: Definition of terms, discussion, reflection, essay
REFERENCE: Disciplines and Ideas in the Applied Social Sciences-The Padayon Series, pp. 39-40
Dela Cruz et. al. Discipline and Ideas in Applied Social Sciences Book 2016.pp. 38-39

I. INTRODUCTION/MOTIVATION: DEFINITION OF TERMS


Define the following area of specialization of counselors.
1. Marriage and Family Counseling
2. Child and Adolescent Counseling
3. Group Counseling
4. Career Counseling
5. School Counseling
6. Mental Health Counseling

II. DELIVERY/ INSTRUCTION: Discussion pp. 39-40

III. PRACTICE/ENRICHMENT: Reflection


Instructions:
1. The students will make a short (5 to 10 sentences) reflection papers on the following:
1.1 my most significant learning about the topic
1.2 If given a chance to be a counselor, what type of counselor would you like to be? Why?

IV. EVALUATION: ESSAY


How do you think a school counselor may help you resolve some of your personal issues and concerns?
Santa Monica Institute, Inc.
Diocesan School
Mabini, Bohol

Activity 3.3
1ST Quarter
DISCIPLINES and IDEAS in the APPLIED SOCIAL SCIENCES

TEACHER: Czarina T. Bernales TIME ALLOTMENT: 2 hours


TOPIC: Professionals and Practitioners in Counseling: Career opportunities of counselors and
Rights, Responsibilities, Accountabilities, and Code of Ethics
LEARNING TARGETS:
1. Identify career opportunities for counselors. HUMSS_DIASS 12-Ic-8
2. Value rights, responsibilities, and accountabilities. HUMSS_DIASS 12-Ic-9
3. Distinguish between ethical and unethical behaviors among counselors. HUMSS_DIASS 12-Ic-10

LEARNING ACTIVITIES: Fact or Bluff, discussion,


REFERENCE: Disciplines and Ideas in the Applied Social Sciences-The Padayon Series, pp. 39-40
Dela Cruz et. al. Discipline and Ideas in Applied Social Sciences Book 2016.pp. 38-3

I. MOTIVATION/INTRODUCTION: FACT or BLUFF


Instruction: The student will determine if the given statement is true or not. If the statement is true they
will answer FACT, if the statement is FALSE they will answer BLUFF. The student will answer
in chorus.
1. Counselors have responsibility to read, understand, and follow the Code of Ethics and Standards of
Practice.
2. Counselors are not accountable to the clients they serve and the professional organizations they are
affiliated with.
3. Counselors are guided by ethical principles of autonomy, beneficence, fidelity, justice, and
nonmaleficence in the practice of their profession.
4. Counselors cannot work as generalists.
5. Counselors can work in schools, agencies, hospitals, industries, private offices or can take up private
practice.

II. DELIVERY/INSTRUCTION:
A. Determine which specific work setting does the following career opportunities of counseling
belongs.
Academic Advising Health Psychology Youth Counselor School Guidance Counselor
Family Liaison AIDS/HIV Counselor Vocational Counseling Student Assistance Services
Genetic Counseling Dropout Prevention

SCHOOL SETTING COMMUNITY OR AGENCY HEALTH CARE/HOSPITALS


SETTING
B. DISCUSSION
CAREER OPPORTUNITIES FOR COUNSELORS
SCHOOL SETTING COMMUNITY OR HEALTH OTHERS
AGENCY SETTING CARE/HOSPITALS
 Academic Advising  After-school program  AIDS/HIV GOVERNMENT:
 Admissions manager counselor  Court advocacy
 Alcohol and other  Caseworker/case  Bereavement  Crime victim advocate
drug education manager support  Juvenile delinquency
 Alumni relations  Community  Crisis  Mediation/arbitration
 Basic/life skills outreach/relations Intervention  Offenders welfare
 Training  Crisis counseling  Genetic examiner
 Campus Ministry  Family Counseling
 Career planning and liaison/specialist  Gerontological INDUSTRIES
placement  Housing counseling  Account manager
 College counselor/manager  Health  Client services manager
Advisor/counselor  Job/coach/developer psychology  Community relations
 Dropout  Life skills training  Mental Health  Credit counseling
prevention/retention  Marriage and family Worker  Customer service employee
 Financial aid counselor  Music/art motivation/retention
 International student  Substance abuse therapy  Equal opportunity
services treatment  Patient  Affirmative action
 Job  Support services for advocate manager
training/readiness special populations  Recreational  Facilitator
 Leadership training (e.g. elderly, therapy  Human resources personnel
 Public Affairs mentally challenged,  Residence  Manager insurance
 Residence hall physically disabled, counselor  Claims manager
counselor juvenile delinquents,  Interviewing
 School guidance etc…)  Market research Marketing
counselor  Vocational manager
 Student Activities Counseling  Meeting/Event planner
 Student Affairs  Volunteer  Outplacement
 Student Assistance coordinator  Counselor
services  Youth performance
 Teaching Counselor/worker Evaluation
 Public Information officer
 Public opinion research
recruiter
 Sales manager Strategic
Planning Work-Life Balance
Writing

RIGHTS, RESPONSIBILITIES, AND ACCOUNTABILITIES OF COUNSELORS


Ethical Principles of Counselors: (General Ethical Principles for Counselors and Guidance and Counseling Act of 2004)
 Autonomy- refers to respecting freedom of choice and self-determination
 Beneficence- is defined as doing good and preventing harm
 Fidelity- refers to faithfulness or honoring commitments
 Justice-is defined as fairness
 Nonmaleficence- is not inflicting harm

The following are some of the prevalent forms of unethical behaviors in counseling:
 Violation of Confidentiality
 Exceeding one’s level of professional competence when a counselor practices outside his/her
area of specialization
 Negligent practice
 Claiming expertise one does not possess
 Imposing one’s values on a client
 Dual relationships (role of counselors is combined with another relationship- professional or
personal)
 Questionable financial arrangements (e.g. excessive fees)
 Improper advertising
 Plagiarism when doing research

The Guidance and Counseling Act of 2004 (R.A. 9258) Section 27 stipulates that individuals
who engage in the practice of guidance and counseling:
a. Should have a valid Certificate of Registration and a valid Professional Identification
Card or a special permit;
b. Should not make representations to the public as a licensed guidance counselor when
his/her license has been revoked or suspended; and
c. Should not allow anybody to use his/her license as guidance counselor. This provision
is to protect the profession and clients from possible unscrupulous individuals who
might take advantage of innocent people.

III. ENRICHMENT/PRACTICE: SITUATIONAL ANALYSIS


Distinguish whether the counselor in the following situations exhibit ethical or unethical behavior. Just
answer ETHICAL or UNETHICAL. Explain also why it is ethical or unethical.
1. A counselor reveals the results of a client’s personality test to a colleague without asking for the
client’s permission.
2. A counselor regularly attends trainings for her professional development.
3. A counselor reveals the proceedings of her counseling sessions with her client’s friend to help
mend their broken friendship.
4. A counselor refers a client to another professional because the client’s problem is beyond the
counselor’s competency.
5. A counselor did not inform his client’s parents that his counselee is threatening to harm
himself.

IV. EVALUATION: DEBATE


A. Will I Report My Client or Not?
1. In the area of confidentiality of the Code of Ethics, there is a portion on client’s right to privacy. What if
the counselor, in his/her conversation with the client, found out that the client accidentally killed a
person, will you report the client to police or not? Explain your answer.

2. Get volunteers. The first two will get the position of disclosing the information to the right authorities.
The other two will take the position of not disclosing the information to the authorities. What is your
position? Why?
3. Share your answer through the debate.
4. Will I report? Or will I not report?

B. COUNT ME IN, COUNT ME OUT: WILL I GIVE UP MY JOB OR NOT?


1. In the area of counseling relationships of the Code of Conduct, it states that, “Counselors should not
have any type of sexual intimacies with clients and do not counsel persons with whom they have sexual
relationship. Counselors should not also engage in sexual intimacies with former clients within a
minimum of two years.”
2. What if you are a counselor and you have fallen in love with your client and you client has also fallen in
love with you. Since, it is unethical to pursue the relationship; you will have to quit your job. Your job is
also important to you. Now, what will be your decision?
3. The class will be divided into two. The first group will choose, “quit the job.” The second group will
choose, “stay on the job.”

MECHANICS:
1. The class will be divided into 4 groups. Group 1 and 2 will be assigned of topic A. Group 3 and 4 will be
assigned for topic B.
2. The debate will begin with the pro side speaking first. They are allow five to seven minutes of
uninterrupted time to explain their position. Both members of the team must participate equally. The
process will be repeated for the con side.
3. Both sides will be given about three minutes to confer and prepare for their rebuttal. The rebuttals will
begin with the con side and they are given three minutes to speak. Both members must participate
equally. This process will be repeated for the pro side.
4. Each person will credit the source of any statistic, quotation, survey, or other research information AT
THE TIME that source is mentioned during the debate.
5. One person speaks at a time. No side discussions!
6. The group will be grade according to the following criteria:

Criteria:

Organization of Ideas – 15 pts.


Quality of Arguments – 15 pts.
Cross-Examination – 10 pts.
Oral Delivery – 10 pts.

Total – 50 pts.

Debate Etiquette
1. Team members must meet together in preparation for the debate, so they can work together as an
effective team.

2. All members of each side must participate in the debate.

3. Do not read your materials all the time. You may glance once in a while.

4. You may bring some brief notes, but you may not read them.

5. Maintain good eye contact with the audience.

6. Use proper language and be polite in referring to your opposing team.