Social Deviance & Social Work: Understanding Norms, Labels and Perspectives

SOCIAL
DEVIANCE &
SOCIAL WORK
THE CONCEPT OF DEVIANCE
• "Deviance" is a wide-ranging term used by

sociologists to refer to behaviour that varies,
in some way, from a social norm.
• In this respect, it is evident that the concept
of deviance refers to some form of "rule-
breaking" behaviour.
INTRODUCTION TO
DEVIANCE
• Deviance
- Any behavior that violates cultural
norms.
- Norms are social expectations that
guide human behavior.
INTRODUCTION TO
DEVIANCE
• Types of deviance: (3 basic ideas)
1. Admired behaviour: an example of deviance that
might be considered as "good" or "admirable" behaviour
(whilst also breaking social norms) might be something
like heroism - the saving of the life of another person
whilst putting your own life in great danger, for example.
INTRODUCTION TO
DEVIANCE
2. Odd behaviour: many forms of behaviour - whilst not
being criminal - are frequently considered to be
somehow "odd" or "different" to normal behaviour.
These forms of deviance range from such things as
outlandish modes of dress, through mildly eccentric
forms of behaviour (the person who shares their house
with 50 cats, for example), to outright madness.
INTRODUCTION TO
DEVIANCE
3. Bad behaviour: deviant behaviour in this category
tends to be restricted to law-breaking or criminal
behaviour - behaviour that in some way is seen as
being something more than simply outlandish or
eccentric. Depending upon the time and place, forms of
behaviour in this category might include crimes of
violence, crimes against property and so forth.
INTRODUCTION TO
DEVIANCE
• Types of deviant activities:
A.FORMAL DEVIANCE - violation of formally
enacted laws.
- Can be described as a crime, which
violates laws in a society
INTRODUCTION TO
DEVIANCE
• INFORMAL DEVIANCE - violations of
informal social norms, norms that have
not been codified into law.
- Are minor violations that break unwritten
rules of social life.
INTRODUCTION TO
DEVIANCE
• FORMAL DEVIANCE: robbery, theft, rape,
murder, and assault
• INFORMAL DEVIANCE: picking one's nose,
belching loudly (in some cultures), or
standing too close to another
unnecessarily (again, in some cultures).
INTRODUCTION TO
DEVIANCE
• Taboo is a strong social form of behavior considered deviant by a
majority. To speak of it publicly is condemned, and therefore, almost
entirely avoided. The term “taboo” comes from the tongan word
“tapu” meaning "under prohibition", "not allowed", or "forbidden".
• Some forms of taboo are prohibited under law and transgressions may
lead to severe penalties. Other forms of taboo result
in shame, disrespect and humiliation.
• Taboo is not universal but does occur in the majority of societies. Some
of the examples include murder, rape, incest, or child molestation.
INTRODUCTION TO
DEVIANCE
• Types of deviant behavior labels :
a. "falsely accusing" an individual - others perceive the individual to be obtaining
obedient or deviant behaviors.
b. "Pure deviance", others perceive the individual as participating in deviant and
rule-breaking behavior.
c. "Conforming", others perceive the individual to be participating in the social
norms that are distributed within societies.
d. "Secret deviance" which is when the individual is not perceived as deviant or
participating in any rule-breaking behaviors.
INTRODUCTION TO
DEVIANCE
• Functions of deviance: (Emile Durkheim)
a. "Deviance affirms cultural values and norms. Any definition of virtue
rests on an opposing idea of vice: there can be no good without evil
and no justice without crime".
b. Deviance defines moral boundaries, people learn right from wrong by
defining people as deviant.
c. A serious form of deviance forces people to come together and react in
the same way against it.
d. Deviance pushes society's moral boundaries which, in turn leads to
social change.
INTRODUCTION TO
DEVIANCE
• In sociology, deviance describes an action or
behavior that violates social norms, including a
formally enacted rule ,as well as informal
violations of social norms.
• A behavioural disposition that is not in conformity
with an institutionalized set-up or code of conduct.
INTRODUCTION TO
DEVIANCE
• Social norms differ throughout society and between
cultures. A certain act or behaviour may be viewed as
deviant and receive sanctions or punishments within
one society and be seen as a normal behaviour in
another society.
• Additionally, as a society's understanding of social
norms changes over time, so too does the collective
perception of deviance
• WHAT IS THE
IMPORTANCE/SIGNIFICANCE OF
STUDYING THE CONCEPT OF
DEVIANCE IN SOCIAL WORK
PRACTICE?
• WHAT IS THE
RELATIONSHIP/CONNECTION OF
SOCIAL DEVIANCE AND SOCIAL
PERSPECTIVES/APPROACHES IN
DEVIANCE: OBJECTIVE VS SUBJECTIVE
• Objective:
- Deviance lies in the characteristics/qualities of an
act or a person.
There is something about a person or their
behavior that makes them deviant.
It is often treated as a “common sense”.
Inherently deviant.
Characteristics of objective deviance that make

something inherently deviance:
• Harm (it’s deviant because it is inflicted harm on
someone or something)
• Rarity (it’s deviant because it rarely happens)
• Reaction ( it’s deviant because of how society
reacts to it)
• Norms (it’s deviant because it is violated social
• Subjective:
- Deviance is subjective perception of human
beings, rather than objective
characteristics/quality.
- Nothing is inherently deviant. It is all about the
labels that are applied to it.
- E.g. “Homicide is not inherently deviant because
killing is accepted in many contexts (war,
euthanasia)
• How would a subjective approach

examine/explain drinking and driving?
Years ago, drinking and driving was not seen as
deviant – everybody did it.
Over time, drinking and driving has become more
and more of a problem, if your do it, you are
shamed, charged and punished, etc.
• How would a subjective approach

examine/explain tattooing?
Years ago, tattoos were seen as deviant.
Nowadays, nobody really cares it, people have
tattoos.
This is simply because perceptions have
changed over time.
STRAIN THEORY
• Social strain theory was developed by famed American

sociologist Robert K. Merton.
• “Strain” refers to the discrepancies between
culturally defined goals and the institutionalized
means available to achieve these goals.
• Two criteria:
(1)a person’s motivations or her adherence to cultural
goals;
(2)a person’s belief in how to attain his goals.
STRAIN THEORY
• STRAIN THEORY
- The theory states that social structures may pressure citizens
to commit crimes.
Strain may be structural, which refers to the processes at the
societal level that filter down and affect how the
individual perceives his or her needs.
Strain may also be individual, which refers to the frictions
and pains experienced by an individual as he or she looks
for ways to satisfy individual needs.
STRAIN THEORY
• According to this theory, when people cannot

attain the "legitimate goal" of economic
success through what society defines as the
"legitimate means"—dedication and hard
work—they may turn to other illegitimate
means of attaining that goal.
• For Merton, this explained why people with less
money and items that demonstrated material
success would steal.
STRAIN THEORY
• In Merton's theory of strain, societies are composed of

two core aspects: culture and social structure.
• It is in the realm of culture that our values, beliefs,
goals, and identities are developed.
• These are developed in response to the existing social
structure of society, which is supposed to provide the
means for us to achieve our goals and live out positive
identities.
TYPES OF DEVIANCE: FIVE WAYS OF RESPONDING TO
STRAIN
CONFORMIT INNOVATION RITUALISM RETREATISM REBELLION

Y
 This applies  The use of  This  When people  This applies
to people illegitimate or describes both reject to people and
who accept unconvention those who the culturally groups that
both the al means of pursue the valued goals both reject
culturally obtaining the legitimate of a society the culturally
valued goals culturally means of and the valued goals
and the valued goal. attaining legitimate of a society
legitimate goals, but means of and the
ways of who set more attaining legitimate
pursuing and humble and them and live means of
attaining achievable their lives in attaining
them, and goals for a way that them, but
who go along themselves. evades instead of
in step with participation retreating,
these norms. in both, they work to
can be replace both
described as with different
retreating goals and
STRAIN THEORY
* political ritualism, which occurs when people

participate in a political system by voting despite
the fact that they believe that the system is broken and
cannot actually achieve its goals.
Ritualism is common within bureaucracies, wherein
rigid rules and practices are observed by
members of the organization, even though doing so
is often counter to their goals. Sociologists call this
"bureaucratic ritualism."
DIFFERENTIAL ASSOCIATION
THEORY
- proposes that through interaction with others,
individuals learn the values, attitudes, techniques, and
motives for criminal behavior.
- An important quality of differential association theory is the
frequency and intensity of interaction.
- The amount of time that a person is exposed to a
particular definition and at what point the interaction
began are both crucial for explaining criminal activity.
- The process of learning criminal behavior is really not
any different from the process involved in learning any
other type of behavior.
DIFFERENTIAL ASSOCIATION
THEORY
• One very unique aspect of this theory is that it works to explain more
than just juvenile delinquency and crime committed by lower class
individuals.
• Since crime is understood to be learned behavior, the theory is also
applicable to white-collar, corporate, and organized crime.
White-collar crime Organized Crime Corporate crime
- Financially - transnational, - Refers to crime
motivated, non- national, local committed either by
violent crime groups of highly a corporation, or
committed by centralized individuals acting on
businesses and enterprise run by behalf of the
government criminals who corporation of the
professionals. intend to engage business entity.
- E.g theft, fraud, in illegal activity,
embezzlement, most commonly for
money laundering, profit.
forgery. - E.g. terrorist
THE PRINCIPLES OF SUTHERLAND’S
THEORY OF DIFFERENTIAL ASSOCIATION
• All criminal behavior is learned.

• Criminal behavior is learned through
interactions with others via a process
of communication.
• Most learning about criminal behavior
happens in intimate personal groups
and relationships.
• The process of learning criminal behavior may include

learning about techniques to carry out the
behavior as well as the motives and rationalizations
that would justify criminal activity and the attitudes
necessary to orient an individual towards such
activity.
• The direction of motives and drives towards criminal
behavior is learned through the interpretation of
legal codes in one’s geographical area as favorable
or unfavorable.
• A person becomes delinquent because

of an excess of definitions favorable to
violation of law over definitions
unfavorable to violation of the law.
• Differential associations may vary in
frequency, duration, priority, and intensity.
• The process of learning criminal behaviors through

interactions with others relies on the same
mechanisms that are used in learning about any
other behavior.
• Criminal behavior could be an expression of
generalized needs and values, but they don’t
explain the behavior because non-criminal behavior
expresses the same needs and values.
DETERRENCE THEORY
• Deterrence in relation to criminal offending is the
idea or theory that the threat of punishment will
deter people from committing crime and reduce
the probability and/or level of offending in society.
• It is one of five objectives that punishment is
thought to achieve; the other four objectives
are denunciation, incapacitation (for the
protection of
society), retribution and rehabilitation.
• Denunciation - punishment is justified because it
expresses society's abhorrence of crime and shows the
commitment of a particular society to its own values.
• Incapacitation - It involves *capital punishment,
sending an offender to prison, or possibly restricting
their freedom in the community, to protect society and
prevent that person from committing further crimes.
• Retribution- punishment by which society makes the
offender suffer as much as the suffering caused by the
crime.
• Rehabilitation - simply means the process of helping
*Capital punishment, also known as
a person to readapt to society or the
to death
restore someone
penalty, is a government-
sanctioned practice whereby a
to a former position or rank. person is killed by the state as a
punishment for a crime.
DETERRENCE THEORY
• Criminal deterrence theory has two possible
applications:
a. punishments imposed on individual
offenders will deter or prevent that particular
offender from committing further crimes.
b. public knowledge that certain offences will be
punished has a generalised deterrent effect
which prevents others from committing crimes.
DETERRENCE THEORY
• An underlying principle of deterrence is

that it is utilitarian or forward-looking.
• As with rehabilitation, it is designed to
change behaviour in the future rather
than simply provide retribution or
punishment for current or past behaviour.
SYMBOLIC
INTERACTIONISM
• theoretical approach that can be used to
explain how societies and/or social groups
come to view behaviors as deviant or
conventional.
• Labeling theory, differential association, social
disorganization theory, and control theory fall
within the realm of symbolic interactionism.
SYMBOLIC
INTERACTIONISM
• Labeling theory examines the ascribing of a
deviant behavior to another person by members of
society.
• Thus, what is considered deviant is determined not
so much by the behaviors themselves or the people
who commit them, but by the reactions of others to
these behaviors.
• As a result, what is considered deviant changes over
time and can vary significantly across cultures.
SYMBOLIC
INTERACTIONISM
• Primary deviance is a violation of norms
that does not result in any long-term
effects on the individual’s self-image or
interactions with others.
- Individuals who engage in primary deviance
still maintain a feeling of belonging in
society and are likely to continue to
conform to norms in the future.
SYMBOLIC
INTERACTIONISM
• Secondary deviance occurs when a person’s self-concept
and behavior begin to change after his or her actions are
labeled as deviant by members of society.
- The person may begin to take on and fulfill the role of a
“deviant” as an act of rebellion against the society that
has labeled that individual as such.
- Secondary deviance can be so strong that it bestows a master
status on an individual.
- A master status is a label that describes the chief characteristic
of an individual.
SOCIOLOGICAL
THEORY/ETHNOMETHODOLOGY
• a perspective within sociology which focuses

on the way people make sense of their
everyday life.
• People are seen as rational actors, but
employ practical reasoning rather than
formal logic to make sense of and function in
society.
• Study of methods people use for
understanding and producing the social
SOCIOLOGICAL
• Ethnomethodology is the study of how

people use social interaction to
maintain an ongoing sense of reality in a
situation.
• Ethnomethodology, in simple words, is
about the methods people employ to
make sense of the everyday world.
Something like a casual question asking
SOCIOLOGICAL
• Ethnomethodologists explore the

question of how people account for
their behaviors.
• To answer this question, they
may deliberately disrupt social
norms to SEE how people respond
and how they try to restore social
CONFLICT PERSPECTIVE
• In conflict theory, deviant behaviors are actions
that do not comply with social institutions.
• The institution’s ability to change norms, wealth,
or status comes into conflict with the individual.
• The legal rights of poor folks might be ignored,
while the middle class side with the elites rather
than the poor.
• Conflict theory is based upon the view that the
fundamental causes of crime are the social and
economic forces operating within society.
CONFLICT PERSPECTIVE
• Interprets society as a struggle for
power between groups engaging
in conflict for limited resources.
• Sees social life as a competition and
focuses on the distribution of
resources, power, and inequality.
• View society as an arena of inequality
that generates social conflict and
• Karl Marx is the founder of conflict theory. There are two
general categories of people in industrialized
societies: the capitalist class and the working class.
a. The Capitalist Class, or elite, consists of those in
positions of wealth and power who OWN the means
of production or control access to the means of
production.
b. The Working Class consists of relatively powerless
individuals who SELL their labor to the capitalist class.
* It is advantageous to the elite to keep the working class
in a relatively disadvantaged position so that they can
maintain the status quo and their own privileged positions.
SOCIAL
DISORGANIZATION
• a theory developed by the Chicago School,
THEORY
related to ecological theories.
• The theory directly links crime rates to
neighbourhood ecological characteristics;
a core principle of social disorganization
theory that states location matters.
• In other words, a person's residential
location is a substantial factor shaping the
likelihood that that person will become
involved in illegal activities.
SOCIAL
STRENGTHS
DISORGANIZATION
MAJOR PREMISE Identifies why crime
THEORY
Crime is a product rates are highest in
of transitional slum areas. Points
neighborhoods that out the factors that
manifest social produce crime.
disorganization and Suggests programs
value conflict. to help reduce
crime.
SOCIAL
• WhatDISORGANIZATION
exactly is social disorganization?
THEORY
- Sparse local networks, weak social ties
- Low organizational participation
- Lack of trust among neighbors
• Result
- Inability to solve problems and pursue goals
- Parents less able to socialize and control
youth\
- Breakdown in surveillance
GENDER PERSPECTIVE
MIDTERM COVERAGE
• Focuses particularly on gender-based

differences in status and power, and
considers how such discrimination shapes the
immediate needs, as well as the long-term
interests, of women and men.
• Gender is defined as the social positions,
attitudes, traits, and behaviors that a society
assigns to females and males.
GENDER PERSPECTIVE
• A close examination of theories of deviance reveals an
androcentric or male oriented perspective.
• Early theorists and researchers in particular concluded
from studies of boys and men when trying to explain
female deviant behavior.
• Feminists, or members of society advocating equality
between the sexes, have made a few strides with
respect to introducing notions of gender into
theories of deviance and crime.
GENDER PERSPECTIVE
Main Schools of Thought:
A. THE CHIVALRY PERSPECTIVE
- attempts to explain why girls and women are not
seen as deviants.
- Why do most people think of boys and men when
considering deviant and criminal behavior,
specifically violent deviant and criminal behavior?
- This theory proposes that members of society are
socialized not to see girls and women as
deviants.
GENDER PERSPECTIVE
…CHIVALRY PERSPECTIVE
- almost all members of society talk about delinquency, by which
they generally mean male delinquency.
- More specifically, this argument theorizes that powerful male
members of society (e.g., police officers, judges, the male
dominated media) ‘‘protect’’ or ‘‘save’’ girls/women from the
label of deviance.
- And with respect to domestic violence, it was noted that
current understandings of rape and battering suggest that
women are not perpetrators.
- More specifically, according to present day social norms and
values, women do not rape and women do not batter.
GENDER PERSPECTIVE
• This perspective posits that members of the male
dominated criminal justice system will ignore, dismiss,
and/or explain away female deviance and crime.
• Girls and women, therefore, are not seen as
deviant because male members of society protect
them from the label.
• Male police officers, prosecutors, and judges have a
traditionally chivalrous attitude toward women
and treat them with more leniency than men.
GENDER PERSPECTIVE
- Patriarchal explanations posit that male dominated social institutions,
especially the family, are designed to prevent girls and women
from engaging in deviance and crime.
- Socialization processes within the family control girls more than boys,
teaching boys to be risk takers while teaching girls to avoid risk.
- In patriarchal families the father’s occupation places him in the
‘‘command’’ position (e.g., manager, super visor, CEO) and the
mother either stays at home or works in a job where she occupies
the ‘‘obey’’ position (i.e., taking orders from super visors).
- In these families, according to the theory, the behaviors of girls and
women are more closely monitored and controlled.
- Girls are expected to adhere to stricter moral standards and face a
stronger sense of guilt and disapproval when they break the rules.
GENDER PERSPECTIVE
- This is a male oriented perspective. This line of
reasoning argues that males control girls and
women and, therefore, control female
deviance and crime.
- These androcentric theories do not attempt
to understand female deviance in and of itself,
explaining female behavior by way of male
behavior.
GENDER PERSPECTIVE
• The remaining two perspectives, the women’s liberation
hypothesis and the theory of victimization, attempt to explain
the deviant behavior of girls and women apart from the
attitudes/behavior of males.
B. WOMEN’S LIBERATION HYPOTHESIS
- proposes that as the gap between women’s and men’s social
equality decreases, the gap between women’s and men’s
deviant behavior decreases as well.
- This theoretical explanation suggests that the women’s
movement has brought about changes in traditional
gender roles, greater equality for women, and an increase in
the female labor force.
GENDER PERSPECTIVE
C. THEORY OF VICTIMIZATION
- proposes that women are deviants in part because of their
status as victims of male abuse and/or violence.
- girls are much more likely to be the victims of child sexual
abuse than are boys.
- Additionally, girls are much more likely than boys to be
assaulted by a family member (often a step father).
- This theory, although it addresses girls’ and women’s
relationships with boys and men, serves as a building block
for theories that consider the unique status of girls and women
in society and its contribution to deviant behavior.
THE FEMINIST
PERSPECTIVE/THEORY
- analyzes *gender stratification through the intersection
gender, race, and class.
of
- *gender stratification – refers to the inequalities between

women and men regarding wealth, power and privilege.
- It examines women's and men's social roles, experiences,
interests, chores, and feminist politics in a variety of fields.
• Feminist theory uses the conflict approach to examine the
reinforcement of gender roles and inequalities,
highlighting the role of patriarchy in maintaining the oppression
of women.
• Feminism focuses on the theory of patriarchy as a system of
power that organizes society into a complex
of relationships based on the assertion of male supremacy.
PSYCHOLOGICAL
PERSPECTIVES
• An approach is a perspective (i.e., view) that involves certain
assumptions (i.e., beliefs) about human behavior: the way they function,
which aspects of them are worthy of study and what research methods are
appropriate for undertaking this study.
Behaviorist perspective Cognitive perspective
Psychodynamic
perspective Biological perspective
Humanism perspective Evolutionary perspective

• view people as controlled by their environment and
specifically that WE are the result of what we have learned
from our environment.
• concerned with how environmental factors (called STIMULI)
affect observable behavior (called the RESPONSE).
• two main processes whereby people LEARN from their
environment:
a. classical conditioning
b. operant conditioning
Classical conditioning - involves learning by association.
Operant conditioning - involves learning from the consequences
of behavior.
Psychodynamic perspective
• our childhood can have a significant impact on
our behavior as adults.
• people have little free will to make choices in
life. Instead, our behavior is determined by the
unconscious mind and childhood experiences.
• human mind is like an iceberg, with only a small
amount of it being visible, that is our
observable behavior, but it is the
unconscious, submerged mind that has the
most, underlying influence on our behavior.
• unconscious mind consisted of three
components: the 'id' the 'ego' and the
'superego.’
Humanistic perspective
• emphasizes the study of the whole person
(know as holism).
• look at human behavior, not only through the
eyes of the observer, but through the eyes
of the person doing the behaving.
• an individual's behavior is connected to his
inner feelings and self-image.
• centers on the view that each person is
unique and individual, and has the free will
to change at any time in his or her lives.
• we are each responsible for our own
happiness and well-being as humans. We
have the innate capacity for self-
actualization, which is our unique desire to
achieve our highest potential as people.
Cognitive psychology
• concerned with “mental” functions such
as memory perception, attention, etc.
• views people as being similar to
computers in the way we process
information.
(both human brains and computers process
information, store data and have input an
output procedure)
• memory comprises of three stages:
a. encoding (where information is received
and attended to)
b. storage (where the information is retained)
c. retrieval (where the information is
recalled).
Biological psychology
• Biological factors such as chromosomes,
hormones and the brain all have a
significant influence on human behavior.
• most behavior is inherited and has an
adaptive (evolutionary) function.
• Biological psychologists explain
behaviors in neurological terms, (e.g.
the physiology and structure of the
brain and how this influences behavior.
Many biological psychologists have
concentrated on abnormal behavior and
have tried to explain it. For example,
biological psychologists believe that
schizophrenia is affected by levels of
dopamine (a neurotransmitter).
Evolutionary psychology
• the brain (and therefore the mind) evolved to solve problems
encountered by our hunter-gatherer ancestors during the upper Pleistocene
period over 10,000 years ago.
• explains behavior in terms of the selective pressures that SHAPE
behavior. Most behaviors that we see/display are believed to have
developed during our EEA (environment of evolutionary adaptation) to help
us survive.
• Observed behavior is likely to have developed because it is adaptive.
(individuals who are best adapted survive and reproduce. )
• The mind is therefore equipped with ‘instincts’ that enabled our ancestors
to survive and reproduce.
GENDER-BASED PERSPECTIVE
BASIC CONCEPTS ON GENDER
SEX  Biological or physical
difference between men
and women.
 Sex Identity is
determined by reference
to genetic and
anatomical
 Sex is largely
characteristics.
unchangeable.
Ateneo Human Rights Center, 2007.
Training Manual on Gender Sensitivity and
 Refers to the culturally
GENDER or socially constructed
roles ascribed to males
and females.
 Identifies the social
relations between men
and
 It canwomen.
be taught or
learned.
 It is dynamic and can be
changed.
ACTIVITY 1. SEX OR GENDER
• Instruction: Indicate whether each statement refers

to sex or gender
Women can give birth but men
cannot Sex
Girls are not as good as boys in
math Gender
Women can breastfeed but men
cannot Sex
Girls are modest and timid while
boys are hard and tough Gender

to sex or gender
Sports are more important for boys
than girls
Gender
Women can get pregnant but men
cannot Sex
Women do not drive trains Gender
Girls need to find a good husband;
boys need to find a good job Gender

to sex or gender
A boy’s voice breaks at puberty but
a girl’s voice does not
Sex
In some countries, it is customary
for women to get paid 40-60% less Gender
than men for the same type of work
Girls are sensitive; boys don’t cry Gender

GENDER
Activities ascribed to men and
ROLES women on the basis of perceived
differences.

Role divisions are perceived to be pre-

determined, such that:
Women bear Child-rearing
children functions
Child-rearing Caretakers of the
functions home
Caretakers of the Domestic
home roles/housework
Therefore:
Women = reproductive, home manager
(private sphere)
Men = productive, income earners (public

sphere)
Translated to:
Men = Dominant position in society,
extensive participation in all spheres of life
due to major productive functions
Women = Secondary position, supportive

role, less extensive participation in public life
due to perceived minimal social and economic
contribution
GENDER  Roles that are usually

classified by sex, where
ROLES this classification is
social, and not
biological.
 The problem arises
when gender roles are
defined in terms of
biology or sex instead
Why do so many men
and women seem to
conform to society’s
definitions of what is
masculine and what
is feminine?
GENDER ROLE
SOCIALIZATION
o f l e a r n i n g a n d
Th e p ro c e s s
ra l l y a p p ro v e d
z in g c u l tu
internali e e l i n g a n d
s o f t hi n ki n g , f
wa y t o o n e’ s
v i n g a cc o r d i n g
beh a
gender.
INSTITUTIONS OF MASS GENDER
SOCIALIZATION
GOVERNMEN
T
HOME MEDIA
CHURCH
SCHOOL WORK LANGUAGE

SOCIALIZATION
HOME
Defining toys, clothes and household
chores, decision-making, etc.
SOCIALIZATION
SCHOOL
course, materials, curriculum etc. vs.
courses for men
SOCIALIZATION
MEDIA
programs, news/articles,
advertisements, magazines, internet,
etc.
SOCIALIZATION
WORKPLACE/WORK
unequal pay, benefits, feminization of
labor migration, position, etc.
SOCIALIZATION
LANGUAGE
This occurs when language
is sexist, devalues members
of one sex, fosters gender
inequality and discriminates
women by rendering them
invisible or by trivializing
them, at
the same time that it
perpetuates notions of male
supremacy.
GENDER DEFINITION ALSO
CONSISTS OF:
Social relations, including power
relations, between women and men.
“…gender roles and characteristics do

not exists in isolation, but are defined in
relation to one another and through the
relationships between women and men,
girls and boys” (Health Canada, 2004)
*Watch Start with the Boys and Power of Words to a Girl
TRADITIONAL GENDER ROLES
DIVIDE
MEN AND WOMEN
TO DE N Y WO
A C C E S S ME N A
Y M E N T H E P U CCESS
DEN r a nt B LIC WO TO
u r tu  RLD O
 The n Work F
iv e 
 Emot i e n te d Achiev
e m e nt
e r- o r 
 Oth O F
Indepe
ndenc
WO R L D  Po e
I C LI FE w e r
E S T
DOM

TRADITIONAL GENDER ROLES
DIVIDE
MEN AND WOMEN
GENDER BIAS
gender bias noun gender prejudice, one-
sidedness, partiality, partisanship, prejudice, sexual
discrimination, unequal treatment, unfair treatment,
unfairness, unlawful treatment

MANIFESTATIONS OF GENDER BIAS
le B ur d en
Multip
A condition
experienced by a person
(usually women) when limited
time and energy is devoted to
several tasks/
responsibilities.
Ateneo Human Rights Center, 2007. Training Manual on Gender Sensitivity
y p es
Ste reot nq u e st i on e d
a ss i g n fi xed, u t
en d e n cy t o ti on s a b ou
The t e f s an d p ercep
ex am i ne d beli e r g en d e r as
and un a n d a b o u t oth l .
n a n d m e n w e l
wome
r a c t er i s ti cs
l i e f i n t h e cha
n e r al i z ed b e i r g e n d er.
An ove r- g e m p ly on t h e
as e d s i
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and CEDAW
Gender Divis
ion of Labor
PUBLIC-PRIVATE DIVIDE
Women are confined to the
private concerns of the HOME and
FAMILY; Outside work are
extensions of their domestic
functions
Men engage in the public world of

AteneoWORK and
Human Rights Center,POLITICS
2007. Training Manual on Gender Sensitivity
and CEDAW
Gender-
based V
iolence
Gender-based violence (GBV) is an
umbrella term for any harmful act that
is perpetrated against a person’s will
and that is based on socially ascribed
(i.e. gender) differences between males
and females. – IASC GBV Guidelines
and CEDAW
N OF
SS IO g a n d
OPPR E
to b e st ro n
ME1. Men expe
N c t e d is
t h a t o f h
o l olife and
f hi s
in con t r family.
t h e y d o n o t
te d a s i f
2. Men trea e r i e n ce t h e f u l l
r e x p
feel pain o n s l i ke w o m e n .
e o fe m o t i o
ang
rAteneo Human Rights Center, 2007. Training Manual on Gender Sensitivity
and CEDAW
N OF
SS IO te d t o
OPPR E
n n ot ex p e c
ME3. Boys and
N m e n d
r a nc e a
l o sen, reassu
e ss
need c attention.
sk s fo r h e l p
o r m a n a
4. If a boy w e a k a n d p u t
e n a s
they are se li ke a w o m a n .
o r be h a v i n g
do w n f
and CEDAW
N OF
E SS IO
OPPR EN r e n t l y
M
a t e d a s i nh e
Men t re c e d
v i o l e n t . F o r
e a n d
aggressiv w d e fi n i t i o n o f
into n a rro
y d o n o t fi t
W h e n t h e
maleness. e l e d “ w i m p ” o r
o n l a b
the definiti “sissy ” o r “ g i rl ”
and CEDAW
FEMINIST
THEORIES/PERSPECTIVE
• Feminism is the organized movement which
promotes equality for men and women in
political, economic and social spheres.
• Feminists believe that women are oppressed
simple due to their sex based on the dominant
ideology of patriarchy.
• Ridding society of patriarchy will result in
liberation for women, men, minorities, and
FEMINIST
• Patriarchy is the system which oppresses women
through it's social, economic and political institutions.
Throughout history men have had greater power in
both the public and private spheres.
• To maintain this power, men have created boundaries
and obstacles for women, thus making it harder for
women to hold power.
• There is an unequal access to power. Patriarchy also
includes the oppression of minorities and homosexuals.
FEMINIST
• Feminism ideology can take many different forms. In
the 1970's, women started developing a theory
which helped to explain their oppression.
• By the 1980's, however, feminists started
disagreeing on particular issues linked to feminism.
• Today, there are as many definitions of feminism as
there are feminists. Each definition of feminism
depends on a number of factors including ones
own beliefs, history and culture.
FEMINIST
• Feminism addresses the issues of gender
inequality, patriarchy and sexism. The
definition of patriarchy provided by Renzetti
and Curran (1998) is:
• "A sex/gender system in which men dominate
women, and what is considered masculine is
more highly valued than what is considered
feminine".
FEMINIST
• Broadly speaking, it ADVOCATES a change
towards greater equality between men and
women, the expansion of opportunities and
choices for women, the elimination of gender
stratification, more control for women over
their sexuality and reproduction, and the end of
sexual violence IN and OUTSIDE the home.
FEMINIST SOCIAL WORK
• Arose out of feminist social action being carried
by women working with their communities.
• Form of social work practice that takes women’s
experience of the world as the starting points of
its analysis and by focusing on the links between
a woman’s position in society, individual
predicament, responds to specific needs, creates
egalitarian relations in client-worker interaction and
addresses structural inequalities.
FEMINIST SOCIAL WORK
• A further strength of feminism that

is indispensable to social workers
is its commitment to social change
to better the lives of men, women,
and children.
DIFFERENT TYPES OF FEMINIST
THEORIES:
Different Types of Feminist Theories:

1. RADICAL FEMINISTS believe that society must be changed at its
core in order to dissolve patriarchy, not just through acts of
legislation.
- Radical feminists believe that the domination of men (They believe this
because it spans across the world oppressing women of different races, ethnicities, classes and cultures.)
is the oldest and worst kind of oppression in the world.
- Radical feminists want to free both men and women from the rigid
gender roles that society has imposed upon them. It is this sex-
gender system that has created oppression and radical feminist's
mission is to overthrow this system by any possible means.
DIFFERENT TYPES OF
FEMINIST THEORIES:
- Radical feminists emphasize their
difference from men.
- This type of feminist highlights the
importance of individual feelings,
experiences and relationships.
DIFFERENT TYPES OF
FEMINIST THEORIES:
• RADICAL FEMINISM, in particular, considers
the role of the family in perpetuating male
dominance. In PATRIARCHAL societies, men’s
contributions are seen as more valuable than
those of women. Additionally, women often
perceive a DISCONNECT between their
personal experiences and the way the WORLD
is represented by SOCIETY as a whole.
DIFFERENT TYPES OF
FEMINIST THEORIES:
– The radical feminists go a step further. They do
not believe that equal rights and opportunities or
a change in the STRUCTURE and ALLOCATION of
role in the family will bring about equality
between men and women.
– What they propose are more drastic
measures. They believe that the whole
concept of GENDER itself should be
eliminated together with patriarchy.
DIFFERENT TYPES OF
FEMINIST THEORIES:
• As women have often been associated to tasks around
the home due to the FACT that they are the child-
bearers, the radical feminists suggest that women's
body should be dissociated from child-bearing by the
USE of new reproductive technologies.
• The whole notion of MOTHERHOOD AND FAMILY is
questioned and the radical feminists believe that it is
by leaving behind these concepts that women will be
truly liberated and ABLE to achieve equality with men.
DIFFERENT TYPES OF
FEMINIST THEORIES:
2. Liberal Feminism
- Liberal feminism was most popular in the 1950's and 1960's
when many civil rights movements were taking place.
- The main view of liberal feminists are that all people are
created equal by God and deserve equal rights. These
types of feminists believe that oppression exists because of
the way in which men and women are socialized, which
supports patriarchy and keeps men in power positions.
DIFFERENT TYPES OF
FEMINIST THEORIES:
- Liberal feminists believe that women have the same
mental capacity as their male counterparts and
should be given the same opportunities in political,
economic and social spheres.
- Women should have the right to choose, not have
their life chosen for them because of their sex.
Essentially, women must be like men.
-
DIFFERENT TYPES OF
FEMINIST THEORIES:
- Liberal feminists create and support acts of
legislation that remove the barriers for women.
These acts of legislation demand equal opportunities
and rights for women, including equal access to jobs
and equal pay.
- Liberal feminists believe that removing these barriers
directly challenges the ideologies of patriarchy, as well
as liberates women.
DIFFERENT TYPES OF
FEMINIST THEORIES:
• LIBERAL FEMINISM: The liberal feminists try to
promote GENDER EQUALITY by asking for
equal opportunities and rights for men and
women. They also believe that women should be
granted more freedom, including reproductive
and sexual freedom. The liberal feminists,
however, DO NOT challenge the present system.
For the most part, they accept the basic
organisation of our present society.
DIFFERENT TYPES OF
FEMINIST THEORIES:
3. Socialist Feminism
- Socialist feminists believe that there is a direct link between
class structure and the oppression of women.
- Socialist feminists reject the idea that biology
predetermines ones gender. Social roles are not inherent
and women's status must change in both the public and private
spheres.
- socialist feminists believe that although women are divided by
class, race, ethnicity and religion, they all experience the
same oppression simply for being a woman
DIFFERENT TYPES OF
FEMINIST THEORIES:
- Socialist feminist believe that the way to end
this oppression is to put an end to class
and gender. Women must work side by
side men in the political sphere.
- In order to get anything accomplished, women
must work with men, as opposed to
ostracizing them. There must be a coalition
between the two and they must see each other
as equals in all spheres of life.
DIFFERENT TYPES OF
FEMINIST THEORIES:
4. Cultural Feminism
- Cultural feminists believe that there are fundamental,
biological differences between men and women, and
that women should celebrate these differences. Women are
inherently more kind and gentle.
- Females values ideas such as interdependence, cooperation,
relationships, community, sharing, joy, trust and peace.
- Cultural feminists are usually non-political, instead focusing
on individual change and influencing or transforming
society through this individual change.
DIFFERENT TYPES OF
FEMINIST THEORIES:
5. Ecofeminism
- Ecofeminists believe that patriarchy and male
domination is harmful to women, as well as the
environment. Men feel as though they must tame and
conquer both in order to have complete power.
Ecofeminists say that it is this desire that destroys
both women and the Earth.
- Ecofeminists believe that women have a central role in
preserving nature because woman understand and are
one with nature.
FINAL COVERAGE
OVERVIEW ABOUT
EMOTIONAL/BEHAVIORAL
DISORDERS
Emotional disturbance
“…a condition exhibiting one or more of the following
characteristics over a long period of time and to a
marked degree that adversely affects a child’s
educational performance:
o An inability to learn that CANNOT be explained by
intellectual, sensory, or health factors.
o An inability to build or maintain satisfactory
interpersonal relationships with peers and teachers.
OVERVIEW ABOUT
DISORDERS
Emotional disturbance
oInappropriate types of behavior or feelings
under normal circumstances.
oA general pervasive mood of unhappiness or
depression.
oA tendency to develop physical symptoms or
fears associated with personal or school
problems.”
OVERVIEW ABOUT
DISORDERS
Emotional disturbance Characteristics:
- can affect an individual in areas beyond the emotional.
Depending on the specific mental disorder involved, a person’s
physical, social, or cognitive skills may also be affected.
“Mental illnesses are medical conditions that disrupt a

person’s thinking, feeling, mood, ability to relate to
others and daily functioning. Just as diabetes is a
disorder of the pancreas, mental illnesses are medical
conditions that often RESULT in a diminished capacity for
coping with the ordinary demands of life.”
SOME OF THE CHARACTERISTICS AND
BEHAVIORS SEEN IN CHILDREN WHO
HAVE AN EMOTIONAL DISTURBANCE
INCLUDE:
◾Hyperactivity (short attention span, impulsiveness);
◾Aggression or self-injurious behavior (acting out,
fighting);
◾Withdrawal (not interacting socially with others,
excessive fear or anxiety);
◾Immaturity (inappropriate crying, temper tantrums,
poor coping skills); and
◾Learning difficulties (academically performing below
grade level).
DISORDERS: CAUSES
• No one knows the actual cause or causes of emotional
disturbance, although several factors—heredity, brain
disorder, diet, stress, and family functioning—have been
suggested and vigorously researched.
• researchers have not found that any of these factors are
the direct cause of behavioral or emotional problems.
• mental illnesses can affect persons of any age, race,
religion, or income.
DISORDERS: CAUSES
• Mental illnesses are not the result of
personal weakness, lack of character, or poor
upbringing. Mental illnesses are treatable.
Most people diagnosed with a serious mental
illness can experience relief from their
symptoms by actively participating in an
individual treatment plan.
SPECIFIC EMOTIONAL
DISTURBANCES
Anxiety
disorder Eating disorder
Obsessive-
Bipolar
compulsive
disorder
disorder
Conduct Psychotic disorder
disorder
SPECIFIC EMOTIONAL DISTURBANCES
1. Anxiety Disorders
- anxiety can be excessive, persistent, seemingly
uncontrollable, and overwhelming.
- An irrational fear of everyday situations may be
involved.
- This high level of anxiety is a definite warning sign
that a person may have an anxiety disorder.
- the most common psychiatric illnesses affecting
children and adults.
- They are also highly treatable.
SPECIFIC EMOTIONAL
DISTURBANCES
• “anxiety disorder” is term that actually refers to several
distinct disabilities that share the core characteristic of
irrational fear:
a. generalized anxiety disorder (GAD)
b. obsessive-compulsive disorder (OCD)
c. panic disorder
d. posttraumatic stress disorder (PTSD
e. social anxiety disorder (also called social phobia)
f. specific phobias
SPECIFIC EMOTIONAL
DISTURBANCES
2. Bipolar Disorder
- Also known as manic-depressive illness.
- a serious medical condition that causes dramatic
mood swings from overly “high” and/or irritable to
sad and hopeless and then back again, often with
periods of normal mood in between.
- combines medication and psychosocial treatment.
SPECIFIC EMOTIONAL
DISTURBANCES
3. Conduct Disorder
- behavioral and emotional problems in youngsters.
- Children and adolescents with this disorder have great
difficulty following rules and behaving in a socially
acceptable way.
- one of the most difficult behavior disorders to treat.
• aggression to people and animals
• destruction of property
• deceitfulness, lying, or stealing
• truancy or other serious violations of rules.
Services:
training for parents on how to handle
child or adolescent behavior
family therapy
training in problem solving skills for
children or adolescents; and
community-based services that focus on
the young person within the context of
family and community influence
SPECIFIC EMOTIONAL
4.DISTURBANCES
Eating Disorders
- characterized by extremes in eating behavior—
either too much or too little—or feelings of
extreme distress or concern about body weight
or shape.
- Females are much more likely than males to
develop an eating disorder.
- Anorexia nervosa and bulimia nervosa are the
two most common types of eating disorders.
 Anorexia nervosa is characterized by self-starvation and
dramatic loss of weight.
-
 Bulimia nervosa involves a cycle of *binge eating, then self-

induced vomiting or purging. Both of these disorders are
potentially life-threatening.
* characterized by eating excessive
amounts of food, while feeling
unable to control how much or what
is eaten
• The most effective and long-lasting
treatment for an eating disorder is
some form of psychotherapy or
counseling, coupled with careful
attention to medical and nutritional
needs. Some medications have been
shown to be helpful.
SPECIFIC EMOTIONAL
DISTURBANCES
5. Obsessive-Compulsive Disorder (OCD)
- characterized by recurrent,
unwanted thoughts (obsessions) and/or
repetitive behaviors (compulsions).
- scientific evidence suggests that OCD results from a chemical
imbalance in the brain.
Treatment for most people with OCD should include one or more
of the following:
◾therapist trained in behavior therapy;
◾Cognitive Behavior Therapy (CBT);
◾medication (usually an antidepressant).
SPECIFIC EMOTIONAL
DISTURBANCES
6. Psychotic Disorders
- severe mental disorders that cause abnormal
thinking and perceptions.
- main symptoms are delusions and hallucinations.
Delusions are false beliefs, such as thinking that
someone is plotting against you.
Hallucinations are false perceptions, such as
hearing, seeing, or feeling something that is not
there.
Treatment for psychotic disorders will
differ from person to person, depending
on the specific disorder involved. Most are
treated with a combination of medications
and psychotherapy (a type of counseling).
ANXIETY DISORDERS
A. GENERAL ANXIETY DISORDER

- is characterized by excessive, exaggerated anxiety and worry
about everyday life events with NO OBVIOUS REASONS for
worry.
- People/person tend to always expect disaster and can't
stop worrying about health, money, family, work, or school.
- the worry is often unrealistic or out of proportion for the
situation. Daily life becomes a constant state of worry, fear,
and dread.
- dominates the person's thinking that it interferes with daily
functioning, including work, school, social activities,
and relationships
ANXIETY DISORDERS
GENERAL ANXIETY DISORDER SYMPTOMS

Sweating, difficulty
Restlessness or a
Excessive, ongoing concentrating,
feeling of being
worry and tension nausea
"edgy"
Going to bathroom
An unrealistic view of Irritability, muscle frequently
problems tension, headaches
Tiredness, trouble
Trembling, being
falling or staying
easily startled
asleep
ANXIETY DISORDERS
…..GENERAL ANXIETY DISORDER CAUSES:

- Genetics: Some research suggests that family history plays a
part in increasing the likelihood that a person will develop GAD.
This means that the tendency to develop GAD may be passed
on in families.
- Brain chemistry: GAD has been associated with abnormal
functioning of certain nerve cell pathways that connect
particular brain regions involved in thinking and emotion.
- Environmental factors: Trauma and stressful events, such as
abuse, the death of a loved one, divorce, changing jobs or
schools, may contribute to GAD. GAD also may become worse
during periods of stress.
ANXIETY DISORDERS
B. PANIC DISORDER
- characterized by reoccurring unexpected panic attacks
- Panic attacks are sudden periods of intense fear that
may include palpitations, sweating, shaking, shortness
of breath, numbness, or a feeling that something
terrible is going to happen.
- cause of panic disorder is unknown. Often runs in
families.
- Risk factors include smoking, psychological stress, and
a history of child abuse.
ANXIETY DISORDERS
…..PANIC DISORDER
- usually treated with counselling and medications.
- counselling used is typically *cognitive behavioral
therapy (CBT) which is effective in more than half
of people.
- it usually begins during adolescence or early
adulthood but any age can be affected.
- less common in children and older people.
- Women are more often affected than men.
* Cognitive behavioral therapy
- encourages patients to confront the triggers that
induce their anxiety.
- By facing the very cause of the anxiety, it is
thought to help diminish the irrational fears that
are causing the issues to begin with.
- begins with calming breathing exercises,
followed by noting the changes in physical
sensations felt as soon as anxiety begins to
enter the body.
- clients are encouraged to keep journals
ANXIETY DISORDERS
C. OBSESSIVE-COMPULSIVE DISORDER
- common, chronic, and long-lasting
disorder in which a person has
uncontrollable, reoccurring thoughts
(obsessions) and/or behaviors
(compulsions) that he or she feels the
urge to repeat over and over.
……OBSESSIVE-COMPULSIVE DISORDER SYMPTOMS
Obsessions are repeated THOUGHTS, urges, or mental images that cause anxiety.
Common symptoms include:
• Fear of germs or contamination

• Unwanted forbidden or taboo thoughts involving sex, religion, or harm
• Aggressive thoughts towards others or self
• Having things symmetrical or in a perfect order
Compulsions are repetitive BEHAVIORS that a person w feels the urge to do in response to an

obsessive thought. Common compulsions include:
• Excessive cleaning and/or handwashing

• Ordering and arranging things in a particular, precise way
• Repeatedly checking on things, such as repeatedly checking to see if the door is locked or that
the oven is off
• Compulsive counting
Not all rituals or habits are compulsions. Everyone
double checks things sometimes. But a person with
OCD generally:
• Can't control his or her thoughts or behaviors, even when
those thoughts or behaviors are recognized as excessive
• Spends at least 1 hour a day on these thoughts or
behaviors
• Doesn’t get pleasure when performing the behaviors or
rituals, but may feel brief relief from the anxiety the
thoughts cause
• Experiences significant problems in their daily life due to
these thoughts or behaviors
ANXIETY DISORDERS
…..OBSESSIVE-COMPULSIVE DISORDER SYMPTOMS

• Genetics: Twin and family studies have shown that people
with first-degree relatives (such as a parent, sibling, or
child) who have OCD are at a higher risk for developing OCD
themselves.
• Brain Structure and Functioning: There appears to be a
connection between the OCD symptoms and abnormalities
in certain areas of the brain, but that connection is not
clear. Research is still underway.
• Environment: An association between childhood trauma and
obsessive-compulsive symptoms has been reported in some
studies.
ANXIETY DISORDERS
D. POST-TRAUMATIC STRESS DISORDER (PTSD)

- trauma and stress-related disorder that may develop
after exposure to an event or ordeal in which death or
severe physical harm occurred or was threatened.
- People who suffer from the disorder include military
troops, rescue workers, and survivors of shootings,
bombings, violence, and rape.
- Family members of victims can develop the disorder as
well through vicarious trauma.
ANXIETY DISORDERS
…..POST-TRAUMATIC STRESS DISORDER (PTSD) SYMPTOMS
• Re-living the traumatic event through distressing, unwanted
memories, vivid nightmares and/or flashbacks. This can also
include feeling very upset or having intense physical reactions
such as heart palpitations or being unable to breathe when
reminded of the traumatic event.
• Avoiding reminders of the traumatic event, including
activities, places, people, thoughts or feelings that bring back
memories of the trauma.
• Negative thoughts and feelings such as fear, anger, guilt, or
feeling flat or numb a lot of the time. A person might blame
themselves or others for what happened during or after the
traumatic event, feel cut-off from friends and family, or lose
interest in day-to-day activities.
ANXIETY DISORDERS
…..POST-TRAUMATIC STRESS DISORDER (PTSD)

SYMPTOMS
• Feeling wound-up. This might mean having trouble
sleeping or concentrating, feeling angry or irritable,
taking risks, being easily startled, and/or being
constantly on the lookout for danger.
• It is not unusual for people with PTSD to experience
other mental health problems as well,
like depression or anxiety. Some people may develop a
habit of using alcohol or drugs as a way of coping.
ANXIETY DISORDERS
…..POST-TRAUMATIC STRESS DISORDER (PTSD)

SYMPTOMS TREATMENT
• Therapy - well-regarded in the treatment of PTSD.
- involves talking with a mental health professional
to work through the experience and its impact on
the individual.
- usually lasts until the individual has learned to
manage and cope with their experience and is
able to be more functional.
ANXIETY DISORDERS
…..POST-TRAUMATIC STRESS DISORDER

(PTSD) SYMPTOMS TREATMENT
- Cognitive Behavioral Therapy - has been
found to be quite effective in treating
PTSD. There are several parts:
a.Exposure therapy
b.Cognitive structuring
c. Stress inoculation training
ANXIETY DISORDERS
a. Exposure therapy:
Helps people be more aware of their experience.
It may expose them to the memory of the trauma they
experienced in a safe way.
It uses mental imagery, writing, or visits to the place
where the event happened.
The therapist uses these tools to help people with
PTSD cope with their feelings.
ANXIETY DISORDERS
b. Constructive restructuring:
helps people make sense of their memories and
experiences.
Sometimes people remember the event differently
than how it actually happened.
They may feel guilt or shame about what is not their
fault.
The therapist helps people with PTSD look at what
happened in a realistic way.
ANXIETY DISORDERS
c. Stress inoculation training:
tries to reduce PTSD symptoms by teaching a
person how to reduce anxiety when confronting
anxiety-provoking situations.
Like cognitive restructuring, this treatment
helps people look at their experiences in a
healthy way.
ANXIETY DISORDERS
D. SOCIAL ANXIETY DISORDER

 also called social phobia, is intense anxiety or fear of
being judged, negatively evaluated, or rejected in a
social or performance situation.
 People with social anxiety disorder may worry about
acting or appearing visibly anxious (e.g., blushing,
stumbling over words), or being viewed as stupid,
awkward, or boring.
As a result, they often avoid social or performance
situations, and when a situation cannot be avoided,
they EXPERIENCE significant anxiety and distress.
ANXIETY DISORDERS
ANXIETY DISORDERS
TYPES OF SPECIF PHOBIA

• Animal Phobias (e.g., dogs, snakes, or
spiders)
• Natural Environment Phobias (e.g., heights,
storms, water)
• Blood-Injection-Injury Phobias (e.g., fear of
seeing blood, receiving a blood test or shot,
watching television shows that display
medical procedures)
ANXIETY DISORDERS
…TYPES OF SPECIF PHOBIA

• Situational Phobias (e.g., airplanes,
elevators, driving, enclosed places)
• Other Phobias (e.g., phobic avoidance of
situations that may lead to choking,
vomiting, or contracting an illness; in
children, avoidance of loud sounds like
balloons popping or costumed characters
like clowns)
ANXIETY DISORDERS
…CAUSES OF SPECIFIC PHOBIA

specific phobias develop in early childhood between the ages of 7
and 11, though it is possible for a phobia to develop at any age.
Specific phobias can be caused by a variety of different factors:
experiencing a traumatic event (e.g. being attacked by a dog);
observing others going through a traumatic event (e.g.
witnessing a car accident);
an unexpected panic attack (e.g. while flying in an airplane); or
informational transmission (e.g. extensive media coverage of a
terrorist attack).
ANXIETY DISORDERS
…CAUSES OF SPECIFIC PHOBIA

Often, those affected by a specific phobia
are unable to identify the reason why their
phobia developed.
While the cause of a specific phobia may be
unknown, it is important to recognize the
symptoms and remember that phobias can
be treatable if you seek help from a mental
health professional.
ANXIETY DISORDERS
TREATMENT OF PHOBIAS
The best treatment for specific phobias is
a form of psychotherapy called exposure
therapy.
The goal of treatment is to improve
quality of life.
Treatment is usually directed at one
specific phobia at a time.
ANXIETY DISORDERS
TREATMENT
Exposure therapy focuses on changing
your response to the object or situation
that you fear.
Gradual, repeated exposure to the source
of your specific phobia and the related
thoughts, feelings and sensations may
help you learn to manage your anxiety.
ANXIETY DISORDERS
TREATMENT
Cognitive behavioral therapy
(CBT) involves exposure combined with other
techniques to learn ways to view and cope with
the feared object or situation differently.
CBT emphasizes learning to develop a sense of
mastery and confidence with your thoughts and
feelings RATHER than feeling overwhelmed by
them.
ROLES AND SKILLS OF SOCIAL WORKER
IN HANDLING SELECTED ISSUES:
Children In Confl ict With The Law
DSWD AO No. 10 Series of
20017
1. The social worker shall conduct an assessment on the
circumstance and needs of the child as basis in determining
immediate actions to be done.
2. The social worker shall prepare a social case study report
(SCSR) not later than 2 weeks from the date the CICL was
turned over to his/her office. The SCSR shall be the basis for
implementing appropriate interventions.
In coming up with intervention programs, the social worker
should always consider the needs and situations of the CICL
and his/her family.
3. The social worker shall implement an intervention

program with the child in coordination with the Barangay
Council for the Protection of Children, school, Sangguniang
Kabataan Council, existing support organizations and
community volunteers.
4. The social worker shall monitor the child’s compliance
and response to the intervention program.
5. The social worker shall assess whether or not the
rehabilitation goal has been achieved. He/she must consider
the readiness of the family at least once a month.
6. The social worker shall terminate the

provision of interventions once the
rehabilitation goal of the child has been
achieved.
7. The social worker shall submit a quarterly
report to the local council for the protection
of children on number of cases served and
implementation of intervention program.
Substance Abuse
Manual of Operations for Drug Abuse Treatment and
Rehabilitation Centers
Legal Basis: Comprehensive Dangerous Drug Act of
2002
1. Assists the physician in the treatment process.
2. Does regular visitation to each patient.
3. Provides counselling to patients and their co-dependents.
4. Follow-up domiciliary services to patients
5. Responsible for developing aftercare and follow-up program
for social worker.
6. Does social case study of all patients.
Persons Living with HIV and their Aff ected
Families
DSWD AO No. 04 Series of 2013
Guideline on the Implementation of the Psychosocial Services
for Persons Living with HIV (PLHIV) and their Affected Families
The social worker trained on HIV and

AIDS may provide counseling prior to and
after HIV testing if the family and;
significant others of the PLHIV are on high
risk of acquiring HIV and have agreed to
undergo HIV anti-body testing.
Families
 depending on the assessment of social worker,

other forms of counseling such as Adherence to
Medication, Group, Couple, Family, Grief and
Bereavement, Task-oriented, Preparation for
death of PLHIV, Planning relative to custody of
children, and Coping with guilt feelings, may also
be provided to the PLHIV and his/her family.
Families
As service provider, the CSWD or MSWD Officer shall:

• Assign a social worker as the Case Manager (CM)
responsible in the management of a particular case.
• The case manager is oftentimes the Focal Person of
the agency in view of the limited staff of the agency.
Families
• The CM ensures that the client’s needs

are met by the agency or by referring the
client to other agencies such as for
medical care, legal assistance and others.
Families
• Conduct child-friendly and gender-sensitive

interview to assess the specific needs of the client:
and actively engage her/him in analyzing and
planning her/his intervention program;
• Provides services: counseling, alternative family
care for children, home-based care for PLHIV
Families
Guideline on the Implementation of the Psychosocial Services for Persons Living
with HIV (PLHIV) and their Affected Families
• The Social Worker is the Direct Service Provider in charge and acts as the case
manager who must ensure the provision of services and/or referral to
appropriate agencies.
• The social worker shall refer the PLHIV and his/her affected family to the
following:
1. health care facilities (i.e., hospitals, clinics, health offices)
2. support services (i.e., government agencies, non-government agencies, for
counseling, nutrition, educational assistance, alternative care)
3. home-care services (i.e., peer educators, community-/home-based care
volunteers) for values and spiritual enrichment, routine care of the j PLHIV,
and health and wellness services
Families
• Continue providing services within the context of

the over-all recovery and reintegration plan;
record/document such actions in the client’s case
folder;
• Provide services as requested by other agencies;
• Follow up action on such referrals;
Families
• Assess periodically the achievement of the goals of the

intervention program and make adjustments as
necessary;
• Conduct a final assessment and prepare to terminate
the case; accomplish a transfer or closing summary of
the case;
• Ensure a successful referral and an effective case
management through supervision and case
consultation;
Families
• Conduct case conferences with members of the multi-

disciplinary team to assess achievement of goals and
provision of services to specific clients;
• Assess gaps in services and recommend measures to
enhance the agency referral system; and
• Concerns on coordination/implementation of programs
and services not resolved at the agency level should be
brought to the attention of the C/MSWDO.
Child victims of abuse, neglect and exploitation
Protocol for Case Management of Child
Victims of Abuse, Neglect and Exploitation
Legal basis: RA 7610
• Complementary Roles of DSWD/LSWDO

- social worker plays a crucial role in the management of
cases of child abuse.
- The social worker’s intervention is required from the
beginning and for as long as may be necessary to
monitor the child’s safety and situation.
• Case management shall be the primary responsibility of

the LSWDO social worker.
• Case Management - Case management is a procedure to
plan, seek, and monitor services from different social
agencies and staff on behalf of a client. Usually, one agency
takes primary responsibility for the client and assigns a case
manager who coordinates services, advocates for the client,
sometimes controls resources and purchases services for the
client (Barker 2003).
• social worker shall conduct:

 intake interview
 safety and risk assessments
 home visits
 collateral interviews
 prepare social case study
 convene case conferences
 plan the comprehensive healing and reintegration program
 regularly monitor the safety and condition of the child victim.
The Role of the Social Worker Before and During Trial

1. Enroll the child in a “Kids Court Program,” if one is available in the area.
In the absence of such program, bring the child to court before his/her
appearance to ensure the child is familiar with the physical set-up, the
characters (i.e., judge, prosecutor, defense counsel, court interpreter, and
other court staff), and the procedure.
- Enroll the child’s parents or guardian in a similar program so they, too,
will understand the court process and appreciate how they can help the
child prepare for the court testimony.

2. Several days before the scheduled hearing, arrange a meeting
between the child and the Public Prosecutor for rapport building and
orientation for court testimony.
3. Act as guardian ad litem (GAL) or support person who will
accompany the child to court.
4. If the child is not a resident of the area where the court sits, arrange
temporary accommodation for the child before the child testifies.

5. Coordinate with the court social worker, if there is any, and/or the public
prosecutor and provide information requiring immediate court intervention
(e.g., issuance of protection or provisional orders).
6. If the social case study has not been submitted yet, furnish the Court, thru
the Public Prosecutor, Private Prosecutor, if there is one, or the court social
worker, a copy to help the latter determine and order other interventions that
the child needs.
- If the social case study is not yet completed, submit the accomplished
intake interview form and preliminary assessment report to the Court.

7. If subpoenaed by the prosecution, testify and give the assessment and
recommendation. Otherwise, share relevant and crucial information and
issues that affect the child’s willingness to participate in the court process
with the Public Prosecutor and Court, if necessary.
8. Periodically communicate with the Public Prosecutor to monitor the
status of the case filed.
9. Help the child and family understand court process and procedures.
elderly/Older Persons/Senior Citizens
National Association of Social
Workers
• Counseling
Social workers also help residents adjust to life in their new homes.
Adjusting to life in a supportive care setting can be difficult and
challenging for those used to living independently.
A social worker provides individual and group counseling as needed
to help her clients overcome potential emotional, psychological and
social obstacles to adjustment.
If the facility does not provide certain services, such as psychiatric
care, the social worker will refer her client to the appropriate
resources and professionals.
Workers
• Advocacy
Social workers support their clients to ensure that their needs
are met and that their rights are protected.
Social workers who work in elderly homes should stay up-to-
date with legislative changes and policies that can affect their
clients.
They are responsible for ensuring that residents are protected
from abuse and neglect, and should report any suspicion of
abuse or neglect to facility administrators and to appropriate
regulatory and law enforcement officials.
Workers
• Education
In addition to educating the clients and their families about their
rights and responsibilities, social workers also educate staff about
the psychosocial needs of residents and provide training on
multicultural and diversity issues.
Social workers may conduct staff training seminars on these
topics or discuss concerns as they arise with individual staff
members.
Social workers also provide consultation to the facility's
administration to discuss relevant issues, such as the delivery of
psychosocial care, as needed.
Workers
• Other Tasks
Social workers in elderly homes might be
responsible for administrative tasks:
maintaining case files, writing case notes or
reviewing treatment plans, participating in staff
meetings and seminars, and contributing to
quality assurance meetings.
Patients in Hospitals
Medical Social Worker

• The conducts screening to evaluate the needs of the patients and hand
required services or assistance.
• Assesses a patient’s social, emotional, environmental, financial, and
support needs.
• Informs other members of the health care team about these factors,
which may affect the patient’s health and well-being.
• Works with the patient’s family and other service provider agencies to
develop a plan for care of the patient in his or her home or other living
arrangement.
• In hospital settings, has a critical role in the area of discharge
planning, ensuring that the services a patient will require are in place
before the patient is discharged.

Roles and Responsibilities of Social Workers in Handling
Cases on Annulment, Nullity of Marriage, and Custody of
Children
Objective: To guide social workers in their roles and

responsibilities in the management of annulment, nullity of
marriage and child custody cases.
Specific:
To identify the specific responsibilities and tasks of social
workers of the Department, LGUs, and Family Courts to
ensure effective and efficient management of cases.

Children
To provide an array of identified specific areas of

concerns to be reflected in the home or child study
report for submission to the court.
To encourage social workers and appreciate their
expertise and roles and responsibilities in managing
cases of annulment, nullity of marriage and child
custody.
Children
Phases of Roles of Social Workers
Management
Advocate – the social worker tries to
Pre-filing or upon influence in the client’s interests another
filing party, who usually possess same
authority or power over the client.
Mediator – social worker acts as

conciliator or intermediary between and
among the client and the other parties in
order to arrive at a common ground to
resolve disputes.
Children
Management
Enabler – This will involve activities of
Court the social worker that will help clients to
Proceedings find and develop coping strengths and
resources within themselves to resolve
their problems.
The worker performs a supporting and

empowering function to enable the client
to achieve the defined change.
Children
Management
Upon judgment Counselor/Therapist – the social

worker’s goal is the restoration,
maintenance, or enhancement of the
client’s capacity to adapt or adjust to
his/her current reality.
This is achieved through the provision of

services on an individual or group basis,
to provide emotional support through an
Children

Management
Upon judgment Social Broker – the social worker

connects the client to needed services in
the community. She engages in a variety
of activities as helper, interpreter,
facilitator, expeditor, escort or negotiator,
to ensure timely service delivery to the
client.

Children
The social worker shall have its paramount

consideration the preservation and
strengthening of marriage and the best welfare
and interest of the child when a case is referred
to the Department, LGU and Court.
She/he should first pursue reconciliation.

Children
However, after counseling, where the options

and consequences of the cases have been
discussed and understood by the couple and
other concerned persons, and when they are
fully decided to pursue the case in court, then
she/he will refer the party to file the case in
court.
Children
Social Worker Responsibilities:
1. Annulment and Nullity of Marriage
1.1 Interview and assessment
1.2 Counseling
1.3 Preparation and submission of social case study report
1.4 Act as expert witness
1.5 Monitor case
1.6 After care services
1.7 Termination of case
Children
* Content and assessment of the Social Case Study Report
i. Cause/reasons for separation/annulment/nullity of marriage
ii. Capability to fulfill marital obligation (financial, sexual,
psychological, emotional, spiritual)
iii. Relationship with children, friends, employers, lawyers, etc.
iv. Decision making capacities
v. Attempts/efforts to reconcile
Children
Social Worker Responsibilities:
2. Child Custody
2.1 Interview and assessment
2. 2 Counseling
2.3 Preparation of social case study report
2.4 Act as expert witness
2.5 Monitor case
2.6 After care services
2.7 Termination of case
Children
• Content and assessment of the Social Case Study Report
i. Developmental age behaviors and needs
ii. Feelings on the custody issues
iii. Person whom the child wants to stay with and why
iv. Child caring practices
v. Mode of disciplining
vi. Parenting capabilities
vii. Financial capabilities of both parties
viii.Moral and spiritual dimensions of both parties
H OW S OC IA L W OR K ER S C AN P RI OR IT I ZE S E L F- C AR E I N HI GH -
S T R E SS W OR K IN G E N VI R ON ME N TS
• Secondary trauma, also referred to as vicarious

trauma or compassion fatigue, is the indirect
exposure to trauma through the reception of a
firsthand account of another’s traumatic
experience.
• According to the American Counseling
Association, care providers may experience
secondary trauma as a result of becoming
“witnesses to the pain, fear, and terror that
trauma survivors have endured.”
H O W S O C I A L W O R K E R S C A N P R I O R I T I Z E S E L F- C A R E I N H I G H -
S T R E SS W O R K I N G E N V I R O N M E N T S
• work-related burnout is “a state of physical or emotional

exhaustion that also involves a sense of reduced
accomplishment and loss of personal identity.”
• social workers may experience higher levels of stress and
burnout than those in comparable occupational jobs.
• “Experiencing secondary traumatic stress or burnout can
impact social workers’ ability to do their jobs effectively.
“[As such, it’s] critical that social workers attend to their
own mental wellbeing so they can succeed in meeting
the needs of others
• social workers of all kinds—whether working

with clients one-one-one or practicing
community organizing and advocacy—can
experience secondary trauma and burnout as
a result of the stressors they experience at
work.
1. Practice Self-Awareness
recognizing the stressors at play and assessing how they may
be manifesting somatically, cognitively and behaviorally.
2. Divide the mission of self-care into categories
it includes physical health, intellectual stimulation, and
environmental and spiritual wellbeing—addressing one’s own
needs can feel overwhelming when broached as a whole
project
the best way to begin developing a self-care plan is to make a
commitment to address a single domain—for instance,
physical health.
3. Create a detailed self-care plan

The most effective way to operationalize a goal is to
set measurable, reachable and time-specific objectives.
4. Accountable
support systems that are either formalized or casual—
such as a self-formed group of colleagues who agree to
meet once per week to go on walks together—offer not
only emotional support, but an increased level of
accountability for delivering on one’s personal self-care
plan.
“Whether you're just starting your career or you’ve

been practicing for 20 years, every social worker is
susceptible to the stressors that are part and parcel
of the profession.”
“It’s important that none of us neglect our own
needs and that others outside of the profession have
an awareness of the unique risks of social work so
they can act as better supporters and advocates to
create systems that mitigate some of these risks.”

Social Deviance & Social Work: Understanding Norms, Labels and Perspectives

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Social Deviance & Social Work: Understanding Norms, Labels and Perspectives

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SOCIAL

• "Deviance" is a wide-ranging term used by

Characteristics of objective deviance that make

• How would a subjective approach

• How would a subjective approach

• Social strain theory was developed by famed American

• According to this theory, when people cannot

• In Merton's theory of strain, societies are composed of

CONFORMIT INNOVATION RITUALISM RETREATISM REBELLION

* political ritualism, which occurs when people

• All criminal behavior is learned.

• The process of learning criminal behavior may include

• A person becomes delinquent because

• The process of learning criminal behaviors through

• An underlying principle of deterrence is

• a perspective within sociology which focuses

• Ethnomethodology is the study of how

• Ethnomethodologists explore the

• Focuses particularly on gender-based

- *gender stratification – refers to the inequalities between

Behaviorist perspective Cognitive perspective

Humanism perspective Evolutionary perspective

• Instruction: Indicate whether each statement refers

• Instruction: Indicate whether each statement refers

• Instruction: Indicate whether each statement refers

Girls are sensitive; boys don’t cry Gender

Ateneo Human Rights Center, 2007.

Role divisions are perceived to be pre-

Men = productive, income earners (public

Women = Secondary position, supportive

GENDER  Roles that are usually

SCHOOL WORK LANGUAGE

“…gender roles and characteristics do

Ateneo Human Rights Center, 2007.

Ateneo Human Rights Center, 2007.

Men engage in the public world of

• A further strength of feminism that

Different Types of Feminist Theories:

“Mental illnesses are medical conditions that disrupt a

 Bulimia nervosa involves a cycle of *binge eating, then self-

A. GENERAL ANXIETY DISORDER

GENERAL ANXIETY DISORDER SYMPTOMS

…..GENERAL ANXIETY DISORDER CAUSES:

• Fear of germs or contamination

Compulsions are repetitive BEHAVIORS that a person w feels the urge to do in response to an

• Excessive cleaning and/or handwashing

…..OBSESSIVE-COMPULSIVE DISORDER SYMPTOMS

D. POST-TRAUMATIC STRESS DISORDER (PTSD)

…..POST-TRAUMATIC STRESS DISORDER (PTSD)

…..POST-TRAUMATIC STRESS DISORDER (PTSD)

…..POST-TRAUMATIC STRESS DISORDER

D. SOCIAL ANXIETY DISORDER

TYPES OF SPECIF PHOBIA

…TYPES OF SPECIF PHOBIA

…CAUSES OF SPECIFIC PHOBIA

…CAUSES OF SPECIFIC PHOBIA

3. The social worker shall implement an intervention

6. The social worker shall terminate the

The social worker trained on HIV and

 depending on the assessment of social worker,

As service provider, the CSWD or MSWD Officer shall:

• The CM ensures that the client’s needs