LESSON 1:

INTRODUCTION TO DSCIPLINES OF APPLIED SOCIAL SCIENCE

Applied social sciences is the application of social science theories concepts, methods, and
findings to findings identified in the wider society. Using this understanding in the segmentation
of social science into distinct discipline gives rise to the concepts of applied social science that
include counseling social work and communication.
Definition of social science
--Social science are disciplines concerned with the systematic study of social phenomena.
An overview: disciplines of social science
--the discipline of social science generally include. Anthropology economics, sociology,
political science, history, criminology, psychology, geography, and communication studies.
Definition of applied social science
--Applied social science is an integrated science cutting across and transcending various
social science discipline in addressing a wide range of issues in a contemporary innovative and
dynamic way.
Relationship between social science and applied social science’s
--social sciences are more specific and focused on a distinct issue but use might be arising
from various social science disciplines.
--public perception of social sciences and applied social science practitioners In the post
democratic era, social science are the myths of our time and applied science practitioners have
become the mythmakers.
LESSON 2:
DISCIPLINED OF COUSELING IS A RELATIONSHIP CHARACTERIZED BY THE
APPLICATION OF ONE OR MORE PSYCHOLOGICAL THEORIES
Definition of counseling
Context of the basic concepts of counseling
--Counseling is affected by the context of the surroundings factors. They are explored her
as part of the basic concepts of counseling that are very important to consider.

Goals of scope of counseling

--counseling is aimed at empowering a client. The general goal is to lead an individual
client of group to self-emancipation in relation to felt problem.

LESSON 3:
THE PROFESSIONALS AND PRACTITIONERS IN THE DISCIPLINE OF
COUNSELING
Defining the roles functions and competencies of counselors
--roles of guidance counselors. Counseling is a process and relationship between the clients
of counselor. The role of counselor is to assist the person to person’s in realizing a change in
behavior or attitude.
Function of guidance counselors
--the guidance counselors function include the use of integrated approach to develop a well-
functioning individual primarily though helping a client develop helping a client plan, helping a
client plan his or her future sharing and applying knowledge, administering a wide range.
Competencies of guidance counselors
Have ability to administer and maintain career guidance and counseling programs.
Areas of specialization where counselors work
Counselors are practically found in all spheres of human development transitions, and care
giving.
1. Child development and counseling
2. Adolescent development and counseling
3. Marital relationship counseling
 4. Health
5. Career lifestyle
6. College and university
7. 7. College and university
8. Drugs
9. Consultation
10. Business and industry
11. Other specialties

Career opportunities for counselors

--career opportunities for counselors cover opportunity environment in human
resources departments school, student’s services department, academe, NGO’s, court
detentions and prison settings.
Right responsibilities and accountabilities of counselors
--they are responsible for the practice of their profession in accordance. They are
accountable to their clients, the professional body, and the government.
Code of ethics of counselors
--The code of ethics states that counselors live an work in accordance with the professional
standards of conduct set forth for the practice of guidance and counseling.

LESSON 4:
THE CLIENT AND AUDIENCES OF COUNSELING
Characteristic of the clientele and audience of counseling
--the clientele and audience of counseling are normal people they are not in need of clinical
or mental help. They may be the youth in need of guidance of critical moments of their growths,
anyone in need of assistance in realizing a change in a behavior or attitude, or simply seeking to
achieve a goal.
Needs of various types of clientele and audience of counseling
--the needs of vary for each type of clientele and audience of counseling in the school
context, guidance and counselor aim to meet needs such as job hunting coaching conflict
management providers, human resources personnel, marriage, counselors, drug abuse and
rehabilitee in government and NGO setting.
The individual as client counseling
--the individual who needs to be helped to manage well life-changing situation or personal
problem or crisis and other support needs may undergo counseling as an individual
 --the group of organization as client of counseling groups exist communities, organizations
students in school’s teacher in school and departments in workplaces and such as entity can
undergo group counseling to meet counseling needs on that level.
The community as client of counseling when people experience something collectively
which may be socially troubling and constitute to danger of blocking their collective capacity to
move on counseling is necessary to be undertaken on a community level.

LESSON 5:
THE SETTINGS PROCCESSES, METHODS AND TOOLS IN
COUNSELING
Government setting
--counseling setting vary widely but the processes, methods and tools used by counselors
are very similar.
Private sector setting
--in the private sector, counselor range from independent procedures of service3s or work
NGO’s, or specialized for profit centers and org’s that render a variety of counseling services.
Civil society setting
--the context of civil society is generally charities or nonprofit and issues based center or
org’s such as for abused women and children.

LESSON 6:
THE COMMUNICATION MEDIA
Mass media are developed in transmitting message to widespread audience are called mass
media, new media of social media in the time of new media. And social media communication is
not necessarily relational but issue and interposed instead. Mostly of people now using gadgets.
New media and social media have also challenge the profession of communication and ethics. And
the last is the telecommunication it refers to the transmission of information and feelings and also
ideas telecommunication transmitted the form of electromagnetics signals, by telephone,
cellphone, radio or television and also telegraph.
LESSON 7:
THE DSCIPLINE OF SOCIAL WORK
Social work it is the policy, ethic and human rights social work it is the profession promote
social damage, problem solving in human relationship and the improvement and liberation of
people to enhance well-being. And also social work have involve from being a charismatic
commonsense cave to profession service Some people associate social work with casework and,
by analogy, Child Protective Services. A social worker can indeed make a career working in this
capacity, but social work as a profession is much broader. Modern social work grew out of attempts
– often by women, often by volunteers -- to heal social ills. Poverty was frequently at the root of
what they tackled – and yet not always. Nearly 100 years ago, social workers were helping veterans
who had been traumatized in World War I. Today’s social workers are in hospitals, health clinics,
schools, various social service organizations. They serve the sick as well as the disadvantaged.
Some offer counseling services through their own private practices.

Social work had a professional identity even in the early 20th century. Today, not
surprisingly, there are more formal standards in place. The Council on Social Work Education sets
the standards for undergraduate and graduate education. The Association of Social Work Boards
develops and administers nationwide licensing exams. The National Association of Social
Workers is a huge clearinghouse for professional resources; this well-known professional
organization has chapters in every U.S. state.

LESSON 8:
THE PROFESSIONALS AND PRACTIONERS IN THE DISCIPLE OF SOCIUAL
WORK
Learn about the education and preparation needed to become a social worker. Get a quick
view of the requirements as well as details about training, job duties and licensure requirements to
find out if this is the career for you.

Social workers can choose to specialize and focus in a specific area of social work. Some
opt to work as a child and family social worker, while others pursue a career as a healthcare social
worker. Social workers may also choose to concentrate on working in the field of mental health
and substance abuse.

Essential Information
Social workers better the lives of children and adults by helping them find assistance and care if
their current living situation isn't adequate for them to flourish. Children who are faced with life-
threatening situations are a high priority for social workers. Students looking to get into this career
field typically must earn a bachelor's degree, but there are higher paying positions for those who
earn advanced degrees in social work. Additionally, social workers must obtain state licenses to
practice.

LESSON 9:
THE CLIENTS AND AUDIENCE OF SOCIAL WORK

Being a social worker is often a challenging, yet rewarding career. Social workers are
responsible for helping individuals, families, and groups of people to cope with problems they’re
facing to improve their patients’ lives. One aspect of this is teaching skills and developing
mechanisms for patients to rely on to better their lives and experiences.

However, many social workers find that direct counseling of patients, families, and groups
is only one aspect of their broader set of responsibilities. Social workers will often serve as liaisons
between different institutions to assist patients and collaborate with other health professionals to
ensure patient wellness. They will become familiar with, and refer clients to, community resources.
Social workers address legal issues, such as assisting with hearings and providing testimony
relating to their patients. They also engage in research, policy development and advocacy for
services. And of course, social workers must maintain case history records and prepare reports.
Social work can be the kind of job that requires a great deal of overtime, and separating the
emotional aspects of the job from the duties required can be a difficult undertaking.

Skills
In dealing with the multitude of problems that social workers address, they must employ a variety
of skills depending on the job that needs to get done. While some of these skills may be natural,
many of them are honed while a social worker earns his or her bachelor’s or master’s degree.
Below is a list of traits that a well-trained social worker might employ while assisting and guiding
a client from o*net online.

 Active Listening — Giving full attention to what other people are saying, taking time to
understand the points being made, asking questions as appropriate, and not interrupting at
inappropriate times.
 Social Perceptiveness — Being aware of others’ reactions and understanding why they
react as they do.
 Speaking — Talking to others to convey information effectively.
 Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of
alternative solutions, conclusions or approaches to problems.
 Coordination — Adjusting actions in relation to others’ actions.
 Reading Comprehension — Understanding written sentences and paragraphs in work
related documents.
 Service Orientation — Actively looking for ways to help people.
  Writing — Communicating effectively in writing as appropriate for the needs of the
audience.
 Complex Problem Solving — Identifying complex problems and reviewing related
information to develop and evaluate options and implement solutions.
 Judgment and Decision Making — Considering the relative costs and benefits of potential
actions to choose the most appropriate one.

Specializations
Within the field of social work, there are many different specializations and industries that
professionals can pursue and focus on. While these different fields all require practitioners to show
the cornerstones of social work: empathy, flexibility, and persistence, and respect for different
circumstances; there are some skill sets and knowledge that social workers will need to utilize in
order to become the as effective at their jobs as possible. Social workers can be required to aid
with issues directly caused by trauma, disability, poor family circumstances, abuse, mental and
emotional problems, addiction, and acute, chronic, or terminal illnesses. Some social workers
prefer to focus their skills on one area of expertise by going into specific fields.

 Family, child or school social work involves providing assistance and advocacy to
improve social and psychological functioning of children and their families. These social
workers attempt to maximize academic functioning of children as well as improving the
family’s overall well-being. These professionals may assist parents, locate foster homes,
help to arrange adoptions, and address abuse. In schools they address problems such as
truancy, bad behavior, teenage pregnancy, drug use, and poor grades. They also advice
teachers and act as liaisons between students, homes, schools, courts, protective services,
and other institutions.
 Public health social workers are often responsible for helping people who have been
diagnosed with chronic, life threatening or altering diseases and disorders, helping connect
patients with plans and resources in order to help them cope. One of the most difficult
things a person can go through is dealing with acute, chronic, and terminal illnesses and
these social workers provide services to ease these patients’ process. These services include
advising family care givers, providing patient education and counseling, making referrals
to other services, case management interventions, planning hospital discharge, and
organizing support groups. These social workers are often employed at health care centers,
assisted living homes or in hospitals.
 Addictions and mental health social workers offer support and services to those
struggling with unhealthy grounding techniques, connecting them with facilities that serve
to teach healthier behaviors and get patients back on track. These patients often struggle
with mental and emotional problems as well as addictions and substance abuse problems.
Services that mental health and substance abuse social workers provide include individual
and group counseling, intervening during crises, case management, client advocacy,
prevention, and education. They also focus on counseling families to assist in
understanding and dealing with the patient’s problems.
 Lesson 10:
THE SETTINGDS PROCESSES METHOD AND THE TASK OF SOCIAL WORK

Social workers traditionally use a series of steps or processes to help clients resolve their problems.
These steps include collecting information about the client (assessment), making sense out of the
information (diagnosis), collaborating with the client to develop a plan to change the problems
being experienced (the treatment plan), and determining whether the process has been helpful
(evaluation). We use two very powerful approaches to help the client change: (a) the helping
relationship we develop with the client and (b) using one of the five or more helping approaches
described in the prior chapter. This chapter discusses the social work process and the importance
of developing a positive and cooperative helping relationship with clients. Collecting Information
About the Client: Assessment Whereas medicine uses labels to describe conditions, social workers
try not to use labels because they may fail to accurately describe the client’s unique qualities or
the historical reasons clients currently are having problems in their lives. Instead, we use a
psychosocial assessment that summarizes the relevant information we know about a client into
concise statements that allow other professionals to understand the client and the client’s
problem(s) at the same level that we understand them. Psychosocial assessments try not to use
psychiatric labels or words that might create a biased perception of the client. They differ from the
terms often used in the most commonly used diagnostic manual in mental health (the Diagnostic
and Statistical Manual of Mental Disorders [DSMIV]) because they provide brief historical
information about the possible cause for the problem. Although they are problem-focused, they
also provide an evaluation of the best evidence from the literature to support the 33 3 The Social
Work Process 03-Glicken_21st-45024.qxd 5/24/2006 8:30 PM Page 33 assessment. The client’s
strengths are included in the assessment, as well as the problems that might interfere with the
client’s treatment. Van Wormer (1999) describes the need to include the positive behaviors of the
client when doing an assessment: The first step in promoting the client’s well-being is through
assessing the client’s strengths. A belief in human potential is tied to the notion that people have
untapped resources—physically, emotionally, socially, and spiritually—that they can mobilize in
times of need.

this course is on both direct intervention skills, as well as strategies and techniques used to
intervene in public issues and communities. The students will review the process of intervention
as a total problem solving system, and expand their skills in the helping relationship by increasing
their understanding of the role of indirect intervention with the client, target, and related action
systems. A service learning component is incorporated into the course activities to provide
experiential learning activities that will provide a valuable service to the community. Reflection
assignments will guide the students’ process of self awareness and integration of theory with
practice.
Practice content also includes approaches to and skills for practice with clients from differing
social, cultural, racial, religious, spiritual, and class backgrounds, and with systems of all sizes.

1. To deepen students’ knowledge of generalist social work practice.

2. To broaden the student’s view of social work practice to include an awareness of the larger
social context of individual problems encountered in practice.

3. To broaden and deepen the student’s skills in direct and indirect intervention.

Lesson 11:
THE SOCIAL WORK DEVICES, PROCESSES AND METHODS

Compton and Galaway's highly respected SOCIAL WORK PROCESSES has long set the
standard for social work practice texts. Continuing its strong emphasis upon process and
collaborative partnerships between social workers and clients, the text incorporates systems and
ecological perspectives, advocacy, case management, and group and community work. The book's
conceptual framework supports, encourages, and organizes skill development and skill teaching in
a diversity of settings and client populations. Dr. Barry R. Cournoyer updates this comprehensive
Seventh Edition by including extensive use of Web-based resources and evidence-based exercises
within its process -oriented perspective.

The social work process comprises a sequence of actions or tasks that draw on all of the
components of practice discussed so far. Although its process is presented sequentially, it rarely
follows a clear linear route and is more often a fluid, circular cycle whereby workers move from
assessment through to implementation and evaluation and back to assessment again. Despite this
fluidity, some parts of the process, such as assessment, have clearly defined procedures guided by
local or national policy. Some tasks may be fairly short and discrete, but many are longer term and
more complex, such as assessments. You will also find that tasks often overlap and are revisited
over a period of involvement with a service user. The tasks or stages of the social work process
are shown in Figure 2 below.
Figure 2 The social work process
Developing an understanding and awareness of the social work process is one of the
prerequisites for becoming a ‘reflective’ practitioner. Reflection refers to the ability to work in a
thoughtful and systematic way. Practitioners need to be aware (and inform service users) of why
they are engaged in particular tasks and to be able to justify their methods of working. Interventions
should be meaningful and fit within an overall plan or strategy. Awareness of the different stages
of the social work process can assist social workers to prepare for, carry out and evaluate their
interventions in order to both be accountable for, and reflect upon, their actions.

4. To analyze and demonstrate the various roles used by the social worker as an advocate, a
mobilizer of services to meet unmet community needs, and a mediator in helping clients to
negotiate larger systems.

5. To facilitate skill development in analyzing social issues and utilizing social work practice
principles in intervening with organizations and community systems.
Lesson 12:
THE DISCIPLINE OF COMMUNICATION

Communication theory, like the communication discipline itself, has a long history but a
short past. “Communication” as an organized, self-conscious discipline dates to the 1950s in its
earliest, US-based incarnation (though cognate fields like the German Zeitung swishes chat
(newspaper science) began decades earlier). The US field’s first readers and textbooks make
frequent and weighty reference to “communication theory”—intellectual putty for a would-be
discipline that was, at the time, a collage of media-related work from the existing social sciences.
Soon the “communication theory” phrase was claimed by US speech and rhetoric scholars too,
who in the 1960s started using the same disciplinary label (“communication”) as the social
scientists across campus.

Communication theory” was already, in the organized field’s infancy, an unruly subject.
By the time Wilbur Schramm (1954) mapped out the theory domain of the new discipline he was
trying to forge, however, other traditions had long grappled with the same fundamental
questions—notably the entwined, millennia-old “fields” of philosophy, religion, and rhetoric
(Peters, 1999). Even if mid-century US communication scholars imagined themselves as breaking
with the past—and even if “communication theory” is an anachronistic label for, say, Plato’s
Phaedrus—no account of thinking about communication could honor the postwar discipline’s
borders.

Even those half for gotten fields dismembered in the Western university’s late 19th-
century discipline building project (Philology, for example, or Political Economy) had developed
their own bodies of thought on the key communication questions. The same is true for the mainline
disciplines—the ones we take as unquestionably legitimate, though most were formed just a few
decades before Schramm’s march through US journalism schools. Among the social sciences,
Psychology, sociology, and Political Science populated the late interwar field of Public Opinion
Research, which in turn formed the nucleus of scholars—many connected by World War II
service—who called themselves (without dropping their disciplinary identities) “communication
researchers.” Their theorizing directly informed the new communication discipline. But North
American and European scholars from all three disciplines (and Anthropology too) had already
begun scholarly traditions dealing with mass and face-to-face communication decades earlier
(Peters & Simonson, 2004). In the humanities, Literary Studies have been especially sensitive to
communicationrelated topics. The question of authorial intent and the reader’s received meaning
has long preoccupied students of literature.
 Lesson 13:
THE PROFESSIONAL AND PRACTITIONERS IN THE
DISCIPLINE OF COMMUNICATION

Professionals and Practitioners in Communication

1. 1. Correspondent For A Day  Each group will re-enact their assigned scenario given by
the teacher.  They have to choose their news correspondent and the other members that
will serve as actors or actresses of the live feed.  They have to present the news in an
objective and creative manner as what live correspondents or reporters would do on
national television. “That in all things, God may be glorified.”
2. 2. Correspondent For A Day Group 1 – Fire in a residential community Group 2 – Flash
flood in the provincial areas Group 3 – Hostage taking incident Group 4 – Heavy traffic in
the major roads Group 5 – Effect of an earthquake “That in all things, God may be
glorified.”
3. 3. Correspondent For A Day Point System: Content/Adherence to the situation presented
– 30 points Objectivity – 25 points Credibility – 25 points Creativity – 20 points “That in
all things, God may be glorified.”
4. 4. Professionals and Practitioners in Communication Studies Discipline and Ideas in the
Applied Social Sciences Mr. Joemar T. Magante HUMSS “That in all things, God may be
glorified.”
5. 5. FOCUS QUESTION: “That in all things, God may be glorified.” How do we
characterize the different fields or professions under the discipline of communications?
6. 6. Professions under Communications “That in all things, God may be glorified.”
Journalism Advertising Public Relations Broadcasting
7. 7. Journalism “That in all things, God may be glorified.”  Refers to gathering, reporting
and dissemination of news through mass media.  Provide for society’s need for news 
Citizens right to have access to fact and opinion about public interest  Importance to
people’s welfare, rights and duties as citizens
8. 8. Journalism “That in all things, God may be glorified.”  Access to free information is
important to create a system of checks and balances in the functions of the government. 
Government is accountable its citizens in order for them to participate in the political
process
9. 9. Journalism “That in all things, God may be glorified.”  It is referred to the PRESS. 
Informer, interpreter, instrument of the government  Traditional fourth estate,
representative of the public, critic of the government and advocate of public policy and
general watchdog.
10. 10. Nine Principles of Journalism “That in all things, God may be glorified.” 1. First
obligation is the truth. 2. First loyalty is to citizens. 3. Essence is a discipline of verification.
4. Maintain independence from those who they cover. 5. Independent monitor of power
11. 11. Nine Principles of Journalism “That in all things, God may be glorified.” 6. Forum for
public criticism and compromise. 7. Make the significant interesting and relevant 8. News
comprehensive and proportional 9. Allowed to exercise personal conscience
12. 12. Rights and Responsibilities of Journalists “That in all things, God may be glorified.” 
Constitutional guarantee of freedom of the press and speech.  Free access to all sources
of information  Right to investigate stories that are of interest  Right to protect the
identity and confidentiality of sources  Right to publish stories without fear of punishment
13. 13. Principles and Standards of Journalism “That in all things, God may be glorified.”
Society of Professional Journalist  Seek truth and report it  Minimize harm  Act
independently  Be accountable
14. 14. Career Opportunities in Journalism “That in all things, God may be glorified.” Print
Broadcast (Radio and Television) Online media
15. 15. Career Opportunities in Journalism “That in all things, God may be glorified.” News
Media Type of Content General news, Political newspaper, Business newspaper, Sports
newspaper Circulation Area National, Local, Metropolitan Audience Community,
Religious Language National, Vernacular Periodicity Daily, Weekly
16. 16. Career Opportunities in Journalism Reporter Editor Columnist Copy editor
Photographer Proofreader Layout artist “That in all things, God may be glorified.”
 Lesson 14:
THE CLIENTELE AND AUDIENCE IN COMMUNICATION

Clientele and Audiences in Counselling

Characteristics of Clientele and Audiences

Neurotic
- is a long-term tendency to be in a negative emotional state. People with
neuroticism
tend to have more depressed moods
– they suffer from feelings of guilt, envy, anger, and anxietymore frequently and more severely
than other individuals.
Neuroticism
is the state of being
neurotic.
Psychotic

– Psychotic Disorders
are
severe mental disorders that cause abnormal thinking and perceptions. People with
psychoses loses touch with reality. Two of the main symptoms are
delusions
and
hallucinations
Personality Disorder
- it involves long-term patterns of thoughts and behaviors that areunhealthy and inflexible. The
behaviors cause serious problems with relationships and work.People with personality disorders
have trouble dealing with everyday stresses
Needs of Clientele and Audiences
*Be genuinely engaged in therapeutic claims
*Have unconditional positive regard for the client
*Feel empathy for the client
*Clearly communicate these attitudes
*Types of Clientele and Audiences
*People who abuse drugs
*People who abuse alcohol
*People who abuse tobacco
*People with AIDS
*Women
*Older Adults
*Gay men and Lesbian Women
*Victims of Abuse
 Lesson 15:
THE SETTING PROCESSES, METHODS TOOLS IN
COMMUNICATION

Counselling Tools & Techniques

The counselling process is different for each individual or couple; however it may be helpful for
you to get a sense of the style of counselling I offer and what might occur in the process. The following
tools are offerings and not a necessary part of the experience. The counselling process adapts to your needs
and you are invited to be a co-creator of the process. Your communication about what you want and need
is vital.
The principles here apply to both personal and couples counselling, though how the different
approaches are used may vary.
The counselling relationship
The most fundamental aspect of any counselling is the relationship between the counsellor and the
client. Study after study has shown that the client’s sense of the quality of the therapeutic relationship is
one of the most powerful factors in the client achieving what they want from therapy. The importance of
this relationship far outweighs the importance of the counsellor’s qualifications or the style of counselling
they employ. This is why it is so vital to find a counsellor who feels right for you. As a counsellor I focus
on trying to truly understand you and how it is for you to be in your situation. I seek to know and work
within your view of the world and what is meaningful to you. The counselling process is firstly a very
human one and is about you, your life, your joy and pain and what gives you a sense of meaning and
value. And about how I can support you to live the life you want.

Talking therapy
The next layer of working is based on the most simple but powerful principles of counselling. This is
helping you to explore your own life and what is occurring for you. This often occurs firstly through
conversation. I may offer questions and reflections to help you more deeply understand yourself and your
situation. As you speak about what is happening for you, the themes you are dealing with become
clearer. This then allows you to focus on the core of the issues you are facing.
Speaking can also help you to make sense of what is going on. When we speak in depth about our lives we
naturally create a story from the events in our life. It can be important to feel that what is happening to us
has meaning and purpose. Through a process of talking we may also uncover belief systems which are not
serving you. There can be opportunities to explore other possible frameworks of understanding your world
and to find ones which feel both true to you and healthy for you.
Part of the process can also be sharing of your thoughts, feelings and experiences. It can be very powerful
to tell another human being what is really occurring for you. Often people tell their counsellors things they
don’t feel comfortable telling anyone else. This can be very liberating, and it can be life changing to show
your hidden aspects to someone and have them like and respect you within it.
Working with emotion
You may be invited to deepen your experience of your emotions. Although at times moderation of emotion
is called for, most of the time we restrict ourselves from the full experience of our emotions. If during the
exploration we come across something which triggers a strong emotion in you, I may invite you to sit with
the emotion, explore it and deepen it. Letting emotions flow which have been stuck is healing, and can also
often provide deeper understandings of your own motivations and your responses to what is happening in
your life. This emotional exploration always occurs sensitively and at your own pace. You are not required
to express more than you want to, although you may be gently encouraged to make a choice to work through
those boundaries.
Positive counselling
Counselling is often seen as problem-focused, however this is only one side of the story. It can be
helpful to not only explore what you don’t want but to make clearer and more conscious what it is that you
do want. Becoming clearer about your goals makes it easier to meet them. It can be inspiring to spend
some time dwelling on the things which give your life meaning and that you are passionate about. Evoking
these ideas and states and breathing them in can help to reorient you to what is truly important to you. We
focus on your strengths and personal resources as well as the things which you would like to heal or
improve.
Changing state
It is possible to work directly with your state (which can have physical, mental, emotional and energetic
aspects). When clients are in session they are often talking about the past or the future, but what is also
important is how they are feeling right then and there in the session. The things they are speaking about
and their current state are related. For example as a client speaks about their job, their mind may begin to
race, they hunch over and clench their hands. There are many ways to alter state, in fact almost everything
does. However, changing state with conscious awareness and choice offers many opportunities for positive
change.
The first step is becoming aware of the state which is evoked and this in itself can be significant. The client
may not have even known that their job created such strong anxiety in them.
We could work with state in this example in a number of ways. This might include deep relaxing
breathing, changing posture or having the client shake out their hands. These changes in state can shift the
way you relate to the issue in the moment and allow new perspectives and responses to come through.

Lesson 16:
THE COMMUNICATION MEDIA CHANNELS

Media (channels) of communication | types of media communication

Posted By The Business Communication 2 Comments

or channel is the means or ways of transmitting the messages from sender to the receiver.
The media oforal communication are face to face conversation, telephone or mobile, conference,
meetings etc. The media of written communication are newspaper, letter, report, memo, mail etc.

According to Bartol and Martin, “The communication is the method used to convey the
message to the intended receiver.”

According to Defleur and Dennis, “A medium is a device for moving information through
time or space.”

So, Media or channel of communications is the means or ways that are used to transitioning
the messages or information from the sender to the receiver.
Types of media communication

(A) Verbal communication: Verbal communication is the expression or exchanged of

information or messages through written or oral words. Forms of verbal communication are as
follows:

1. Oral communication: Oral communication is the process of communication in which

messages or information is exchanged or communicated within sender and receiver through
the word of mouth. It can be divided into two ways: a. Speaking b. Listening.
2. Written communication: Written communication is the process of communication in which
messages or information is exchanged or communicated within sender and receiver through
written form. It can be divided into two ways: a. Writing b. Reading.
(B) Nonverbal communication: nonverbal communication is the expression or exchanged of
information or messages through without using any spoken or written word. Some of the forms
of non-verbal communications are as follows:
1. Facial expression 2 . Gestures 3. Body language 4. Proximity 5. Touch 6. Appearance 7.
Silence 8. Paralinguistic 9. Eye Gaze or eye contact etc.
 Lesson 17:
THE DISCIPLINE OF APPLIED SOCIAL SCIENCES

Disciplines and Ideas in the Applied Social Sciences introduces students to the disciplines
and ideas that form part of applied social sciences by drawing on the theories and principles of
psychology, Sociology, anthropology, and other social sciences. The coverage of applied social
science centers on social science, counseling, social work, and communication, which are
seamlessly threaded together. This book focuses on the processes and applications of these applied
disciplines in critical development areas. It aims to empower students in developing competencies
in interacting and relating with other individuals, groups, and communities; apply social science
principles, practices, and tools in addressing several appropriate development areas; and sharpen
their analytical skills specifics to the processes and life context where these applied disciplines are
at work.

This course introduces some Applied Social Sciences, namely, Counseling, Social Work
and Communication, which draw their foundation from the theories and principles of
Psychology, Sociology and Anthropology and other Social Sciences. This course highlights the
seamless inter-connectivity of the different applied social science disciplines while focusing on
the processes and applications in the critical development areas.

The following Daily Lesson Plans (DLP) are the outputs of the teachers (Class C) who
participated in the Regional Mass Training of Teachers for the Humanities and Social Sciences
(HUMSS) Subjects last May 2017 at San Fernando Pampanga.
 Lesson 18:
THE EFFECTS OF THE APPLIED SOCIAL SCIENCES
One of the most surprising things we learnt in our latest research project was how little has
ever been written in a systematic way about the social sciences as a whole. Of course, the ‘chaos
of the disciplines’ (that Andrew Abbott wrote about) is amply documented in hundreds of histories
of this or that individual academic subject. Our book includes 119 charts and tables, half of which
show discipline-specific data. Yet there is no passage of text longer than a few lines about any
individual discipline. Instead we pursue a relentlessly ‘broad front’ picture of the social sciences
as a whole discipline group.

Even defining what are to count within the social sciences is problematic, still less to obtain
data that reliably encompass the discipline group. For instance, the Higher Education Statistics
Agency and other official bodies, have no coherent or consistent statistics organized at discipline
group level. Nor are there any clear or persuasive official checklists of what subject count as social
sciences – a perplexing gap indeed. For better or worse, then we constructed our own inclusive
definition of the discipline group, set out in brief in our first picture (Figure 1) below.

Figure 1 – Defining social science

 What is the logic of our listing? Every social science focuses on constantly shifting human
behaviours; conscious that human beings have an innate and un-erodible capacity to change what
we do in response to being told why we act as we do, or how we are expected to act in future. No
social science produces immutable laws that once established last unchanged. And despite the
apparatus of proofs and lemmas found in some mathematicized sub-disciplines, no social science
propositions can be proven logically – without depending on a usually extensive and always
contestable repertoire of assumptions and ‘primitives’ (such as the concept of what a ‘rational
actor’ will or must do). All social science generalizations are inherently probabilistic, none are
determinate, and all depend on large and baggy ceteris paribus clauses.

Every social science must handle an inescapable tension. Knowledge is often advanced by
the reductionist research tactic of focusing down on simple processes while ‘controlling’ for more
and more factors. But equally we must recognize that all social processes operate in complex,
multi-causal environments, where hundreds or thousands of influences flux and interact with each
other to shape any given social or behavioural outcome, and where the same outcome can eventuate
through multiple diverse causal pathways.

As a result of all these features, every social science has a research process that is
essentially cumulative, largely missing the ‘breakthrough’ discoveries or ‘lone genius’ insights on
which public images of the physical sciences and technological disciplines still focus. Only a tiny
percentage of social science research results in patents (for which embedding in physical products
remains essential), and the vast bulk of university social scientific achievements are solely new (or
partly new) ideas. They cannot be copyrighted, protected by intellectual property rights nor used
to build scaleable products or comparative advantage for firms in the way that physical
technologies often may. And despite many social scientists lusting after the outward trappings of
‘normal science’ practices, social science disciplines in the past operated in ways that are a long
way off what Randal Collins calls the ‘high consensus, rapid discovery’ model that has served the
physical sciences so well since the mid-nineteenth century.

The impact frame we use asks about the ways in which social science subjects resonate (or
not) with business, government, civil society or the media. Although ‘impact’ discourse has
unpalatable bureaucratic origins in many ways, none the less the value of this frame is that it
unfailingly throws all the inherently shared features across the discipline group into a tightly
focused spotlight and addresses some critically important aspects of contemporary change in the
social sciences.

For any societal research to be successfully applied in public or organizational decisions it must
be timely, produced speedily, capturing the salient features of a situation and behaviours that may
shift quickly in response to new factors, or interaction with previously separate phenomena. All
applied and impactful academic knowledge must also be ‘translated’ from single-discipline silos;
‘bridged’ and integrated with the insights of other disciplines in the social sciences or beyond in
the applied and human-focused ‘physical’ sciences; and assimilated into a joined-up picture so as
to adequately encompass real world situations. Research advances and insights must also be
communicated or transferred to non-academic people and organizations, and their lessons
mediated, deliberated and drawn out in useable ways.
 In the modern world the transformations of information systems and now scholarship itself
via digital changes condense and accelerate many of these necessities, creating a vastly extended
set of interfaces between academia and business, government and civil society; allowing the direct
and open access publication and broadcasting of academic research and ideas without the
intermediation of conventional publishing or media systems; and greatly speeding up the potential
tempo of knowledge production and transfer. Again the impacts agenda speaks directly to these
potentially common, civilization-wide changes that now occupy a central place in the evolution of
modern academia.

One of the most profound aspects that emerges most clearly from our book is that the
traditional polarity that ever since Comte has contrasted the social sciences with the physical (or
natural) sciences is a busted flush. The common scientific character of the social sciences set out
above makes a nonsense of the innumerable misunderstandings and boundary drawings between
the social sciences and STEM disciplines, exposing ever more clearly their roots in the counter-
productive creation of academic in-groups and out-groups – on both sides of the now dissolving
divide.