Field

Practice
Reviewer
Second Semester:

Group 6
Leader: Lodgin Sabilao
Members:
Median Kenneth Calipes
Grande Jane Bentabal
Candy Ticong
Jovel Castante
John Del Muyar

Submitted by: Gerald B. Fiel, RN, MAN, DNM

THE STUDY OF PERSONALITY: ASSESSMENT, RESEARCH, AND
THEORY

THE STUDY OF PERSONALITY

Everybody Has One
Everybody has one—a personality, that is—and yours will help determine the boundaries of your
success and life fulfillment. It is no exaggeration to say that your personality is one of your most
important assets.

Describing Your Personality

Of course, it is glib and facile to attempt to sum up the total constellation of someone’s
personality characteristics by using such fuzzy terms as terrify c and terrible. The subject of
personality is too complex for such a simplified description, because humans are too complex
and changeable in different situations and with different people.

THE PLACE OF PERSONALITY IN THE HISTORY OF PSYCHOLOGY

The Study of Consciousness
The new science of psychology focused on the analysis of conscious experience into its
elemental parts. The methods of psychology were modeled on the approach used in the natural
sciences. Physics and chemistry appeared to be unlocking the secrets of the physical universe by
reducing all matter to its basic elements and analyzing them.

The Study of Behavior

In the early decades of the 20th century, the American psychologist John B. Watson, at Johns
Hopkins University in Baltimore, Maryland, sparked a revolution against the work of Wilhelm
Wundt. Watson’s movement, called behaviorism, opposed Wundt’s focus on conscious
experience.

The Study of the Unconscious

 Psychoanalysis and psychology
are not synonymous or interchangeable terms. Freud was not a psychologist but a physician in
private practice, working with persons who suffered from emotional disturbances. Although
trained as a scientist, Freud did not use the experimental method. Rather, he developed his theory
of personality based on clinical observation of his patients.
The Scientific Study of Personality
We see, then, that experimental psychology and the formal study of personality began in two
separate traditions, using different methods and pursuing different aims. We should note that
experimental psychology in its formative years did not totally ignore personality—some limited
aspects of personality were studied—but there did not exist within psychology a distinct
specialty area known as personality as there was child psychology or social psychology.

Enduring and Stable Characteristics

We may also, in our use of the word personality, refer to enduring characteristics. We assume that
personality is relatively stable and predictable. Although we recognize, for example, that a friend
may be calm much of the time, we know that he or she can become excitable, nervous, or
panicky at other times. Thus, our personality can vary with the situation

Unique Characteristics
Our definition of personality may also include the idea of human uniqueness. We see similarities
among people, yet we sense that each of us possesses special properties that distinguish us from
all others. Thus, we may suggest that personality is an enduring and unique cluster of
characteristics that may change in response to different situations

ASSESSMENT IN THE STUDY OF PERSONALITY

Reliability
Reliability involves the consistency of response to an assessment device. If you took the same
test on two different days and received two widely different scores, the test could not be
considered reliable because its results were so inconsistent.

Validity
Validity refers to whether an assessment device measures what it is intended to measure

Methods of assessment
The personality theorists discussed in this book devised unique methods for assessing
personality, ways that were appropriate for their theories. By applying these methods, they
derived the data on which they based their formulations.

Self-Report Inventories
The self-report inventory approach involves asking people to report on themselves by answering
questions about their behavior and feelings in various situations. These tests include items
dealing with symptoms, attitudes, interests, fears, and values. Test-takers indicate how closely
each statement describes their characteristics or how much they agree with each item

Behavioral Assessment
In the behavioral assessment approach, an observer evaluates a person’s behavior in a given
situation. The better the observers know the person being assessed, the more accurate their
evaluations are likely to be.

Gender and Ethnic Issues in Assessment

 Gender - The assessment of personality can be influenced by a person’s gender. For

example, women tend to score lower than do men on tests measuring assertiveness, a
difference that may result from cultural sex-role training that traditionally teaches girls
and young women not to assert themselves
 Blacks - Research conducted in the 1990s showed generally consistent differences
between Black and White subjects on self-report personality tests.
 Cross-cultural issues - Hermann Rorschach was one of the first to recognize the effects
of cultural differences in performance on personality assessment techniques

SOCIAL WORK WITH GROUPS

 At least 2 people (usually more), gathered with common purpose or like interests in a
cognitive, affective and social interchange in single or repeated encounters.
 These encounters are sufficient for the participants to form impressions of one another,
creating a set of norms for their functioning together, developing goals for their collective
authority, evolving a sense of cohesion so that they think of themselves and are thought
of by others as an entity distinct from all other collectives (Webster, 1988)

CLASSIFYING GROUPS

 Social Group
-an exclusive self-organizing form of social organization.
-comprised of two or more members who identify and interact with one another on a
personal basis as individuals, nature of relationship is like in a natural group.
 Primary Groups
-Gemeinschaft relationships (relationship is based on common feeling) dominate in
primary groups.
- It comprises the individual’s earliest form of human association typically the family or
its surrogate

 Natural Groups
-They are groups that come together spontaneously on the basis of naturally occurring
events, interpersonal attraction, or the mutually perceived needs of members. Examples:
families, peer groups, street gangs, cliques, friendship networks.
- This type of group is not planned; nor it is constructed by any person or group in a
deliberate sense.

 Formed Groups
-Defined as those groups that come some outside influence or intervention.
– They usually have some sponsorship or affiliation.

 In-Groups and Out-Groups

* In groups
-are defined as those social groupings in which the individual feels at home.
- They usually have some sponsorship or affiliation.
* Out groups
- are defined as those social groups in which the individual does not feel a sense of
belonging.

 Treatment and Task Groups

Task Groups
-are formed and maintained so that specific activities or jobs can be accomplished.
- also referred as ‘work groups’.
- designed to complete a job or to provide on-going advice or monitoring.

Treatment Groups
- may also be referred to as ‘small’ helping groups’ (groupwork or social groupwork).
- in social work, a method of intervention to help meet personal needs of its members.

Purposes of Treatment Groups:

1. Support: To help members cope with stressful life events and revitalize existing coping
abilities
2. Education: To educate through presentations, discussions, and experience.
3. Growth: To develop member’s potential awareness and insight
4. Therapy: -To change behavior.
-Correction, rehabilitation, coping and problem- solving through behavior
change intervention
 5. Socialization:
- To increase communication and social skills.
- Improved interpersonal relationships through program activities, structured exercises,
role plays etc.

HOW GROUP EFFECT CHANGE

A. The group as MEDIUM of change

- the target of change: individual member
- source of influence: the group
- Social worker guides group processes to achieve goals.
B. The group as TARGET of change
- the group as a whole or aspects/conditions of the group may have to be changed in order to
change individual members (size, composition, climate, structure, etc.)
C. The group as AGENT of change - the group efforts aim to modify or redirect features/forces
in its social environment which makes demands, creative pressures and impose constraints on the
group, thus, adversely affecting its development and goal achievement (techniques, information
dissemination, persuasion, negotiation, bargaining, pressure, confrontation, etc.
- the group is not the focus of desired change.

GROUP STRUCTURE AND PROCESS IN SOCIAL WORK

A. STRUCTURE: ‘The arrangement or intervention of all the parts of a whole’

 Group Structure: Patterns that develop and maintain themselves over time in
interpersonal relations (Garvin and Glasser)
1. Formal (task group, social action group can have elected or designated leaders/officers)
2. Informal (therapy/treatment groups)
STRUCTURAL PROPERTIES OF GROUPS
1. Size
- refers to the number of persons in groups.
 - sets the limit on the amount and quality of communication among group members affecting
their interpersonal relations.
- assures more direct and intensive communication among participants.
2. Communication Structure
- encompasses who interacts with whom what and this interaction may be verbal or non-verbal
- desired pattern of channel of communication is group-centered rather than leader-centered.
3. Affectional Structure
- evident in the process of interaction (the process of acting and reacting): some people are
drawn to each other and develop liking for each other while others are repulsed and develop
dislike for each other.
4. Power Structure
- in group functioning, some form of power or influence facilitates the group’s organization, its
control and goal attainment.

SOURCE OF INFLUENCE (Types of Power)

a. Reward Power- power is based on B’s (one member) perception that A or the entire group has
the capacity to deliver positive consequences or negative consequences in response to B’s
behavior
- Reward can come in many forms: promotions, praise, tokens incentives, etc.
b. Coercive Power- power is based on B’s perception that A can inflict adverse or negative
consequences or remove positive consequences in response to B’s behavior.
- Forms of coercive power may be being admonished, being deprived of certain privileges.
c. Referent Power- refers to the influence A has because of his being well-liked and/or respected
which results in B’s identifying with him.
d. Expert Power- influence is based on the perception that A has expertise, has some special
knowledge or skills and can be trusted.
e. Legitimate Power- refers to that influence resulting from a person’s position in the group
and/or from certain responsibilities that go with that position.
5. Leadership Structure (leadership serves as approaches to leadership)
a. Position theory- the leader occupies the topmost position and all the others below would be
lesser leaders.
- ways one become a leader: by election, by appointment or designation by a higher authority or
sometimes by taking control usually by manipulating situation through such ways/means, gives
the person authority or influence over people.
b. Trait theory- assumes that leaders have personal traits or characteristics that make them
different from other people. Also called the great person theory of leadership.
c. Style theory- different styles.
1. Authoritarian- leaders have more absolute power. They set goals and policies as well as major
plans, dictate the activities of the members.
2. Democratic- this style seeks maximum involvement and participation from members in all
decisions affecting the group
3. Laissez-faire- this style is characterized by minimum input or participation from leader.
d. Situational theory- leadership is a function of the situation rather than the person or what s/he
does.
e. Functional leadership theory or the Distributed- Functions approach to leadership- leadership
is viewed from a group perspective.
- this includes the setting of group goals, the selection and implementation of tasks to achieve the
group’s goals. The provision of resources needed for the improvement of the group’s cohesion.
f. Interactional model of leadership- equal focus/attention given to group, the worker as the
designated leader, the members and the environment in which the group functions.
6. Role Structure
- Role refers to the socially recognized patterns of expectations of behaviors on the part of a
person in a certain position, helps us to interpret what a person is doing or is trying to do.
- All groups (whether organized for therapeutic reasons, for problem solving, or for other
objectives) rely on the performance by member of a variety of roles.
7. Group Norms
- In the process of interaction, norms or rules and standards of behavior emerge.
- they indicate how members control each other, which behaviors are allowed and which are not.
8. Status
- Refers to one’s rank or standing in the group based on any of the following;
 the person’s closeness to the center of the web of communication in the group
 the carrying on of a particular kind of activity or maintaining a certain level of activity
 The person’s position in the web of communication and the kind of job he does.
 Rank or status is based on some characteristics possessed by the person.
A. GROUP PROCESS: The interaction processes or what goes on between and among
members (what is happening between and to group members while the group is working-changes
forces generated by the interactions).
1. Conformity: means yielding to the majority or the group pressure because of the need for
approval or not wishing to be different, the need for uniformity of action to achieve group goals,
or need to rely on others when a situation is ambiguous.
2. Competition: denotes rivalry; decreases creativity, coordination of effort, division of labor,
helping and sharing, and cohesion, promotes ineffective communication, suspicion and mistrust,
dislike among members, negative attitudes toward the group and its tasks, lessens effectiveness
in problem-solving.
3. Cooperation: denotes joint efforts; increases creativity and coordination of effort, division of
labor, emotional involvement in group accomplishment, helping and sharing, interpersonal skills,
cooperative attitudes and values, positive self-attitudes, liking among group members, positive
attitudes toward the group and tasks, acceptance of individual and cultural differences and
problem-solving skills.
- A cooperation results when there is compatibility, similarity or complimentary in the personal
goals of group members.
4. Decision-Making: an integral stage in the total group problem-solving process, similar to
individual problem-solving, allows for pooling of the knowledge, attitudes and resources of each
member; motivates a member to do his/her best; the presence of members increases the
probability that one of them will suggest the highest quality solutions etc.
5. Groupthink: a problem-solving process in which proposals are accepted without careful
review of their advantages and disadvantages, powerful pressures are exerted on a group member
whose voices objections to what otherwise appeared to be a group consensus, great importance is
given to group morale and loyalty.
6. Conflict: means a sharp disagreement or clash of ideas, interests etc., characteristics of a
conflict situation at least two parties are involved, there is perceived mutually exclusive goals or
values between the parties.
7. Group Cohesiveness: the degree to which members of a group desire to remain in the group
and the result of all forces acting on members to remain in the group.

COMMUNITY ORGANIZATION

 defined community organization as the process by which the social system of the
community provides for integration and adaptation within the community.
 Community organization is the process of planning & developing social services in order
to meet the health & welfare needs of a community or larger unit.
Philosophy of Community Organization
 Acceptance of the right of the community to decide what it wants rather than having the
organizer’s views imposed on it
 Belief on the capacity of the people to find richer and more satisfying ways of living if
they are helped to use the resources within themselves and their environment which are
and could be made available to them

Values of Community Organization

 A commitment to democratic processes and goals
 The right of the client community to self determination
 Belief on the capacity of people to change
 Belief on the innate dignity of the individual in the community
 The commitment to seek social justice
Respect for Human Rights – man has worth and dignity; everybody has the right to decent and
peaceful living; right to participate
Social Responsibility – “man for others” concept; refers to society’s responsibility to create
conditions that permit opportunity and self-fulfillment; respond to changing times
Social Responsibility – “man for others” concept; refers to society’s responsibility to create
conditions that permit opportunity and self-fulfillment; respond to changing times
Social Justice- “there is no development, if there is no peace” equal access to job opportunities
and basic services

Assumptions of Community Organization

 Changes in which individuals, groups and communities determine their own destiny in a
democratic process have a better chance of enduring than changes that are imposed
 Readiness to change is a variable which affects the potential and the rate of community
change obtainable at a given time
 Skills in participating in democratic process can be taught and learned by individuals and
groups
 Society can provide ways to achieve maximum compatibility of individual and community
interest
 Social welfare provisions, services, and programs can enhance human welfare and prevent and
reduce social ills
  Planning, coordination and integration of social welfare provisions are by individuals, social
ills are inter-related; and social welfare provisions are inter-dependent

Goals of CO (Arthur Dunham)

Task Goals- are concerned with concrete tasks to be undertaken to meet specific needs and
people’s aspirations or to solve particular problems
Process Goals- are concerned with the process of helping people in a community or group
strengthen their quality of participation, self-direction and cooperation

➢ help people grow and develop > roles in community building and development
Relationship Goals – are focused on changing different types of relationship and decision-
making process in a community by diffusing power to a wider base (participative leadership)

Elements of Community Organizing

 Training and Education – refers to various forms of educational activities meant to
conscientize and develop people’s critical awareness of their existing condition
 Aware if the root causes of problems and issues
 Primary objective- develop social awareness and enhance people’s capacities in meeting
development goals

 Formation of People’s Organization

–the creation of functional structures that will serve as venues for people to express their power

➢ Management is based on shared leadership; people elected to positions been carefully selected
and agreed upon by members

Mobilization of Resources
– concerns the tapping and maximum utilization of human and natural resources necessary to
achieve self-reliance

Purpose of Community Organization practice

Is to give professional assistance to a community or group or population unit to help them
achieve any or all of the ff objectives:
i) To solve certain problems
ii) to achieve selected social goals
iii) to strengthen their capacity for problem-solving and cooperation

Focus/Objectives of Community Organization

 The release of potentialities in the individual, group and community as a whole (people
empowerment)
 The development of the capacity of indigenous leaders to lead, to manage and function in
their assigned social roles in the community (informal leaders)
 Developing the ability of different sectors in the community to function as an integrated whole
(avoid duplication of services, competition and uneven benefits to beneficiaries)
 Strengthening people’s capacity for problem-solving, decision-making and cooperation
(internal strengths) The full use of inner/indigenous resources before tapping external resources
 Change/Modify Existing Policies and Programs that are Oppressive, Defective and Propose
Needed ones

PEOPLE-CENTERED & SUSTAINABLE DEVELOPMENT

1. People’s participation
- Learn from the people
- Plan with the people
- work with the people
2. Integrated approach
- Not odds and ends but a system
- Not piecemeal but integrated approach
3. Appropriate technology
- Start with what the people know
- Build on what the people have
- Not a showcase but a pattern
AIMS AND GOALS
1. People’s empowerment
- people learn to overcome powerlessness and develop capacity to control their situation and
start to place the future in their hands
- in the process of confronting structures and institutions that oppress them, people are
transformed from dehumanized subjects into human beings who assert their rights, determine
their destiny and stand with dignity
2. Building relatively permanent structures and Pos
- which best serve needs and aspirations of people
- these structures ensure maximum people’s participation and provides venue for linking up with
other groups and sectors
- through the structures alternatives can be tested and a new system of values internalized
3. Improved quality of life
- short and long-term improvements in people’s lives
- immediately, mobilizations can gain concessions for fulfilling basic needs
- in the long term, create a conducive environment for creativity and solidarity through equitable
distribution of power and resources

KINDS OF PARTICIPATION
1. Decision making
– identifying problems, formulating alternatives, planning activities, allocating resources
2. Implementation
– carrying out activities, managing and operating programs, services
3. Benefits – economic, social, political, cultural, etc. individually or collectively
4. Evaluation – activity and outcomes

CONVERGENCE
Coming together of several programs/projects/services in a synergistic fashion to support an
strengthen each other resulting in the achievement of common goals a

PARTICIPATION
poverty is not just lack of physical resources implies powerlessness or inability to exert
influence upon forces that shape people’s lives Poor: powerless, culture of silence (Freire), no
voice, no access, no participation
COMMUNITY PARTICIPATION
 Active process by which beneficiary sets the direction and and the execution of a development
project with a view of enhancing well-being in terms of income, personal growth, self-reliance or
other values they cherish (Paul, 1987)
 Concerned with organized efforts to increase control over resources and regulative institutions
in given social situations on the part of those excluded from such control (Stifel, 1979)

SOCIAL INSTITUTIONS: FUNCTIONS

1. Family
– primary persona care & mutual assistance system between the family unit and society
2. Educational institution
– socialization and preparation for productive, participatory citizenship
3. Economic institution – allocation & distribution of resources
4. Political institution – authoritative allocation of public social goals and values
5. Religious institution - promotion of personal meaning &understanding of ultimate concerns
6. Social welfare institutions – provision of support to sustain & attain social functioning

COMMON PROBLEMS OF COMMUNITIES

 SOCIAL - personalized politics
- community disorganization
- poor health condition
- low level of education
- culture of silence and poverty
- powerlessness of the majority

ECONOMIC
- low level of living
- low level of productivity
- poor marketing system
- oppressive tenurial arrangements and practices
- unemployment and underemployment
- maldistribution of income and wealth

PHYSICAL
- lack/ limited support facilities for socio- economic development - ecological imbalance

In identify reinforcing conditions in the community in the community, money is found to be a

superb reinforce.
Make sure that reinforcement mechanism is operating reliably. Certainly, an immediately may be
more important that magnitude of reward. Make sure that no reinforcement does not occur when
no new effort is made.
Make sure of reinforcement of social approval and acclaim.

POLITICS- the art and practice of exercising influence over people.

SOCIAL WORK PRACTICE (Social Work Methods)

Social Functioning. The focus of social work. What is it?
It means the interaction between the individual and his/her environment.

Social Environment. A network of overlapping social systems and social institutions including
ecological system, cultures and institutions.

Social Situation. An impinging of the social environment. It is smaller, more immediate

environment that has meaning for the individual and that is uniquely perceived and interpreted
by him in which he has one or more status, roles and identities.
Cause of and responses to social functioning problems:

Social functioning (or social performance) problems may be caused by the following:

1. Factors in the person e.g. his/her physical condition, attitudes, values, perceptions of
reality, etc. which affect one's "coping."

2. Factors in the situation or environment e.g. lack of resources or opportunities,

expectations that are beyond the individuals coping capacities.

3. Changing strategies directed towards the interaction of individual and environment.

The Functions of Social Work

1. Restorative/Curative/Remedial/Rehabilitative

Curative seeks to remove factors which have caused the breakdown in the person's social
functioning.

Rehabilitative tries to put back the person to a normal or health state of social
functioning.

2. Preventive - to identify potential areas of disequilibrium between individuals or groups

and the environment in order to prevent the occurrence of disequilibrium. It involves the
early discovery, control and elimination of those conditions or situations which they have
a harmful effect on social functioning.

3. Developmental - to seek out, identify and strengthen the maximum potential in

individuals, groups and communities. The aim is to both help the individual make
maximum use of his/her own potentials and capacities as well as to further the
effectiveness of available social or community resources.

1. WORKING WITH INDIVIDUALS (Social Casework)

A. CONCEPTS & PRINCIPLES

1. Concepts of Social Casework

o 1.1 Social Casework is a method of social work which intervenes in the psychosocial
aspects of person's life to improve, restore, maintain or develop his social functioning by
improving his role performance.
 o 1.2 Social casework is a problem-solving and helping process. It requires knowledge of
the science of human relations and skills in relationship in order to mobilize capacities in
the individual and resources in community appropriate for better adjustment between the
client and all or any part of his total environment.

o 1.3 Social casework is a process used by certain human welfare agencies to help
individuals to cope more effectively with their problem in social functioning. The process
is to promote human growth and development and self-satisfaction an accomplishment.

o 1.4 Social casework operates in consideration of all social economic, psychological and
physical factors that influence the life of the individual, the family and the social group
and the community for better adjustment. Social casework in client centered (a person
with problems) rather than problem centered.

o 1.5 Social casework also recognizes the importance of family centered approach (1) to
contribute harmonious family inter-relationships (2) to strengthen the positive value in
family life, and (3) promote healthy personality development and satisfactory social
functioning of various family members.

o 1.6 The aim of social casework is not only to help the individual, the family and the
group of persons in their social relationship, but it is also concerned with the
improvement of general social condition by raising health and social and economic
standards and harmonious and satisfying human relationships.

o 1.7 Further, its aim is the development of individual and family productive members, as a
basic unit of society. They are integral part of national development of nation-building.

2. Basic Concepts Relevant to Casework

2.1 Concept of Social Role

Social Role is the sum total of the culture patterns associated with a particular
status. Whether a social role is performed in a satisfying, effective and acceptable manner
depends always upon the capacities and motivations of both the persons occupying given role
and those in roles reciprocal to his.

2.2 Concept of Modes of Adaptation

Study and analysis reveal what the client's dominant modes of adaptation have been
and lead to formulation of plans for casework intervention.

Faced with the threatening situation, a client will try to use his accustomed modes
of adaptation. When these have failed, he will regress to modes of adaptation used earlier in life:
flight or pairing. Pairing is entering into a dependent and solace-seeking relationship with
another person perceived as stronger and able to help her handle the situation. Finally, in extreme
situations, he may become apathetic resigned, mentally disoriented and immobile or hyperactive.

2.3 Concept of Ego

 Those intrapersonal forces which constantly strive to balance the person's diverse
and conflicting motivations with one another and with demands of the outside world. Under
stress, we may perceive the world around us in distorted way. Knowledge applicable to a
problem may escape. Overwhelmed with anxiety we use defenses - projection, denial placement,
reaction formation. Caseworker, by the case work process. Determines whether it is merely
situational response toward overwhelming stimuli or maybe a characteristic lifelong condition,
indicating deficiency in development of the ego.

3. Concept of Stress

The person who comes as a client to a social agency is always under stress and dependent.
Stressful situation involves personally or socially unsatisfactory adaptations to problems that are
beyond observation as personal and social imbalances.

Three component elements of stress:

o 3.1 The stress factor which threatens

o 3.2 The value which is threatened
o 3.3 The reactions, individual and collective to the threat

3.1 Stress factors

Stress factors are threats which arise within an individual's body. His physical
environment, the function of the social systems and with the individual's network of roles.
Threats from the social environment are mostly caused by such breakdowns in social system as
unemployment, depression, but also by status insecurity, rapidity of technological change,
mobility of population which make for lack of stability and security in habitual social role and
therefore, can cause threats to existing relationships and create threat or an actual attack.

3.2 The value threatened

Life, health, property, privilege, freedom, security, status, face honor, self-respect,
opportunity, future prospect are the major personal values threatened. The same values may have
different meaning and significance to different individuals who have them. Human integrity,
dignity, rights are threatened.

3.3 Reaction to stress

Reaction to stress consists of the responses made by the individual with the goal of
maintaining the level of social functioning which existed prior to the occurrence of the stress.
Most of human behaviors which expresses itself in role performance according to hypothesis
consists of reaction to stress, and is more or less a successful effort at re-establishing a previous
level of functioning or reaching a new level of or socially by adapting to the stress situation.
The adaptation can consist of re-arrangement of physical, psychological and social factors or
frequently consists of combination of these three. These people who have considerable
difficulties in their adaptation toward stress situation or unsatisfactory adaptation, the people
who constitute problems, potentially coming to the attention of social case workers. A person
may be unable to cope with it; it increases his tensions, and the more overwhelmed and helpless
he may feel.

Caseworkers develop increasing skill in relation to their understanding of client's tension

fears and frustration to his social environment and economic conditions. Caseworker has to learn
the meaning of the attitudes and develop skill in reducing the fear, in restoring the damaged self-
esteem by giving individual attention, privacy, acceptance and non-judgmental attitude.

4. Professional communication

Although social workers from different types of relationships with different systems, there
are common elements in all professional relationships which make them different from personal
relationships. Three major characteristics of social work relationships can be identified.

4.1 Social workers from relationships for a professional purpose. In everyday life, satisfying
personal relationship may be an end in itself.
4.2 In professional relationships the worker devotes himself to the interests of his clients and the
needs and aspirations of other people rather than his own interests.
4.3 The worker forms relationships based on objectivity and self-awareness which allow him to
step outside of his personal struggles and emotional needs and to be sensitive to the needs of
others.

The Caseworker Relationship

Client-worker relationship is established with the purpose of attaining objectives of

helping. The relationship is the dynamic interaction and psychological interplay both between
the worker and client with their own particular attitudes and feelings in a particular situation. The
worker is keenly aware of the importance and dynamics of his involvement, or "professional use
of self in relation to the dynamic nature of the interaction, the purpose and qualities of the
relationship. The relationship if guided and directed toward therapeutically positive
communication maintaining or promoting client's inner security and self-esteem, mobilizing his
inner and outer resources and realistic level of relationship both as means to promote individual's
growth and development and to achieve a better adjustment between himself and his situation.
However, it operates with the constructive limitations.

The relationship is professional relationship which requires self-awareness, objectivity

and self-discipline in the joint involvement of problem-solving process.

5. Components of Relationship

o 5.1.1 Reality
o 5.1.2 Transference
o 5.1.3 Counter-transference

o 5.1.1 Reality
- is realistic and objective perception of existing condition or situation.

5.1.2 Transference
- is unconscious and not reality based. It is unrealistic attitude and response.
However, it has both positive and negative significance on the establishment on the client-worker
relationship. It will be positive corresponding to emotional security (love, affection, trust, etc.)
'felt for the parental figure or close members of the family. Transference reactions are client's
displacement on the worker of particular feelings and attitudes he originally experiences toward
his family members or people he is close to. In most cases, mother or father in his early
childhood stage of development, and then he responds and relates to the worker as if he were the
person. In the client-worker relationship, the transference is activity operating on the
unconscious level of the client. This is a complicated phenomenon; involving dynamic
unconscious forces which operate through such mechanism as projection and identification.

5.1.3 Counter-transference
- Is also unconscious and not reality based. It is carrying over of worker's
particular feelings and reactions to a person in worker's past and applying them to the client.
The nature of feelings and attitudes that exist between worker and client affects the relationship
between them.

- It is the worker's professional responsibility to recognize, control and

manage transference and counter-transference, appropriately and emphasizing the reality aspect
of the relationship.

6. Task and Strategies

Identification and statement of the problem, analysis of the dynamics of the situation and the
setting of goals and targets provide help in three specific areas: 1) determining actual and
potential members of client, action and target systems with respect to the method and outcome
goals; 2) suggesting points of entry in dealing with the problem; and 3) indicating resources
which the worker will be able to utilize, resistances he is likely to encounter, and the kind of
relationships he will be able to establish.

Social worker's activities can be characterized under one of three approaches to intervention
which encompass all the various worker function. These approaches can be called education,
facilitation, and advocacy.

6.1 The education approach covers a cluster of roles such as those of the teacher, expert, and
consultant. The objective is to help people and the system acquire information, knowledge and
skills. Typical activities the worker might engage in are giving information and advice, providing
feedback, teaching skills, role playing and modelling, and demonstrating behavior. This role
cluster operates within the general stance of collaborative relationship.

6.2 A second general approach, facilitating, encompasses a role cluster including the enabler,
supporter, mediator and broker. Objectives are to stimulate and mediate linkage within and
between systems, strengthen the integration of systems and help the overcome apathy and
disorganization and help systems mobilize internal resources as well as secure external ones. The
worker's activities must include eliciting expression of feeling interpreting behavior, discussing
alternative courses of action, clarifying situations, providing encouragement and reassurance,
practicing logical reasoning and recruiting members.
6.3 The third general approach, advocacy, include the roles of advocate on behalf of specific
client or client groups and helper for people who want or need to advocate on their own behalf.
The objective of this strategy is to help an individual or system obtain a needed resource,
disinterested or unresponsive system.

Stabilization of the change effort

The worker must be concerned with, at the time of termination, the stabilization and
generalization of the change effort. He needs to assess the steps which must be taken to make
sure that the positive changes and gains will be maintained after he is no longer involved. In
assessing needs with regard to the stabilization of change, the worker will explore the increased
ability of the client system to cope with its own problems. To help stabilize the change the
worker looks for the kind of continuing support the client system might need and arranges for it.

Assessment of Client's Workability

Workability is combination of motivation and capacity that enables a person to engage

himself (with greater or lesser degrees of effort and effectiveness with the persons and means of
solving his problem. It means both "ability to work" and "responsiveness to therapeutic
influence."

7.1 The client's motivation for casework help

Willingness in the client's conscious mobilized intent to involve himself in using help.
Willingness has the adaptive functioning of the ego form perception of need and goal to
organization and mobilization of energies directed toward achievement.
Client's participation is an important clue to his willingness. The client should see himself as an
active agent working it in the present. The client's effort to engage in the interview work is
indicative of his willingness. Whether he can communicate, respond, or think appropriately
depends upon his capacity. Another indication of the client's motivation or willingness occurs
when the worker injects into discussion the realities of the kind of help that is available and its
conditions. The client's willingness may be seen in his effort to bear the frustration of waiting
and working and in his expression of hope and trust in some later solutions. He is willing to
postpone gratification because his hope and confidence sustain him and also because he is trying
to trust what he has perceived as trustworthy person and place.

7.2 The client's capacity to use casework help

Capacity refers to the qualities of emotional and personality make-up, of intellectual and
physical endowment, that the individual has and can use in the task of problem-solving.

7.2.1 Emotional Capacity

Emotional Capacity is being able to relate to another. A client who relates realistically to
the worker does so with some reverse - he restrains the full play of his communication. He acts
in relation to the other rather than his own monetary needs or impulses. He perceives with his
eyes and other sensing organs what the other seems like, and he responds appreciatively to what
his senses convey to him. The client who relates well and appreciatively, sees and accepts the
caseworker's professional identity. His responses to the worker as a helping partner are relevant
(positive worker-client relationship)
Relationship capacity is seen in the client's account of his relationship with other persons
in his current life and in the concerns and feelings he shows in speaking of others.
It is indicated by a client's differentiated reactions to different relationships which mean that he
brings perception and pliability to interpersonal encounters rather than a fixed pattern of
response. He is also able to admit to having feelings rather than having insistently to deny or
project them. Yet they are subject to his efforts and control.

7.2.2 Social Intelligence capacity

Essential feature of intelligence is perceptiveness. Perceptiveness is considered good

where a person observes clearly and precisely and sees into things dimensionally in breadth,
depth and relatedness. He reads valid meaning into what happens and thereby is able to make
connections and differentiation. This person has perceptiveness of reality.
The client who is accounted perceptive is he who sees or can readily be brought to see - not only
his problem in relation to the agency and to casework help.

A second attribute of social work intelligence as the ability to communicate, both within
oneself, and to another. This is ability to communicate accurately what one senses, feels, thinks
and does. Social intelligence is gauged by the client's ability to convey meaning in words and
why. Communication represents the adaptive and integrative functioning of the ego.

Another element is a capacity for attention the ability to pay attention to an idea or a
problem involves both motivation and interest in something outside the self. Capacity for
attention in problem-solving is to require both focusing and devoting. Attention is for the
purpose of coming to some understanding grasp of an idea or situation which in turn, is for the
purpose of making some judgment or conclusion about it. Good judgment is a major asset in
social intelligence. It follows upon realistic perception, upon the connections made between
cause and effects, between past and present, and present and future acts and consequences, upon
the ability to remember and from this to anticipate the plan.

7.2.3 Physical capacity

Physical capacity is relatively easy to assess. However, when the problem situation is
centered in the physical area detailed and appropriate analysis becomes necessary. This requires
usually a consultation with a physician and joint work with related disciplines for problem-
solving.

B. INTERVIEWING: ITS PRINCIPLES AND DYNAMICS

The principal tool used by the worker in social casework is interviewing. Interviewing in
casework involves communication between two people; the person seeking help, that is the
client, and the person in a position to offer help, the professional worker. The communication
maybe called a professional conversation, the theme of which is to assist the person seeking help,
to feel and think through his problem with the professional worker contributing his know how in
bringing about an ordering process in the client's effort to solve his problem.
 Interviewing is an art, a skilled technique that can be improved and eventually perfected
primarily through continued practice. Skills can be developed to their fullest potentialities only
when practice is accompanied by knowledge about interviewing and self-conscious study of
one's own practice.

1. Purpose of interviewing

o 1.1 To obtain information

o 1.2 To give help to individual
o 1.3 To help the individual arrive at the right solution of his problem

2. Essential Conditions of Good Interviewing

2.1 Physical setting

2.1.1 Privacy - is a must for a good interview

2.1.2 A comfortable and relaxed atmosphere is needed
2.1.3 Length of time depends on purpose of interview
2.1.4 There must be time between interviews for the worker to think over each interview
quietly and not its significant aspects.
2.1.5 The place must be preferably be in the office.
2.2Recording

-Jotting down notes should be done after interview is over and not sharing the interview.

2.3 Confidential nature of the interview must be observed.

2.4 Specific and general background knowledge of the interview. The worker must have
good general knowledge of the dynamics of human behavior and dynamics and
techniques of interviewing and the whole process of casework.

3. Guides or steps in Proper interviewing

3.1 Observation
1. Observe what the interview says
2. Note equally what the interviewee does not say, what significant gaps there are in
his story
3. Note things such as bodily tensions, excitability and objection because they supplement
and sometimes even belief the picture given by the interviews.

3.2 Listening
1. A good interviewer is a good listener
2. One who frequently interrupts are not a good listener
3. A common error is to be embarrassed by silence and feel that he must fill them with
questions or comment.
4. Learn the values of "letting off steam" catharsis.
3.3 Listening before talking or "being where the client is"
a. Help the interviewee to relax and feel comfortable
b. Encouraging him to talk and then listen carefully while he speaks of what is on the top of
his mind in connection with that interview
1. Give the interviewee a change to become acquainted with the interviewer
2. Try to clarify questions
3. Wait for interviewee to reveal answer to many questions without being asked and he will
suggest methods of approach for obtaining additional information required.
4. Control any preconceived ideas about him which the interviewer may have allowed
himself to entertain.

3.4 Questioning
a. The Central Method of interviewing is the fine art of questioning.
b. The method of seeking questions should be such that worker understands and can
be of assistance to the client.
c. A good method is to ask questions for only one or two purposes; to obtain
specifically needed information, and to direct the client's conversation from
fruitless to fruitful channels.

o 3.5Talking
Interviewer should comment only for purposes similar to those for which he asked
questions to measure or to lead discussion further on relevant matters. This should be done
when client is ready to accept them.

o 3.6 Answering personal questions

Many social workers are threatened when asked pointedly by client about their personal life.
One must look at the significance of such questions and answer them as carefully as possible,
those re-direct clients to focus on his own problems.
o 3:7 Leadership or direction
A skilled interviewer actually leads the client consciously throughout the interview but
constructively.
o 3.8 Interpretation
This only comes after a clear understanding of client's problems is reached by the
interviewer and as soon as the client has been prepared, or has the readiness to benefit
from an interpretation. This requires diagnostic skills to make client benefit from this.
o 3.9 Things to look for in an interview for diagnosis, inference and action
o 3.9.1Association of idea
- statements which may prove as clues as to the real problem but may sound so far-
fetched.
o 3.9.2 Shifts in conversation may be a sign of not revealing a painful experience,
withdrawal or manifestation of unwillingness to give too much information due to lack of
confidence yet on the interviewer, or a realization of wild feeling for overly revealing.
o 3.9.3 Opening and closing sentences
The first words a client says are often usual significance. Concluding remark is also
noteworthy, often a summing up of what the interview meant to him.
o 3.9.4 Inconsistencies and gaps
Client's story may lack consistencies and may indicate his confusion, ambivalence or his deep
scaled internal pressures of guild feelings.
Client may also hide part of an episode and will go into great lengths of details of one aspect of
the story and leave a big gap in the sequences.
Interviewer should look for clues for the reasons of his behavior.
3.9.5 Conceited meaning

Listen to what the client "says" and what he actually means.

4. Things to understand in interviewing

-The most important task of the social worker in order to become an effective interviewer
is to understanding the following:

4.1 Understand facts about human nature

o 4.1.1 Human motivation

Recognition that meets human motivation is unconscious. One must not seek intellectual
reasons too often for behavior because most of the reasons for man behavior are
psychological causes, rooted in feelings and emotions.
o 4.1.2 The danger of passing judgment on the client's behavior and personality may
confront the social worker during the interview and the entire casework process,
especially in the shifting of the materials presented by the client in determining what is
reality and the emotional world of the client.
o 4.1.3 Every situation has objective and subjective aspects: "reality situation versus the
emotional situation."
o 4.1.4 All of us suffer from ambivalent feelings. The degree of manifestation and
resolution of these feelings depend to a large extent on our early childhood development,
our early environment we had been exposed to.
o 4.1.5 In the relationship between the client and the worker positive and negative feelings
are bound to exist and negative feelings are more concealed than positive ones because of
social standards of politeness.

4.2 Worker's understanding of his own attitudes

4.2.1 Awareness of his own prejudice which means control of feelings rather than
absence of feelings on the art of the worker.

4.2.2 Acceptance

-Real acceptance involves positive and active understanding of feelings and not merely a
negative and passive refusal to pass judgment.

C. RECORDING: PRINCIPLES AND TECHNIQUES

I. What is a Social Casework Record?

 A record in social casework is an abstraction of what happened in a social situation between
the client and the worker in the process of the former's seeking help and the latter responding to
the former's needs. It is a reproduction of the significant things that happened in this particular
social situation which can be used to define the problem of the client, his capacities for
relationships and use of resources within himself and his immediate environment, and the use of
feelings and thinking on his problems. However, such a reproduction also reveals the skills of the
social worker is seeing through his senses. In observing, in shifting or relating the significant
data, in evaluating and analyzing all these dynamic configurations of persons and situations, as
revealed by the clients. It also reveals the skills of the worker in making use of himself in a social
situation of stress, his skills in guiding the client to make known his problems, and to help him to
develop form, order and structure in his solving process.

II. Why should a social worker record his process of helping?

The social caseworker, just like any profession has some inherent responsibilities. He is not
only responsible to himself, but most of all to his client, his agency and to the community, and
also to his profession. To all of them he is obliged to communicate, and the basis for any
communication in professional practice is a record. Not only is a record needed for
communications. It is also needed by the caseworker to guide him in his self-appraisal of what
has gone before, or what is going on, to help him see through himself and another person in need
and the situation and reflect for a moment on what he has done so far, what ought to have been
done, what is to be done, together with the person he is ought to help. A record makes a
professional social worker see through his own involvement in the process of giving help and
therefore this affords him opportunities to learn more about his client, to develop insight about
his practice, to develop more skill to improve service.

III. Purpose of the record

After discussing the reasons for the existence of the social casework records. It is worthwhile
touching even briefly on the purposes of the record which are as follows:

o 3.1 For practice

o 3.2 For administration

o 3.3 For supervision

o 3.4 For teaching

o 3.5 For research

The most important thing about a professional record in its content in recording. The most
important things to show are the nature of case situation, the client's doing about his problem and
how caseworker carries the responsibility of offering help in problem-solving through precise
intervention, Since the nature of the case situation itself is so complex, so dynamic and fluid. It is
very difficult to determine actually what to include in the record. But it is a must that a
professional worker writes down what he thinks could be very well accurately record the
situation which would be useful in helping the client make a decision and for the worker to
decide on a professional plan of intervention.
 5. Style in Recording should suit the material

Good style and good contents are inseparable. Good style is also responsive to agency
purpose. A good rule for content and style should be "look at the applicant, talk to him, write
about him, his attributes, and his needs, his relationships to others and to you. Don't ever see
him, think about him or write about him as a type"

There is no such thing as model record and in the professional record skill in practice and in
recording are so interrelated and almost inseparable. The style will be conditioned throughout by
the casework concept and practices as reported. The best records will not only contain objective
facts, events or behaviors, but are supposed to bring out clearly precise assessment and the
interventive plans as well. Each case is a sort of abstraction, a professionally conceived body of
elements relevant to our purposes which does make for some unity. The meaning of a case,
professionally emerges as the case progresses, so that our grasp of the significant is dynamic,
rather than ultimate, practical rather than theoretical. A good professional style means that it was
written by a competent professional social work practitioner or else the record cannot achieve a
"problem-solving unity." Also, a good professional style shows a mastery of the interventive
process with clarity of direction because one knows what the client and the worker are doing
together.

The best records not only contain objective facts, events and behaviors but are supposed to
bring out clearly precise assessment of the person in situations with defined problems for focus.
Narrative and summarized recording are equally useful and a well-balanced record will employ
both styles. In professional records interpretation of the meaning of the case is as essential as the
reporting of facts.

Records are used for teaching and study purposes will tend to include more details than
do records used chiefly for practice.

6. Three Most Important Styles in Recording

6.1 Narrative
.
This is the primarily style for the social case record. It is the style which is good for
reporting of facts in a descriptive manner and the sequence of the interview. Facts do not only
include events that are happening, an understanding of circumstances. In the case, but also
behavior, whether gesture and/or movement. Narrative as it is a "fluid" or "running" style ran
also describe interpersonal relationship and the significant interactions between
the client and the worker in the casework process.

There are two types of narrative recording the narrative condensed and the narrative
process.

6.1.1 The narrative condensed is generally useful form for all types of casework agencies. It is
good for reporting acts of practical helpfulness, events and most collateral visit or conferences. It
may be used to show the contents of the interview in all instances, except when the process itself
and use of relationship have special significance.
 There is rarely any good reason for verbatim reporting of interviews other than those of
the intimate "patient group." In application interviews or with sustained relationship it is
important often to give the people owe words and to show the verbal role of the caseworker, but
in a collateral visit, typically one is conferring rather than interviewing, so there is no need to
recapture emotional expression and it is simpler to give the gist of the discussion with or without
the emotional overtones of the participants. When there is a minimum of emotional significance
in an interview, when the anger or aggression or fears are obvious, or when the casework
relationship is not involved to any great extent or when social resources are realistically utilized
by self-directing clients, or when information is sought on straight question answer basis, all
these and much else can be condensed, arranged and summarized.

6.1.2 The narrative process style is used to elaborate more on interpersonal relationships in
records. Process is used to show the process of interaction, within the interview, with a "play
interview", or in group interview to show group interaction. It is a good medium when attention
should be directed to attitudes, behavior and motivation. It is often used for intake or early
interviews, when the client's feeling toward his situation and toward what he wants of the agency
are likely to be apparent. It is not easy to reproduce feeling. The client may not express his
feeling spontaneously through free association; only the skilled interviewer with any certainty
may catch the overtones and react to them. As workers become more skilled, they become more
secure in effective materials and relationships and are better able to bring the emotion to the
surface, through responsive questioning, comment and restating conflict.

In all casework interviews in which transference phenomena are prominent because a

treatment relationship is deeply involved therein, the client's words may carry special meaning
which should be explored in the interview and often should assure us that the affective quality
will be grasped and whenever the interaction does make the emotional overtones self-evident
comment is desirable and even necessary.

6.2 Summarized recording

The summary recording is a good device for organization and analyzing facts. Routine
services such as arrangement for use of a social resources or uneventful period of supervision
can be summarized. Summaries include social histories, diagnostic summaries, periodic
evaluation, transfer and closing summaries and also case abstracts from other records.
Summaries are either topical or condensed chronological summaries. Summaries not only point
up facts but they point into the meaning and relative importance of the material gathered. A
careful summary made at appropriate intervals reduces bulk clarifies direction for both client and
worker and spells out activities to be done; and saves the worker's time.

6.3 Interpretative style: diagnosis and evaluation

This kind of recording points out the meaning of facts. This record not only presents the facts
but tells the nature and condition of these facts (assessment). It gives out the opinion of the
worker of the meaning of these facts. As the worker is expected to carry on treatment, this kind
of record reflects the goal towards social ends. It gives an evaluation of social situations and
social values of a person. This really calls for intellectual discipline to deepen knowledge, to
clarify goals and to strive for greater development and control of skill. The record is a medium of
communication, and an assessment precision, represents the highest level of communication we
can achieve therein.

The interpretative style contains the social interpretation of the worker. It shows his
intellectual sensitivity and discipline in trying to wrest out the meaning of the facts of the case. In
this kind of recording, we have a worker whose eyes are trained to derive the significance of
events and also to see and hear and report accurately, to serve a mind that is trained to reflect.

2. WORKING WITH GROUPS (Social Group Work)

1. Groups:

1.1 basic properties or characteristics:

- Size (number of members)

- Amount of physical interaction among members
-Level of solidarity
-Locus of control and group activities
- Extent for formulation of rules governing relations among members

2. Assumptions about Groups:

2.1 Groups are inevitable and ubiquitous

o 2.2 All groups are alike and all groups are different i.e. there are characteristics common
to all groups, but each group has unique characteristics making it different from any
other.
o 2.3 Groups mobilize powerful forces which produce effects of utmost importance to
individuals. Groups serves to accomplish the following:
o 2.3.1 Meet personal and social needs (belonging, recognition, socialization, adventure,
accomplishment, service, prestige, status, skill)
o 2.3.2 Media through which individual and social norms are changed.
o 2.3.3 Means through which controls in society are maintained.
o 2.3.4 Customs, norms and values are passed on by society.

2.4 Groups may produce good as well as bad consequences

2.5 A correct understanding of the forces operating in groups (group dynamics) permits the
possibility that desirable consequences from groups can be deliberately enhanced, that groups
can be used for better ends or to achieve desirable goals.

3. How Groups Effect Change

To understand how groups effect change requires that we view groups in at least three different
ways:

3.1 The group itself is seen as source of influence over its members (the group as a medium of
change)
3.2 The group itself has becomes the target of change (even if the goal is to also change the
behavior of individuals, the group is the target change)
3.3 The group itself becomes he instrument or medium through which change comes about (the
groups, as agent of change)

4. Group Process

As defined, it is the network of psychological interaction that goes on in every group; it is

everything that happens in a group, and is affected by the kind and quality of interaction among
the members. In this sense, it is used to also mean the group dynamics. Understanding group
process requires understanding of the many different forces operating in groups, among them:

4.1 Social Integration - the dynamic interplay of forces in which contact between persons results
in modification of the attitudes and behavior of the participants

4.2 Communication - the means through which information, symbols, messages are given or
transmitted and received; maybe verbal and/or non-verbal. It basic to interaction.

4.3 Status - the position of a person occupies in relation to others in hierarchy of positions in any
given group. Every individual has a status set depending on the group and functions ascribed or
assigned. A person can therefore have different statuses in a group at different times. Ranking
depends on the tasks to be performed or emotional needs of the members. In general status is
always related to cultural values and the purposes of individuals and the group as a whole.

4.4 Roles - the term role refers to a set of expectations behaviors, activities) from a person who
occupies certain position. In a given status certain roles become implicit. As a group also
becomes organized, certain roles emerge. A person can occupy several roles at the same time.

4.5 Values and Norms - values are indications of what we consider as important or unimportant.
Desirable or undesirable, right or wrong, etc. norms are the generally accepted ways of doing
things in a group. Groups develop norms in the course of their development.

4.6 Group Bond - the feeling of belonging in a group which develops as result of the ties or
relationships among its members. Bond may change in time. It may become anger or weaker.
Natural groups (family, friendship, etc.) usually start with the same bond; but develop it in the
course of working together. A group cannot exist for long without bond. A strong bond is always
beneficial to group members; a weak one always indicates a poor group experience. Bond is also
referred to as group unity or solidarity.

4.7 Affectional structure - the way in which persons relate with one another is the heart of the
group process. Love, empathy, cordiality, and positive identification create associative or uniting
relationships, whereas hatred, hostility, repulsion, and prejudices are dissociative or divisive in
effect. "A feeling that one is accepted in a group and that he, in turn accepts other members, is a
powerful dynamic in the process of change. All people need to be accepted.

4.8 Conflict - the essence of this force is difference. A group that shows no conflict is a dead one,
indicating either an extinction of its members - individuality or pretense at it - with underlying
deep cleavages. A group that is in constant conflict with no way of solving it is a sick one, giving
no satisfaction to its members and keeping them in a state of insecurity and hostility.
Conflict-solving is a major of task groups.

4.8.1 Types of Conflict-solving

a.) Withdrawal of one part of the group;

b.) Subjugation, a willful silencing of one part of the group either by the leader of the
composition or by a subgroup. This can be accomplished through violence,
including death, or threat, ridicule, or any display or superior power on the part of
a subgroup within the total group.
c.) Majority rule - also a form of subjugating the minority although not quite as
arbitrary as other forms of subjugation.
d.) Minority consent to majority rule; subjugation is out since deliberations preceded
the final solution and the minority has agreed to abide by the majority decisions.
e.) Compromise; neither side gets full satisfaction, but each agrees to the limits to be
set on its own suggestion.
f.) Consensus; issues/problems are presented and threshed out until general
agreement is reached by the group.

4.9 Contagion - the process through which a members) consciously or unconsciously

spreads his own ideas, feelings or emotions, in a group, thereby affecting i. This effect is
generally seen in the way the other person(s) picks up or gets "contaminated" by the member's
ideas, feelings, etc.

4.10 Subgroups - one part of the natural workings of the group process. They may
consist of two (pairs or diads) or three (triads) or more members of the group. Subgroups are
inevitable and legitimate, and the worker's acceptance of them is a prerequisite for good and
skillful group work. Subgroups may enhance the quality of the total group when they feel part of
the group and contribute to its strength and growth. These are the subgroups with "wals," called
cliques. Sensitivity to their beginning before they get to be full blown and destructive is part of
the task of the worker.

4.11 Isolation - the isolate is a member either neglected or highly rejected by the group,
yet present in it. The neglected isolate is in the most lonely situation. He has no bridge, no
communication with the group. Isolates are frequently people who are most in need of group
acceptance; they yearn for nearness to others; and yet they have a low self-concept and cannot
reach out. They find tenuous satisfaction in just being tolerated by the group or in pretending to
themselves that they are really part of the group. The rejected isolate is more actively involved in
the total group situation. He usually reaches out to other members of the group or the group as a
whole, but finds himself rebuffed. The person who violates the mores of the group may find
himself in this position. The rejected isolate sometimes becomes the scapegoat of the group.

4.12 Leadership - a process of influencing others for the purpose of performing a shared task.
This process requires to a greater or lesser extent than one person direct, coordinate, or motivate,
others in the group in order to get the assigned task accomplished. In grossly oversimplified
terms, the leader, may use the power of his position to enforce compliance or he may persuade
and cajole his members to do his bedding.

The indigenous leader grows out of the group and should not be confused for the group worker
who is not considered a leader in the context of social group work.
A groupworker, besides understanding the forces at play when people interact in groups must
also realize that individuals who comprise a group have their own personality dynamics. We
must understand that every group member brings his self to the group, that self being the product
of constitutional psychological, sociological, cultural, and physical factors. Each group members
brings such a self to the group and he being in the group results in the network of the forces
described earlier. Unquestionably, one has to understand each group members background (what
he brings to the group) if one is to really understand the dynamics of a group. And this is no 11.
One must go even further and see the group in the context of community processes - - the forces
operating outside the group itself which invariably affects its processes workings, and operations,
e.g. social problems including poverty, crime and delinquency, pollution, population explosion,
technology, sociopolitical climate, etc.

5. The Social Group Work Method

There are several conceptions of the functions of group work service which have shaped the
selection of goals and methods. In the order of their historical emergence, these conceptions are:

5.1 The cruciality of small groups in the maintenance of a democratic society: At the turn of
the century, some were troubled by the emergence of a mass society and by problems of
urbanization. It was believed that special devices were necessary to conserve humanistic values.
These values appeared to be threatened by trends toward centralization and concentration of
power, and pressures toward anonymity and conformity. Small groups within or linked to larger
social units were viewed as providing significant opportunities for collective decision making,
for facilitating individual participation in important social movements, and for articulating the
otherwise isolated citizen participation, decentralized but share decision making and active
pursuit of social goals. This connection is more likely to be asserted by practitioners in
settlements or other agencies directly concerned with a disadvantage stratum of the urban
population. Central to the conception, then, are goals of social participation and democratic
decentralization.

5.2 Individual developmental processes can be facilitated by training in social skill and the
inculcation of social values mediated for clients through guided group experiences.
Such group experience benefits the individual by developing potentialities which might not
otherwise achieve fulfillment. In general, these outcomes of social group work may be regarded
as serving socialization or development goals, seeking fulfillment of individual
capacities and preparation for responsible assumption of social roles.

5.3 A third conception of group work focuses on its utility in ameliorating the adverse
condition of individuals whose behavior is disapproved or who have been disadvantages by the
workings of an imperfect society. This conception emphasizes manifest personal and social
problems and the rehabilitative potentials of guided group processes in alleviating these
problems. Clientele most appropriate for such service includes the physically or mentally
handicapped, legal offenders, emotionally disturbed, isolated or alienated person, etc.

This conception stresses treatment or rehabilitative goals, and focuses on the small group as a
means for altering individual identity, performance or status. This conception is more typical of
practitioners in agencies concerned with problems or deviance and disability, such as juvenile
correctional institutions or vocational rehabilitation programs.
There are no clear-cut or fixed boundaries between these various conceptions, and those who
emphasize one or another do not necessarily deny the validity of others. They do no represent,
however, organizing themes with reference to which orientations are clustered and strategies are
formulated.

These conceptions are historically successive. They also represent orientations of professionals
clustered according to the functions of agencies in which they are practicing.

6. Essential Elements in Social Group Work

6.1 The Group as Client

"A social group which is the framework within which personalities develop and mature or also
become disorganized, maybe through of as a number of persons who have common activities,
and who are stimulating to reach other - a social group consists of human beings in inter-
stimulation.

In social group work, the client is the group which is made up of individuals whose problem
situations are seen as better served with the group as both the means and the context for helping.

3.FRORKING WILL COMMUNITIES (Community Organizing)

The Community: Stage for Community Organization

1. A Community Defined: A Community involves an aggregation of people in a place or

geographical entity.

A community is an aggregation of families and individuals, settled in a fairly compact and

contiguous geographical area, with significant elements of common life, is shown by manners,
customs, traditions, and modes of speech.

The word "community" is used to refer to people and the pattern of social relationships
among them when these relationships may be characterized by 1) a common system of values,
2) normatively, defined relations, 3) interdependence, 4) a recognition of belonging, 5) a system
of stratification, and 6) locality. Sometimes the term is used to describe people and the potter of
relationships among them when these are ordered by a special interest, such as the church,
school, or welfare community. The "geographic" community is composed of many
"Special interest" communities. In addition, smaller segments of the geographic community may
be referred to as communities in microcosm, i.e. an area, district, neighborhood, block.
When the C.O. practitioner works with a community, he is working with the members and
representatives of one or more of the "special interest and geographical" sub-communities. these
different although related, smaller systems are increasingly referred to in communication among
professionals of the client system.
Vo social worker is prepared to practice intelligently in a community until he has known.
Certain basis of the community. He must knew about the community’s 1) geography.
2)history,3) population, 4) government, 5) housing and planning, 6) economic basis, 7)
educational, 8) health, 9) recreational, 10) social welfare, 11) religious, 12) traditions, 13)
attitudes, 14) relationships. All communities possess these fundamental elements of community
life and structure, and yet each community is unique.

COMMUNITY ORGANIZATION

1.1 The New Community Organization: Arthur Dunham

Community organization is the mobilization of forces around real and created conflict in
order to force communication and movement, Controversy is used as a tool for organization of a
strong citizen-based group which can affect the decision-making process. Through such means,
citizens are helped to become articulate, informed and politically active, and
to
2) Conscious use of the social relationship patterns of the community or sections of it
to confront and resolve community welfare problems.

3)Formulation and evaluation of policy programs and action proposals for the
consideration of community representatives in dealing with community welfare problems.

4)Evaluation and modification of existing institutional services and programs in terms

of their contribution to the well-being of the community.

5)Guidance of community representatives through a process of rational community problem-

solving.

2.3.4 This knowledge may be categorized into at least five broad content areas:

1) The development and operation of the community and its constituent groups and
institutions, the functional relationships of its subparts, its processes of growth
and change. The worker needs to know such things as the institutional make-up of
the community, the scope and strength of the authority which these institutions
exercise; the dominant cultural patterns of the community; the stratification
arrangement, the influence structure; the dynamics of community life; the people
Who belong to the community; their distribution in the community, the changes
that are taking place in the institutional and cultural life of the community; the
speed of those changes.

2) The indicators and causes of community disintegration and breakdown; the

meaning of community and institutional dysfunction upon the life of the
individual.

The aim of community organization has been defined as being concerned with task goals,
process goals, process goals, and relationship goals. This indicate why community organization,
that is, a distinctive way of working to achieve task, process, or relationship goals.
2.5.2 Problem-solving

The Social Work Problem Solving

Process

1) Four Methods Intimately

2) Fact finding
3) Problem Identification
Connected with the Problem-Solving Process
1) Fact Finding
3) Plan of Action
2) Analysis
4) Implementation
3) Evaluation
Steps in Ross' Definition
4) Planning
1) Community identifies its needs
Steps in Problem-Solving Process
or objectives
1) Recognition of the problem
1. Establish priorities among the needs
2. Develops the will to work at these needs 3) Planning
3. Finds the necessary resources
2) Analysis, fact finding if any and necessary
4) Action
5) Takes action
5) Evaluation
6) Extends and develops cooperative
Attitudes and practices

"ASPECT OF THE PROBLEMS-SOLVING METHOD"

I. Identification of the client system.

II. Community assessment (getting acquainted with the community, assessing "the
motivation and capacity of the client system" and "winning acceptance for himself
as a person willing and able to help in the change process.")
 III. Problem identification;
IV. Problem diagnosis
V. Mobilization of resources;
VI. Mobilization of energy;
VII. The plan of action;
VIII. Evaluation and maintenance of change processes;
IX. Planning strategy - - "throughout the procedure, Building lines of communication
X. Building lines of communication
XI. Leadership development
XII. Use of conflict; (‘the worker employs community conflict and controversy as a
tool in this process by encouraging the airing of different views in an
environment: conductive to rational discussion.’)
XII.
Us his process by encourasing, the aing of aliterent vicews in an area test
conducive to rational discussion.")
contagerrent of power. (where poweris drease and inciscial, he (the worker hate.
Marcate centors of powers diltrous ho arent ational procedares: whaco taste. to ncentration or
monopoly of power, her thelps broaden the base of decision matrig crough education. Involving
new leadership, and "creation of new stucrea viv. Interdisciplinary emphasis (encouragement of
the developmen of can apries,.~
253 Techniques - are considered as sub-parts of method, the specie way in vhich be worker
applies his method in specific settings.
Skill implies not only knowledge but the ability to put knowledge to pracicaluse, it connotes
competence, ease, and precision or execution, dexterity, efficiency a effectiveness in
performance. Skill has been called the "ability to do thing right the fist. time." Skills is concerned
primarily with doing rather than with either knowing of feeling. At least three different kinds of
skills are involved in the practice of
"community organization."
First, there are skills which are basic to the practice of any kind of social work, for example,
establishing relationships with individuals and groups and what is frequently referred to in social
work literature as the "use of the professional self' (the professional use of self.
Second, there are skills connected with each of the methods of community organization - fact
finding, analysis, evaluating, planning and so on. We have already notes that the term
"technique" (detailed application of methods) carries the connotation of skill.
Third, there are broader community organization skills that cut across and transcend specific
methods.
Seven major categories of community organization skills:
1. Organizing
2. Planning and policy-making
3. Political and legislative skills
4. Inter-personal and small group skills
5. Administrative skills
6. Strategy design and implementation
1) Promotion and communication
209
gel, wher tisbigit нелое ать по Солдот сомостой останку стиотиіс перонесио
st Fact finding, Planning and Related Methods
gautions. Stills a its becomes a part r die concumned with 40 0 on ,.
1) Fact finding
..includes activities designed to aid in the discovery, ascertainment, assembling. completion and
recording of facks. The ferm is used here in a broadersense thanceling. coctfinding includes the
technique of formal scientific research, butas uset by conmaty not qualify for the name research.
organization practitioner, it also includes certain impotant informal activlies the eid.
2) Planning in the sense used here, means determining a proposed future action or course of
action. This may include choosing methods, procedure forms of organization of instruments to
be used in the future.
Planning implies:
1. A problem which is recognized
2. A planner or planners concerned about the problem
3. A process involving analysis, evaluation, and decision-making
Some types of planning which may be involved with community organization are the
planning of extensive or long-range course of action - such as legislative strategy,
program alternatives; and organization; a budget; a time schedule for a survey; a fund
raising campaign; the establishment of a new agency for the relationship between
analysis and
The plan should embody these elements:
1. Objective of the project
2. Programs, functions, services, activities
3. Organization structure and personnel
4. Territory of operation
5. Time scheduling (chronological order)
6. Policies
7. Method
8. Budget
9. Standards
210

Community Problems
1.2
Of the approximately 3 billion people in the world, abou half liveinde rowly developing, or
technically less developed countie: Mos persetite.
countries live in the rural village.
countries are likely to be characterized by the following major problems
By and large, then, living conditions in villages in the newly derdoing.
1 Poverty - related to asticultural inder-production, economics, under-deredomen,
unemployment. Sometimes actual hunger or famine.
) Il-health - lack of sanitary environment, prevalence of discase, and the lack of adequate care are
major factors.
1. Lack of adequate education - facilities for education are usually inadequate and ofen do
not include all children. Large proportions of adults are illiterate.
2. Apathy - and lack of incentive for bringing bout change. These attitudes may be
reinforced by cultural patterns and traditions, by religious attitude of acceplance of what
 exists is divinely appointed, and by the drain on the human systems caused by
malnutrition and chronic illness.
1.3
Components of Community Development
Community development seeks not only to improve conditions of living in the rural communities
but to help each community deal creatively and effectively with its own problems. Community
development usually includes these five elements.
1.3.1 A focus on the goals, needs of the community
o 1.3.2 The encouragement of self-help
o 1.3.3 Technical assistance from governmental or voluntary organizations, which may
include personnel, equipment, supplies and money
o 1.3.4 Integrating various specialties such as agriculture, animal industryhusbandry, public
health, education., home economics work
o 1.3.5 Basing the program, so far as possible, on the felt needs of the people in the
community.
2. Social Action
2.1
Social Action Defined
The term social action come to be widely, used in a specialized sense is relation to social welfare
and the advancement of social causes. In welfare and the advancement of social causes. In
general, it implies a actual or potential confichs situation, and the promotion of a cause or
obiective by a party to the confict.

2.2
Social action may be defined as public promotion of a cause, measure, or objective in an effort to
obtain support of iteral action. Ordinarily, social aero action through enlistment of the support of
groups or individuals.
evolves organized efforts to influence public opinion or official policy o exactor.
Approaches
Social action embraces two broad methods of approaches; procedural and direct
action.
2.2.1 Procedural or political social action
Means social action carried on through established parliamentary or formal organizational
procedure. The aim is usually to obtain a favorable vote by a legislative body or by the voters, or
a favorable decision by an executive.
2.2.2 Direct Action
Refers to personal activity of some type other than procedural social action. Direct action usually
implies more physical and emotional involvement and often a deep commitment and a militant
spirit.
2.3
Methods of resolving conflicts
o 2.3.1 Conquest - in conquest one party seeks to destroy, injure or remove the opponent or
render him powerless. Conquest is usually associated with violence or at least coercion.
o 2.3.2 Procedural victory - essentially, this is a victory through established parliamentary
or other procedure. Normally, the decision is made by vote, usually the vote of a
legislative body; sometimes as in the case of constitutional amendment or bond issue - it
is the electorate that makes the decision. The underlying assumption is that the will of the
majority shall prevail and that the minority will acquiesce in the decision.
 o 2.3.3 Award by arbitration - in this situation the contestants decide to submit their case to
an arbitrator agreeing in advance to abide by arbitrator's decision.
Examples include a grievance committee in an agency, an "Impartial chairman"
appointed.
o 2.3.4 Conciliation and mediation - this implies resolution of a conflict by the parties
themselves but with the aid of a neutral conciliator or mediator. The conciliator is invited
or at least accepted by the parties to the conflict. But they do not agree in advance to
abide by his judgment, and he is not permitted to make any decision. His role is advisory
and consultative and his services may be dispensed with at any point by the disputants.

2.3.5 Compromise - a conflict may be resolved thru a process of direct negotiation, bargaining
and compromise by the parties to the conflict. In a compromise, each party gives up something in
order to gain something else that he values even
more.
o 2.3.6 Consensus - this means the resolution of conflict by agreement which represents the
thinking and the wishes of all parties to the conflict. In the consensus there is a real group
idea or "sense of meeting", not mere acquiescence. In this case, majority and seniority
disappear is common agreement. The group decides and moves forward as a unit.
o 2.3.7 Ending without resolving
A conflict may end - permanently or temporarily - without being resolved, that is without the real
issue being decided. This may happen in a number of ways:
1)
Separation - In this case, one or both parties avoids the other and the conflict ends because there
is no confrontation.
1. Intervention - a conflict may be brought to an end by someone with sufficient authority
and power to stop encounter, usually in his own initiative.
2. Postponement of further conflict - controversial motion may be laid on the table or
postponed to the next meeting, by the time it is taken up again everyone may wonder why
it seemed so important and why everyone was so excited about it.
3. Acceptance of the conflict - a controversial motion may sometimes end with the parties to
a conflict "agreeing to disagree"
', "to live and let live", to ignore the conflict and focus
attention on matters where they can reach a decision by one method or another.
3. Social Planning
The third model of community organization as practiced in the Philippines is an
offshoot of the development thrust: social planning. It consists of a rational, technical process of
solving such substantive community social problems as population explosion, malnutrition,
educational wastage, unemployment, low levels of income, etc. The economic aim is to
ensure the wise and maximum
utilization of resources in order to raise the levels of living
and achieve a more equitable distribution of wealth and property. The social objective is to
humanize the process of development and create the conditions necessary for the exercise of the
equality and popular participants.
3.1
Social Planning Defined
Social planning is the process of defining and measuring problems affecting social and human
welfare, understanding the causes of these problems, establishing goals and objectives

based on needs and existing resources, and developing a constructive program of action and
services to move toward these goals or objectives
Social planning is the integration of social aims and projects into development plan: to ensure
that plans and policies are fully responsible to the needs and aspirations of the people, to
alleviate the most urgent social problems without undue delay, to minimize if not entirely
eliminate the adverse consequences of modernization, and to see to it that the benefits of
development are more equitably shared among the people
Social planning has a much broader scope than social welfare planning. It is
concerned with such fields as health, nutrition, education, manpower development, and housing
and of course social welfare, but which require a cross-sectional or an integrated approach
Through social planning the community is alerted to make satisfactory provisions
foe enabling every individual to acquire material foundations for his dignity, such as food,
shelter, clothing and adequate opportunities for education, employment, income security and the
enjoyment of social and cultural growth. Social planning brings to light social deficiencies so
that they may be corrected in time, and the social problems arising from modernization so that
these may be drastically minimized if not entirely be avoided.
3.2
Aspects of social planning
There are two aspects of the social planning process: the rational technical aspect
and the other, the political aspect.
As a technical process, social planning is scarcely any different from economic
planning, except in subject matter. It is primarily concerned with "people" hence with the social
planning requirements, social factors, and social costs of development besides the humanitarian
considerations. Its tools development, implementation and assessment
As a political process, planning is much more subjected to the values, interests,
assumptions and ideologies of the decision makers, and not to say the least, the finances
available.
Social planning is getting people to make what in the final analysis are value judgments on data
and information scientifically gathered, analyzed, interpreted, and presented. It is reaching a
consensus in the midst of diversity. Oftentimes it is getting them to integrate a social policy into
what is basically on economic scheme.
Few social workers are involved in the technical process. Majority are involved in
the second. In the simple planning stage, the social worker is more likely to act as an enabler by
bringing together the people who could work out judgments in needs and resources. Planning for
development even of only a small community is a new behaviors for Filipinos and the social
workers helps them learn and acquire the simple intricacies of planning. She facilitates the
decision-making process although she may not be directly responsible for the plan. Perhaps the

AUTHORITY
When it comes to authority, the casework assesses what the client thinks and does
that which is proper and appropriate. He then makes an effort, in one way or
another, to implement what he believes is in the client’s best interest.

THE CLIENT AND THE AGENCY

The practice-based field of social work advocates for social growth, cohesiveness,
and individual and community empowerment. Understanding human behavior and
development as well as social, economic, and cultural structures and relationships
is necessary for social work.

INTEGRATED SOCIAL WORK PRACTICE

Integrative social work develops a paradigm base on systemic support for the
individual by borrowing from the idea of comprehensive social work. This social
work practice style is frequently referred to as “person-centered,” which means
that it considers a client’s mental, emotional, physical, social, and spiritual health.

SOCIAL PROBLEM ARE MULTI-FACETED

A social problem is anything that exists in the society and prevents people from
reaching their full potential. Social difficulties include things like racism, poverty,
unemployment, and malnourishment.

GENERALIST
In the pursuit of social and economic justice, generalist social work practitioners
collaborate with individuals, families, groups, organizations, social policies, and
communities in a range of contexts.

SYSTEMS APPROACH
Systems theory examines how each component affects how a person behaves in
society and how those components may interact to exacerbate problems.
A BROKER
Broker. As a broker, a social worker’s job is to quickly identify, locate, and connect
clients with the services they need

ENABLER
One of the ways a social worker might support a client is by acting as an enabler.
As a result, the social worker would help a client complete a task that was required.
Furthermore, the social worker can perform additional duties for a client, such
serving as a broke, that do not involve enabling

AN ADVOCATE
A social service advocate is a professional who strives to promote social justice
and enhance people's lives. Poverty, homelessness, prejudice, and access to
healthcare and education are among challenges that advocates in social work must
confront.

A PROGRAM DEVELOPER
In social work, program development refers to the creation of programs for
educational or other organizations. These help to alleviate restraints on students
and others. As a result, it is a form of social work aimed at groups rather than
individuals.

CONSULTANT
Consultant social workers are qualified practice educators who guide, manage, and
develop Frontline program participants in their training to become social workers.
In your local authority, you will be in charge of a hub with approximately five
people

SUPERVISOR
Social work supervisors oversee employees, take on leadership efforts, and, in
many cases, wind up serving in a variety of positions as they seek to keep
organizations running efficiently.
COORDINATOR
A social service coordinator conducts assessments for children and adults seeking
social services such as subsidized housing, medical treatment, or job placement.
Your responsibilities include assisting in attempts to expand your department's
reach among citizens of a community.

SOCIAL PLANNER
Social workers plan programs and other activities. Social workers can also develop
policies and other tools to help achieve the goals of this industry. This may entail
requesting money.

FACILITATOR
As a facilitator in Social Work, you will lead and support people or groups in
reaching their goals. Developing facilitation abilities is critical for success in this
career, and communication skills are at the forefront of that.

ESTABLISHING RAPPORT
Rapport is a harmonious relationship in which there is mutual understanding and
connection. When a rapport is established, clients feel that they can open up and
trust their social worker.

DATA GATHERING
Data collection and analysis are essential parts of the planned change process. It
involves acquiring as much information as possible about the client and their
problems using our interviewing skills and other evaluation approaches.

AN IMMEDIATE/PRESENTING PROBLEM
The issue in a case presentation is the one that a client has to fix. For example, a
client may be battling with addiction or have major parenting skills deficiencies
that have put their children at risk.
POVERTY DUE TO LACK OF EDUCATION, IGNORANCE, LOW LEVEL
OF EMPLOYABLE SKILLS
Poorer places may lack the infrastructure required to provide equitable educational
opportunities. Without adequate money, they are unable to provide a secure and
productive learning environment, as well as modern textbooks and materials. As a
result, student enrollment remains low, particularly at government-funded public
schools.

GOAL-SETTING & FORMULATION OF CONTRACT BETWEEN

WORKER & CLIENT
Contracts are an important part of social work. They define the roles of the social
worker and the client. They also describe the client's financial obligations to the
social worker, as well as the concerns addressed in the treatment plan.

TEAM APPROACH MODEL

Team approach is a concept in which a group of experts with complementary
backgrounds and talents collaborate to achieve common goals. Scholars and
policymakers are increasingly advocating for this strategy as a way to ensure the
quality of outputs and the quality of the work environment.

CRISIS INTERVENTION
Crisis intervention also refers to the techniques used to provide immediate, short-
term assistance to those who have experienced an event that causes emotional,
mental, physical, or behavioral distress or issues.

ACCEPTANCE
The idea of acceptance requires the social worker to perceive, acknowledge,
receive, and develop a relationship with the individual client as he is, rather than as
we hope or believe he should be.
EMPHATY
According to the Social Work Dictionary, empathy is "the act of perceiving,
understanding, experiencing, and responding to the emotional state and ideas of
another person" (Barker, 2003).

INTAKE
The Brief Intake/Assessment is the first contact with the client in which the case
manager collects information to address the client's urgent needs in order to foster
engagement and retention in services.

QUESTIONS
1. The term “legitimate power” refers to the ability to legally influence and control another
person’s actions____.
a. Dominion
b. Influence
c. Coercion
d. Authority

2. When one person recognizes the other as an authoritative figure for him, authorization in
the assisting process occurs inside the connection. The authority of the social worker
comes from_____.

a. The agency
b. The professional code of ethics
c. The client and the agency
d. The client only
3. The holistic approach to social work practice, which is widely recognized, uses the
community, the person, and the group as functional points of entry for the social worker
to build skills based on the general elements of the techniques utilized

a. Integrated social work practice

b. System approach
c. Team approach
d. All of the above

4. Given the context of the Philippines environment, instruct social worker to be a multi-
purpose worker because___.

a. Social problem is multi-faceted

b. A social worker works with individual, groups and communities as client systems
c. There are several social welfare programs and services
d. A social worker performs a variety of roles and functions with and in behalf of
different client systems

5. A social worker is taken into consideration if they have demonstrated competence in

working with individuals, groups, and the community in any setting related to social
work practice. They also have the knowledge and abilities required to engage people in
problem-solving, connect needs and resources, and use practice experience methodically
to document the degree of effectiveness of policies and services.

a. Consultant
b. An expert
c. Generalist
d. A social planner

6. He approaches problem-solving by viewing the person, the group, and the community as
interconnected components of a bigger system that cannot be viewed in isolation but
rather in the context of the whole

a. Total family approach

b. Baranganic approach
c. Systems approach
d. Generalist approach

7. When a client presents an issue that a social worker is aware they lack the necessary
skills or experience to address, they must connect them with appropriate resources. In this
instance, the worker’s role___.

a. A broker
b. A mediator
c. Enabler
 d. Facilitator

8. In community, a direct service social worker assists individuals or groups in expressing

their needs, defining and identifying their issues, exploring potential solutions, and
strengthening their capacity to handle their own issues more skillfully.

a. A broker
b. Enabler
c. A community organizer
d. An advocate

9. The social worker may provide the leadership in gathering data to support the correctness
of the clients need and request?

a. An advocate
b. A mediator
c. An educator
d. An enabler

10. The social worker practitioner designs/develops a program to promote, technologies to

meet social needs, what role is this?

a. A social planner
b. A program developer
c. A social work administrator
d. A social work supervisor

11. The social work practitioner seeks in this role to provide guidance, to the agencies and
organizations through suggesting ways of increasing the effectiveness of services?

a. Social work administrator

b. Social work supervisor
c. Guidance counselor
d. Consultant

12. Overseeing the direct service workers and staff increase the effectiveness of efficiency
and delivery of service’s the social worker plays the role model of?

a. Case manager
b. Supervisor
c. Administrator
d. Facilitator

13. The social worker in this job strives to improve service delivery systems by strengthening
communication links. coordination among human service resources___.
 a. Mobilizer of resources
b. Community outreach worker
c. Coordinator
d. Resource provider

14. Performing the actions necessary to design and administer programs and services is the
primary job of___.

a. Policy maker
b. Social planner
c. Administrator
d. Human resources developer

15. When a social professional involves individuals who are in conflict in a process that
provides a neutral venue where they Encouraged to discover a mutually satisfying answer
to their concerns, he or she models the function of___.

a. Mediator
b. Counselor
c. Advocate
d. Facilitator

16. This is very important in the aiding process, which includes excellent communication in
minimizing the level of threat and earning the trust of the client___.

a. Acceptance
b. Interviewing
c. Establishing rapport
d. Intake

17. This is a procedure in which the worker investigates the client's problems by eliciting
facts about the person, problem, and environmental aspect__.

a. Data gathering
b. Fact-finding
c. Social investigation
d. Social case study

18. Frequently, there is a difference between what a client views as an issue and what the
worker sees, the definition of the problem Must be based on__.

a. The nature of the problem itself

 b. The client sees and what appears relevant to the client
c. What the worker perceives and believes
d. Theoretical definition of the problem

19. A woman goes to a residential facility to seek temporary shelter for her 12-year-old
daughter, who is allegedly assaulted by When she is not working, her spouse becomes
unemployed. The necessity for protective services is an example of__.

a. Psychosocial problem
b. An immediate/presenting problem
c. Underlying problem
d. A working problem

20. The group efforts aim to modify or redirect features/forces in its social environment
which makes demands, creative pressures and impose constraints on the group, thus,
adversely affecting its development and goal achievement (techniques, information
dissemination, persuasion, negotiation, bargaining, pressure, confrontation, etc.

a. Agent
b. Medium
c. Target
d. Person

21. The group as a whole or aspects/conditions of the group may have to be changed in
order to change individual members (size, composition, climate, structure, etc.)

a. Target
b. Medium
c. Agent

22. Social worker guides group processes to achieve goals.

a. Medium
b. Target
c. Agent

23.Defined as those groups that come together through some outside influence or
intervention.

a. Formed Groups
b. Natural groups
c. Primary groups
d. Social groups

24. Exploration of client problem often reveals that resources beyond those provided by the
agency are need to ameliorate remedy presenting difficulties. The social worker should_____
a. Refer the client to other resource and service providers
b. Politely dismiss the client because the service needed is not available in the agency
c. Encourage the client to look for other agencies
d. Motivate the client to make use of whatever available service the agency can provide

25. The heart of the problem-solving is____

a. Problem identification
b. Data gathering
c. Goal-setting & formulation of contract between worker & client
d. The implementation & goal attainment phase
ANSWERS KEY to be a multi-purpose worker
because___.
1.The term “legitimate power” refers to
the ability to legally influence and e. Social problem is multi-faceted
control another person’s actions____. f. A social worker works with
e. Dominion individual, groups and
f. Influence communities as client systems
g. Coercion g. There are several social welfare
h. Authority programs and services
h. A social worker performs a
variety of roles and functions
2.When one person recognizes the other with and in behalf of different
as an authoritative figure for him, client systems
authorization in the assisting process occurs
inside the connection. The authority of the 5. A social worker is taken into
social worker comes from_____. consideration if they have
demonstrated competence in working
e. The agency with individuals, groups, and the
f. The professional code of ethics community in any setting related to
g. The client and the agency social work practice. They also have
h. The client only the knowledge and abilities required
to engage people in problem-solving,
3. The holistic approach to social work connect needs and resources, and use
practice, which is widely recognized, practice experience methodically to
uses the community, the person, and document the degree of effectiveness
the group as functional points of of policies and services.
entry for the social worker to build
skills based on the general elements e. Consultant
of the techniques utilized f. An expert
g. Generalist
e. Integrated social work practice h. A social planner
f. System approach
g. Team approach 6. He approaches problem-solving by
h. All of the above viewing the person, the group, and
the community as interconnected
4. Given the context of the Philippines components of a bigger system that
environment, instruct social worker
 cannot be viewed in isolation but 10. The social worker practitioner
rather in the context of the whole designs/develops a program to
promote, technologies to meet social
e. Total family approach needs, what role is this?
f. Baranganic approach
g. Systems approach e. A social planner
h. Generalist approach f. A program developer
g. A social work administrator
h. A social work supervisor
7. When a client presents an issue that a
social worker is aware they lack the
necessary skills or experience to 11. The social work practitioner seeks in
address, they must connect them this role to provide guidance, to the
with appropriate resources. In this agencies and organizations through
instance, the worker’s role___. suggesting ways of increasing the
effectiveness of services?
e. A broker
f. A mediator e. Social work administrator
g. Enabler f. Social work supervisor
h. Facilitator g. Guidance counselor
h. Consultant
8. In community, a direct service social
worker assists individuals or groups
in expressing their needs, defining 12. Overseeing the direct service
and identifying their issues, workers and staff increase the
exploring potential solutions, and effectiveness of efficiency and
strengthening their capacity to delivery of service’s the social
handle their own issues more worker plays the role model of?
skillfully.
e. Case manager
e. A broker f. Supervisor
f. Enabler g. Administrator
g. A community organizer h. Facilitator
h. An advocate

9. The social worker may provide the 13. The social worker in this job strives
leadership in gathering data to to improve service delivery systems
support the correctness of the clients by strengthening communication
need and request? links. coordination among human
service resources___.
e. An advocate
f. A mediator e. Mobilizer of resources
g. An educator f. Community outreach worker
h. An enabler g. Coordinator
h. Resource provider
 g. Social investigation
h. Social case study
14. Performing the actions necessary to
design and administer programs and
18. Frequently, there is a difference
services is the primary job of___.
between what a client views as an
issue and what the worker sees, the
e. Policy maker
definition of the problem Must be
f. Social planner
based on__.
g. Administrator
h. Human resources developer
e. The nature of the problem itself
f. The client sees and what appears
15. When a social professional involves
relevant to the client
individuals who are in conflict in a
g. What the worker perceives and
process that provides a neutral venue
believes
where they Encouraged to discover a
h. Theoretical definition of the
mutually satisfying answer to their
problem
concerns, he or she models the
19. A woman goes to a residential
function of___.
facility to seek temporary shelter for
her 12-year-old daughter, who is
e. Mediator
allegedly assaulted by When she is
f. Counselor
not working, her spouse becomes
g. Advocate
unemployed. The necessity for
h. Facilitator
protective services is an example
of__.

16. This is very important in the aiding e. Psychosocial problem

process, which includes excellent f. An immediate/presenting
communication in minimizing the problem
level of threat and earning the trust g. Underlying problem
of the client___. h. A working problem

e. Acceptance 20. The group efforts aim to modify or

f. Interviewing redirect features/forces in its social
g. Establishing rapport environment which makes demands,
h. intake creative pressures and impose constraints on
the group, thus, adversely affecting its
development and goal achievement
(techniques, information dissemination,
17. This is a procedure in which the persuasion, negotiation, bargaining,
worker investigates the client's pressure, confrontation, etc.
problems by eliciting facts about the a. Agent
person, problem, and environmental b. Medium
aspect__. c. Target
d. Person
e. Data gathering
f. Fact-finding
 21. The group as a whole or c. Encourage the client to look for
aspects/conditions of the group other agencies
may have to be changed in order
to change individual members d. Motivate the client to make use of
(size, composition, climate, whatever available service the
structure, etc.) agency can provide
a. Target
b. Medium
c. Agent 25. The heart of the problem-solving
is____
22. Social worker guides group
processes to achieve goals. a. Problem identification
a. Medium
b. Target b. Data gathering
c. Agent c. Goal-setting & formulation of
contract between worker & client
23.Defined as those groups that
come together through some d. The implementation & goal
outside influence or intervention. attainment phase

a. Formed Groups
b. Natural groups
c. Primary groups
d.Social groups

24. Exploration of client problem

often reveals that resources beyond
those provided by the agency are
need to ameliorate remedy
presenting difficulties. The social
worker should_____
a. Refer the client to other resource
and service providers
b. Politely dismiss the client because
the service needed is not available in
the agency