Disciplines and

Ideas In Applied
Social Sciences
Quarter 1

GOVERNMENT PR
NOT FOR S

Self-Learning Module

DISCIPLINES OF COUNSELING
LESSON 1
Content Standards with Codes
The learners demonstrate an understanding of social sciences and applied social sciences and
The learners demonstrate an understanding of disciplines of counseling
Performance Standards
The learners should be able to explain clearly public perceptions about the work of social
sciences and applied social science practitioners and
The learners should be able to demonstrate a high level of understanding of the basic concepts
of counseling through a group presentation of a situation in which practitioners of counseling work
together to assist individuals, groups, or communities involved in difficult situations (e.g.,
postdisaster, court hearing about separation of celebrity couple, cyber bullying)

Most Essential Learning Competencies

The learners clarify the relationships and differences between social sciences and applied
social sciences
The learners identify the goals and scope of counseling
The learners explain the principles of counseling

Key Concept
Social Sciences can provide us with so many important answers and observation that may
help improve the understanding of our lives and thus help us to improve our interactions with each
other.
Disciplines of Social Sciences
 Anthropology
 Economics
 Geography
 History
 Linguistics
 Political Science
 Psychology
 Sociology
 and Demography

Applied Social Sciences are those social science disciplines, professions and occupations
which seek to use basic social science research and theory to improve the daily life of communities,
organizations and persons.
 Counseling
 Social Work
 Communication
 Researcher
 Lawyer
Social Science and applied social science are interrelated to one another in order to better
understand the need and lives of community and society. The first Applied Social Science to discuss
is counseling.
Counseling can be explained as a process of guiding a person or a group faced with a
problem, in order to overcome the difficulties and be more productive.
Counseling is the two way communication between the Counselor and the Counselee.
The goals of Counselor is to help the individuals:
 to change towards positive behavior
  to increase ability to begin and to continuous relationship with other
 to cope with oneself
 to assist in the process of making rational decision
 to assist in growing positively and in doing so to reach their optimum potential
 to become a fully functional person
 to become psychologically mature

The Scope of Counseling

 for personal needs/problems
 for educational needs/problems
 for physical, emotional, social, moral and marital problems
 for vocational, occupational and professional needs
 for career advancement
 for holistic individual development
 for situational problems

Principles of Counseling
 Tailor made to the requirement of an individuals problem
 Emphasizes thinking with the individual
 Avoid dictatorial attitude
 Maintain relationship of trust and confidence with the client
 Client’s need is to be put first
 Everyone participating in the counseling process must be feel comfortable
 The client’s and significant influencing personnel must be included in counseling
 Skills of warmth, friendliness, openness and empathy are ingredients of successful counseling
 Counselor has to listen attentively, answer question objectively; reinforce important
information
 Let the client make voluntary informed decision
 Maintain dignity of an individual as individual is primary concern in counseling

PROFESSIONALS AND PRACTITIONERS IN COUNSELING

LESSON 2

What should counselor do?

 For the Students
o They see the function of a counselor as primarily one who helps
them in educational and vocational planning but other will see
them as a helper for their personal problems which is not typical
 For the Teachers
o They depends on what a counselor do and observe thus they share
beliefs of students and parents: they provide educational and
 vocational assistance and also teachers, more often than students
expect counselor to help students with personal-social problems
 For the Administrator
o They also expect that the counselor will help the students with
school related problems
o They see counselors are involved in instructional or quasi-
instructional activities
 Curriculum-planning
 Testing
 Attendance
 Schedule making
 For the Counselors
o They recognize the role in both counseling and in the guidance
program, but with more emphasis on the former
o They assumes other roles such as consultant, resource person,
researcher and educator but only as these support counseling
relationships
o It is essential that the majority of a school counselor’s time be
devoted to individual or small-group counseling, in a counseling
relationship the counselor
 Assist the learners to understand and accept himself as
individual, thereby making it possible for the learners to
express and develop an awareness of his own ideas, feelings
values and needs
 Furnishes personal and environmental information to the
learners as required regarding plans choices or problems
 Seeks to develop in the learners a greater ability to cope
with and solve problems and increased competence in
making decisions
o The other function of the counselor in terms of problem solving or
crisis needs
 Emphasis is on aiding in development
Elementary school counselor is comparatively new, it’s more difficult to differentiate
functions as a specialist and as a member of the guidance team, it’s requires closer teacher-
counselor and parent-counselor relationships.
Secondary school counselor is not too different from elementary guidance, the context
of secondary education focuses on educational and vocational assistance
 Primary role: provide assistance in development
 Secondary role: participating as a member of the guidance team.
Secondary counselors frequently work directly with individuals while elementary
counselors work indirectly
COMMON MISCONCEPTIONS ABOUT COUNSELING
 A person seeing a counselor has mental illness.
 Counseling means giving advice.
 Counseling is part of the discipline board.
 A counselor is a problem solver.
  Counseling involves brain washing.
Responsibilities in Planning a Guidance Program
 Assisting in defining objectives and in continued Guidance Program and curriculum
development and also helping other staff in evaluating their own contribution to the
Guidance program
 Developing Plans of Actions
 Identifying needs of students
 Evaluating the program
There are Areas of Specialization where Counselors Work
1. Hospitals
2. Mental Health Facilities and Agencies
3. Correctional Facilities or Prisons
4. The Educational System – Elementary and Middle Schools, High Schools, Colleges
and Universities
5. Career Centers
6. Religious Institutions
7. Public or Private Practice

PROFESSIONALS AND PRACTITIONERS IN COUNSELING

LESSON 3
As a Counselor, your daily responsibilities and accountabilities includes:
 Meeting with clients to discuss their emotional, mental or lifestyle issues.
 Acting as a facilitator of group counselling sessions or a mediator in a conflict
resolution setting.
 Discussing your clients’ desired goals and outcomes.
 Providing relevant information or resources specific to the client’s needs.
 Assisting clients to set goals and adopt strategies to address their issues.
 Referring clients to other healthcare professionals where appropriate.
 Liaising with healthcare professionals as part of a health management team.
Additional task of counselor
1. Informed Consent
a. Involves the right of the clients to be informed about their therapy and to
make autonomous decisions pertaining to it
2. Confidentiality
a. Is an ethical concept, and in most states it is legal duty of therapists not to
disclose information about a client
3. Privileged Communication
a. Is a legal concept that generally bars the disclosure of confidential
communications in a legal proceeding
 Some other circumstances in which information must legally be reported by counselor
1. When the therapist believes a client under the age of 16 is the victim of incest rape,
child abuse, or some other crime
2. When the therapist determines that the client needs hospitalization
3. When information is made an issue in a court action
4. When clients request that their records be released to them or to a third party
Some steps in making Ethical Decisions
1. Identify the problem or dilemma
2. Identify the potential issues
3. Look at the relevant ethics codes for general guidance on the matter
4. Consider the applicable laws and regulations
5. Seek consultation from more than one source
6. Brainstorm various possible courses of action
7. Enumerate the consequences of various decisions
8. Decide on what appears to be the best possible course of action
Core Values of Counseling:
1. Respect for Human Dignity—this means that the counselor must provide a client
unconditional positive regard, compassion, non-judgmental attitude, empathy and trust.
2. Partnership—counselor has to foster partnership with the various disciplines that come
together to support an integrated healing that encompasses various aspects such as the
physical, emotional, spiritual and intellectual.
3. Autonomy—this entails respect for confidentiality and trust in a relationship of counseling
and ensuring a safe environment that is needed for healing.
4. Responsible Caring—means respecting the potential of every human being to change and to
continue learning throughout his or her life, and especially in the environment of counseling.
5. Personal Integrity—counselors must reflect personal integrity, honesty, and truthfulness with
clients.
6. 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.

CLIENTELE AND AUDIENCES IN COUNSELING

 SETTINGS, PROCESSES, METHODS, AND TOOLS IN COUNSELING
LESSON 4
Counselor’s relationship with Counselee
Counselor shall establish and maintain good relation with their Counselees and
according shall:
 Respect the personhood and integrity of the person with whom he works.
 Recognize individual differences.
 Clarify his role to the Counselee.
 Establish professional relationship with the Counselee.
 Explain results of tests and other diagnostic tools in a comprehensive and constructive
manner.
 Give information about the Counselee only to person who can be of help to the Counselee and
is done only with the approval of the Counselee and/or his parents or guardian. When
revelation may result in possible harm to the Counselee or to someone else, or may endanger
the community or the country, he must report the facts to appropriate authorities and take
emergency measures to prevent any untoward event or harm to Counselee.
 Recommend a referral when it is indicated that the Counselee does not benefit from the
guidance relationship, but assume responsibility for the welfare of the Counselee until
guidance responsibility is assumed by the person to whom the Counselee has been referred.
Counselor’s relationship with Community
Guidance Counselors shall establish and maintain good relations with their community
and accordingly shall:
 Establish a relationship between the community and the guidance program in a manner that
is beneficial to both.
 Show sensible regard for and ethical recognition of the social code and moral expectations of
the community in which he works and strives to elevate the understanding of its social and
cultural traditions.
Guidance Counselor’s relationship with Colleagues in the Profession
Guidance Counselors shall establish good relation with their colleagues and accordingly
shall:
 Initiate peer relations and maintain high standard of professional competence in the guidance
and counseling discipline.
 Keep relationships on a professional level by refraining from petty personal actions.
 Consult colleagues as a matter of professional courtesy, when planning to initiate a
professional activity likely to encroach upon his colleagues’ recognized academic disciplines
or researches.
 Give accurate information and avoid any misinterpretations or unclear explanations.
 Hold responsible for proper permission from and adequate recognition of authors and
publishers of counseling and testing instruments which he uses.
Guidance Counselors attitude on Research and Publications
Guidance Counselors shall undergo research and publication and accordingly shall:
  Undertake research to contribute to the advancement of the Guidance and Counseling
profession.
 Conducting research, adhere to the highest standards of research methodology.
 In reporting results of researches, reveal the identity of the subjects concerned and only for
professional purposes.
 Acknowledge the source of his ideas and material in his research as well as in his publications
and recognize divergent opinions from responsible persons.
Philippine Model for Students – Based School Counseling Programs
Leadership – School Counselors act as leaders in bringing about needed changes in the school
system.
Advocacy – School Counselors advocate for the enhancement of the school learning climate to
effect/strengthen the academic performance of students.
Collaboration – School Counselors work as a team with other stakeholders to reach common/ shared
goals.
Systemic Change – School Counselors take specific steps/procedure to draft and/or adopt to initiate
and/or implement the needed changes in the school system with the end goal of improving the
academic performance of all students.
Delivery Process
Provide services to students, parents, school staff and in the community in the following
areas:
 Curriculum
 Individual Students Planning
 Responsive services
o Individual or group counseling
o Consultation with parents, teachers and other educators
o Referrals to other support services or community resources
o Peer helping
o Information
School counselors develop confidential relationships with students to help them
resolve or cope with problems and developmental concerns.
 System Support
School Counselors are committed to continued personal and professional
development and are proactively involved in professional organizations promoting
school counseling.
Community
 Lay counselors are members of the community who are trained to provide a specific
service or to perform certain limited activities.
o They have been used in counseling for:
1. Drug addicts and
2. People living with or at risk for HIV/AIDS
Reasons of creating Lay Community Counselors
  To train local volunteer lay community counselors in immediate crisis response and
basics of trauma counseling.
 To help the community counselors to support survivors in their efforts to respond to
the effects of tsunami.
 To assist the counselors plan their activities in the aftermath of the tsunami
Ways or Methods of Lay Community Counsel:
 To understand reactions to trauma
 To listen and help survivors to ventilate
 To help survivors find privacy for the expression of emotions and
 To support survivors in their effort to achieve a sense of emotional safety by
reassuring them that their reactions are acceptable and not uncommon
Advantages of Lay Counseling:
 Less dependence on experts
 Cost effectiveness
 Ensured local community participation
 Ready entry points with the additional benefits of shorter time frames easier
 Identification of needs, easy rapport and effective communication
 Enhanced stature of the community counselors in the affected communities due to
their continued presence and participation in recovery and reconstruction activities.
Private Sector
 The contribution of private practice counseling:
o For those people who cannot access free services; or
o Who wish to have more choice in terms of the counselor they see; and
o For those who want a high level of confidentiality such that their mental
health issues.
 Who are private practice counselors?
1. Counselors working in private practice are normally self-
employed
2. They may work from an office in their home or in a clinic
and their income is the fee which clients pay for their service.
3. Some private practitioners have a set free and others may be
able and willing to negotiate a fee dependent on the client’s
financial circumstances
4. Many counselors work in private practice alongside work in
other sectors such as the NHS, workplace, school or
university counseling or the voluntary sector
Advantages
 Choice of timing
 Frequency of timing and attendance
 Choice of Counseling Approach
 Confidentiality
 Getting Counseling when it is needed
  Accepting and working with risk
 From patient to client/ costumer

DISCIPLINES OF SOCIAL WORK

PROFESSIONALS AND PRACTITIONERS IN SOCIAL WORK
LESSON 5
THE GOAL ON CARING
 Refers to the heart of social work and focuses on the well-being or the welfare and comfort of
the individual and community;
 Improve the situation of people in need and;
 Enhancement of the caring aspect of services.
THE GOAL ON CURING
 Refers to the aspect of treating people with problems in social functioning like counseling,
gestalt therapy (emphasizes personal responsibility), psychodrama (play, movie, or novel);
 Facilitate the participation of the clients in the helping process and;
 Create an appropriate environment for them.
THE GOAL ON CHANGING
 Refers to the active participation of the social workers in social reforms;
 Recognizes that the political, economic, and social structures add in the worsening of social
conditions and;
 Improve social services and the quality of life of those in need.
SCOPE OF SOCIAL WORK
1. Child development
2. Medical Social Work
3. Clinical Social Work
4. Social Work administration & management
5. International Social Work
6. Social Work as community organizer
7. Women welfare – female volunteers aims at gender equality, gender justice and elimination
of discrimination in all walks of life.
8. Crisis intervention – refers to social support & networks; emergency and temporary care
given.
9. Criminal justice – prison social work service; enhance public protection;
Seven Principles of the Social Work Relationship
1. PURPOSEFUL EXPRESSION OF FEELINGS
 Recognition of the client’s need to express feelings freely
2. CONTROLLED EMOTIONAL INVOLVEMENT
 The worker is sensitive to the client’s feelings
3. ACCEPTANCE
 The recognition of client’s innate dignity, worth, equality, basic rights, and needs
regardless of client’s individual qualities arising from heredity, environment,
behavior, or any other source.
4. INDIVIDUALIZATION
 The recognition and understanding of each client’s unique qualities and right to be
treated not just a human being but as this human being with these personal
differences.
5. NON-JUDGEMENTAL ATTITUDE
 Based on the conviction that the helping process precludes assigning guilt or
innocence and degree of client responsibility for causation of the problems or needs
6. CLIENT SELF-DETERMINATION
 The client has a right and a need, within certain limitations, to have freedom in
making their own decisions/choices
7. CONFIDENTIALITY
 It is a basic right of the client and an ethical obligation of the worker

Core Values of Social Work

1. SERVICE
 FOCUS: Primary goal is to help people in need and to address social problems.
2. SOCIAL JUSTICE
 FOCUS: issues of poverty, unemployment, discrimination, and other forms of social
injustice.
3. DIGNITY & WORTH OF THE PERSON
 FOCUS: client’s capacity, needs, opportunities and resolving conflicts.
4. IMPORTANCE OF HUMAN REATIONSHIPS
 FOCUS: promote, restore, and enhance the well-being of individual, families, social
groups and communities.
5. COMPETENCE
 FOCUS: increase professional knowledge and apply in practice.
6. INTEGRITY
 FOCUS: awareness to profession’s mission, ethical principle and standards.

CLIENTELE AND AUDIENCES IN SOCIAL WORK

SETTINGS, PROCESSES, METHODS, AND TOOLS IN SOCIAL WORK
LESSON 6
Characteristics and needs of various types of Clientele and Audiences
For Individuals and Groups
 Task Oriented model is a technology for alleviating specific target problems perceived by clients
that is particular problems that clients recognize understand acknowledge and want to attend to.
o TASK – is what the client is to do to alleviate the problem which makes the task both an
immediate goal and at the same time the means of achieving the goal of alleviating the
problem
o TARGET
1. Family and interpersonal relations
2. Social role performance
3. Effecting social transitions
 4. Securing resources and
5. Emotional distress reactive to situation factors
o Features of the Model
1. Assessment consists of finding out the problem. The practitioner also identifies
the influential conditions in the environment, the problem context and takes note
of the client’s special traits, talents, abilities and problem behaviors.
2. Case Planning consists of general strategy which is assessment and problem –
reduction program of action. The focus is on client target problems. The
practitioner constructs a program by making judgment about what can be
expected to reduce the problem.
3. Implementation is a contract made to shape and organize the problem – solving
work. Tasks state exactly what the client and practitioner are to do.
4. Tasks state what the client is to do. It may state a general direction for the clients’
action, but general tasks are broken down into more specific tasks.
 Psychosocial Approach
o System Theory Approach concerned with both the inner realities of human beings and the
social context in which they live.
o Assessment of the client in his situation
1. Dynamic is an examination of how different aspects of the client’s personality
interact to produce his total functioning; the interplay between the client and
other systems.
2. Etiological is the cause or origin of the difficulty. Whether preceding or current
events.
3. Classificatory is an effort to classify various aspects of the client’s functioning
and his place in the world including a clinical diagnosis.
o Goal and Planning is concerned with how improvement can be effected.
 Goals are seen as composite of what the client sees and desires for
himself and what he sees as possible and helpful.
o Treatment Process
1. Indirect Treatment
 The worker intervenes directly in the environment of the client.
 Obtaining needed resources
 Modifying the client’s situation when change in the client’s situation or
environment is necessary.
2. Direct Treatment
 This involves direct work with the client himself.
 Functional Approach
o First developed by the faculty of the University Of Pennsylvania School Of Social Work
(Jessie Taft, et. Al). Taft introduced the use of “AGENCY FUNCTION” as basis in
Social Work helping – resulting to Pennsylvania School – being identified as the
“functional school”.
 It has 3 characteristics
 1. Works from a “psychology of growth” and not from “psychology
of illness”.
2. Purpose of the agency guides the social worker’s overall purpose,
giving focus, direction and content to the worker’s practice; and
3. Social Work is viewed as a helping process through which an
agency’s service is made available, with SW method, having to
do with initiating, sustaining and terminating the relationships.
 Behavioral Modification
o The 3 elements of Social Learning are essential in the practice of Behavioral Modification
1. Target Behavior – the focus of intervention
2. Antecedent Behavior – behavior and events that occur prior to problem solving;
3. Consequent Behavior – behavior and events that occur after the problem behavior
o Social Worker’s Roles:
1. Direct Modifier
 Worker as agent of modification, using technique like positive
reinforcement to increase a child’s behavior relating to observing rules
2. Behavioral Instigator
 Worker arranges the situation to modify the behavior
3. Teacher
 Worker teaches client with behavioral modification techniques
 Family Intervention
o TWO FORMS OF FAMILY INTERVENTION
1. Family Therapy designed to change or modify elements of family relationship
systems that interfere with the management of life tasks of the family and its
members.
2. Family – focused work with an individual client – referred to as “family
casework” is undertaken with focus on a family member with the family member
being involved in the helping process.
o Two major phases of work with families
1. Assessment
2. Treatment
o Two tools for assessment and treatment
1. Eco-map – diagram of a family within its social context and includes genogram
2. Genogram - a diagram similar to a family tree
For Groups
 Three characteristics of developmental Approach
1. Humanistic view of one human being by another. It explains as worker respects the
groups’ common purpose and integrity.
2. Phenomenological main concern is what is happening at present; reality oriented rather
than on past personality diagnosis
3. Developmental sees people as being able to move forward in a life – long process of self-
realization and fulfillment of potential of social functioning
 Interactionist Approach
  A group of theory believes that the job assignment of social work in society for
which it is being held accountable is to mediate the process through which the
individual and society reach out to each other through mutual need for self
fulfillment. The MEDIATING FUNCTION of social work is the key concept in
this approach.
 Focus is on “person – situation interaction”. The role of the worker is to mediate
not only on the person but on society.
0) In Group work the Interactionist Approach has four major features
1. Group is collective in which people face and interact;
2. People need each other for certain specific purposes;
3. They come together to work on a common task and;
4. The work is embedded in a relevant agency function
 Remedial Approach
o Focused on individual change through small groups; uses guided group processes in
treating / rehabilitating individuals whose behavior is disapproved by society
 Strategy of intervention or means of influence
 Direct means of Influence
 Immediate interaction with a group member.
 There are four types of direct means of influence
1. Worker as a central person – object of identification and drives
2. Worker as a symbol and spokesman – agent of legitimate norms
and values
3. Worker as motivator and stimulator – definer of individual goals
and task; and
4. Worker as executive – controller of member’s roles
 Indirect means of influence
 Worker acts on and through the group, its processes and its program
 Extra Group means of Influence
 Modification of behavior or attitudes of persons in the clients social
environment: the staff, parents, teachers, neighborhood, etc. whose
influence is important to the client’s social functioning
For Communities
 Community Development Model
o Themes emphasized in locality development include democratic procedures, voluntary
cooperation, self – help, development of indigenous leadership and education.
 Social Planning
o Planners, especially in social work, are concerned with establishing, arranging and
delivering goods and services to people who need them.
Social Action
o It is practitioners aim at basic changes in major institutions or community practices. They
seek retribution of power, resources, or decision making in the community or changes in
basic policies in formal organizations.
Different Settings of Social Work
1.The Government Setting
 Offers the widest space for a variety of social work services from policy formulation and
analysis, advocacy and implementation to enhance the well-being of societal members, to
providing social services through appropriate government departments and agencies.
2.Private Sectors
 social workers in private practice and are offering various kinds of services such as but not
limited to the following: advocacy, counselling, mediation, policy and program
development, organizational development, research, capacity building activities, corporate
social responsibility, consultancy and employee assistance program.
3.Civil Society
 These are the different child-caring and child placing social welfare agencies offering
services related to adoption, foster care, residential care, independent living,
reintegration/reunification services, after care services
4.Schools
 Some schools are also hiring social workers to aid the students in their adjustment in
school as well as guide them in their scholastic performance. They conduct assessment,
case conference, referral and home visitation to deal with students with concerns and
problems like truancy, bullying, low self-esteem, aggressive behavior, discrimination and
family conflicts.
5.Community
 Others engaged in community development work assisting groups and communities to
identify their needs and find means to respond them

DISCIPLINES OF COMMUNICATION
LESSON 7
Communication is a process of exchanging
 Information, ideas, thoughts, feelings and emotions through
o Speech
o Signals
o Writing
o Behavior
People Communicate with each other in a number of ways that depend upon the message and its
context in which it is being sent
Types of communication based on the communication channel used are
 Verbal Communication
  Nonverbal Communication
Verbal Communication
 Refers to the form of communication in which message is transmitted verbally
 When the communication is done by word of mouth and a piece of writing
 Remember the acronym “KISS” (keep it short and simple)
It is divided into ORAL and WRITTEN Communication

ORAL COMMUNICATION uses spoken words and includes face to face conversation, speech,
telephonic conversation, video, radio, television, and voice over internet. It is influence by pitch,
volume, speed and clarity of speaking.
 Advantages
o It brings feedback
o In a face to face conversation, by reading facial expression and body
language one can guess whether he/she should trust what’s being said or
not.
 Disadvantages
o In face to face discussion, user is unable to deeply think about what he is
delivering, so this can be counted as a fault
WRITTEN COMMUNICATION uses written signs or symbols to communicate. The message can be
transmitted via email, letter, report and memo. It is the most common form of communication being
used in business.
 Advantages
o Messages can be edited and revised
o It can provide record and backup
o A written message enables receiver to fully understand it and send
appropriate feedback.
 Disadvantages
o It does not bring instant feedback. It takes more time in composing a
written message as compared to word of mouth and number of people
struggles for writing ability.

Nonverbal Communication
 It is the sending or receiving of wordless messages. Such as gesture, body language, posture,
tone of voice or facial expressions.
 It is all about the body language of speaker
Nonverbal communication have the following three elements
1. Appearance
 Speaker – clothing, hairstyle, neatness, use of cosmetics
 Surrounding – room, size, lighting, decorations, furnishings
2. Body language
 Facial expressions, gestures, postures
3. Sounds
 Voice tone, volume, speech rate
Levels of Communication
 Intrapersonal Communication is communication that occurs in your mind. It is the basis of your
feelings, biases, prejudices and beliefs. (Self – Talk)
o Examples are when you make any kind of decision, what to eat or wear. When you think
about something, what you want to do on the weekend or when you think about another
person.
 Interpersonal communication is the communication between two people but can involve in formal
conversation
 o Examples are when you are talking to your friends. A teacher and student discussing an
assignment. A patient and a doctor discussing treatment. A manager and a potential
employee during an interview.
 Small group Communication is communication within formal or informal groups or teams. It is
group interaction that results in decision making, problem solving and discussion within an
organization.
o Examples would be a group planning a surprise birthday party for someone. A team
working together on a project.
 One to Group Communication involves a speaker who seeks to inform, persuade or motivate an
audience.
o Examples are teacher and a class of students. A preacher and a congregation. A speaker
and an assembly of people in the auditorium.
 Mass communication is the electronic or print transmission of messages to the general public.
Outlets called MASS MEDIA include things like radio, television, film and printed materials
designed to reach large audiences.
o A television commercial. A magazine article. Hearing a song on the radio. Books,
Newspaper, Billboards. The key is that you are reaching a large amount of people without
it being face to face. Feedback is generally delayed with mass communication.

The Four Main Goals of Communication

1. To inform
 You are providing information for use in decision making, but are not necessarily
advocating a course of action.
2. To request
 Ask for a specific action by the receiver
3. To persuade
 To reinforce or change a receiver’s belief about a topic and possibly act on the belief
4. To build relationships
 Some messages you send may have the simple goal of building good will between
you and the receiver

ELEMENTS OF COMMUNICATION

1. MESSAGE
 Message is a key idea that the sender wants to communicate. It is a sign that elicits
the response of recipients. Communication process begins with deciding about the
message to be conveyed. It must be ensured that the main objective of the message is
clear
2. SENDER / ENCODER
 Sender / Encoder is a person who sends the message. A sender makes use of symbols
(word, graphic or visual aids) to convey the message and produce the required
response.
 For instance – a training manager conducting training for new batch of
employees. Sender may be an individual or a group or an organization. The
views, background, approach, skills, competencies, and knowledge of the
sender have a great impact on the message.
3. ENCODING
 Encoding is the process where the information you would like to communicate gets
transferred into a form to be sent and decoded by the receiver.
4. CHANNEL
 Channels are the way you convey your message. These channels include verbal such
as telephone, and face to face conversations as well as non-verbal such as e-mail and
text messaging. Each individual channel has its strengths and weaknesses in terms of
communicating.
 For instance – written medium is chosen when a message has to be conveyed
to a small group of people, while an oral medium is chosen when
spontaneous feedback is required from the recipient as misunderstanding are
cleared them and there.
5. DECODING
 Decoding is on the receiving end of communication. This stage is just as important as
encoding. Communication can go downhill at this stage if the receiver is not
practicing active listening skills or if they do not possess enough information to
accurately decode the message.
6. RECEIVER
 Receiver is a person for whom the message is intended or aimed. The degree to which
the decoder understands the message is dependent upon various factors such as
knowledge of recipient, their responsiveness to the message, and the reliance of
encoder on decoder.
7. FEEDBACK
 Feedback is the main components of communication process as it permits the sender
to analyze the efficacy of the message. It helps the sender in confirming the correct
interpretation of message by the decoder. Feedback may be verbal (through words) or
non-verbal (in form of smiles and sighs). It may be written form also in form of
memos and reports.

PROFESSIONALS AND PRACTITIONERS IN COMMUNICATION

LESSON 8
Roles, Functions and Competencies of Communicators and Journalist
Business Focus
 Having a clear understanding of the business issues and using communication to help solve
organizational problems and achieve organizational objectives.
Consulting and Coaching
 Recommending appropriate solutions to customers; helping others to make informed
decisions; building people’s communications competence.
Craft (writing and design)
 Using and developing the right mix of practical communication abilities (e.g. writing and
design management to hold the confidence of peers and colleagues.
Developing other Communicator
 Helping other communicators build their communications competence and develop their
careers.
Innovation and creativity
  Looking for new ways of working, exploring best practice and delivering original and
imaginative approaches to communication problems.
Listening Conducting
 Research and managing mechanisms for gathering feedback and employee reaction
Specialist
 Having specific subject matter expertise in a specialist area
The Role of the Journalist and Communicators
 To inform the public debate so that the audience can make educated choices
 To deliver facts
o Verified, Attributed, Sourced and Tested
 To find stories that
o Had it not been for you, the world would never known
 Uncovering information that had it not been for you, the world would never have known
 Ask simple questions
o Who, What, Why, When and How?
The main function of communication are information and persuasion. Other functions are aspects of
these broad functions.
 Information consists of facts, figures and data arranged as per the different purposes. It does
not include emotion. E.g. stock market report, a user manual, a news report.
 Persuasion needs a basis of information; achieved by skillful appeal to emotion.
 A large amount of information is available and moves about in an organization and in the
world. We need to develop the ability to take what we need and what we can handle.
 Persuasion means making efforts to change or influence the attitudes and behavior of others.
It means using the best arguments to win over and convince others. A great deal of
communication in an organization is persuasive.
Organizational Communication
 Downward – Message from the top, vision, goals, instructions and procedures
 Upward – feedback, suggestions, problems and grievances
 Horizontal – problem solving, coordination and inter-departmental
Function of Communication
Downward
 Instruction and orders - Counseling
 Education and training - Warning
 On the job training - Appreciation
 Raising morale - Advice
Upward
 Factual information moves upward by a system of periodical reporting. Managers need to
know what is going on in all parts of the organization; besides, it creates and maintains a good
atmosphere if people are encouraged to express their views.
o Request
o Application
o Appeal
o Demand Representation
o Complaint
o Suggestion
 Office order is a formal written statement of any change to be effected in office routine. It is a
record and formal instruction to all concerned that the change is affected.
 Raising Morale cannot be done by a single communication; morale is affected by all
communications, and by the manner and style of communications. The special morale-
boosting communications must be well-coordinated and carefully planned
Horizontal
 Communication among the same status is known as the horizontal communication. It is also
known as lateral communication.
o Exchange of Information
o Discussion
o Coordination
o Conflict Resolution
o Problem solving
o Advice
o Social and Emotional support
AREAS OF SPECIALIZATION IN WHICH COMMUNICATORS AND JOURNALISTS WORK
 An interest in life
o You must be interested in the world around you. You must want to find things out
and share your discoveries with your readers or listeners
 Love of Language
o You cannot be a truly great journalist or communicator without having a deep love of
language, written or spoken
 A suspicious mind
o The ability to recognize when you are being given false information
 An alert and ordered mind
o People trust journalists and communicators with facts, either the ones they give or the
ones they receive.
 Reliability
o This is a quality admired in any profession, but is especially valued in journalism
where both your employer and your audience rely on you to do your job.
CAREER OPPORTUNITIES OF COMMUNICATORS AND JOURNALIST
 Media Production
o This is a perfect specialization for a career in audio production or sound recording,
radio and internet radio broadcasting, television production, video editing and
production and multimedia production.
 Media Studies
o Related to the mass media (film, television, internet)
 Organizational Communication
o This is perfect track for career in corporate training and development, corporate or
international negotiations, human relations/resources, communication management or
organizational consulting.
 Performance studies
o Interested in acting, directing, literature or performance art; it is ideal for any career
that involves public presentations, persuasion, creativity and advocacy.
 Public relations
o Interested in a career in any area of public relations, marketing, advertising, or
integrated communication
 Rhetorical Studies
o For a career in advocacy, politics, or human rights work
 Interpersonal Communication
o This specialization is great if you are interested in conflict mediation, counseling,
intercultural training, or communication consulting.
 Journalism
 o This gives you a great background for a career as a sportswriter, newscaster,
photojournalist or e-journalist.
PRINCIPLES OF ETHICAL COMMUNICATION
 Advocate, truthfulness, accuracy, honesty, and reason as essential to the integrity of
communication.
 Endorse freedom of expression, diversity of perspective and tolerance of dissent to achieve
the informed and responsible decision making fundamental to a civil society.
 Strive to understand and respect other communicators before evaluating and responding to
their messages.
 Promote access to communication resources and opportunities as necessary to fulfill human
potential and contribute to the well-being of families, communities and society.
 Promote communication climates of caring and mutual understanding that respects the unique
needs and characteristics of individual communicators.
 Condemn communication that degrades individuals and humanity through distortion,
intimidation, coercion and violence and through the expression of intolerance and hatred.
 Being committed to the courageous expression of personal convictions in pursuit of fairness
and justice.
 Advocate sharing information, opinions and feeling when facing significant choices while
also respecting privacy and confidentiality.
 Accept responsibility for the short and long term consequences for our own communication
and expect the same of others.
COMMUNICATION ETHICS
 The principle governing communication, the right and wrong aspects of it, the moral –
immoral dimensions relevant to interpersonal communication are called the ethics of
interpersonal communication
 Maintaining the correct balance between the speaking and listening
 The legitimacy of fear and emotional appeal
 Degree of criticism and praise
 A death or an overdose of either of the factors could result in unfavorable consequences
 The principle of honesty on both sides should be completely applied because any amount of
insincerity from either the listener or the speaker would not be prudent.
FUNDAMENTALS OF ETHICAL COMMUNICATION
 Responsible thinking
 Decision making
 Development of relationships and communities
o Contexts
o Cultures
o Channels
o Media
UNETHICAL COMMUNICATION
 Threatens the quality of all communication and consequently the well-being of individuals
and the society

UNETHICAL COMMUNICATION IN THE WORKPLACE

TYPE EXAMPLE
Coercive Intimidation and threatening others
Destructive Backstabbing and inappropriate jokes
Deceptive Euphemism and lying
Intrusive Eavesdropping, tapping telephones or
monitoring internet use
Secretive Hoarding information and cover-ups
Manipulative-Exploitative Acts which attempt to gain compliance or
control through exploitation