RE 3: FUNDAMENTALS OF FAITH 2A
COMPILED BY: BALASABAS, J.
TOPIC OUTLINE
• Midterm Period
• I - BIBLE IN GENERAL: Meaning and
Importance of the Bible
 Historical Background of the Bible
 Literary Forms of the Bible
 TOPIC OUTLINE
• Finals
• II – Division and Books of the Bible (OT/NT):
• A. Old Testament:
• Pentateuch/Torah
• Historical Books
• The Writings
• Prophetic Books (Major & Minor Prophets)
• B. New Testament: Divisions of the
Testament
o Gospels
o Acts of the Apostles
o Apostolic Letters
o Book of Revelation
INTRODUCTION TO BIBLE OBJECTIVES:
describe comprehensively the Bible as to its
meaning, and importance to Christian life/faith
development explain clearly the authorship of
the Bible highlighting God as the ultimate
author trace the historical development of the
Old and New Testaments
MEANING OF THE BIBLE
•Greek: “Ta biblia” – “the books”- refers the
whole sacred volume.
•Latin: “Biblia” – “the book”- designates the
eminence of the. bible
THE BIBLE IS A COLLECTION OF SACRED
WRITINGS WHICH THE CHURCH SOLEMNLY
RECOGNIZED AS THE:
Word of God written by men under the
inspiration of the Holy Spirit.
GOD: Inspiration and Guidance through the
Holy Spirit The Bible as the “Word of God in the
words of men”
HUMAN AUTHORS: Freedom and Creativity AS
“WORD OF GOD”
• “God is the author of sacred scripture
because he inspired its human authors; he acts
in them and by means of them. He thus gives
assurance that their writings teach without
error His saving truth” (Dei Verbum 11) To say
that the bible is the word of God is to
acknowledge
 its divine authorship.
THE BIBLE IS THE WORD OF GOD.
The word “OF” tells us three things about the
BIBLE:
1. It is WORD ABOUT GOD – We learn about
God through the Bible
2. It is the SPOKEN WORD OF GOD – Sacred
Scripture contains God’s revelation of Himself
3. It is WORD THAT BELONGS TO GOD – God is
the Bible’s author, custodian, interpreter, and
teacher.
AS “WRITTEN BY MEN THROUGH THE
INSPIRATION OF THE HOLY SPIRIT.”
• The Bible did not fall from heaven. When
God gave us His word, He inspired some men
to put in into writing. The Bible was written by
persons who lived in a particular context, using
the means available to them as they went
through the natural process of data gathering,
selection, and finally writing down scriptures.
BECAUSE THE BIBLE WAS WRITTEN BY MEN,
THEN THROUGH THE BIBLE GOD IS ABLE TO
SPEAK TO US IN HUMAN LANGUAGE-
SOMETHING WE CAN UNDERSTAND AND
RELATE TO.
"All Scripture, Inspired Of God, Is Profitable To
Teach, To Reprove, To Correct To Instruct In
Justice" 2 Timothy 3:16 INSPIRATION
• Lt. “in spirare” – to breathe into “By
supernatural power God so moved and
impelled the human authors to write - he so
assisted them when writing - that the things he
ordered and those only they first rightly
understood, then willed faithfully to write
down, and finally expressed in apt words and
with infallible truth.” Providentissimus deus,
pope leo XIII
 •Inspiration is the special influence of the Holy
Spirit on the human authors, such that they
were able to write down what God wanted
them to write.
INSPIRATION IS NOT:
DICTATION – God did not dictate the words to
the human authors. As stated earlier, the
human authors had to go through all the
processes involved in coming up with a written
work.
POSSESSION – The human authors were not
coerced by God to write. They did not lose
their free will when they put God’s Word into
writing. On their end, they had to cooperate
with inspiration.
HISTORICAL BACKGROUND
The Bible is more than a book; it’s a library with
a number of different works. 2 Groups:
1. The Hebrew Scriptures (Old Testament)
2. The Christian Scriptures (New Testament).
•Testament is from the Latin ‘testamentum’. In
the scripture, it means “agreement” or
“covenant”. Most of the writings in the Old
Testament were mutual agreements made by
God with the Jewish people.
ORIGIN OF THE NAME BIBLE
•Bible is from the name of the place “BIBLIOS”
(near Gubla, Egypt), where a plant named
“Papyrus” grow in abundance which is the
material used in writing the Bible.
HOW DOES THE BIBLE COME INTO WRITING?
• Events Oral Tradition
• Writing Bible
ACTUAL EVENTS ORAL TRADITION WRITTEN
SCRIPTURES
This Refers To The Actual Experiences Of God’s
People Which They Interpreted As God’s
Intervention In Their History. So That The
People Will Forever Remember These
Important Events, They Are Handed On To
Succeeding Generations Through Storytelling.
These Stories Were Sorted, Edited, And
Eventually Put Into To Serve As Norms Against
Which Other Stories And Traditions Will Be
Verified; And To More Effectively Preserve
Tradition.
CANONICITY From Greek word “Kanon” – a
stick; measuring rod. -The word implies
“norms” or “standards”.
•Canonicity is the church’s official declaration
that a book is inspired, and is therefore a
worthy basis of faith and morals.
CANON OF SCRIPTURES
• When a book fails to meet the standards, it is
labeled as apocryphal i.E. Of doubtful authority
• When a book has passed the standards, it
becomes part of the canon of scriptures. The
canon of scriptures refers to the official list of
inspired books. Roman Catholic Bible - 73 (72)
BOOKS 46 Books in the Old Testament (45 if
Jeremiah and Lamentations are counted as
one) and 27 Books in the New Testament.
• Protestant Bible - 66 BOOKS 39 Books in the
Old Testament and 27 Books in the New
Testament.
REASON FOR THE DIFFERENCE: THE
DEUTEROCANONICALS
• The word “Deuterocanonical” literally means:
“second canon”. These refers to the second set
of canonical books.
• During the Council of Trent, before the
Catholic Church finally closed the Canon (which
means from then on, no other books will be
added to the bible), the Church also declared
as canonical some Old Testament books which
were recognized ever since as inspired but
were not formally declared as part of the canon
of scriptures.
Unfortunately, the Protestants have already
deviated from the Catholic Church when this
happened so they do not have the
Deuterocanonicals in their Bible. If ever they
include it, they simply label the books as
Apocryphals. One thing is for sure, the
Protestant Canon was still a product of the
prudent judgment of the Catholic Church
before the split took place.
3 BIBLICAL LANGUAGES
1. Hebrew – classical language of the Jews
2. Aramaic – the colloquial or informal
language of the Jews after the exile in Babylon.
• the language of Jesus Christ
3. Greek WHAT IS THE HOLY BIBLE?
• The Holy Bible is a collection of 73
different books divided into two sections (Old
and New Testaments).
• Forty six (46) books make up the Old
Testament, and twenty seven (27) books make
up the New Testament.
• It is written by over 40 different
authors over a span of 1,500 years in three
different languages (Hebrew, Aramaic, and
Greek).
• Yet it presents a unified message of
God’s plan and purpose for humanity.
COVENANT TIMELINE :
EACH COVENANT TAKES THE FORM OF A
WIDER SOCIAL RELATIONSHIP;
1. The First covenant we read about in the
Bible is the covenant with Adam. In Hebrew,
the name “Adam” is also used to refer to the
whole human race. So this first covenant is
really the one from which all the other
covenants spring.
2. The second covenant is with Noah and his
household after the flood.
3. The third covenant is with Abraham and his
whole tribe.
4. The fourth covenant is with the whole
nation of Israel through Moses.
5. The fifth covenant is with all the nations
through David and Solomon.
6. The sixth covenant is the New Covenant
with all humanity through Jesus Christ.
7. Finally, at the end of time, with the general
resurrection, comes the fulfilment of the New
Covenant, as God’s people finish their earthly
pilgrimage and enter into heavenly glory for all
eternity. With each additional covenant, the
relationship between God and humanity is
manifested through a wider form of Human
relationship.
Literary Forms of the Bible
 The Sacred Authors used literary
techniques to express their meaning.
 We cannot understand the whole
meaning of Scripture without
understanding those literary techniques.
 The Bible is sacred literature because
God is its author. Because Sacred
Scripture is written in human language,
it is possible for humans to understand
it. Understanding it correctly, however,
sometimes requires some preparation.
 The first thing to remember about the
scripture is that it is literature. That
means it uses literary forms and
techniques to convey its meaning.
 Unless we understand how those forms
and techniques work, we cannot
understand the meaning the inspired
authors wanted to convey to us. The
following are the different literary forms
found in the Bible;
Myth: Traditional stories that answer the
primary questions: Who is God? What are the
origins of the universe? Who am I? What is
good? The Bible contains many myths. The
first eleven chapters of Genesis contain many
mythic elements.

Law: Rules of behavior and moral principles
established by God. God gave the first law,
also called Torah, to the Hebrew people. The
Torah is recorded in the first five books of the
Bible (called the Pentateuch by Christians).
Christians believe that the law of the Old
Testament has yielded to the Good News of
salvation as proclaimed by Jesus in the
Gospels.
Law: Rules of behavior and moral principles
established by God. God gave the first law,
also called Torah, to the Hebrew people. The
Torah is recorded in the first five books of the
Bible (called the Pentateuch by Christians).
Christians believe that the law of the Old
Testament has yielded to the Good News of
salvation as proclaimed by Jesus in the
Gospels.
List: Itemized series of names or objects
usually recorded in a specific order. Both the
Old and New Testament contain many
types of lists genealogies being most prevalent
(lists of ancestry). Many different lists
can be found in the book of Numbers.
History: Stories of past events usually written
in a chronological order. Though the Bible is
not a history textbook it does contain record
of the history of the Jewish people. The
sixteen books following the Pentateuch (from
Joshua to 2 Maccabees) are considered to be
historical books.
Psalm: A sacred song or poem used to praise
and thank God or to seek forgiveness or
ask for some request from God. The book of
Psalms contains one hundred and fifty of these
sacred hymns. Psalms are one of the most
important parts of Christian worship.
Proverb: A short saying of wisdom that
express a well-known practical truth or fact.
Many hundreds of proverbs
can be found in the six books of wisdom in the
Old Testament (Job through Sirach), though
examples of proverbs show up throughout all
of the Scriptures.
Prophecy: Any message from God directed to
humankind through an intermediary
(prophet), especially those messages that
judge the present situation in light of future
expectations for obedience to the will of God.
Christians believe that in Jesus all prophecies
are fulfilled. The last eighteen books of the Old
Testament are mainly concerned with
prophecy.
Parable: (from the Greek word "parabole"
meaning "comparison") Short dramatic
stories that use comparison to teach a
message. Jesus used parables about
everyday life to teach His listeners about the
coming kingdom of God.
Parable: Often Jesus' parables contained
paradoxical twists that challenged his
listeners to greater understanding. The
Gospels are full of parables.
Sermon: A serious and long religious speech.
The most famous sermon found in the Bible is
Jesus' "Sermon on the Mount" found in
Matthew's Gospels. This solemn sermon takes
up three chapters and includes the Beatitudes
(Matt 5:3-10).
Letter: A written message usually personal in
nature concerning a specific topic. Twenty-
one books of the New Testament are all
letters.
Physical Education and Health 3
“ Before man can do anything, he must draw
breath, he must move. Movement is the
source and condition of life. To dance is to be
yourself. Larger, more beautiful, more
powerful. This is power, it is glory on earth its
your for the taking.” Agnes de Mille (1963)
THE BRIEF NATURE OF DANCES AND HISTORY
Objectives:
A. cite concretely the history and nature of
dance trough question and answer;
B. trace correctly the history and nature of
dance trough a scrambled letters activity;
C. apply correctly their knowledge about
history and nature of dance in real life scenario
trough a class recitation.
What Is Dance?
According to American dancer, dance
educator, author, and film and video producer
Barbara Mettler…
“Dance is an activity which can take many
forms and fill many different needs. It can be
recreation, entertainment, education, therapy,
and religion. In its purest and most basic form,
dance is art, the art of body movement.”
Reasons of people for dancing Reasons of
People for Dancing:
To please the gods
To please others
To please themselve (self-expression)
To build community within an ethnic group
(social interaction)
Brief History from the prehistoric era
performed ways they hoped would appease
the forces of nature or give them new powers
of their own. Dance became full-blown and
was richly recorded in ancient Egypt as
reflected in their wall paintings, reliefs, and in
the literary record in hieroglyphs. For ancient
Greeks it was closely linked with other kinds of
experiences such as an aid to military
education.
The Greek also used dance to aid education in
general as philosophers such as Plato,
Aristotle, and Socrates strongly supported this
art as an integration of the body and soul.
•The ancient Rome gave less importance to
dancing as the nation grew wealthy and
powerful. •They became brutal and
sensationalized as their entertainers were
slaves and captives. After the fall of Rome, the
history of dance transformed following the
development of the Catholic Church.
•Although the Church had condemned dance
as entertainment, some singers, dancers,
poets, actors, musicians, and jugglers
continued to wander in village squares to
perform during the
Dark and early Middle Ages These performers
were eventually welcomed in the castles and
chateaus of feudal lords. The common people
also amused themselves by doing dances that
were social in character, marking the
beginning of social dancing. Nobility soon
followed the peasants’ lead in dancing but in a
more refined and courtly form as court dances
emerged as part of the chivalric way of life.
The old restraints were loosened and clerical
ideas and purposes no longer dominate all
creative expressions of the human spirit.
Renaissance In the 15th and 16th centuries,
new court dances in Europe performed by the
nobility came about at about the same time as
the rise of the art of ballet in Italy and France.
From then on, several other dance forms
continued to sprout and spread across several
countries. After the pinnacle of ballet
prominence, contemporary dances that were
stylistic variations of ballet emerged and
evolved in Europe.
Dances of Nature TRADITIONAL DANCE FOLK
DANCE: -A DANCE DEVELOPED BY THE PEOPLE
ON A CERTAIN REGION.
ETHNIC DANCES: -AN INDIGENOUS DANCE
FROM A CERTAIN RACE OR COUNTRY Modern
Dance It was developed in the early 1900s, the
time when dancers came out against the
stiffness and restraints of classical ballet.
Contemporary dance Includes techniques that
are found in ballet and modern dance such as
floor work, fall, and recovery, improvisation,
even incorporating yoga and martial arts.
Ballroom dance is a set of partner dances,
which are enjoyed both socially and
competitively around the world.
Cheer Dance It is an organized sports activity
involving short routines that combine dance,
gymnastics, and stunt elements to cheer on
sport teams.
Hip Hop dance originated from a cultural
movement that began in 1970’s New York. The
style incorporates locking, popping, breakin,
and more recently Krumping.
MOVEMENT AND CREATIVE BENEFITS OF
DANCE 1. Physical
2. Mental
3. Emotional
4. Social
5. Cultural
THE ELEMENTS OF DANCE
Objectives:
At the end of the lesson, learners are
expected to: a. Identify correctly the elements
of dance trough video analysis;
b. Articulate briefly the importance of the
elements of dance
2.) What is the element of dance that is
considered as any human movement included
in the dance figures? (It termed also as
locomotor and non-locomotor)
3.) What is the element of dance that allows
the dancers to interact, stay in one place and
move parts of their body, or they may travel
from one place or another?
4.) What is the Element of dance that gives the
dancers/viewers an idea of what is the tempo
and speed of the steps? The silences or pauses
is included also in this element.
5.) What is the element of dance the tells the
viewers of the emotion of the dance? Review
In dance, the body is the mobile figure or
shape, felt by the dancer, seen by others.
The body is sometimes relatively still and
sometimes changing as the dancer moves in
place or travels through the dance area.
Dancers may emphasize specific parts of their
body in a dance phrase or use their whole
body all at once. Action is any human
movement included in the act of dancing— it
can include dance steps, facial movements,
partner lifts, gestures, and even everyday
movements such as walking.
Dance is made up of streams of movement
and pauses, so action refers not only to steps
and sequences, but also to pauses and
moments of relative stillness.
Dancers interact with space in myriad ways.
They may stay in one place or they may travel
from one place to another. They may alter the
direction, level, size, and pathways of their
movements. Energy is about how the
movement happens. Choices about energy
include variations in movement flow and the
use of force, tension, and weight.
An arm gesture might be free flowing or easily
stopped, and it may be powerful or gentle,
tight or loose, heavy or light.
A dancer may step into an arabesque position
with a sharp, percussive attack or with light,
flowing ease. Energy may change in an instant,
and several types of energy may be
concurrently in play.
The keyword for the element of time is When?
Human movement is naturally rhythmic in the
broad sense that we alternate activity and
rest. Breath and waves are examples of
rhythms in nature that repeat, but not as
consistently as in a metered rhythm.
PHILIPPINEFOLKDANCE
K A R E L A L L A I N E F. PA B A
KENTPETERS.CUADRADO
OBJECTIVES: At the end of the lesson, the
learners are expected to:
a. distinguish correctly the different Philippine
folk dances through discussion;
b. show importance of the Philippine folk
dances through recitation; and
c. perform properly the fundamental folk
dance positions through dance demonstration
WHAT IS FOLK DANCE?
• It is the oldest form of and the earliest form
of communication.
• The traditional dance of a given country
which evolved naturally and spontaneously
with everyday activities.
5 MAJOR CLASSIFICATIONS OF PHILIPPINE
FOLK DANCE
1. Cordillera dances
2. Spanish Influenced dances
3. Muslim dances
4. Tribal dances
5. Rural dances RURAL DANCES
• Reflects the simple life of the people in the
barrio
• Depicts common work, daily activities of the
peasants
• Performed in fiestas to honor patron saints
PHILIPPINE FOLK DANCE CATEGORIES LIFE-
CYCLE DANCES
Dances that serve as ritual as one passes to a
different stage in life. Such as from birth to
childhood to adulthood; from singlehood to
marriage; and from life to death. Below are
the different dances that portray life cycles:
a. Courtship dances
b. Wedding dances
c. Funeral dances
FESTIVAL DANCE
Dances that are either religious or secular and
are connected with the celebration of
recurring events of special significance.
OCCUPATIONAL DANCES
Dances that depict the means of livelihood of
the Filipino people.
Palay festival, a national dance in rice-growing
regions, is an example of an occupational
dance wherein dancers portray different steps
in rice growing-from planting to harvesting.
RITUAL AND CEREMONIAL DANCES
Dances performed as part of the rituals and
ceremonies of a certain tribe or group of
people.
GAME DANCES
Derivations from local folk games. One
example of these dances is the Pukol dance
from Aklan and Capiz in the Panay Region.
MIMETIC OR DRAMA DANCES
Dances the mimic animals, inanimate objects,
or other people.
WAR DANCES
Dances that express feud and enmity wherein
two male dancers engage in physical combat.
SOCIAL AMENITIES DANCES
Dances that express social graces, hospitality
and offerings of gifts to friends.
FUNDAMENTAL FOLK DANCE POSITIONS
1 ST POSITION
• Raised arms to a circle in front of the chest
• Bring heels close to touch, toes apart
2ND POSITION
• Open up arms sideward, raised below
shoulder level with a graceful curve.
• Bring feet apart sideward
3RD POSITION
• Raise one arm overhead while other arm
remains in 2 nd position
• Bring the heel of one foot touch the instep of
the other foot
4TH POSITION
• Raise one arm in front of chest in a half
circle, while one arm remains overhead.
• Bring one foot of the other foot to walk
strike. 5TH POSITION
• Raise both arms overhead in graceful curve
• Bring the heel of one foot to touch the toe of
the other.
PHILIPPINE POLITICS AND GOVERNANCE
Mr. Omar Kevin Hubero
Lesson 1: Introduction to Politics, Political
Science, Government & Governance Let’s Start
Learning
Objectives: At the end of the lesson, I can:
1. Make sense of issues related to politics and
governance by understanding Political science
through an online lecture discussion.
2. Understand comprehensively the nature
and structure of politics and government
through a concept map.
3. Differentiate accurately the concepts of
politics and political science, government and
governance through a Venn diagram.
What is Politics?
•Politics is commonly described as the process
that determines the distribution of power and
resources.
•Politics also refers to the theory and practice
of how people influence other s in making
decisions and carrying out projects or
programs. History of the word
•The English politics has its roots in the name
of Aristotle's classic work, Politiká, which
introduced the Greek term politiká (Πολιτικά,
'affairs of the cities').
“Politics, in the broadest sense, is the activity
through which people make, preserve and
amend the general rules under which they live.
” - Andrew Heywood
“Politics is the process of who gets what,
when, and how.“ -Harold Lasswell
“It is a human activity concerned with the
authoritative decision-making and action by
the government which results in an
authoritative allocation of values for society. ”
-David Easton
Views on Politics
POLITICS AS THE ART AND SCIENCE OF
GOVERNMENT
•Politics defined as the set of activities that
are associated with making decisions in
groups, or other forms of power relations
between individuals.
Example: Politicians are considered to be the
leaders of a particular community due to their
decision making powers.
POLITICS AS PUBLIC AFFAIRS
• Politics is the most important form of human
activity because it involves interaction
amongst free and equal citizens.
Example: Politicians are called as Public
Servants.
• One Issue is the Public/Private Divide which
states Politics should not trespass on personal
affairs and institutions.
Example: I will not vaccinate my baby, I will
not join the clean up drive of the Barangay or I
will not allow my son to be circumsized.
POLITICS AS COMPROMISE AND CONSENSUS
•Politics is seen as a particular means of
resolving conflict, through conciliation and
negotiation. Examples: Treaties, agreements,
truce, and peace talks.
POLITICS AS POWER
•The broadest and the most radical view of
politics, as it sees politics at work in all social
activities and in every corner of human
existence. Example: Presidential Declarations,
Local Government Leader’s Ordinances of his
or her own liking or decisions which affect the
whole country. (Death Penalty, Taxes etc.)
Politics as:
• A PROCESS
• A THEORY AND PRACTICE OF HOW PEOPLE
INFLUENCE OTHERS
•ISSUES, PROBLEMS AND POLITICAL
ACTIVITIES WHICH DIFFERS FROM STATE TO
STATE
What is Political Science?
• Political Science is the study of politics and
government, and deals with the analysis of
political activities, political behavior and
political theories and practices.
• Political Science is a branch of the Social
Sciences • Political Sciences follow a scientific
methodology • Political Science is occasionally
called as politology Political Scientists As
Political Science follows a scientific
methodology in analyzing political
phenomena.
Political Scientists follow two types of Thesis:
• NORMATIVE THESES - ideal descriptions of
political situations
• POSITIVE THESES - real political situations/
policy recommendations Branches of Political
Science
BRANCHES OF POLITICAL SCIENCE
•POLITICAL THEORY - study of ideas and
contributions of political thinkers
•COMPARATIVE POLITICS - compares and
analyses the various systems of states
Branches of Political Science
•PUBLIC ADMINISTRATION - study of the
implementation of government policy and
public service
•INTERNATIONAL RELATIONS - political-
economic interaction between states
•POLITICAL METHODOLOGY - describes and
defines political phenomena Politics and
Political Science explained:
• Politics is commonly described as the
process or set of activities that determines the
distribution of power and resources within a
community or group of people.
• While Political Science is the study of politics
and government, and seeks to describe and
analyze political phenomenon and propose
recommendations to address certain political
issues. What is Government? Government
•It is the instrument or the institution through
which the will of the state is made known and
implemented.
•It is the system that administers or controls
the state. Governance
•Governance is the interaction and
decisionmaking among policy-makers, public
officials, and citizens involved in addressing
collective problems.
•It is a process by which laws and policies are
enacted.
• PICTURES Government and Governance
explained:
•Government is established through a
constitution, which is a set of basic laws and
principles governing a state and defining its
government.
•Government officials come to power through
various means but the most conventional are
through elections. Government and
Governance explained:
•It is through governance that the government
is able to have direct and significant impact on
the lives of citizens.
•This is done through the inaction of laws and
policies and the implementation of programs
that promote the general welfare. Please
proceed to our Schoology for your work sheets
and activities. Please feel free to ask for any
clarifications.
Political Ideologies
“Ideology is a verbal image of the good
society, and of the chief means of constructing
such a society.” - Anthony Downs
Ideology is defined as the set of beliefs and
ideas that shape an individual’s or a group’s
views, actions, and interactions with the
world. Thus in the political perspective,
Political Ideologies is the set of beliefs and
ideas that define political activities, policies
and events. It also outlines the role of
government and the economy in society.
Political Ideologies are the basis for the
development of a Political culture and how
states should develop and transform. Political
Ideologies can be presented through a Political
Spectrum, which is a graphic representation of
political ideologies along a line from left to
right. The political spectrum shows the
following ideas and beliefs:
1. Leftist ideas who value individual freedom
over government control.
2. Rightist ideas who value government power
and authority.
3. Centrist ideas who value support of a
balance between the two ideologies in the
political spectrum.
Political Ideologies:
1. Liberalism - economic and social inequalities
are undesirable and upholds the recognition of
human rights and freedoms. Elements of
Liberalism
a. Individualism
b. Freedom
c. Reason
d. Equality
e. Toleration
f. Consent
g. Constitutionalism
CREATIVE WRITING
• The art of making things up.
•It is any writing that is original and self
expressive
•Considered to be any writing , fiction, poetry,
or non-fiction that goes outside the bounds of
normal professional, journalistic, academic,
and technical forms of literature.
Fill your paper with the breathings of your
heart. - William Wordsworth
The greatest part of a writer’s time is spent in
reading, in order to write; a man will turn over
half a library to make one book. - Samuel
Johnson
Don’t tell me the moon is shining; show me
the glint of light on broken glass. -Anton
Chekhov
Writing is a form of personal freedom. It frees
us from the mass identity we see all around us.
In the end, writers will write not to be outlaw
heroes of some underculture but mainly to
save themselves, to survive as individuals. -
Don DeLillo
The WORDS in the story are called Imagery.
•Imagery “mental pictures”
• evoking a more meaningful visual experience
LISTEN again to the audio and identify the
words that cater to the following senses;
1. SIGHT
2.SOUND
3.SMELL
4.TOUCH
5.TASTE
Write your answers on the worksheet
provided. Writing with the senses is an
important part of writing well. Writers employ
the five senses to engage a reader’s interest.
In order to practice the power of description, A
NECESSARY BLINDNESS is a sure way of
training. Go to an area where there is a
concentration of sound. Close your eyes and
focus on what you hear. Using your notebook,
describe what you hear. What is the noise
like? Too loud? Soft? Are there voices? High?
Low? Can you describe the pitch? Do the
sounds go together or not? How would you
describe these sounds individually? How
would you describe them altogether? Examine
what you have written. When you described
that sound were you limited to what you just
heard or were there other senses evoked? e.g.
A trill of birds flew overhead. “trill” refers to
sound, but what about the words “flew
overhead”? Upon listening, one could clearly
visualize birds flying along with the sound. It
has been said that we think in images- not just
visual imagery , but one that evokes all THE
FIVE SENSES. When we say imagery, we also
refer to words that evokes all the five sense.
One must achieve a WIDE RANGE OF
VOCABULARY in order to use the appropriate
words fit for description in order to evoke five
senses. The piercing chill I feel; my dead wife’s
comb, in our bedroom, under my heel…
Translated by Harold G. Henderson Showing
visualize “telling” limiting Solmerano.
Diction
Defined as a style of writing or speaking
determined by the choice of words.
What is poetry?
• a writing that communicates intensely and
intimately through and beyond language,
using rhythm, sound, style, and meaning.
• It consists largely of oral or literary works in
which language is used in a manner that is felt
by its user and audience
• It is difficult to translate because it is highly
linguistic rather than language. While there
are reasonable interpretations , there can
never be a definitive interpretation.
• Poetry is a concentrated thought.
• It is a kind of word-music.
• It expresses all the senses.
• It is an observation plus imagination.
21st Century Literatures from the Philippines
and the Word
Literature
Bwalya .L (2006) the term literature is a latin
word ‘litera’ which means Writing . From this
background, it is believed that literature is
anything that is written.
The people that subscribe to this notion
believe that any written material qualifies to
be called literature, hence mathematical
figures are also literature.
Literature is literally “an aquaitance with
letters” as in the first sense given in the
oxford English Dictionary (from the Latin
litera meaning ‘an individual character
(letter). The term has generally come to
identify a collection of texts.
The word ‘literature’ as a common noun can
refer to any form of writing, such as essays or
poetry. ‘Literature as a proper noun refers to
a whole body of literally work, world wide or
relating to a specific culture
Hancock (2006) believes that literature is a
body of written works : the body of written
works of a culture, language, people or a
period of time.
Scylar (1998) defines literature as “any
writing on a subject: the body of published
work concerned with a particular subject.”
A similar definition to this scholar was coined
by Pollanen (1997) which says that ‘literature
refers to published writings in a particular
style on a particular subject.
PERIODS IN PHILIPPINE LITERATURE
1. Pre-colonial Period
2. Spanish Period
3. American and Japanese Period
4. Modern Period
Forms of Literature
➢ Poetry
➢ Tale
➢ Drama
PRE-COLONIAL PERIOD
- Covers the years before the coming of
the first colonizer – the Spaniards
- Factors such as religion, political,
economic and social influenced
produced a literature that is generally
ORAL
- Indigenous literature was Born in
ethnic communities growing from the
people’s needs and customs
- Ex. Legends and myths reflect the
people’s animistic way or worship
The forms of literature of the groups of
people in the archipelagos are all based on
their daily encounters.
An Example of their story is
“Tungkung Langit and Alunsina”
PERIODS IN PHILIPPINE LITERATURE
1Pre-colonial Period
2. Spanish Period
3. American and Japanese Period
4.Modern Period
1. Pre-colonial Period
- focuses on belief system of our ancestors
which passes through Oral tradition
Literary text:
“Tungkung Langit and Alunsina”
“story on creation of heavenly bodies”
2. Spanish Period
-focuses on 3G's of Spain.
God, Gold and Glory
Literary text:
“To the Flowers of Heidelberg”
by: Dr. Jose Rizal
Used figurative language and figures
of speech to interpret the poem
Flowers are used to represent
Rizal's longing to Philippines,
subtle mockery to the Spaniards and
a symbol of hope to his fellow Filipino
AmericanPeriod Simile
1899-1902 A stated comparison (usually formed
-focuses on the influence of American culture with "like" or "as") between two
especially in language fundamentally dissimilar things that have
-taught American langauge to everyone offers certain qualities in common.
free education for all.
-sent Filipinos in America to study. Metaphor
- Nationalism was not prioritized - An implied comparison between two
dissimilar things that have something in
Japanese Period common.
1941-1945
-focuses on their purpose to eradicate English Personification
influence in the country. A figure of speech in which an
-Emphasized nationalism by making an order inanimate object or abstraction is endowed
to produce Filipino language only. with human qualities or abilities.
-Philippine Literature's “Golden Period”
Hyperbole
Japanese Period -An extravagant statement; the use of
Literary Texts: exaggerated terms for the purpose of
“The March of Death” by emphasis or heightened effect.
Bienvenido Santos
-reflects the struggles of Filipinos during Death Apostrophe
March - Directly addressing a nonexistent
Haiku person or an inanimate object as though it
-influenced by the Japanese were a living being.
tagalog Haikus emerge
SYMBOL
SPANISH COLONIAL PERIOD An object or action that means
Focuses on the 3 G's of Spain.(Purpose) something more than its literal meaning.
-God
-Gold ALLUSION
-Glory A reference to, or representation of
people, places, events, literary work, myths,
or works of art, either directly or by
implication.

“Liberation Period”
-This period is known to be the recovery
period.
-It is the transition period from American style
Simile to modern style.
Metaphor
Personification
Hyperbole
Apostrophe
Symbol
Allusion
DISCIPLINES AND IDEAS IN APPLIED SOCIAL
SCIENCE
Date: aug 15
What is the Social Sciences?
As compared to the natural sciences, which is
a discipline that deals only with natural events
(the independent and dependent variables in
nature) using scientific methods, defining
social science is a bit more complex as it
examines society and the intricate
relationships among individual within society.
While social interactions and relationships may
have been of interest to many scholars and
philisophers even in the earlist times, it was
only in 19th century that social science as an
academic discipline was institutionalized. This
started with the publication of Suicide by
Emile Durkheim and Systeme de Plotique
Positive by Auguste Comte – Both scientific
studies of the relationship between individuals
and their society.
Social sciences are disciplines concerned with
the systematic study of social phenomena.
Basically, the term ‘social sciences’ is defined
as the study of human society; that particular
area of study that relates to human behaviour
and society.
What is the applied social sciences?
With the growth of universities in Western
Europe in the 2oth century that helped boost
the popularity of the social sciences as an
academic discipline, there came a time when
the resulting knowledge produced by each
became compartmentalized.
Gouldner (1989)
- As previously discussed, it make use of
the loos concepts rather than
generalized propositions and theories
- not all concepts or theoretical models of
social science are equally useful to
applied social science.
- It is more likely to borrow from their
desciplines those concepts and
theoretical models which can aid
applied social scientists in understanding
or producing changes.
- When the basic discipline does not
provide.
Fields of social sciences
-accountung- this frield provides business
principle and other applied skills in the are of
accounting.
-business administration- this specialized in
the operations and management of business
institution.
-communication- this ver or non verbal
messages.
-counseling- self knowledge, emotional
acceptance and growth for the optimal
development. How do we help the struggled
people?
-criminology- the use of evidence used to
solve the crime. This focuses on the study of
crime, crime behavious and legal system.
-health care management- this field provides
professionals in clinics, private practices, and
nursing homes.
-human resource and organizational
development- this field provides a background
in personnel management, staff training and
development, and the crafting and institution.
-information technology management- they
check, they report. This field specializes in the
administrations knowledge.
-marketing-promotion, creative services,
public relations, research, conculting.
-policy studies-policy analysis and program
evaluation. Who evaluate a certain law before
implementing it. The concern is the people
- Public administration- concerned with the
implementation of government policy.
-social works- both professional and academic
discipling that seeks to improve the quality of
life and well being of an individual or
community. Protect the people with harm.
-Urban planning- land protections and use of
the environement, public welfare and design
of the urban environment.
All the fields are circulsting on social science,
it gives date social sciences. It gives data.
It is the application of social theories

1. counseling
2. social work
3. communication
Date : aug 27
The discipline of counselling is a relationship
characterized by the application of one or
more psychological theories and a recognized
set of communication skills appropriate to a
client’s intimate concerns, problems, or
aspirations (Feltham and Dryden 1993). These
clients are individuals or a group in a
demoralized, distressed, or in a negative state
of mind about their situation or context.
Therefore, counselling can be for one person
or a group and may be delivered through a
number of methods such as through face-to-
face dialog, group work, telephone, email, or
other written materials.
COUNSELING DEFINED
Counselling can be defined in various ways.
Over the years, several conceptual models
have been used to define counselling, which
prove its dynamic and complex nature. No
single definition is enough to explain what
counselling is.
COUNSELING AS A PROCESS
Counselling is a “learning process in which
individuals learn about themselves and their
interpersonal relationships, and enact
behaviors that advance their personal
development” (Schertzer and Stone 1981,
168). As a process, counselling includes a
sequence of steps or actions which geared
towards a particular end. These various
activities can lead clients to a journey of self-
exploration, self-discovery, and even bahavior
and attitude changes, in some cases. During
the sessions, clients can learn more about
themselves, the people around them, and
their respective environments. The knowledge
and awareness that clients gain from these
sessions would help them make informed
choices.
COUNSELING AS A RELATIONSHIP
Counselling is defined by Burks and Stefflre (as
quoted in George and Cristiane 1986,3) as “a
professional relationship between a trained
counsellor and a client. This relationship is
usually person-to-person, although it may
sometimes involve more than two people”.
According to the Guidance and Counseling Act
of 2004 (R.A. No. 9258), counselling “ is a
facto-to-face helping relationship. It is a
mission of service”
Based on the descriptions mentioned, it is
clear thar counselling is a personal relationship
between the counsellor and the client. The
first important characteristics of a counselling
relationship is being egalitarian in nature. It
means that power between counsellor and
clients should be consciously shared by the
two parties. The second characteristics of the
counselling relationship is that it is built on
trust and confidentiality. Clients place their
trust on their counsellors and get to share
personal information about themselves that
they are not even comfortable sharing with
others.
COUNSELING AS AN ART
Nystul (1993, 3) described counselling as “a
flexible and creative process whereby the
counsellor adjusts the approach to the unique
and emerging needs of the clients”.
In counselling, there is also the concept of
giving of oneself. This process is considered to
be very delicate as this can be very challenging
and exhausting on the part of the counsellor.
For some counsellors, this act of giving oneself
is an art that has to be developed over time.
Nytsul (1993, 3-4) explains that the giving of
oneself can be manifested by providing
concern and support as they “put their selves
in the client’s shoes.” Abd by “going beyond
the self and feels at one with the client.”
COUNSELING AS A SCIENCE
As a science, counselling delves into the
objective realm of the counselling process.
Counselors are encouraged to be “counsellor-
scientists” where they “required to have skills
to formulate objective observations and
inferences, test hypotheses, build theories, use
psychological tests, and use research
methods” (Clairborn as quoted in Nytsul 1999,
4-5).
COUNSELING AS AN EMERGING PROFESSION
Counseling, as a helping profession, sigficantly
flourished in the 20th century. It is “an
emerging profession… a service sought by
people in distress or in some degree of
confusion who wish to discuss and resolve
these in a relationship which is mere
disciplined and confidential than friendship,
and perhaps less stigmatizing than helping
relationships offered in tradition or psychiatric
settings” (Feltham and Dryden as quoted in
McLeod 2003, 7).
As professionals, counsellors have the
opportunity to assist their clients in making
choices and solving their problems in various
setting, such as schools, communities, offices,
and clinical settings.
COUNSELING AS CONTEXT
The National Institute of Health recognizes
counseling itself as a context. Regardless of
the therapeutic approach in use, the
counseling situation in itself is a context. There
is a deliberate specific focus, a set of
procedures, rules, expectations, experiences,
and a way of monitoring progress and
determining results in any therapeutic
approach (Corey 1991). Counseling can
therefore be affected by counseling context.
Client Factors – the client factors are
everything that a client brings to the
counseling context. He or she is not passive
object receiving treatment in the manner of a
traditional doctor-patient situation. The clients
bring so much to counseling context and
therefore it remains imperative that they are
considered as an active part of the process.
Counselor Factors – the personality, skills, and
personal qualities of a counselor can
significantly impact the outcomes of the
counseling relationship (Vellemean 2001). The
Counselor’s personal style and qualities can
make the interventions successful. The
conditions for self-restoration or experience of
self-empowerment in a client are some
qualities that a counselor usually brings about.
Contextual Factors – the context in which
counseling takes place can define the
outcomes. Counselors are therefore
concerned with the environment and
atmosphere where to conduct the sessions.
Process factor – the process factors constitute
the actual counseling undertaking. Vellemean
(2001) presents the following six stages, which
for him apply to apply all problems areas in the
process of counseling.
Developing trust – this involves providing
warmth, genuineness, and empathy.
Exploring problem areas – this involves
providing a clear and deep analysis of what the
problems is, where it comes from, its triggers,
and why it may have developed.
Helping to set goals – this involves setting and
managing goal-directed interventions.
Empowering into action – this means fostering
action to achieve set goals.
Helping to maintain change – this means
providing support and other techniques to
enable the client to maintain changes
Agreeing when to end the helping
relationship – this implies that assurances are
there that guarantee the process is being
directed by the client and toward
independence.
Goals and Scope of Counseling
• Counseling is aimed to empowering client.
The general goal is to lead an individual client
or group to self-emancipation in relation to a
felt problem. At some stage in the process, the
client should attain insight and understanding
on oneself, achieve better self-awareness and
look at oneself which increased self-
acceptance and appreciation, and be able to
manage oneself positively.
• The scope of counseling is wide. Essentially,
it involves application of some psychological
theories and recognized communication skills.
It does not deal with clinical cases such as
mental illness. It is a professional relationship “meaningful and
that requires an eventual closure and satisfying
termination of the counselee-counselor relationships” with
relationship. the people around
them.
Goals SELF-AWARENESS Clients become
1. Developmental Goals – assist in meeting or more aware of their
advancing the client’s human growth and thoughts, feelings,
development including social, personal, and actions.
emotional, cognitive, and physical wellness. SELF-ACCEPATNCE Clients gain a
2. Preventive Goals – helps the client avoid positive view of
some undesired outcome themselves.
3. Enhancement Goals – enhance special skills SELF-ACTUALIZATION Clients maximize
and abilities OR INDIVIDUATION their full potential
4. Remedial Goals - assisting a client to and develop
overcome and treat an undesirable themselves as
development individuals rather
5. Exploratory Goals - examining options, than just part of
testing of skills, trying new and different group.
activities ENLIGHTENMENT Clients reach a
6. Reinforcement Goals – helps client in higher state of
recognizing that what they are doing, thinking, spirituality
and feeling is fine PROBLEM-SOLVING Clients develop
7. Cognitive Goals – involves acquiring the problem-solving
basic foundation of learning and cognitive skills
skills PSYCHOLOGICAL Clients attain an
8. Physiological Goals – involves acquiring the EDUCATION understanding of
basic understanding and habits for good health people’s behaviours
9. Psychological Goals – aids in developing
ACQUISITION OF Clients develop and
good social interaction skills, learning
SOCIAL SKILLS enhance social and
emotional control, and developing positive
interpersonal skills
self-concept.
COGNITIVE CHANGE Clients modify
irrational beliefs or
McLeod (2003), listed 15 specific goals of
self-defeating
counselling.
thoughts that hinder
GOAL EXPECTED
their development
OUTCOME
BEHAVIOR CHANGE Clients replace
INSIGHT Clients gain
maladaptive
knowledge about
behaviours that
people, processes,
impede them from
and events, which
maximizing their
can further heighten
potentials and
their understanding
hinder them building
of themselves and
and maintaining
their world.
interpersonal
RELATING WITH Clients learn how to relationships
OTHERS establish
SYSTEMATIC CHANGE Clients realize that aspiration to bring it more in line with actual
problems are also and realistic attainment.
rooted in social Listening skills – listening attentively to
institutions and clients is the counselor’s attempt to
processes; thus, understand both the content of the client’s
initiating changes in problem as they see it, and the emotions they
these areas is also are experiencing related to the problem.
important. Respect - in all circumstances, clients must
EMPOWERMENT Clients develop be treated with respect, no matter how
knowledge skills, peculiar, strange, disturbed, weird, or utterly
and attitudes that different from the counselor.
can help them take Empathy and positive regard – Carl Rogers
better control of combined empathy and positive regard as two
their lives. principles that should go along with respect
RESTITUTION Clients make peace and effective listening skills. Empathy requires
with themselves for the counselor to listen and understand the
their past mistakes. feelings and perspective of the client and
GENERATIVITY AND Clients are to think positive regard is an aspect of respect. For
SOCIAL ACTION and do something Rogers, clients have to be given both
for others. “unconditional positive regard” and be treated
with respect.
Clarification, confrontation, and
interpretation – clarification in an attempt by
Principles of Counseling the counselor to restate what the client is
Advice – counseling may involve advice- either saying or feeling, so the client may learn
giving as one of the several functions that something or understand the issue better.
counselors perform. Confrontation and interpretation are other
Reassurance – counseling involves more advanced principles used by counselors
providing clients with reassurance, which is a in their interventions.
way of giving them courage to face a problem Transference and countertransference –
or confidence that they are pursuing a suitable other advanced principles deal with
course of action. transference and countertransference. When
Release of emotional tension – counseling clients are helped to understand transference
provides clients the opportunity to get reactions, they are empowered to gain
emotional release from their pent-up understanding of important aspects of their
frustrations and other personal issues. emotional life. Countertransference helps both
Clarified thinking – clarified thinking tends clients and counselors to understand the
to take place while counselor and counselee emotional and perceptional reactions and how
are talking and therefore becomes logical to effectively manage them.
emotional release. Clarified thinking
encourages a client to accept responsibility for September 01
problems and to be more realistic in solving
them. Counsellors are professionally trained
Reorientation – reorientation involves a individuals who help clients experiencing
change in the client’s emotional self through a difficulties by engaging them in the counselling
change in basic goals and aspirations. This process. In the Philippines, counsellors or
requires a revision of the client’s level of guidance counsellors, as they are popularly
known, are professionals who use an
“integrated approach to the development of a
well-functioning individual primarily by helping
him/her maximize his/her potentials to the
fullest and plan his/her future in accordance
with his/her abilities, interests, and needs”
(Guidance and Counseling Act of 2004).
ETHICAL PRINCIPLES FOR COUNSELORS
· 1. Act with care and respect for
individual and cultural differences and the
diversity of human experience.
· 2. Avoid doing harm in all their
professional work.
· 3. Respect the confidences with which
they are entrusted.
· 4. Promote the safety and well-being of
individuals, families, and communities.
· 5. Seek to increase the range of choices
and opportunities for clients.
· 6. Be honest and trustworthy in all their
professional relationships.
· 7. Practice within the scope of their
competence.
· 8. Treat colleagues and other
professional with respect.
ETHICAL PRINCIPLES FOR COUNSELORS
· Act with care and respect for individual
and cultural differences and the diversity of
human experience.
· Avoid doing harm in all their professional
work.
· Respect the confidences with which they
are entrusted.
· Promote the safety and well-being of
individuals, families, and communities.
· Seek to increase the range of choices and
opportunities for clients.
· Be honest and trustworthy in all their
professional relationships.
· Practice within the scope of their
competence.
· Treat colleagues and other professional
with respect.
September 8
Learning Objectives
At the end of the lesson, I can:
• describe the clientele and audience of
counseling.
Lesson Notes
Individuals and groups of people who receive
service from the various counselling
professions constitute the clientele and
audience. These individuals and groups vary in
their needs and context where they avail of
counselling.
CHARACTERISTICS OF THE CLEINTELE AND
AUDIENCES OF COUNSELING
• Normal people
• Youth in need of guidance at critical
moments of their growth
• Anyone in need of assistance in realizing
a change in behaviour or attitude
• Simply seeking to achieve a goal
• People in need premarital and marital
counseling
• Grief and loss
• Domestic violence
• Other types of abuse
• Coping with illness, death and dying.
• People who abuse drugs
• People with aids
• Gay men and lesbian women
Lesson 5: PROCESSES, SERVICES, AND
METHODS IN COUNSELING
Lesson Notes:
Counselors work in various settings such as
schools, community, private sector, mental
facilities, and government agencies. Drawing
on a wide range of processes, methods, and
ytools, counsellors are trained to use what is
appropriate for the setting and relative to their through
specialty. counselling.
Counselling can be classified according to the Group Counseling Clients who have
number of participants (Villar, 2009) and the problems with
nature of concern (Demos, 1973; Villar, 2009). interpersonal skills can
Villar (2009) identified five common types of group together and
counselling according to the number of work out same
participants: individual, group, multiple, strategies.
couple, and family counselling. Some clients prefer
Participants Processes group counselling
Individual One-on-one session because it gives them a
between the feeling that they are
counsellor and the not alone and also
client. This takes place gives them
during the following opportunities to listen
situations: and learn from other
• When cleints group members.
experiencing Multiple Counseling The counsellors may
difficult meet with the client
moments in their individually, by pairs,
lives voluntarily or as a group during
meet with the counselling
counsellors in sessions. For example,
the belief that a family in counselling
these may have two
professionals can counsellors during the
help them session, with one
• When clients are observing and taking
referred to notes and the other
counsellors by facilitating the
the people close counselling session.
to them after all Couple Counseling Male-female, male-
other efforts in male, female-female.
solving their This type of counselling
problems have focuses on the
been exhausted; relationship concerns
and of the parties involved.
• When during a Family Counseling Counselling between
routine interview family members and a
(mostly done in trained counselling
schools), professionals. Focused
counsellors find on the improving of
their clients to family relationship or
have actual helping family to cope
concerns that with the incident-
need to be specific issues, such as
addressed death in the family,
 and session to help its new school, or
individual members surviving in a
identify and resolve competitive
problems. school
environment.
Career/vocational/occupatio Prepares and
According to the nature of Concerns nal counselling assists clients
Personal/social counselling Focuses on in the work
personal setting.
concerns and Providing
concerns clients with
relating to the the necessary
clients information
relationship for them to
with other. plan and
Personal make
problems decisions
include stress, regarding
depression, their career is
relationship one of the
concerns, and major
identity activities of
issues. Social this type of
concerns counselling.
include
conflict with
friends and
family, and Services in Counseling
bullying. Addictions Focuses on clients
Academic/educational Focused on counselling with addiction
counselling helping problems.
students to Career counselling Helping clients make
acquire and career decisions.
use lifelong Child and adolescent Helping child and
skills by counselling adolescents with their
developing developmental needs
their and concerns.
academic, Community Helping diverse
career, self- counselling populations with
awareness, different concerns
and and needs.
interpersonal Correctional Helping clients in
communicatio counselling various law
n skills. enforcement settings.
Selecting Couples and family Focuses on assisting
school, counselling couples and families
adjusting in a in difficult
 circumstances.
Crisis counselling Aiding individuals and STAGES OF COUNSELING
groups experiencing STAGE 1. At the onset of
crisis situations that RELATIONSHIP counselling, counsellors
hinder them to BUILDING establish an atmosphere
function in their daily where clients feel safe so
lives. that clients can share
Employment Focuses on assisting their innermost concerns,
counselling clients on finding feelings, and thoughts.
specific job. Rapport between
Gerontology Helping older clients. counsellors and clients
counselling should be built.
Group counselling Helping clients with CORE CONDITIONS
similar concerns, • Empathy
needs, and problems • Unconditional
through group positive regard
approach. • Congruence
Mental health Focuses on assisting STAGE 2: During this stage,
counselling clients with emotional ASSESSMENT AND counsellors gain an in-
and psychological DIAGNOSIS depth understanding of
concerns. their clients through
Multicultural Focuses on clients assessment. This can be
counselling coming from the done through the use of
different standardized and non-
ethnolinguistic standardized means.
groups, race, genders, STAGE 3. Goal-setting is a shared
and ages. FORMULATION task and responsibility of
Pastoral counselling What makes this area OF GOALS counsellors and clients.
unique is that the Counselling goal can be
members of the clergy categorized as process
are the front liners goals and outcome goals
when church or (Nytsul, 1999).
ministry members STAGE 4. Once goals have been
seek help. INTERVENTION formulated, counsellors
Rehabilitation Focuses on helping AND PROBLEM and clients work on
counselling clients suffering from SOLVING defining intervention
physical or emotional strategies to implement.
disabilities which may Intervention refers to the
affect their family, deliberate process or
social, and work life. method of solving the
School counselling Focuses on helping client’s problems.
clients with personal- STAGE 5. It is said that the end goal
social, academic, and TERMINATION of counselling is to
career concerns. AND FOLLOW UP empower clients to reach
the point wherein they
would have no need of
counselors’ assistance as
 they journey through life with his/her abilities, interests, and needs”
(Nytsul, 1999). (Guidance and Counseling Act of 2004).
Counsellors and clients
agree on the termination ROLES OF COUNSELORS
date and follow-up According to Shertzer and Stone (1974), there
sessions may follow. are nine counsellor roles.
STAGE 6. Research and evaluation COUNSELOR ROLE DESCRIPTION
RESEARCH AND are essential aspects of QUASI- As quasi-
EVALUATION counselling that ADMINISTRATOR administrators or
contribute to the “administrative
advancement of the handy persons,”
profession. counsellors assume
the role of
administrators when
COUNSELING PROCESSES the school heads are
• Needs assessment not around.
• Intervention / program design GEBERALIST As generalists,
• Implementation counsellors
• Monitoring coordinate and
• Evaluation-examines the result and finds administer services
out if intended results are being met or and resources. They
nit. also maintain
WORK SETTINGS relationships among
1. COUNSELORS IN SCHOOLS the stakeholders of
2. COUNSELORS IN COMMUNITY SETTINGS an institutions.
3. COUNSELORS IN THE PRIVATE SECTOR Specialist As specialists,
4. COUNSELORS IN THE GOVERNMENT counsellors given
their counselling
duties priority over
other activities.
Agent for change As agents for change,
Lesson 3: Professionals and Practitioners in counsellors initiate
Counseling change within the
clients by helping
them arrive at
Lesson Notes: possibilities and
Counsellors are professionally trained options and by
individuals who help clients experiencing catalysing change
difficulties by engaging them in the counselling within the setting
process. In the Philippines, counsellors or where they practice
guidance counsellors, as they are popularly their profession.
known, are professionals who use an Specialist in As specialist in
“integrated approach to the development of a psychological psychological
well-functioning individual primarily by helping education education,
him/her maximize his/her potentials to the counsellors create
fullest and plan his/her future in accordance and implement
activities and
 programs for • Respect the confidences with which they
facilitating self- are entrusted.
development • Promote the safety and well-being of
Applied behavioural As applied individuals, families, and communities.
scientist behavioural • Seek to increase the range of choices
scientists, and opportunities for clients.
counsellors provide • Be honest and trustworthy in all their
experiences and professional relationships.
conditions which • Practice within the scope of their
based on theories competence.
and researchers on • Treat colleagues and other professional
behavioural sciences with respect.
that aim to foster FUNCTIONS OF COUNSELORS
learning among Gibson and Mitchell (2003) defined counselor
clients. functions as guidance activities, and comprised
Contingency manager Counsellors arrange a list of ten activities that serve as a guideline
consequences for for the overall function of guidance
behaviour if clients counselors:
fail or succeed in 1. Individual assessment
carrying out an 2. Individual counseling
action plan which 3. Group counseling and guidance
was agreed upon by 4. Career assistance
both counsellor and 5. Placement and follow-up
client. This is usually 6. Referral
in the form of 7. Consultation
rewards, tokens, or 8. Research
absence thereof. 9. Evaluation and accountability
Consultant As a consultant, 10. Prevention
counsellors confer
with teachers, Core Values of Counseling
administrators, • Respect for human dignity – this means
parents, and other to that the counselor must provide a client
help identified unconditional positive regard,
clients. compassion, non-judgmental attitude,
Helping professional As helping empathy, and trust.
professionals, • Partnership – a counselor has to foster
counsellors assists partnerships with the various disciplines
their clients achieve that come together to support an
their optimal integrated healing that encompasses
development various aspect such as the physical,
emotional, spiritual, and intellectual.
ETHICAL PRINCIPLES FOR COUNSELORS These relationships should be of
• Act with care and respect for individual integrity, sensitivity, and openness to
and cultural differences and the ensure health, healing, and growth of
diversity of human experience. clients.
• Avoid doing harm in all their • Autonomy – this entails respect for
professional work. confidentiality and trust in a relationship
 of counseling and ensuring a safe
environment that is needed for healing.
It also means that healing or any advice
cannot be imposed on a client.
• Responsible caring – this primarily
means respecting the potential of every
human being to change and to continue
learning throughout his/her life, and
especially in the environment of
counseling.
• Personal integrity – counselors must
reflect personal integrity, honesty, and
truthfulness with clients.
• Social justice – this means accepting and
respecting the diversity of the clients,
the diversity of individuals, their
cultures, languages, lifestyles, identities,
ideologies, intellectual capacities,
personalities, and capabilities regardless
of the presented issues.
COMPETENCIES OF COUNSELORS
Counsellor competencies can be categorized
into the following: knowledge, skills, and
attitudes.
Knowledge. Counsellors undergo academic
preparation and training to build on their
knowledge of counselling techniques and
theories.
Skills. Counsellors, apart from having mastery
of theories and techniques, should alo possess
several abilities or skills to effectively help
their clients.
a. Interpersonal skills. Refers to the
capacity and proficiency of
counsellors to communicate or
articulate well, listen effectively, and
observe nonverbal behaviours – such
as mannerisms, body language, facial
expressions, voice quality, and use of
language.
b. Conceptual ability. Refers to the
capacity of counsellors to remember
client information, to understand
and assess clients problems, to think
of possible consequences of actions,
and to see and connect present
problem to a larger picture.
c. Ability to understand and work
within social systems. Refers to the
counsellors knowledge of the clients
relationships with family members,
co-workers, friends, and others in
their social circles and how these
relationship affect clients.
Attitudes. Counsellors are expected to
facilitate the establishment of a working
alliance between them and their clients.
• Curiosity and inquisitiveness – natural
concern for people and to know details
about them
• Ability to listen – actively listening to
people
• Comfort with conversation – at case in
conversing with the people
• Empathy and understanding – the ability
to put one’s self in another’s shoes even
if the client’s circumstances are different
from that of the counsellors.
• Emotional insightfulness – comfortable
in dealing with a wide range of feelings
• Introspection – the ability to look within
the self and reflect
• Capacity for self-denial – the ability to
put aside personal concerns and feelings
to address client’s needs to exhibit
certain qualities and attitudes which can
• Tolerance of intimacy – the ability to
establish and maintain emotional
closeness
• Comfort with power – ability to hold
power and maintain detachment
• Ability to laugh – the capacity to inject
humor when things go wrong
McLeod (2003), on the other hand, listed the
following as competency areas in counselling:
• Personal beliefs and attitudes – refer to
the counsellor’s capacity to accept
client’s beliefs and values and client’s
potential for change.
• Personal soundness – refers to the
counsellor’s capacity to be aware of how
counselling sessions are affecting them
 and to accept the notion that they, too,
can be in need of counselling.
• Openness to learning and inquiry – refer
to the counsellor’s interest in the client’s
lives and to search for new knowledge
which can advance the practice of the
profession.
CAREER OPPORTUNITIES FOR COUNSELORS
• Educational and school counsellors –
they offer personal, educational, social,
and academic counselling services. The
professionals often work in elementary
school, high school, or university
settings to help students assess their
abilities and resolve personal problems.
• Vocational or career counsellors – they
aid individuals or groups in determining
jobs that are best suited to their needs,
skills, and interests.
• Marriage and family counsellors –
services for couples and families
• Addictions and behavioural counsellors
– work with people suffering from
addictions
• Mental health counsellors – work with
people suffering from mental or
psychological distress such as anxiety,
phobias, depression, grief, esteem
issues, trauma, substance abuse, and
related issues.
• Rehabilitation counsellors – engaged
with individual’s suffering from physical
or emotional disabilities.
• Genetics counsellors – operate in a very
specialized context of dealing with
genetic information for individuals and
the decisions that come with it.
RIGHTS, RESPONSIBILITIES AND
ACCOUNTABILITIES OF COUNSELORS
Please refer to:
PHILIPPINE GUIDANCE AND COUNSELING
ASSOCIATION, INC.
Accredited Professional Organization (APO)
by the Professional Regulation Commission
(PRC)
PROPOSED CODE OF ETHICS
(REVISED as of December 21, 2006 @ Dr.
Villar’s Residence)
Lesson 4: Clientele and Audiences in
Counseling
Lesson Notes:
Individuals and groups of people who receive
service from the various counselling
professions constitute the clientele and
audience. These individuals and groups vary in
their needs and context where they avail of
counselling.
CHARACTERISTICS OF THE CLEINTELE AND
AUDIENCES OF COUNSELING
• Normal people
• Youth in need of guidance at critical
moments of their growth
• Anyone in need of assistance in realizing
a change in behaviour or attitude
• Simply seeking to achieve a goal
• People in need premarital and marital
counselling
• Grief and loss
• Domestic violence
• Other types of abuse
• Coping with illness, death and dying.
• People who abuse drugs
• People with aids
• Gay men and lesbian women
Robert Havighurst emphasized that learning is
basic and that it continues throughout life
span. Growth and Development occurs in six
stages.
Developmental Tasks of Infancy and Early
Childhood:
1. Learning to walk.
2. Learning to take solid foods
3. Learning to talk
4. Learning to control the elimination of body
wastes
5. Learning sex differences and sexual modesty
6. Forming concepts and learning language to 7. Getting started in an occupation
describe social and physical reality. 8. Taking on civic responsibility
7. Getting ready to read 9. Finding a congenial social group

Middle Childhood: Developmental Tasks of Middle Age

1. Learning physical skills necessary for 1. Achieving adult civic and social responsibility
ordinary games. 2. Establishing and maintaining an economic
2. Building wholesome attitudes toward standard of living
oneself as a growing organism 3. Assisting teenage children to become
3. Learning to get along with age-mates responsible and happy adults
4. Learning an appropriate masculine or 4. Developing adult leisure-time activities
feminine social role 5. Relating oneself to one’s spouse as a person
5. Developing fundamental skills in reading, 6. Accepting and adjusting to the physiologic
writing, and calculating changes or middle age
6. Developing concepts necessary for everyday 7. Adjusting to aging parents.
living.
7. Developing conscience, morality, and a scale Developmental Tasks of Later Maturity
of values 1. Adjusting to decreasing physical strength
8. Achieving personal independence and health
9. Developing attitudes toward social groups 2. Adjusting to retirement and reduced income
and institutions 3. Adjusting to death of a spouse
4. Establishing an explicit affiliation with one’s
Developmental Tasks of Adolescence: age group
1. Achieving new and more mature relations 5. Meeting social and civil obligations
with age-mates of both sexes 6. Establishing satisfactory physical living
2. Achieving a masculine or feminine social arrangement (http://faculty.mdc.edu).
role
3. Accepting one's physique and using the
body effectively Psychosocial Stages: A Summary Chart
4. Achieving emotional independence of Important
parents and other adults Age Conflict Events Outcome
5. Preparing for marriage and family life Infancy (birth Trust vs. Feeding Hope
Preparing for an economic career to 18 Mistrust
6. Acquiring a set of values and an ethical months)
system as a guide to behavior; developing an Early Autonom Toilet Will
ideology Childhood (2 y vs. Training
7. Desiring and achieving socially responsible to 3 years) Shame
behavior and
Doubt
Developmental Tasks of Early Adulthood Preschool (3 Initiative Exploratio Purpose
1. Selecting a mate to 5 years) vs. Guilt n
2. Achieving a masculine or feminine social School Age (6 Industry School Confiden
role to 11 years) vs. ce
3. Learning to live with a marriage partner Inferiority
4. Starting a family Adolescence Identity Social Fidelity
5. Rearing children (12 to 18 vs. Role Relationshi
6. Managing a home years) Confusion ps
Psychosocial Stages: A Summary Chart
Important
Age Conflict Events Outcome
Young Intimacy Relationshi Love
Adulthood (1 vs. ps
9 to 40 years) Isolation
Middle Generativ Work and Care
Adulthood (4 ity vs. Parenthoo
0 to 65 years) Stagnatio d
n
Maturity (65 Ego Reflection Wisdom
to death) Integrity on Life
vs.
Despair
A brief summary of the eight stages
Introduction to the Philosophy of the Human
Person
In a few years, you will gain new experiences
in life that you may have never dreamed of.
Such experiences may excite or challenge you,
while some can make you rethink your life and
decision. (Gilbuena, 2018)
At your age, you may have already asked
yourself important questions about your life
that cannot be directly answered through
research or education, such as “What do I
want?” or “What will make me happy?”
(Gilbuena, 2018)
If you have already asked yourself those big
questions, then you have already engaged in
philosophy. (Gilbuena, 2018)
Objectives:
• Explain some common meanings of
philosophy At the of the session, the learners
are able to:
• Explain the deeper meaning of philosophy as
love of wisdom
• Distinguish a holistic perspective from a
partial point of view. Historical Background
Pythagoras (580-497 B.C.),
a Greek scholar, was the first to use the term
“Philosophy.” He travelled to the different
ancient Greek city-states where he argued to
people of different life orientation. He was
then caught by one of the leaders in the city
and was asked: “Are you a wise man?” With all
humility and respect, he replied: “No sir, I am
not wise man but only a philosopher, a lover of
wisdom.”
What does Philosophy means?
Some Common Meanings
1. Ideas, Views, Principles, Perspectives or
Beliefs
2. The Activity of Reasoning (Pamimilosopo)
3. An Academic Course or Degree Philosophy
applied to human experience or everyday life
denotes the use of philosophy as an
intellectual activity. Also known as philosophy
in life, this concept is important because it
serves as the guiding principles on how one
ought to live life. (Mabaquiao, 2016)
1. Ideas, views, principles, perspectives or
beliefs Pilosopo is one who engages in
reasoning for the purpose of covering up an
obvious truth, annoying someone, and
engaging someone in an unwelcome
argumentation. (Mabaquiao, 2016)
2. The Activity of Reasoning (pamimilosopo)
3. An Academic Course or Degree It refers to
an academic subject or course that is taught
usually in colleges, universities, seminaries. In
this course, one usually studies reasoning skills
and different theories about the nature of
reality, morality, society and justice, religious
beliefs, and knowledge, among others.
(Mabaquiao, 2016)
Those who pursue this degree are often
perceived as having the intention of becoming
a lawyer, a priest, or a teacher of philosophy.
(Mabaquiao, 2016)
What does Philosophy means?
The term “philosophy” is an English translation
of the Greek word “philosophia” , which is a
combination of two Greek words, namely,
“Philo”, which means love and “Sophia”, which
means wisdom.
Love of Wisdom What does love of wisdom
means? Philosophy is a kind of love, one that is
directed at wisdom. (Mabaquiao, 2016)
It is not purely intellectual activity, for it is also
a kind of attitude or emotion. (Mabaquiao,
2016) What is it with wisdom that
philosophers so desire to attain it? Truth
“The unexamined life is not worth living.”
(Socrates)
“Philosophy covers an immense range of
topics, but part of its concern has always been
with moral life: how to understand it and how
to live it.” (Thomas Nagel)
TOPICS
• Knowing and Doing Philosophy
• Methods of Philosophy
• The human person as an embodied spirit
• Human person in the environment
• Freedom of the Human Person
• Intersubjectivity
• The Human person in the society
• Human persons as oriented towards their
impending death
What do you see? What do you see? What do
you see?
In the process of doing philosophy, it is critical
to have a holistic point of view – the
perception of looking at all aspects of a
situation first before making a conclusion.
PROCESS OF DOING PHILOSOPHY
Some other skills involved in doing philosophy
are critical, logical, and analytic thinking,
observation, and, communicative skills. In
philosophy, a point of view is defined as a way
or a method how one sees or perceives the
reality or a phenomenon. (Nazareno &
Tagulao, 2019)
What is a point of view?
Partial Point of View A partial point of view is
based on a single factor or casual agency. It is
based on one of the component parts of a
whole. (Nazareno & Tagulao, 2019) It
broadens the understanding of reality by
taking considerations of other possible casual
agents or factors be it biological, theological or
any other factors that may contribute in
understanding a certain phenomenon.
(Nazareno & Tagulao, 2019) Partial Perspective
A teacher scolds Student A after Student B
accused him of stealing her pencil case.
However, the teacher only listened to the
story of Student B, and not to Student A,
before deciding to scold the student.
(Gilbuena, 2018)
Example # 1 Holistic Perspective A teacher
listens first to both stories of her two arguing
students before making any conclusion about
the issue. (Gilbuena, 2018)
Example # 2 What is your realization? Doing a
philosophy can be applied in day-to-day
activities and life perspectives. Because it
involves an evaluative process, doing
philosophy allows a person to make better
decisions and act accordingly to situations with
the help of various philosophical skills.
(Gilbuena, 2018)
The Value of Doing Philosophy in Holistic
Perspective
Objectives: At the end of the session, the
learners are able to:
- realize the value of doing Philosophy in
obtaining a broad perspective on life through a
“What If Strategy”.
-do a philosophical reflection on a concrete
situation from a holistic perspective through a
“Statement Analysis”.
- realize the elements of wisdom from the
traits of a wise person through a “teacher
guided discussion”.
What is a wise person?
The elements of WISDOM can be gathered
from the traits that someone would have if
he/she were a wise person. TAKE NOTE! A
wise person…
1. A wise person is one who is aware of what
he knows and what he does not know.
2. A wise person holds belief that are not only
true but which he/she can also justify.
3. A wise person knows a lot about things that
are valuable in life.
4. A wise person can put his/her knowledge to
practical use. A wise person…
5. A wise person knows what should be done
and act it accordingly. (Mabaquiao, 2016) A
wise person…
If you are wise, you are a well-rounded
person. What if you are NOT a wise person?
What if? What if we have known that we did
not know much? What if? What if we have
known what information should be spread?
What if? What if we have known what right
decision to be made? What if? What if we
have known how to value what we had in life?
Philosophy helps in obtaining a broad
perspective on life.
Purpose of Philosophy
1. Philosophy enables us to understand
ourselves better.
2. Philosophy helps us understand others
better.
3. Philosophy helps us understand other
peoples’ uniqueness and ways of thinking.
4. Philosophy helps us understand the world in
its totality and our role in it as human beings.
5. Philosophy helps us understand the
significance, meaning, value, and finality of
human life. Purpose of Philosophy
6. Philosophy helps us know and understand
God in His nature, essence, and attributes as
far as the powers of human reason can
provide.
Purpose of Philosophy Explain your
interpretation/understanding of the statement
related to your personal experience and the
values learned from that experience. Let us a
do a philosophical reflection on a concrete
situation from a holistic perspective.
Statement Analysis
“We are what we repeatedly do. Excellence
then is not an act but a habit”. -Aristotle
1. Interpretation/Understanding
2. Related Experience
3. Values learned What are your realizations
when doing a philosophical reflection from a
holistic perspective?
Objectives: At the end of the session, the
learners are able to:
- realize the value of doing Philosophy in
obtaining a broad perspective on life through a
“What If Strategy”.
-do a philosophical reflection on a concrete
situation from a holistic perspective through a
“Statement Analysis”.
- realize the elements of wisdom from the
traits of a wise person through a “teacher
guided discussion”.
METHODS OF PHILOSOPHIZING
After discussing about the methods of
philosophy in class, we studied about the
methods of philosophizing. Those two are
different from each other. The methods of
philosophy will help to learn the process of
doing philosophy in a systematic way. On the
other hand, philosophizing is to think or
express oneself in a philosophical manner.
There are four different methods of
philosophizing namely, logic, existentialism,
analytic tradition, and phenomenology.
1.Deductive Reasoning
In this type of reasoning, conclusion comes
first, followed by main points, and the last will
be the supporting data, facts, examples, and
evidences. General idea comes first before the
specific or particular idea.
2. Inductive Reasoning
In this type of reasoning, supporting data,
facts, examples, and evidences come first
followed by the main points and conclusion
will be the last part. This is the vice versa of
the deductive reasoning because particular
idea comes first before the general idea.
Entrepreneurship b. creates new demand in the market
c. make substantial contribution to the
Part 1: Introduction to Entrepreneurship raising and collection of taxes
part 2: Development of the business plan d. facilitates the movement of the
(via business model) factors of production
part 3: Business Implementation e. creates new business opportunities
f. promotes peaceful and loving
Objectives: community
At the end of the lesson, students will be able g. increases constructive competition
to:
Discuss the relevance of the course through
Word Network. Importance of Entrepreneurship Education

The Entrepreneur and the Innovator 1. Entrepreneurship is very important to

“If you can dream it, you can do it. ” – Walt our economy as key driver.
Disney 2. Entrepreneurship education is an individual
lifelong learning process.
entrepreneur 3. Entrepreneurship will energize school
Originates from the French word management.
“entreprendre” which means to undertake. 4. Entrepreneurship will transforms learners to
be innovators
entrepreneurship
Is the art of observing correct practices in Key Concepts and Common Competencies
managing and operating a self-owned, wealth-
creating business enterprise by providing Objectives:
goods and services that are valuable to the
At the end of the lesson, students will be
customers.
able to:

Difference between small business and Explain the key concepts of common
ordinary small business competencies on entrepreneurship.

Small business refers to a business or Competencies

enterprise that correctly adopts and practices 1. Locus of Control
the principles of entrepreneurship. 2. Specific Goal Setting
VS 3. Self-Efficacy
Ordinary small business pertains to a business 4. Layers of Competency
enterprise managed and operated by owner 5. Need for Achievement
who is not an advocate and does not practice 6. Ambition
the concept and principles of entrepreneur 7. Willingness to Learn
ship 8. Strong Initiative
9. Adaptability and Flexibility
Importance of Entrepreneurship 10. Willingness to Take Risks
11. Interpersonal Skills
Entrepreneurship makes the following
contributions to the local community:
a. provides employment in the
community
Lesson 3: Lesson 4:
INTRODUCTION INTRODUCTION
Core Competencies in Job Opportunities
Entrepreneurship
“When you love what you do, you have
“ The greatest discovery of my the passion you’ll need to fuel the often
generation is that people can alter their lives intense road of entrepreneurship . Keep that
by altering their attitudes.” – William James passion alive”-Kevin O’Leary”

Core competencies-main strength, strategic .

advantages including the combination of Objectives:
knowledge and technical capacities that allow At the end of the lesson, students will be able
business to be competitive in the market to:
place. Explore the job opportunities for
Entrepreneurship as a career.
Entrepreneurial Skills and Competencies
➢ The entrepreneur as a missionary. Career oppurtunities
➢ Entrepreneur is a goal driven. 1. business consultant
➢ The entrepreneur is a marketing man. 2. research and development
➢ The entrepreneur starts small to 3. sales negotiation
become big. 4. non-profit fundraiser
Factors that develop entrepreneurial 5. Teachers
activities 6. Talent recruitment
1. The entrepreneur takes the initiative. 7. business reporter
2. Organization of capital resources.
3. The development of administrative Profile of a successful entrepreneur
machinery.
4. The development of entrepreneurial 1. The entrepreneur has strong desire for
autonomy. independence.
5. The development of SWOT analysis. 2. The entrepreneur develops strong drive
to succeed.
Starting point to entrepreneurial Success 3. The entrepreneur has strong
1. Start to be on your own. determination in decision making.
2. Explore the business environment. 4. The entrepreneur develops feedback
3. Be In control mechanism for result.
4. Have a good accountant or trusted 5. The entrepreneur is a result-driven
financial adviser individual.
5. Seek the advise of professionals.
Lesson 5:
Development of business Plan 3. Market Need- This is the type of
Analyze the market need customers that are focused within the
market. It is focused on the more
“ There’s nothing wrong with qualitative side of the market analysis.
staying small. You can do big things with a
small team”-JASON FRIED
4. Competition

Objectives:
How to identify your competition?
• Determine your direct and indirect
At the end of the lesson, students are
competition.
expected to:
• Analyze the strengths and weaknesses
of competitors.
Define market need for a new business.
• Establish strategies for maintaining
customer loyalty.
Who will get interested in my product?
What does the market need or want?
Who is buying the product?

Market Analysis is a quantitative and

qualitative assessment of a market ability to
respond positively.

Barriers to entry
• These are the hindrances or something
material that block or intend to block
passage.
• It is a natural formation or structure that
prevents or hinders movement or action
or even separate the new businesses.
How to do a market analysis
1. Demographics and segmentation- Is the Few examples of barriers to entry:
statistical characteristics of human
population (age or income) used 1. Investments
especially to identify markets.A market 2. Technology
or segment of the population identified 3. Brand
by demographics. Is the process of 4. Regulation
dividing into segments with similar 5. Access to resources
characteristics 6. Access distribution channels
7. location
2. Target Market - This is the type of
customers that are focused within the
market. It is focused on the more
qualitative side of the market analysis.
“Entrepreneurship is neither a science nor an
art. It is a practice”-Peter Duck
Lesson 6: Development of business Plan
Product: Its nature and Sustainability

Objectives:

At the end of the lesson, students are

expected to:

Determine the possible product/s or service/s

that will meet the need.

PRODUCT Description Necessities

1. Cite the uniqueness of product over
other existing products in terms of
characteristics , variations and the like.
2. Use layman’s term in describing the
firm’s product or service.
3. Illustrate the usefulness of the Consumer products
product/service.
4. Present the nature including the content ❑ These are goods and services
of raw materials that will be used in the destined/produced for the final
proposed product. consumer for personal, family, or
household.