Program BS Social Work

Level/Placement Second Year, First Semester

Course Title FILIPINO PERSONALITY AND SOCIAL WORK

Course Code SW 215

No. of Units 3

Pre-requisite None

Course Description

Rationale Social workers must have a solid grounding in the science of

human behavior and understand the biological, psychological,
social, and spiritual needs of people at various stages of devel-
opment. They also need to know how aspects of the external
environment, aspects that are reflected in the social welfare
system, give rise to desirable and undesirable patterns of behavior.
According to Saleebey (2001) as cited in ( van Wormer, 2007) as
social workers and students of human behavior, we are thus
obligated, to understand, as best we can, those forces that shape
and drive, constrain and obstruct, the human experience

Focus a. Developmental Framework( bio-psycho-social framework).

b. Ecological Framework
Course Intended Learning 1. Cognitive
Outcomes 1.1. Discuss the interplay of human behavior and the environment
from a developmental and eco system perspectives.
1.2. Define human behavior using the various socio behavioral
personality theories.
1.3. Discuss human behaviors as affected by the social environment.
1.4. Relate indigenous Filipino concepts, vales and beliefs in
understanding Filipino Personalities.

Module Title 2. Affective

2.1. Demonstrate appreciation on the contribution of human
behavior and eco systems theories in understanding Filipino
personality.
2.2. Exhibit appreciation on the diversity of Filipino culture and
personality as influenced by Filipino core values.
2.3. Gain self knowledge and awareness by applying human behavior,
eco systems theories and Filipino Personality.
3. Psychomotor
3.1. Chart one’s pathway to self and professional transformation by
making a Life Plan via the process of self-discovery and self-
mastery.

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 3.2. Apply human behavior and personality development concepts
and theories in understanding the Filipino personality – its
uniqueness, similarities to other culture and adaptation to
changing times
3.3 Use of specific theories in assessment of actual or
hypothetical cases.

Module Number 2

Total Study Hours 3

Module Writer Augusta N. Altobar

Module & Learning Augusta N. Altobar

Facilitator/Contact Fb Messenger : Augusta Altobar
Email: [email protected]
Module 2 will examine examine and explore the social work profession
Module Introduction

Module General Learning Module 2 will explores the biology, psychology, and sociology of human
Objective phenomena to study the ways that people behave in certain situations.
The spiritual dimension of human and nonhuman life is stressed as well

Student Intended Learning 1. Discuss the interplay of various factors in human growth and
Outcomes (SILO) development.
2. Deepen the understanding between the interaction among biological,
psychological, socio-structural, gender, cultural and spiritual factors that
shape a person’s identity
3. Define Social Work core concepts relevant to understanding human
behavior as it applies to social work practice.

Content Human Development

a. Developmental Framework ( bio-psycho-social framework).
Core SW Concepts:
 Social functioning
 Person in environment
 Intersectionality of social, political, economic, cultural, sexual
factors influencing the development of person’s identities.

b. Ecological Framework
Teaching & Learning Inter active Discussion
Activities
Assessment Brainstorming

Resources & References 1. Human Behavior and The Social Environment pp. 11-20; 23 - 33
2. Bronfenbrenner’s Ecological Theory

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 Topic 1 : Developmental Framework ( bio-psycho-social framework)

Figure 1. The Bio-Psycho-Social-Spiritual Dimension of Human

Being Integrated with Micro, Mezzo and Macro Level

The connectivity of Bio-Psycho-Social-Spiritual Approach assesses levels of functioning within

biological, psychological, social, and spiritual dimensions help us understand human behavior.
We find in this approach in the Micro level to Macro level how the individual is functioning in
each dimension as well as how they can impact one another.

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As stated by Tyler the Biological component includes aspects related to overall health,
physical abilities, weight, diet, lifestyle, medication/substance use, gender, and genetic
connections/vulnerabilities.

The Psychological component includes aspects related to mental health self-esteem,

attitudes/beliefs, temperament coping skills, emotions, learning, memory, perceptions, and
personality (Tyler n.d).

Tyler in her book Human Behavior and Social Environment 1, said the Social component
includes aspects related to peer and family relationships, social supports, cultural traditions,
education, employment/job security, socioeconomic status, and societal messages.

She further stated that the Spiritual component includes aspects related to spiritual or
religious beliefs example , or belief in a “higher being” or higher power they feel connected to
or supported by.

Looking at each dimension of the Bio-Psycho-Social-Spiritual Approach allows us to engage in

a more holistic exploration and assessment of a person as it examines and connects four
important domains of their life, Tyler explained.

Topic 2 : Person-In-Environment Approach

This approach is the concept that people can be heavily influenced by their environment. It
highlights the importance of understanding an individual and their behavior through their
environment. A person’s environment, along with their experiences, will help shape the way
they view the world, how they think, and why they respond the way they do. In Social Work,
gathering information from our clients is a foundation piece of the work we do and knowing
what information to seek and how to organize it is like gathering pieces of a puzzle and
working to put them together to get the whole picture (or at least as much of it as we can).
This lesson will begin to introduce some particular approaches, perspectives, and theories
that help build the lens and foundation of the Social Work profession.

This perspective is based on the notion that an individual and his or her behavior cannot be
understood adequately without consideration of the various aspects of that individual’s
environment (social, political, familial, temporal, spiritual, economic, and physical). A person-
in-environment perspective is said to provide a more adequate framework for assessing an
individual and his or her presenting problem and strengths than an approach that focuses
solely on changing an individual’s behavior or psyche, or one that focuses solely on
environmental conditions (Habtemariam,2017)

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 Topic 3: Micro, Mezzo, and Macro Approach

This is simply looking at levels within a person’s system, which will help give you some
direction in what supports may be needed.

The Micro-level

Represents individual needs and involves direct interactions with clients, which is the most
common type of social work. This level explores aspects related to biology, psychological
needs, social (peer) and interpersonal (family) relationships or supports, and spiritual beliefs

It says explanations of social life and social structures are to be found at the individual
level or in social interaction. George Mead said that objects and events have no meaning in
themselves. Rather, people give them meaning through daily interaction. For example gray
hair is a sign of wisdom in one. People give meanings to objects then base their actions on
these meanings like some people will refuse to wear a hearing aid because it symbolizes
decrepitude and weakness. Some examples of micro-level theories include symbolic
interactionism, social phenomenology, and exchange theory. Micro level theories are role
theories. For example understanding adjustment to getting older. Elderly people are more
likely to loose roles than acquire new ones. Macro level theories include age stratification
theory. It focuses upon flow of age cohorts through the life cycle (Bookrags, 2015).

Micro social work refers to the most common practice area. This is performed directly, with
an individual or a family. The nature of this practice is personal and oriented towards one-on-
one interactions. This type of work is personified in the most common image of a social
worker: A tireless professional devoted to helping others through their emotional, social, or
health related struggles. Social workers in this role may work in hospitals providing social
services, discharge planning, counseling or hospice work (Gilbert, 2018)

The Mezzo/Messo-Level
Represents connections or interactions with small groups, such as family, schools, churches,
neighborhoods, community organizations, and peers/co-workers.In social work it involves
direct practice with small groups to promote change(Gilbert, 2018).

The Macro-level
Represents connections to systemic issues within large systems, such as laws/legislation,
policy, healthcare systems, and international associations. This level also explores ethical
frameworks, historical impacts of group experiences, and how discrimination and prejudice
can impact marginalized populations. Macro-level focuses more upon social structure, social

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processes and problems, and their interrelationships. For example the effects of
industrialization on older people's status, or how gender and income affect older people's
well being. This approach tends to minimize people's ability to act and overcome the limits of
social structures. Both micro and macro-level theories can take one of three perspectives
which include: interpretive perspective, normative, and conflict(Bookrags, 2015). Macro level
social work may address large-scale problems on a societal level, or problems that affect
entire systems or communities. A social worker interested in this kind of work pursues social
policy and change, activism, advocacy and social entrepreneurship, (Gilbert, 2018).

Figure 2. The Impact of Social Environment to Human Behavior

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 Topic 4: Ecological Theory

Focuses on the interaction between the individual and their environment. It discusses the
active involvement of people with their environments and development as well as both
(environment/development) continuously changing.
“Thoughts become perception, Perception becomes reality. Alter your thoughts, Alter your
reality.” ~ William James
An important reminder of this theory is to remember the importance of perception how
people perceive or interpret their environment and experiences influences their overall
functioning or well-being. This is also regardless of how problems or concerns may appear to
the social worker. You will need to explore how the client views their situation before
assuming certain situations are problematic. We need to try and see it through their eyes and
get an understanding of how they were feeling. It is their story and their reality. In social work
practice, this can best be understood by looking at individuals, families, policies, communities,
and cultures and identifying strengths and weaknesses in the transactional processes between
the systems, Tyler (n.d.).

This theory looks at a child’s development within the context of the system of relationships
that form his or her environment. Bronfenbrenner’s theory defines complex “layers” of
environment, each having an effect on a child’s development. This theory has recently been
renamed “bioecological systems theory” to emphasize that a child’s own biology is a primary
environment fueling her development. The interaction between factors in the child’s maturing
biology, his immediate family/community environment, and the societal landscape fuels and
steers his development. Changes or conflict in any one layer will ripple throughout other
layers. To study a child’s development then, we must look not only at the child and her
immediate environment, but also at the interaction of the larger environment as well, Dede
Paquette, D. and Ryan, J. (n.d.).

Bronfenbrenner believed an individual’s development was affected by everything in their

surrounding environment and divided the environment into five different levels: the
microsystem, the mesosystem, the exosystem, the macrosystem, and the chronosystem.

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 Figure 3. Bronfenbrenner’s Structure of environment
(retrieved from https://www.youtube.com/watch?v=nULPGD0N6WM)

The Microsystem
Is the system closest to the individual and the one in which they have direct interactions.
Some examples include home, school, or work. A microsystem typically includes family, peers,
or caregivers. Relationships in a microsystem are bi-directional, meaning, how you respond
and react to the people will affect their response and reaction to you. This is the most
influential level within the theory,Tyler (n.d.).

This is the layer closest to the child and contains the structures with which the child has direct
contact. The microsystem encompasses the relationships and interactions a child has with her
immediate surroundings (Berk, 2000). Structures in the microsystem include family, school,
neighborhood, or childcare environments. At this level, relationships have impact in two
directions - both away from the child and toward the child. For example, a child’s parents may
affect his beliefs and behavior; however, the child also affects the behavior and beliefs of the
parent. Bronfenbrenner calls these bi-directional influences, and he shows how they occur
among all levels of environment. The interaction of structures within a layer and interactions
of structures between layers is key to this theory. At the microsystem level, bi-directional
influences are strongest and have the greatest impact on the child. However, interactions at
outer levels can still impact the inner structures, Dede Paquette, D. and Ryan, J. (n.d.). (See
figure 3)

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The Mesosystem/Mezzosytem
Is where a person’s individual microsystems are interconnected and influence one another.
These interactions have an indirect impact on the individual, which can be positive or negative
depending on the elements of the system working together (positive) or working against each
other (negative),Tyler (n.d.).

This layer provides the connection between the structures of the child’s microsystem (Berk,
2000). Examples: the connection between the child’s teacher and his parents, between his
church and his neighborhood, etc., Dede Paquette, D. and Ryan, J. (n.d.). (See figure 3)

The Exosystem
Refers to a setting in which the person is not an active participant, but still affects them. This
includes decisions that affect a person, but they have no decision-making abilities. An example
of this would be a child affected by a parent losing a job,Tyler (n.d.).

This layer defines the larger social system in which the child does not function directly. The
structures in this layer impact the child’s development by interacting with some structure in
her microsystem (Berk, 2000). Parent workplace schedules or community-based family
resources are examples. The child may not be directly involved at this level, but he does feel
the positive or negative force involved with the interaction with his own system, Dede
Paquette, D. and Ryan, J. (n.d.). (See figure 3).

The Macrosystem
Is the cultural environment in which the person lives and all other systems that affect them
such as economy,cultural values, and political systems,Tyler (n.d.).

This layer may be considered the outermost layer in the child’s environment. While not being
a specific framework. this layer is comprised of cultural values, customs, and laws (Berk, 2000).
The effects of larger principles defined by the macrosystem have a cascading influence
throughout the interactions of all other layers. For example, if it is the belief of the culture
that parents should be solely responsible for raising their children, that culture is less likely to
provide resources to help parents. This, in turn, affects the structures in which the parents
function. The parents’ ability or inability to carry out that responsibility toward their child
within the context of the child’s microsystem is likewise affected, Dede Paquette, D. and Ryan,
J. (n.d.). (See figure 3) .

The Chronosystem
Encompasses transitions and shifts throughout a person’s life. It looks at the timing of the event in
relation to a person’s development, such as how death affects children of different ages. Historical
events that occur during a person’s life are also explored such as the impacts of the September 11th
attacks, Tyler (n.d.).

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This system encompasses the dimension of time as it relates to a child’s environments. Elements
within this system can be either external, such as the timing of a parent’s death, or internal, such as
the physiological changes that occur with the aging of a child. As children get older, they may react
differently to environmental changes and may be more able to determine more how that change will
influence them, Dede Paquette, D. and Ryan, J. (n.d.). (See figure 3)

Brainstorming

Mechanics
1. Every group will write down three (3) ideas in every topic.
2. There will be three (3) topics to be given.
3. There will be a total of nine (9) ideas per group
4. This is a group activity.
5. Each group nine (9) ideas will be presented in the big group.
6. The big group will critic the ideas of the presenting group.
7. Fifteen (15) time allotment will be given for writing the nine (9) ideas and ten (10) minutes
will be given for group critics and defense of the presenting group.
Rubrics for Scoring

SCORE
CRITERIA
5 4 3

Relevance Answer is relevant Answer is slightly Answer is

to the question relevant to the irrelevant to
question the question

Correct choice of word Choice of word is Choice of word is not Choice of word
synchronize with clearly synchronize is not
the thoughts with the thoughts synchronize
with the
thoughts

Logically explained Answer was Answer was slightly Answer was

expounded expounded lack of thoughts

Perfect Score : 45

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