Sociological Imagination
 The vivid awareness of the relationship
between experience and the wider society
(C. Wright Mills).
 The ability to see things socially and think
from an alternate point of view.
Themes in Sociological Imagination
a. Seeing the General in the Particular
 This tells us that sociologists look
for general patterns in the behavior
of particular people.
 It is true that every individual is
unique but society shapes the lives
of people in various categories very
differently.
 You will begin to see the world
sociologically when you start
realizing how the general
categories into which we fall shape
our particular life experiences.
b. Seeing the Strange in the Familiar
 The sociological perspective
reveals to us the initially strange
idea that society shapes what we
think and do in patterned ways.
c. From Personal Troubles to Public Issues
 “If you are a college student, you or
people you know are likely going
through personal troubles linked
with public issues, whether it is
struggling with the rising cost of
tuition and accumulating debt or
wondering how you will fit into the
broader labor market. Using your
sociological imagination will help
you better understand why personal
crises are often rooted in social
circumstances.” (Sternheimer,
2013)
What Do We Do in The Applied Social Sciences?
 Applied social sciences uses knowledge-
based theories, principles, and methods of
interdisciplinary disciplines of basic social
science to understand society and to help
address or solve problems.
 Applied Social Sciences functions towards:
self-development, education, disaster risk
management, and structural change.
What Are the Applied Social Sciences?
 These are the social science disciplines,
professions, and occupations which seek to
use basic social science research and theory
to improve the daily life of communities,
organizations, and persons.
What is Counseling?
 Counseling, as an academic discipline,
concerns itself with human services,
education, and human resource
management.
What is Communication?
 Communicology as an academic discipline,
relates to all the ways that people
communicate—both verbally and non-
verbally.
What is Social Work?
 Social work is an academic discipline that
focuses on enhancing social functions and
overall well-being of groups and
communities.
Social Science VS. Applied Social Science
 Social Science: concepts to generalize
human behavior and interaction.
 Applied Social Science: theories to explain
connections of human interaction.
Counseling, as an academic discipline, concerns itself
with human services, education, and human resource
management. What actually takes place in a session depends on the
The Art and Science of Counseling client's needs and the counselor's personal approach
to counseling. Although there is some variation
The art-and-science model promoted …suggests that during a session, there is a basic structure that most
counseling is an attempt to balance the subjective counseling approaches have in common.
and objective dimensions of the counseling process.
Stage One: Relationship Building
From this perspective, the counselor, like an artist,
can sensitively reach into the world of the client, yet  The counseling relationship is the heart of
on some level maintain a sense of professional and the counseling process. It supplies the
scientific objectivity. vitality and the support necessary for
counseling to work (Kokotovic & Tracey,
 The Art of Counseling 1990).
o It is a flexible, creative process
whereby the counselor adjusts the Stage Two: Assessment and Diagnosis
approach to the unique and Assessment and diagnosis contribute to several
emerging needs of the client. It important aspects of the counseling. They can help a
emphasizes the importance of the counselor develop an in-depth understanding of a
counselors being authentic and client and identify mental disorders that require
human in the process. attention.
 The Science of Counseling
o The science of counseling provides  Assessment Procedures
a balance to the art of counseling by o Standardized measures include
creating an objective dimension to psychological tests that have a
the counseling process. standardized norm group.
o It requires the counselor to have the o Non-standardized measures do not
skills to formulate objective have a standardized norm group
observations and inferences, test and include strategies such as the
hypotheses, and build theories. It clinical interview and assessment of
promotes the counselors to develop life history.
skills that can promote objectivity  Diagnosis
in the process. o Rosenhan and Seligman (1995)
identify four reasons for making a
Counseling VS Psychotherapy
diagnosis: facilitating
 Counseling deals with the conscious mental communication shorthand,
state while psychotherapy deals with indicating possible treatment
unconscious processes. strategies, communicating etiology,
 Short-term versus long-term goals. and aiding in scientific
investigation.
Goals of Counseling
Stage Three: Formulation of Counseling Goals
 Plan and work in constructive manner.
 Learn, anticipate, and react positively. Cormier and Hackney (1993) describe three
functions that goals serve in the counseling process:
 Express uniqueness in socially accepted
motivational, educational, and evaluative.
integration.
 Respond with resilience to stress.  Goals can have a motivational function,
 Develop effective skills in relating with especially when clients are involved in
others. establishing the counseling goals. Clients
 Increase awareness of oneself. appear to work harder on goals they help
 Mindful of realities. create.
 Cope and adjust.  The second function of a counseling goal is
 Achieve autonomy. educational. From this perspective, clients
can learn new skills and behaviors that they
can use to enhance their functioning.

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  The third function of a counseling goal is Stage Six: Research and Evaluation
evaluative. Clear goals allow the counselor
and client an opportunity to evaluate Research and evaluation can occur at any time during
progress. the counseling process or after termination.

Stage Four: Intervention and Problem Solving
Once the counselor and client have formulated a
counseling goal, they can determine what
intervention strategy to implement. They may
choose from a variety of interventions, including
individual, group, couples, and family counseling.
 The counselor should provide an overview
of the different treatment approaches
available, describe the role of the counselor
and client for each procedure, identify
possible risks and benefits that may result,
and estimate the time and cost of each
procedure.
 Counselors should also be aware of a client's
personal strengths and weaknesses in
selecting a counseling approach.
 Problem-Solving Strategies
o Several problem-solving
approaches can be used in the
counseling process (for example,
Heppner & Krauskopf, 1987; Kanfer
& Busemeyer, 1982).
o Kanfer and Busemeyer identify a
six-stage model for problem
solving: problem detection,
problem definition, identification of
alternative solutions, decision-
making, execution, and verification.
Stage Five: Termination and Follow-Up
Perhaps the ultimate goal in counseling is for
counselors to become obsolete or unnecessary to
their clients. This result can occur when clients have Values
worked through their concerns and are able to
proceed forward in their lives without the
counselor’s assistance.
 Some behavioral approaches utilize single-
case or small-group research designs that
require counselors to evaluate counseling
whenever they implement an intervention
strategy.
 These research procedures involve face-to-
face interaction between the counselor and
client.
Communication
 Communication may be regarded as a
simultaneous exchange of codes among
people who have consensus on the meaning
of such codes.
o A system of codes, symbols, and
processes that convey meaning.
 Communication is abstract and requires
interpretation of every word or utterance as
these are merely representations of one’s
thoughts.
 Communication guides people in creating
both their subjective realities (personal
beliefs, opinions, and life views about the
world) and objective realities (the rules and
conventions that govern daily human
living).
o An opportunity to pass on culture,
information, and life events.

 Quintana and Holahan (1992, p. 299) note

that research has identified four
components of termination that are
associated with positive outcomes in the
counseling process. Levels of Communication
o Discussion of the end of counseling,
review of the course of counseling, Refers to the kind of interactions that occur between
closure of the counselor-client the sender and receiver of information.
relationship, and discussion of the
client’s future post-counseling
plans.
 Counselors can also arrange with clients to
have a brief follow-up counseling session to
see how they are doing and provide
additional counseling services if necessary.
  Intrapersonal Communication Reception Models
You perform an intrapersonal
communication when you engage in self-  The reception models of communication are
introspection, reflection, or conscience concerned with how audiences understand
thinking. or decode the messages received.
 Interpersonal Communication  This was explained by Wilbur Schramm’s
The communication between two persons communication cycle, wherein the sender
(either face-to-face or virtual) is and the receiver are in the loop and they
interpersonal in nature. constantly change roles. Meanwhile, the
 Small Group Communication encoder develops and sends the message,
This breadth or level of communication while the decoder receives, interprets, and
occurs among a small number of people reacts to the message.
interaction for a purpose.
 Public Communication
This level of communication is public when
a speaker addresses several listeners and
these listeners only have a limited
opportunity to feedback.
 Mass Communication
Mass communication is roughly defined as
Berlo’s Transmission Model
an interaction between a source and a vast
audience. Like public communication, mass  Another scholar, David Berlo, created a
communication is also demonstrated before model that accounted for factors that affect
audience, but these audiences are typically how communicators are influenced when
anonymous and are in larger aggregates. they send and receive a message.

Conceptual models used to explain the human Interaction Process

communication process. It usually entails a sender
and receiver.
Transmission Model

 Transmission models are those which view

communication as a process of conveying a
fixed quantity of information wherein the
message is determined by the sender or Transaction Process
source.
 This communication process shows the
Ritual or Expressive Model simultaneous sending of messages between
the source and the receiver.
 If you might have noticed that transmission
models are very linear and mechanical,
expressive models, on the other hand, values
communication in the context of shared
understanding and emotions among
communicators.
Publicity Model

 The publicity model represents

communicators who are considered to be
spectators than participants in the
communication process.
 Publicity model is often used to understand
advertisements as they take into
consideration how their message would be
received by the audiences.