INTRODUCTION TO SOCIAL

WORK PROFESSION
Anne Jeanette C. Alcebar, RSW, MSSW
 Social Welfare, Social
Services, and Social Work
 What is Social Welfare?
• Everything that men do for the good of
society.
• Organized concern of all people for all people
(Wilson, Gertrude)
• The organized system of social services and
institutions, designed to aid individuals and
groups to attain satisfying standards of life and
health (Friedlander, Walter)
 What is Social Welfare?
• Includes those laws, programs, benefits and services
which assure or strengthen provisions for meeting
social needs recognized as basic to the well-being of
the population and the better functioning of the social
order (Wickenden, Elizabeth)
• All the organized social arrangements which have as
their direct and primary objective the well-being of
people in a social context (Pre-Conference Working
Committee for the XVth International Conference on
Social Welfare)
 Ways to respond to unmet needs
1. Individual and group efforts.
2. Major societal institutions which have
their designated roles and
responsibilities for meeting human
needs.
3. Social agency.
 Two Views of Social Welfare

1. Residual formulation – conceives of the

social welfare structure as temporary,
offered during emergency situations.
2. Institutional formulation – sees social
welfare as a proper, legitimate function of
modern society.
 Categories of Social Welfare Programs
1. Social security – compulsory measures.
2. Personal social services – major bearing
upon personal problems thru provision of
direct services.
3. Public assistance – provision
materials/concrete aids/supports.
 What is Social Service?
• Refers to the programs, services and other
activities provided under various auspices, to
concretely answer the needs and problems of
the members of society.
• Richard Titmus considers social services as
partial compensation for the socially generated
disservices and socially-caused diswelfare.
 Social Welfare Goals
1. Humanitarian and Social Justice Goals – it is right and just
for man to help man.
2. Social Control Goal – the needy, deprived, or
disadvantaged groups may strike out, which pushed
society to secure itself against these threats.
3. Economic Development Goal – support increases the
production of goods and services. Examples are services
that directly contribute to increased productivity, prevent
or relieve the burden of dependence, and prevent or
counteract the disruptive effects of urbanization and
industrialization.
 Social Welfare Goals
Economic Development Goal
Examples of social services which pursue economic
development goals:
1. Certain types of social services which directly contribute to
increased productivity. E.g. counseling services, labor
welfare services and facilities, etc.
2. Certain social services which prevent or relieve the burden
of dependence. E.g. day care centers, old age homes,
health clinics, etc.
3. Certain social services which prevent or counteract the
disruptive effects of urbanization and industrialization. E.g.
family life education services, leadership training programs,
etc.
 What is Social Work?
• The social work profession which is concerned with
the man’s adjustment to his environment; a person
(or groups) in relation to a person’s (or their) social
situation, i.e. Social functioning.
• Social work is not a hit-or-miss or trial-and-error
method of helping people, but a professional
service which makes use of scientific knowledge
and skills as bases for helping people.
 What is Social Work?
• Social work seeks to enhance the social functioning
of individuals, singly and in groups, by activities
focused upon their social relationships which
constitute the interaction between man and his
environment (United States Council on Social Work
Education).
• Functions: restoration of impaired capacity,
provision of individual and social resources, and
prevention of social dysfunction.
 What is Social Work?
• Social work is a practice-based profession and an
academic discipline that promotes social change and
development, social cohesion, and the empowerment and
liberation of people. Principles of social justice, human rights,
collective responsibility and respect for diversities are central
to social work. Underpinned by theories of social work, social
sciences, humanities and indigenous knowledge, social
work engages people and structures to address life
challenges and enhance wellbeing. The above definition
amplified at national and/or regional levels (IASSW & IFSW,
2014).
 Causes of Dysfunctioning
1. Personal inadequacies
2. Situational inadequacies
3. Both
History of Social Work
Profession
 EUROPE
1084 – almshouses for the poor and handicapped are established in England
1300 – bubonic plague kills nearly 1/3 of European population, labor shortages
forced the state to intervene
1384 – the Statute of Laborers is issued in England, requiring people to remain in
their home manors for whatever lord want to pay
1600 – Poor Law Principles introduced to New World by Plymouth colonist
1650 – the influence of Luther, Calvin and others has been established and
manifested as the Protestant Ethic, a philosophy that becomes influential in
England, part of Europe, and American colonies
1662 – the Law of Settlement and Removal is established in England as one of the
world’s first “residency requirements” in determining eligibility to receive help
1697 – the workhouse system is developed in Bristol and soon spreads throughout
England and parts of Europe
1782 – the Gilbert Act was passed in England, enabling humanitarian, appalled by
the exploitation of workhouse residence to institute reforms in many English
jurisdictions
1795 – Speenhamland system established earliest “poverty line”
based on the price of bread and number of dependents in a
worker’s family, subsidization provided when wages dipped
below the poverty line
1800 – Reforms to the Elizabethan Poor Law
Charity Organization Societies from in England with emphasis on
detailed investigations
1819 – Scottish preacher and mathematician Thomas Chalmers
assumes responsibility from Glasgow Poor
1833 – Antoine Ozanam established the St. Vincent de Paul
Society in Paris, using lay volunteers to provide emergency
economic and spiritual assistance to the poor
1844 – the first YWCA was established in England
1883 – Chancellor Bismarck of a newly united Germany
introduced in first National Health Insurance System
 UNITED STATES
1700s
Early social welfare programs were heavily influence by the Puritan Ethic that argued the only those
people with moral defect could fail

The colonies adopted the Elizabeth Poor Law, with “legal settlement” or residence qualifications.
Poor relief was given in the form of “outdoor relief” in kind (food, clothes, fuel) or by “selling out” the
pauper to the lowest bidder.

The following state auspices were among the important “firsts”:

The first institution for the mentally ill: Eastern State Hospital at Williamsburg, Virginia, founded in 1773

Dr. Benjamin Rush – who publicly exposed, through documentations the sufferings of mentally
disturbed patients, resulting in the construction of 32 hospitals.

1970 – the first penal institution: Philadelphia, Pennsylvania

1817 – the first asylum for the deaf: Hartford, Connecticut
1821 – the first asylum for the blind: Boston, Massachusetts
1848 – the first state school for the feebleminded: Boston, Massachusetts
1879 – the first prison for women: Sherborn, Massachusetts
1877 – the first Charity Organization Society in Buffalo, New York –
intended to avoid waste of funds, competition, and duplication of work
among the relief agencies through a board composed of these
agencies. The COS required the social investigation of every relief
applicant by a “friendly visitor” – inspired by the Toynbee Hall in London,
the first settlement house in US was founded by The Neighborhood Guild
of New York City
1889 – the famous Hull House in Chicago, founded by Jane Addams and
Ellen Gates Starr was built
1897 – Mary Richmond formulated the plan for the establishment of a
Training School for Applied Philanthropy, which led to the organization of
the first social work courses in New York in 1898.
1913 – the establishment of a Community Chest – for the purpose of
collecting private contributions and donations for their fair distribution to
social agencies
20th century – trend towards federal responsibility, President
Theodore Roosevelt advocated the child welfare
1909 – Conference on the Care Dependent Children
1912 – Children's Bureau by Congress
1920 – Child Welfare League of America
1930s was marked with economic depression, WWII President
Franklin Roosevelt advocate federal responsibility for human
welfare
1933 – 1935 – FERA (Federal Emergency Relief Act)
1935 – 1943 – Works Projects Administration
1933 – 1942 – Civil Conservation Corps (CCC)
1935 – 1942 – National Youth Administration
1935 – A permanent organization of the country’s welfare
system, today a fundamental federal law, Social Security Act
(Franklin Roosevelt)
 PHILIPPINES
A. Pre-colonial Period – Social Welfare centered on
economic survival and mutual support.
B. Spanish Colonial Period
▪ Formed Pueblos.
▪ Poverty emerged.
▪ Helping the poor and destitute began as an
initiative of the Catholic Church, organizations, and
individuals, especially among the rich, motivated by
the Catholic teachings, e.g. doing good to others to
ensure one’s eternal salvation (religious charity).
B. Spanish Colonial Period
▪ Hospitals
▪ 1st Hospital in the Philippines were set up by Don
Miguel Lopez de Legaspi in Cebu in 1565. It was later
transferred to Manila in 1571 called Hospitalito de Sta.
Ana, then renamed Sternberg General Hospital during
American Colonization (San Lazaro Hospital and San
Juan de Dios Hospital are said to trace their origin to
this hospital).
▪ Other hospitals: San Gabriel (1587), Hospital Real
(1612), Nueva Caceres in Naga (1645), and Hospital
for Convalescents in Bagumbayan (1742).
▪ Other hospitals were also established in Manila and
other provinces to treat large number of people.
B. Spanish Colonial Period
▪ Asylums and Orphanages
▪ La Real Casa Misericordia (1594); Vulnerable
Third Order of Sampaloc (1611); Archifradia de
Nuestro Padre Jesus Nazareno de Recoletos
(1655), and more.
▪ Outstanding orphanages: Asilo de San Vicente
de Paul (1885) and Hospicio de San Jose (1882).
B. Spanish Colonial Period
▪ Schools
▪ First School: Parochial School of Cebu (1565).
▪ Other schools for boys were Colegio de San Ignacio
(1589), San Ildefonso College (1595), Colegio de San
Jose (1601), and more.
▪ Other schools for girls were Santa Isabel (1694), Santa
Rose (1750), and Sta. Catalina (1696).
▪ After 1850s, public schools were established. In 1867,
there were 593 primary schools with 138,990 enrollees.
The National Association of the Red Cross was organized
in 1899 to provide medical supplies and food to the
revolutionaries in the provinces of Luzon.
C. American Colonial Period
▪ Occupied the Philippines in 1899, introduced new
educational system, new health methods, and religious
freedom.
▪ In 1902, Insular Board was established to coordinate and
supervise private institutions engaged in welfare work.
▪ Philippine General Hospital was established in 1908, followed
by University Hospital, and Mary Johnston Hospital.
▪ Feb. 5, 1915 – creation by the government of the Public
Welfare Board with the enactment of Legislative Act. No.
2510. The Board was to coordinate the welfare activities of
all charitable organizations.
▪ January 1917, a government orphanage was set up in
Makati, Rizal.
C. American Colonial Period
▪ In 1905, Philippine chapter of the American Red Cross was
established to take charge of disaster relief in the country
and to administer American Red Cross funds from the US.
▪ In 1907, La Gota de Leche was established to furnish child-
caring institutions with fresh cow’s milk from dairy farm in
Pasay.
▪ In 1910, Philippine Anti-Tuberculosis Society was organized.
▪ In 1913, Associacion de Damas Filipinas was organized by
civic-spirited women to help destitute mothers and their
children. In 1926, the association founded a Settlement
House in Rizal Avenue, Manila transferring later to Paco,
Manila.
C. American Colonial Period
▪ In 1921, Office of the Public Welfare Commissioner
was created under the supervision of the
Department of the Interior. It governed Public
Solicitations.
▪ In 1924, Philippine Legislature passed a law LA No.
3203, relating to child custody of neglected and
delinquent children and providing probation
officers for them.
▪ In 1926, children in Makati were transferred to
Welfareville in Rizal, introducing “congregate
system,” where wards were grouped in separate
cottages based on their needs and problems.
C. American Colonial Period
▪ The administration of Gov. Gen. Frank Murphy that begun in
1933 marked the start of government’s assumption of full
responsibility for the relief of the distressed, regardless of
cause. He is known for establishing schools and supporting
women's right to suffrage. Economic depression also
adversely affected the country which led Gov. Murphy to
approve large appropriation to ACM, designating it as Insular
Relief Agency.
▪ Josefa Jara Martinez worked for the Public Welfare Board
and introduces the scientific approach in social work. She
had previously obtained a diploma in social work from the
New York School of Social Work in 1921.
▪ Dr. Jose Fabella: Director of the Office of the Public Welfare
Commission in the 1930s; Father of Social Welfare.
D. The Commonwealth Period
• Under Tydings-McDuffie Law – from 1935-1945 is the transition
period in preparation for independence from the United
States.
• Major changes in Philippine political and social life took
place.
• Pres. Quezon helped pass anti-usury laws, the eight-hour
labor law, laws fixing minimum wages, etc.
• Relief Boards were also created to respond to natural
calamities, economic crisis, unemployment.
• In 1940, Office of the Commissioner of Health and Public
Welfare was abolished and replaced by Department of
Health and Public Welfare.
E. The Japanese Occupation
• Japanese Occupation –1942-1944.
• Social welfare activities were focused on giving
medical care and treatment, food and clothing to
the wounded soldiers, prisoners, and civilians.
• Bureau of Public Welfare was closed and was
reorganized by the Executive Commission which
later ceased in 1943.
• Relief was primarily undertaken by volunteer
organizations.
DSWD TIMELINE
F. Post-war Years
• Social Welfare Commission Services: (1) child welfare work; (2)
public assistance; (3) coordination and supervision of all
public welfare activities.
• Controlled the War Relief Office. Other activities are
establishment of Welfare Home and setting up of
employment and related services.
• In 1948, Pres. Quirino created President’s Action Committee
on Social Amelioration which is in-charge of the giving relief
assistance to the hungry, homeless, sick, and victims of
dissident depredation and violence.
• In late 1940’s, UNICEF became active in the Philippines.
G. Social Welfare Administration Programs: (1)
assistance (short-term); (2) service (long-term).
• Creation of Child Welfare Division and Division
of Rural Social Welfare (AO No. 7, on
September 5, 1951).
• Self-help became popular in rural areas.
H. Department of Social Welfare Programs: (1)
preventive and remedial programs, (2)
protective remedial and developmental
welfare services; (3) vocational rehabilitation
and related services, and (4) training,
research, and special projects.
I. The Seventies
• Pres. Marcos declared Martial Law on September 21,
1972, this was the period of first (1960s) and second
(1970s) “Developmental Decades”.
• Department of Social Services and Development
shifting emphasis from traditional, often institution-
based social welfare to community-oriented
programs and services.
• Focused on the bottom 30% of the country’s
population through “SPDEFS”.
• Service delivery is through “Baranganic Approach”
• Ministry of Social Services and Development
to adopt to parliamentary system.
• In 1949, Council for the Welfare Agencies of
the Philippines and the Community Chest of
Greater Manila (motto: “give once for all”)
were organized.
J. The Eighties
• Self-Employment Assistance was upgraded
guided by “total family approach.”
• MSSD Programs: (1) launching of case
management system, (2) primary health care-
related activities, (3) greater cooperation
and coordination with NGOs, (4) increased
participation of LGUs, and more.
• Department of Social Welfare and Development,
evolving from mere welfare or relief agency to the
greater task of development.
• Five programs: (1) family and community welfare, (2)
child and youth welfare, (3) women’s welfare, (4)
welfare of the disabled including elderly, and (5)
emergency assistance for victims of natural and man-
made disasters.
• Approach is preventive and developmental,
participative and client-managed.
K. The Nineties
• DSWD giving priority attention to Low
Income Municipalities (LIMs) and other
socially deprived barangays.
• LGU Code, RA 7160 was passed where
DSWD had to shift gears.
L. The Past Two Decades
• New Vision Mission of DSWD anchored with
Ambisyon Natin 2040:
• Vision: the DSWD envisions all Filipinos free from
Hunger and poverty, have equal access to
opportunities, enabled by a fair, just, and
peaceful society.
• Mission: to lead in the formulation,
implementation, and coordination of social
welfare and development policies and
programs for and with the poor, vulnerable, and
disadvantaged.
Social Welfare Developments:
• Poverty
• The Pantawid Pamilyang Pilipino Program
• By virtue of RA No. 11310 passed last April 17, 2019.
• 4Ps is the national poverty reduction strategy and a
human capital investment that provides grants to
extremely poor households for a maximum period of
seven (7) years to improve health, nutrition, and
education of children ages 0-18.
• As of first quarter of 2022, around 4.4 million families
have been assisted by this program.
Social Welfare Developments:
• Magna Carta of the Poor
• RA No. 11291 was enacted last April 12,
2019.
• The government must establish a system to
meet the rights, i.e. food, decent work,
relevant and quality education, adequate
housing, and highest attainable standard of
health.
Social Welfare Developments:
• Health
• RA No. 11223, known as “Universal Health Care
Act” was enacted last February 20, 2019.
• It guarantees that all Filipinos will have equitable
access to quality and affordable health care
goods and services, and protected against
financial risk.
• Automatic enrolment of all Filipinos to PhilHealth’s
National Health Insurance Program.
Social Welfare Developments:
• Education
• RA No. 10931, known as “Universal Access to Quality Tertiary
Education” was enacted last August 3, 2017. This law provides
underprivileged Filipino students the opportunity to pursue college
degrees through free tuition and exemption of other fees in state
universities and colleges (SUCs).
• In the informal and non-formal education sector, RA No. 11510,
known as Alternative Learning System Act was enacted last
December 23, 2020. Under this law, ALS Program is expanded and
strengthened to provide increased opportunities for out-of-school
children in special cases and adult learners, including indigenous
peoples, to develop basic and functional literacy and life skills, and
to pursue an equivalent pathway to complete basic education.
Social Welfare Developments:
• Women
• RA No. 9710, known as “Magna Carta of
Women” enacted last August 14, 2009.
• RA No. 10354, known as “Responsible
Parenthood and Reproductive Health Act”
enacted last December 23, 2021.
• RA No. 11210, known as “Expanded Maternity
Leave Law” enacted last February 20, 2019.
Social Welfare Developments:
• Children
• RA No. 11596, known as “Prohibition of Child
Marriage Law” enacted last December 10, 2021.
• RA No. 11642, known as “Domestic Administrative
Adoption and Child Care Act” enacted last
January 6, 2022, providing for simpler and
inexpensive domestic administrative adoption
proceedings and shall streamline services for
alternative child care.
Social Welfare Developments:
• Elderly
• RA No. 10911, known as “The Anti-Age Discrimination Act
of 2016” enacted last July 21, 2016.
• RA No. 10868, known as “The Centenarian Act of 2016”
enacted last June 23, 2016.
• RA No. 10645, known as “An Act Providing for the
Mandatory PhilHealth Coverage for all Senior Citizens”
enacted last November 5, 2014.
• RA No. 9994, known as “The Expanded Senior Citizens
Act of 2010” enacted last February 15, 2010.
Social Welfare Developments:
• Social Welfare in the Pandemic
• Social Amelioration Package (SAP)
through the passage of RA No. 11494,
known as “Bayanihan to Recover as One
Act” enacted last September 11, 2020. The
DSWD taking the lead.
Social Welfare Developments:
• United Registered Social Workers
• In response to CoVid-19, social workers
organized themselves to provide
Psychosocial Support (PSS) virtually.
Social Welfare Developments:
• Governance
• Mandanas-Garcia Ruling resulted in the expected
increase in the local government’s share in the
Internal Revenue Allotment (IRA) from the national
government to at least 60% from the current 40%, i.e.
full devolution.
• DSWD functions during full devolution; policy
development, research development, standards
setting and regulatory function, capacity building,
technical assistance, resource augmentation,
monitoring and evaluation and, program evaluation
and audit.
Social Welfare Developments:
• Magna Carta for Public Social Workers
• RA No. 9433, enacted on April 11, 2007.
Social Welfare Developments:
• ASEAN Social Work Consortium
• Established in 2010 addressed the action line
in the ASEAN Socio-cultural Community
(ASCC) blueprint that called for the
establishment of an ASEAN Network of Social
Workers by 2013, and the establishment of the
ASEAN Consortium of Social Welfare
Practitioners, Educators, and Schools of Social
Work.
Social Welfare
Developments:
• ASEAN Social Work
Consortium
• Philippine Social 4. PACSWI
Work Consortium 5. AMSWPI
(2011) members: 6. DOHLMSWI
1. PASWI 7. NCSD
2. NASWEI 8. ACCAP
3. ALSWDOPI 9. ADSWI
 SELECTED SOCIAL LEGISLATIONS

1. Family
1. RA 8187 – Paternity Leave Act of 1996
2. RA 8396 – Family Courts Act of 1997
3. RA 11861 – Expanded Solo Parents Welfare Act
4. RA 9208 – Anti-Trafficking in Persons Act of 2003
5. RA 9995 – Anti-Photo and Video Voyeurism Act of 2009
6. RA 10354 – The Responsible Parenthood and Reproductive Health
Act of 2012
7. RA 11036 – Mental Health Act
8. RA 11166 – Philippine HIV and AIDS Policy Act
9. RA 11291 – An Act Providing for a Magna Carta for the Poor
10. RA 11310 – An Act Institutionalizing the Pantawid Pamilyang Pilipino
Program (4Ps)
2. Children and Youth
1. PD 603 – The Child and Youth Welfare Code
2. RA 6972 – Barangay-Level Total Development and
Protection of Children
3. RA 7610 – Special Protection of Children Against Child
Abuse, Exploitation and Discrimination
4. RA 7658 – An Act prohibiting the employment of children
below 15 years of age in public and private undertakings
5. RA 8043 – Inter-Country Adoption Act of 1995
6. RA 8044 – Youth in Nation-Building Act
7. RA 8552 – Domestic Adoption Act of 1998
8. RA 8980 – The Early Childhood Care and Development Act
(ECCD)
2. Children and Youth
9. RA 9231 – An Act providing the elimination of the worst
forms of child labor and affording stronger protection for
the working child amending RA 7610
10.RA 9344 – Juvenile Justice and Welfare Act of 2006
11.RA 10630 – An Act Strengthening the Juvenile Justice
System in the Philippines, amending RA 9344
12.RA 9523 – An Act requiring certification of the DSWD to
declare legally available for adoption as a prerequisite for
adoption proceedings
13.RA 9775 – Anti Child Pornography Act of 2009
14.RA 10165 – Foster Care Act of 2012
2. Children and Youth
15. RA 10410 – An Act recognizing the age from 0-8 years as the first
crucial stage of educational development and strengthening
the early childhood care and development system,
appropriating funds therefor
16. RA 10533 – Enhanced Basic Education Act of 2013
17. RA 10821 – Children’s Emergency Relief and Protection Act
18. RA 10931 – Universal Access to Quality Tertiary Education Act
19. RA 11188 – Special Protection of Children in Situations of Armed
Conflict
20. RA 11510 – Alternative Learning System Act
21. RA 11596 – Prohibition of Child Marriage
22. RA 11642 – Domestic Administrative Adoption and Alternative
Child Care Act
3. Women
1. RA 6725 – An Act Strengthening the prohibition on
discrimination against women with respect to terms and
conditions of employment
2. RA 6955 – An Act to declare unlawful the practice of
matching Filipino women for marriage to foreign
nationals on a mail-order basis and other similar practices
3. RA 7192 – Women in Nation-Building Act of 1992
4. RA 7877 – Anti-Sexual Harassment Act of 1995
5. RA 8353 – Anti-Rape Law of 1997
6. RA 8505 – Rape Victims Assistance and Protection Act of
1998
3. Women
7. RA 9208 – Anti-Trafficking in Persons Act of 2003
8. RA 9262 – Anti-Violence Against Women and their
Children Act of 2004
9. RA 9710 – Magna Carta of Women
10.RA 9995 – Anti-Photo and Video Voyeurism Act of
2009
11.RA 10354 – Responsible Parenthood and
Reproductive Health Act
12.RA 11210 – Expanded Maternity Leave Law
4. Elderly
1. RA 7432 – Senior Citizens Act of 1992
2. RA 7876 – An Act establishing a Senior Citizens Center in all
cities and municipalities of the Philippines and
appropriating funds thereof
3. RA 9994 – Expanded Senior Citizens Act of 2010
4. RA 10645 – Mandatory PhilHealth Coverage for All Senior
Citizens
5. RA 10868 – Centenarian Act of 2016
6. RA 10911 – Anti-Age Discrimination Act of 2016
7. RA 11350 – National Commission of Senior Citizens Act
8. RA 11916 – An Act increasing the social pension of indigent
senior citizens and appropriating funds therefor, amending
RA 7432
5. Differently-abled Persons
1. BP 344 – Accessibility Law
2. RA 7277 – Magna Carta of Disabled Persons
3. RA 9442 – An Act amending RA 7277 granting additional
privileges and incentives and prohibitions on verbal, non-
verbal ridicule and vilification against persons with
disability
4. RA 3562 – An Act to Promote the Education of the Blind in
the Philippines
5. RA 6759 – White Care Act
6. RA 10754 – An Act Expanding the Benefits and Privileges
of PWDs
7. RA 11228 – An Act Providing for the Mandatory PhilHealth
Coverage of All PWDs amending for the purpose RA 7277.
6. Domestic Workers
1. RA 10361 – Domestic Workers Act
7. Informal Settlers
1. RA 7279 – Urban Development and Housing Act of
1992
2. RA 10884 – An Act strengthening the balanced
housing development program, amending for this
purpose RA 7279
8. Indigenous People
1. RA 8371 – The Indigenous People’s Rights Act of 1997
9. Farmers
1. RA 6657 – Comprehensive Agrarian Reform Law of
1998
10.Migrant Workers
1. RA 8042 – Migrant Workers and Overseas Filipinos Act
of 1995
2. RA 10022 – An Act amending RA 8042, further
improving the standard of protection and promotion
of the welfare of migrant workers, their families, and
overseas Filipinos in distress, and for other purpose
11.Health
1. RA 8344 – An Act penalizing the refusal of hospitals
and medical clinics to administer appropriate initial
medical treatment and support in emergency or
serious cases, amending for the purpose BP 702
11.Health
2. RA 9439 – An Act prohibiting the detention of patients in
hospitals and medical clinics on grounds of non-
payment bills or medical expenses
3. RA 10036 – An Act establishing National Mental Health
Services, promoting and protecting the rights of persons
utilizing psychosocial health services
4. RA 11223 – Universal Health Care Act
12.Others
1. PD 442 – Labor Code of the Philippines
2. RA 8425 – Social Reform and Poverty Alleviation Act of 1997
 DEVELOPMENT OF SOCIAL WORK PROFESSION IN
THE PHILIPPINES

• Associated Charities (1917) – mother of the Social

Work profession in the Philippines. A family welfare
agency pattern with COS which employed “home
visitors”.
• 1930s – several Filipino women went to US to pursue
academic training in social work.
• 1947 – seven or eight social workers who studied in US
formed Philippine Association of Social Workers to
nurture the development of Social Work profession.
• 1950 – establishment of a one-year degree program
called Master in Arts in Social Administration at the
Philippine Women’s University (UP and CEU followed).
The following year, the program extended to two
years and degree changed to Master of Social Work.
• In 1956, CSC upon request of SWA and PASW
conducted an examination where handful only
passed.
• 1961 – a big boost to the professionalization of social
work thru the launching of the UNICEF-Assisted Social
Services Project of the SWA.
• June 19, 1965 – enactment of RA 4373.
 NATIONAL ASSOCIATION FOR SOCIAL WORK
EDUCATION, INC. (NASWEI)

• NASWEI (registered in December 1990 at SEC) before is

Schools of Social Work Association of the Philippines
(SSWAP).
• Initiated three workshops; 1967, 1968, 1969.
• In 1977, the PRC upon endorsement of the Social Work
Board, approved the SSWAP’s recommendation for the
board examination covering the following areas; 20% for
HBSE, 20% for SWPP, 20% for Social Work Practice/Methods,
and 40% for Field Practice.
• Expanded Tertiary Education Equivalency and
Accreditation Program (ETEEAP) was promulgated on May
10, 1996 by Pres. Fidel Ramos.
2000-2010
• Working closely with the PRB to improve
licensure examination performance.
• Attended series of CHED-conducted
consultations to improve Social Work
Curriculum.
2010-2020
• Schools were engaged in a series of training
programs to prepare them for effective teaching.
• Integration of Gender Responsive Case
Management content in the BSSW Course.
• Partnering with UNICEF, ASWC, UUSC, UNFPA, and
DSWD.
• Providing trainings with CPD credits.
• Participated in the revision of Philippine Social Work
Code of Ethics and Ethical Standards.
2020-2022: The CoVid-19 Pandemic and the New
Normal
• Initiated Remote Field Instruction guidelines.
• Helped organize United Registered Social Workers
 PHILIPPINE ASSOCIATION OF SOCIAL
WORKERS (PASWI)
• Is the national organization for professional social workers in
the country.
• Founded on November 12, 1947 and was incorporated on
April 18, 1948. On October 18, 1988, it was re-incorporated
with the SEC.
• It has various objectives accomplished though committee
work and its members. It is administered by Board with 11
directors.
• The Association is financed through membership fees,
donations, sale of publications, and fund campaigns.
• PASWI is a chapter member of Philippine Social Science
Council (PSSC) and member of the IFSW.
• It has 102 chapters nationwide.
• 832 lifetime members.
• 17,172 regular members.
• As of August 2021, there are 33,862
registered/licensed social workers in the country.
THE SOCIAL WORK
PROFESSION
 Social Work’s Focus of Concern
• Wernes Boehm (1958) – Social work seeks to enhance
the social functioning of individuals, singularly and in
groups, by activities focused upon their social
relationships which constitute interaction between the
individuals and their environments.
• William Schwartz (1961) – the general assignment for
the social work profession is to mediate the process
through which the individual and society reach out to
each other through a mutual need for self-fulfillment.
• William Gordon (1969) – person-in-his-life situation
complex.
• Harriet Bartlett (1970) – social functioning is the relation
between the coping activity of people and the
demand from the environment.
• Louise C. Johnson (1989) – social workers become
involved when individuals are having difficulty in
relationship with other people; in growing so as to
maximize their potential; and in meeting the demands
of the environment.
 What is Social Functioning?
• Interaction between the individual and
his situation or environment.
• It is the key concept in social work.
 Social Environment Social Situation
• is network of • is an impinging
overlapping social segment of the
systems and social social
situations, including environment.
ecological systems,
cultures and
institutions.
 Social Role
• Defined as the socially recognized pattern
of behaviors and activities expected from
an individual occupying a certain position
in society.
 Purposes or Functions of Social Work
1. Restorative, Curative, or Rehabilitative function – to assist
individuals and groups to identify and resolve or minimize
problems arising out of a disequilibrium between
themselves and the environment.
2. Preventive function – to identify potential areas of
disequilibrium between individuals or groups and the
environment in order to prevent the occurrence of
disequilibrium.
3. Developmental function – to seek out, identify, and
strengthen the maximum potential in individuals, groups,
and communities.
 Five Elements of a Profession
1. Systematic Body of Theory – the skills that characterize a
profession flow from and are supported by a fund of
knowledge that has been organized into an internally
consistent system called body of theory.
• Three types of knowledge:
• Tested knowledge – knowledge that has been established
through scientific study (research).
• Hypothetical knowledge – still has to undergo transformation
into tested knowledge, even if tentatively such knowledge
may be accepted to explain certain facts, unapproved theory
per se.
• Assumptive knowledge – practice wisdom.
2. Professional Authority – extensive education in the
systematic theory of her discipline provides the
professional with a type of knowledge which the
layman does not have.

3. Community Sanction – the community sanctions a

profession’s authority by way of giving it certain
powers and privileges such as control over its training
centers, admission into the profession, and standards
for professional performance.
4. Regulative Code of Ethics – every profession has a
built-in regulative code, partly formal and partly
informal, which compels ethical behavior on the part
of its members.
• Formal Discipline – exercised by the professional
associations, which usually have some system of censuring
unprofessional behavior.
• Informal Discipline – comes in the form of subtle and the
not-so-subtle pressures that co-professionals exert upon
one another such as consultation and referral.
5. Professional Culture – the interactions of social rules
required by the formal and informal groups generate
a social configuration unique to the profession.
• Social values – refer to the basic and fundamental
beliefs of a professional group, practically the reason for
its existence.
• Professional norms – are the accepted standards of
behavior of doing things, which guide the professional in
various situations.
• Symbols – are meaning-laden items.
 The Philosophical and
Values Foundation of Social
Work Profession
 How to Distinguish Profession from an
Occupation (Boehm)

1. Must be responsible to public interest

2. Must possess a relatively coherent, systematic,
and transmissible body of knowledge
3. Must adhere to an identifiable body of values
4. Must have body of skills
5. Must be organized
 Three Essential Components of a Profession

1. Value
• Is defined as that worth which man attaches to
certain things, systems, or persons within the realm
of usefulness, truth, goodness or beauty.
• Is to prefer (William Gordon)
• Our values are the source of our attitudes and
determine our relationships with others.
2. Knowledge
• Refers to what is thought to be, as
confirmed by reality.
• Established by the highest standards of
objectivity and rationality of which
man is capable.
3. Skill
• Ability, expertness, or proficiency gained
from practice and knowledge.
• Concerned with the application, with
doing.
• It is an art.
• Professional skill – refers to one’s ability to
apply the knowledge and values of one’s
profession in her work with people.
 The Philosophy of Social Work

• Based on the belief that man has worth

and dignity associated with a
democratic theory which views that
man as having worth because he is
capable of reason, of rational analysis,
and choice.
• Man is created in the image of God.
 The Values of Social Work
1. Each person has the right to self-fulfillment.
2. Each person has the obligation to seek ways for self-
fulfillment for common good.
3. Society has the obligation to facilitate self-fulfillments.
4. Each person requires for the harmonious development of
his powers.
5. Specialized social organization is required to facilitate the
individual’s effort at self-realization.
6. Social organizations must make available socially-
provided devices for needs-satisfaction for the general
welfare.
 Concepts Implied in these Values
1. The concept of human potentials and
capacities.
2. The concept of social responsibility – the
concept of rights and responsibilities.
3. The concept of equal opportunities –
premised on the ideal of social justice:
fairness and equality.
4. The concept of social provision
“The ultimate value of social work rests
upon a conviction that it is good and
desirable for man to fulfill his potential, to
realize himself and to balance this with
equal effort to help others do the same.”
 Different Views about Man
1. Natural vs Transcendental View – natural; man is part of
nature: transcendental; science can never fully explain
man.
2. Man as Social, Asocial, or Anti-social – social; men aspire to
live in good terms with others: asocial; they are discreet
individuals who come together to form groups for their
mutual protection and safety: anti-social; men are viewed
as inherently self-seeking, egotistical, out to extend personal
gain at the expense of others.
3. Democracy’s View of Man – man is viewed as capable of
reason, of rational analysis and choice.
 Dominant Filipino Values
1. Social Acceptance – being taken by one’s fellow
for what one is, or believes he is, and being treated in
accordance with his status.
a) Smooth Interpersonal Relations (SIR) – a facility at
getting along with others in such a way as to avoid
outward signs of conflict, either thru pakikisama,
euphemism, and go-between (tulay).
b) Amor Propio – is a term used to refer to the sensitivity to
personal affront and functions to protect the individual
loss of social acceptance.
2. Emotional Closeness and Security in a Family
3. The Authority Value – with God is considered the
ultimate source of authority
4. Personalism – this value attaches major importance
to the personal factor which guarantees intimacy,
warmth, and security of kinship and friends in getting
things done.
5. Utang na Loob – debt of gratitude
6. Patience, Suffering and Endurance – a person must
suffer before he gain happiness.
 Social Work Principles
1. Acceptance of people as they are
• Understanding the meaning and causes of the
client’s behavior and also the mode of meeting and
interacting with the client.
• The object of acceptance is not the good but the
real.
• Also means that we recognize that people have
strengths and weaknesses, and capacities and
limitations.
2. Participation of the client in problem-
solving – that the worker does not take
over in a helping relationship, and that the
client is there, and has part in the entire
problem-solving process.
3. Self-determination as a right of the
client – the right to determine what his
needs are and how they should be
met. However, there are limitations in
his right. It is relative and not an
absolute matter.
4. Individualization of clients
• The recognition and understanding of each
client’s unique qualities and the differential use
of principles and methods in assisting each
toward a better adjustment.
• Kluckhohn, Murray and Schneider pointed out
that “Every man in certain respects (a) like all
other men, (b) like some other men, (c) like no
other men.”
5. Confidentiality
• The idea behind this principle is to provide
the client protection, within the limits of the
law, from harm that might result from his
divulging information to the worker.
• Trust is an important element.
• Privacy is a prerequisite.
6. Worker Self-Awareness
• The social worker is always conscious that her role
is to make use of her professional relationship with
her client in a way that will enhance primarily the
client’s development rather than her own.
• Self-discipline is crucial.
• Conscious use of self is also necessary.
• The need for the worker to be conscious of how
she responds or reacts to manipulation by others.
7. Client-worker relationship – is the means for carrying
out the social worker’s function where controlled and
purposive.
Purpose – denotes the object for which
something exists.
Direction – refers to where the relationship
between worker and client should move in order to
achieve its purpose.
7. Client-worker relationship:
a) Ambivalence – human mind functions in a dualistic
way. Neutrality on the worker also has limits.
b) Transference – the client unconsciously transfers to
the social worker attributes or characteristics of some
important or powerful persons in his early life.
c) Counter-transference – the worker’s unconscious
response to the client’s unconscious transference.
 Professional Ethics
• Ethics is the science that treats of morals and right
conduct.
• Professional Ethics is the system of ethical principles
and rules of conduct generally accepted by
members of a professional group, based on the
philosophy, values, and guiding principles of that
profession.
• Two aspects:
• Written expression (Code of Ethics)
• Unwritten expression
 Purposes of Code of Ethics
1. It helps check abuses.
2. It provides the community some protection
against abuses by members of the
profession.
3. It sets forth basic principles.
4. It sets guidelines for relationships.
5. It is a useful resource for the enrichment or
improvement of the professional curriculum.
 Ethical Dilemmas

1. Manipulation – e.g. influencing clients

or manipulating agency reports.
2. Advocacy – to bring social reforms.
3. Conflicting loyalties – to agency or
colleague?
4. Cultural and other realities – e.g.
personal vs professional norms.
 Global Social Work Statement of Ethical Principles
Principles:
1. Recognition of the Inherent Dignity of Humanity
2. Promoting Human Rights
3. Promoting Social Justice
1. Challenging discrimination and institutional
oppression
2. Respect for diversity
3. Access to equitable resources
4. Challenging unjust policies and practices
5. Building Solidarity
Principles:
4. Promoting the Right to Self-Determination
5. Promoting the Right to Participation
6. Respect for Confidentiality and Privacy
1. Social workers respect and work in accordance with
people’s rights to confidentiality and privacy unless
there is risk of harm to the self or to other statutory
restrictions.
2. Social workers inform the people with whom they
engage about such limits to confidentiality and
privacy.
Principles:
7. Treating People as Whole Persons
8. Ethical Use of Technology and Social Media
1. Shall apply to all contexts of social work
practice, education and research
2. Recognize that its use may pose threats to the
practice of many ethical standards
Principles:
9. Professional Integrity
1. Social workers should be informed and act in accordance with
the current ethical code or guidelines in their country.
2. Social workers must hold the required qualifications.
3. Social workers support peace and nonviolence.
4. Social workers must act with integrity.
5. Social workers recognize that the giving and receiving of small
gifts is a part of the social work and cultural experiences.
6. Social workers must take care of themselves professional and
personally.
7. Social workers must acknowledge that they are accountable
for their actions to people.
8. Social workers and their employing bodies foster and engage
in debate to facilitate ethically informed decisions.
 THE KNOWLEDGE
FOUNDATION OF SOCIAL
WORK PROFESSION
 Knowledge Foundation

• Knowledge base of social work is a

comprehensive topic which
encompasses the facts and theories, skills
and attitudes, necessary for effective,
efficient practice (Alfred Kadushin).
 Areas in Social Work
1. Human Behavior and Social Environment – is
concerned with the material necessary for
understanding the client in his problem situation,
the dynamics of individual and group behavior,
and of group and community processes which
affect or influence the individual, the group and
the community.
▪ The individual is a biopsychosocial being
2. Social Welfare Policy, Programs, and Services – is
concerned with the organization, administration, and
operation of social welfare programs and services
which are established in society in order to meet
human needs and problems, the development of these
policies and programs, the interrelationship of the
agencies which undertake them, and nature of needs
being served by these programs.
▪ The Concept of Needs, Concept of Problem, Concept of
Provision, Motivations for Social Welfare Programs and
Services, Social Welfare Programs and Services, Philippine
Social Welfare Agencies and Institutions.
3. Social Work Practice/Methods – is concerned with
the actual process by which the social worker helps
her client – an individual, group, or community, the
methods and techniques of helping, the resources
necessary for helping, as well as the appropriate
attitudes that facilitate the helping process.
▪ The Philosophical Foundation of Social Work, the Social
Work Practice Theory, the Helping/Problem-solving
process, the Helping/Interventive Models/Approaches,
Selected tools in Problem-solving, Skills in corresponding to
the steps in the problem-solving process.
4. Field Instruction – aimed at providing
student with opportunities for integration
of learning in the three areas by way of
supervised social work practice in selected
settings, completes the curriculum plan.
 TRADITIONAL AND
SECONDARY METHODS OF
SOCIAL WORK PRACTICE
TRADITIONAL METHODS
1. SOCIAL CASEWORK
a helping process which consists of variety of activities that
may include the giving of material assistance; referrals to other
community facilities; rendering emotional and psychological
support through sensitive listening; expressions of acceptance
and reassurance; making suggestions; appropriately advising
and setting limits, encouraging him to effect his plans; assisting
the individual to narrate and examine his situation; and/or
working out with him a consideration and better
understanding of casual connections between his present
attitudes and mode of adjustment with past experiences.
-Viloria, Esther C.
4 Major Casework Processes or Techniques
(Florence Hollis):
a.Environmental Modification – change the environment in the
client’s favor.
b.Psychological Support – encouraging the client to talk freely
and express his feelings.
c.Clarification – understanding by the client of himself, his
environment, and /or people with whom he is associated.
d.Insight Development – current and past emotions must be
re-lived in a therapeutic atmosphere.

This was revised (1955) to supportive treatment and

development of self-awareness (Hollis).
SOCIAL WORK TECHNIQUES (As applied to working with
individuals):

1. Interviewing - a set of verbal and non-verbal interactions between two

or more people. Focused on gathering information.
2. Small talk - refers to inconsequential conversation.
3. Home visits - the process by which a professional or paraprofessional
provides help to a family in their own help.
4. Collateral contact - is a source of information that is knowledgeable
about the client's situation and serves to support or corroborate
information provided by a client.
5. Support - to encourage, to uphold, to sustain some aspect of the
client’s functioning – his strength, his attitude, his eagerness to do
something about his problem. (Ventilation, Reassurance and Instillation
of Hope)
6. Exploration - is used to elicit necessary information; to bring out details
about experiences and relationships as the client perceives them;
and to examine the feelings connected to the relationships and
experiences.
7. Clarification - connected with exploration. When worker explores, he
must make his client understand clearly his questions which in turn
makes him understand clearly the information that his client is
conveying.
8. Education and advice - the social worker is tasked to contribute
data, ideas, facts, and value concepts which are not available to the
client and which may prove useful to him attempting to cope with
that part of social reality which is involved in the problem with which
he is working.
9. Universalization - Is the utilization of a commonality of human
experiences and the strengths of others to cope with situations similar
to those which are troubling the client.
10.Reward and punishment - is used when there is a better
understanding of the causes and greater ability to anticipate and
control consequences.
11.Confrontation - Is to come face to face with the hard facts of the
situation – with reality, to bring a person face to face with something.
12.Conflict - Is a type of stress produced when a person is motivated by
two or more needs in such a manner that the satisfaction of one
need may mean the dissatisfaction of another one.
13.Manipulation - Means skillful management of events (e.g.
environmental manipulation).
14.Conscientization - Means the arousing of man’s positive self-concept
in relation to the environment and society through a liberating
education which treat learners as active agents rather than passive
recipients of learning.
2. SOCIAL GROUP WORK
a process and method through which group
life is affected by a worker who consciously
guides the interaction process towards the
accomplishment of goals which are conceived
in a democratic frame of reference.
-Wilson, Gertrude and Gladys Ryland
3. COMMUNITY ORGANIZATION
a process by which a community identifies its
needs or objectives, orders (or ranks) these goals
or objectives; finds resources (internal or
external) to deal with those needs or objectives;
takes action in respect to them; and in so doing
extends and develops cooperative and
collaborative attitudes and practices in the
community.
-Murray G. Ross
SECONDARY METHODS
4. SOCIAL ACTION/ SOCIAL REFORM
is an organized effort with the aim of
securing social progress and solving mass
social problems by influencing social
legislation or the administration of social
services.
5. SOCIAL WORK RESEARCH
a critical inquiry and the scientific
testing of the validity of social work
organization, function, and methods in
order to verify, generalize, and extend
social work knowledge and skill.
Steps (Quieta, Romeo C.):
Step 1: Clarify the Purpose and Define the
Objectives
Step 2: Plan and Organize the Research Study
Step 3: Conduct the Research Study
Step 4: Evaluate the Data
Step 5: Present the Research Findings
6. SOCIAL WELFARE ADMINISTRATION
administration of public and private social
agencies is designed and organized to
achieve the full effect of the services for
which they have been established for.
to help human beings
Administrative Functions:
1. Policy formulation - developing guidelines
2. Planning and programming – setting goals and objectives and the means
of achieving them
3. Organization – defines work units and their relationship
4. Staffing – acquiring, developing and maintaining a competent workforce
5. Directing – making decisions and instructing those
6. Controlling – constraining, coordinating and regulating actions
7. Coordinating – interrelating various parts and work as a whole
8. Communication – transmit ideas
9. Budgeting – developing agency plan of action in monetary terms
10.Recording and reporting – making a written account and communicating
it to pertinent others
11.Public relations – mutual understanding between institution and its public
12.Evaluation and research – assessment of the effectiveness of programs
13.Supervision – overseeing the work of another
INTRODUCTION TO SOCIAL
WORK PRACTICE
Essential Elements in Social Work Practice

CLIENT Individuals, groups and communities

WORKER Professional change agent

change originating from a decision to make a deliberate

PLANNED
effort to improve the system and to obtain the help of an
CHANGE
outside agent in making this improvement.

PROBLE
M Reason for entry of a change agent

PROCESS
Development of helping relationship
Helping Process:
Phase 1: The client system discovers the need for help,
sometimes with stimulation by the change agent.

Phase 2: The helping relationship is established and

defined.

Phase 3: The change problem is identified and clarified.

Phase 4: Alternative possibilities for change are

examined; change goals or intentions are established.
Phase 5: Change efforts in the “reality situation” are
attempted.

Phase 6: Change is generalized and stabilized.

Phase 7: The helping relationship ends or a different

type of continuing relationship is defined.
Dynamics of Planned Change:
Change force – is an aspect of the situation
which increases the willingness of the client
system to make a proposed change.

Resistance force – is an aspect of the situation

which reduces the willingness of the client
system to change.
The Generalist/Integrated Method of Social Work Practice

➢ Traditional – Workshops and seminars – Generalist (Holistic approach)

It is different from:
➢ Integrated programs – comprehensive agency programs for multi-problem
clients.
➢ Integrated learning – students being expected to integrate knowledge
from different courses and apply these in working with people.
➢ Integrated development approach – combining social as well as
economic concerns in policy formulation and program development.

➢ It is defined as the use of a range of skills as needed to intervene in a

variety of client life situations. The generalist practitioner’s function is to
have as wide a skill of repertoire as possible in order to facilitate the
interactions between people and the social institutions and situations in
which they live.
➢Generalist social workers are professionals who work with
clients on an individual, group, or community level depending
on what is needed and appropriate utilizing both
philosophical and knowledge bases.

➢Concepts:
1. The concept of one (any) client system as point of entry
for working with other client systems.
2. The concept of total problem-solving.
3. The concept of the client’s problem or situation as the
basis for the choice of the worker’s helping approach or
intervention.
Strengths Perspective

This is not a form or model of intervention, nor a helping or

problem-solving process but is an “approach,” a way of looking
at the individual, family, group, or community one is working
with. It can serve as framework for social work practice.

The strengths perspective emphasizes the human capacity for

resilience, resistance, courage, thriving, and ingenuity, and it
champions the rights of individuals and communities to form
and achieve their goals and aspirations.

It is person-centered; the problem is the problem, the person is

not the problem.
THE HELPING/PROBLEM-
SOLVING PROCESS IN
SOCIAL WORK
Origin of Problem-solving Process:
➢How We Think (John Dewey, 1933)
➢Problem-solving behavior is based on reflective thought that
begins with a feeling of doubt or confusion.
➢5 phases of reflective thinking:
1. recognizing difficulty
2. defining or specifying the difficulty
3. raising a suggestion for possible solutions and rationally
exploring the suggestion, which include data collection
4. selecting an optimal solution from among many proposals
5. carrying out the solution

➢ George Polya’s formulation is an improvement over Dewey’s

because it includes evaluation.
Problem-solving Framework in Social Work

➢Helen Harris Perlman

Social Casework: A Problem-Solving Process
Study, Diagnosis and Treatment

➢ Derived from classic scientific method

➢Sequential steps:
1. Recognition or definition of the problem, and
engagement with the client system
2. Data collection
3. Assessment of the situation
4. Goal-setting and the planning of an action
5. Intervention or the carrying out of the action
6. Evaluation
7. Termination
 Problem Solving Social Work
Process Helping Process
Cognitive process, Is not just a
a rational cognitive process
procedure involving since it involves a
a series of steps to relationship
be followed between two
sequentially parties
Steps in the Social Work Helping Process
BEGINNING
1.Assessment
2.Planning
MIDDLE 3.Intervention or Plan
Implementation
ENDING
4.Evaluation
5.Termination
What is Relationship?
➢ A basic concept in social work
➢ Involves self-discipline and self-awareness.
➢ Contains elements of self: compassion, mutuality,
humility, etc.
SELF-AWARENESS AUTHORITY AND COMMITMENT AND
➢ worker’s values clash POWER OBLIGATION
with the client’s values ➢ Her position and ➢ To commit is to bind or
➢ Is called for when corresponding pledge one’s self to a
relationship; to obligate
there is a difference functions in the one’s self is to perform
between the problems agency and her the moral responsibility.
and priorities as the possession of ➢ “Helping contract”
worker sees them and knowledge and ➢ Commitment includes
as her client sees experience follow-through and
accountability with the
them. worker.
A. Assessment
➢A process and a product of understanding on
which action is based (Max Siporin).
➢To provide understanding necessary for
appropriate planning.
➢Major tasks include data gathering and
problem definition.
Information/Data Gathering
1. Primary source – client
2. Secondary source – significant others
3. Existing data – previous records and reports
4. Worker’s own observations

Principles:
1. Client is the main source
2. Data should relate to problem
3. Inform the client about the source of data
4. Data collection is a continuous process
5. The type of client and general nature of the problem can
be of guide
The Initial Contact(s) with Client/Intake
1.The client initiates the contact (voluntary)
2.The client is referred to the worker or agency
by some interested or concerned party
(involuntary/referred)
3.The agency, through the social worker,
reaches out to the (potential) client and offers
help (reach-out)
The Intake Process and the Presenting Problem

Intake – is the process by which a potential client

achieves the status of a client. It can be accomplished
is just one session.

End goal: Initial engagement

Defining the Problem

Presenting problem – a problem that is a threat to the client’s or

other’s welfare, and usually stated or presented as it is being
perceived or experienced.
“Start where the client is” and “begin with the felt need”

Problem-for-work – the place of beginning together

a.Client feels most important
b.Worker’s judgement is most critical
c.Worker’s judgement can most readily yield to help
d.Falls within the action parameters of the helping system

Presenting problem may serve as the problem-for-work

Immediate Problem – causing the present
difficulty.

Underlying Problem – overall situation which

tends to perpetuate the immediate problem.

Working Problem – composed of contributory

factors that stand in the way of both remedy
and prevention which must be dealt with if
change is to take place.
Partialization – process of separating from
so many problems identified by the client
and/or worker the specific problems or
problems which are to be addressed first.

Prioritization – taking precedence over

other problems because of its importance.
How to Write an Assessment Statement? (Maria O’neil
Mcmahon)
1.Opening causal statement – who has the problem,
and why the problem exists at this time
2.Change potential statement – problem, person, and
environment
3.Judgement about the seriousness or urgency of the
problem
Characteristics of Assessment
1. It is ongoing
2. It focuses on understanding the client in the situation and in
providing a base for planning and action
3. It is a mutual process
4. There is a movement within the assessment process
5. Both horizontal and vertical explorations are important
6. Assessment identifies needs in life situations, defines
problems, and explains their meanings and patterns
7. It is individualized
8. Judgment is important because many decisions have to be
made
9. No assessment is ever complete
B. Planning
➢Link between Assessment and Intervention
➢Translates the content of assessment into a
goal statement that describes the results, and
is also concerned with identifying the means
to reach the goals
➢The end goal is planned change
➢Two major tasks: formulating goals and
defining specific actions
Goals
➢ Goals are ends.
➢ They are the desired or expected outcomes of an endeavor
➢ Optimate/General/Optimal vs Interim/Intermediate/Objectives
➢ Characteristics:
1. Specific, concrete and measurable
2. Feasible (realistic and attainable)
Factors that
Plans
➢ Means or specific actions to achieve goals
Influence an
Intervention Plan
Units of Attention 1. Community
➢ Systems that are the focus of the change activity 2. Agency
3. Social problem
Strategy 4. Worker
➢ An overall approach to change a situation
➢ Battle plan
5. Client
➢ Orchestrated action
 After Assessment and Action-Planning, a
Helping Contract (verbal or written)should follow
which is an agreement between the worker and
the client on what needs to be done and who
should do it.
A contract facilitates evaluation and provide
tools for accountability.
C. Intervention/Action/Plan
Implementation/Treatment
➢Is concerned with the action that would solve the
client’s problems.
➢Rendering of all the specific and interrelated
services appropriate to the given problem situation
in the light of the assessment and planning.
Interventive Roles
refers to the composite of activities or tasks that we are expected to undertake in
order to accomplish the goals agreed upon with the client.

1. Resource provider – direct provision of material aid and other concrete resources
2. Social broker – negotiating the “service jungle” for clients.
Referral is considered as basic activity that involves connecting the client to
needed resources.
Networking refers to efforts at establishing and maintaining relationship with other
community entities which have resources that can support and supplement her own
agency’s resources.
3. Mediator – the worker has to engage in efforts that will resolve disputes between
the client system and other parties.
4. Advocate – the worker has to take a partisan interest in the client and his cause.
She cannot remain neutral.
5. Enabler – help clients find the coping strengths and resources within themselves to
solve problems they are experiencing.
6. Counselor/Therapist – restoration, maintenance, or enhancement of the client’s
capacity to adapt or adjust to his current activity.
Interventive Roles Beyond Direct Practice
1. Mobilizer of Community Elite – informing and interpreting to
certain sectors of the community, welfare programs and
services, as well as needs and problems, with the objective of
enlisting their support and/or involvement in them.
2. Documenter/Social Critique – we document the need for more
adequate social welfare policies and programs based on her
knowledge about the inadequacies or deficiencies in these
existing welfare policies and programs, and how they ought to
be based on our professional values and goals.
3. Policy/Program Change Advocate – the worker involved in
efforts to change policies and programs on behalf of particular
sectors of the population based on the values of the
profession.
Limitations on Worker Activity
1.Time – may not give unlimited time
2.Skill – should perform only those activities that
are within our competence
3.Ethics – watch out for activities that might
commit unethical behavior
4.Agency function – must sure that she
understands and interprets agency function
properly
D. Evaluation
➢Collection of data about outcomes of a program of action
relative to goals and objectives set in advance of the
implementation of that program
➢Ongoing vs terminal; formative vs summative
➢It is important for social workers to be more specific in its
approach to evaluation.
➢It provides professional accountability with two aspects: (1)
effectiveness and (2) efficiency
Evaluation Model: (1) direct practice and (2) program implementation

Program Program Program Program

inputs activities outputs outcomes
Formative Evaluation
➢ Is done at conceptual and operational levels

➢ Involves Qualitative Measures (like case

studies) and Quantitative Measures (like
Behavioral Counts, Goal-Attainment Scaling,
Self-Ratings on Emotional States, etc.)
Essentials for Evaluation
1.A clear definition of the goals and objectives
to be attained.
2.A clear definition of the intervention and
change activities to be undertaken.
3.Documentation of the activities undertaken to
achieve the goals defined.
E. Termination
Reasons:
1. When the goals set by worker and the client have been reached
2. When, after a reasonable period of time, there has been very little
movement toward the attainment of the goals formulated, and the
prospect for any change in the situation is held unlikely
3. When the client thinks that the worker has provided sufficient help so that
it is now possible for the client to pursue problem-solving on his own
4. When an agency does not have the resources needed by the client or
the worker does not get her agency’s approval to provide services
needed by the client
5. When the systems outside the client make it difficult for the client to
continue with the helping relationship or when these systems influence the
client to discontinue the relationship
6. When for one reason or another, the worker must leave the agency
TRANSFER – is the process by which a client is referred by his
social worker to another worker, usually in the same agency,
because the former will no longer be able to continue
working with the client, or because she thinks another worker
is in a better position to work with her client’s problem.

REFERRAL – is the act of directing a client to another

worker/agency because the service that the client needs is
beyond the present agency worker’s competence, or the
client needs the additional service which the present agency
cannot provide.
Components of Termination (Ellen Pincus And Anne
Minahan)
A. DISENGAGEMENT

1. Denial – a defense mechanism that is employed to avoid painful feelings

2. Emotional reactions – fear of loss or fear of the unknown can give rise to feelings of
sadness or of grief
3. Bargaining – some clients try to negotiate an extension of time or a modified
schedule which can mean fewer contacts over a longer period with the worker
4. Depression – listlessness, little energy, withdrawal, sadness, helplessness, despair,
absence of motivation to go on
5. Acceptance – increase energy, and is able to talk about the good and the bad
times and to think about the future

Factors which influence client’s reactions:

1. Length of service
2. Attainment of client goals
3. Client-worker relationship
4. Modality of intervention
B. STABILIZATION OF CHANGE
the main test of a change agent’s help is the stability
and permanence of the client system’s changed
behavior when the change agent is no longer actively
working with the client.

C. TERMINAL EVALUATION
it is the time for the worker and the client – but
particularly the worker who has been the helping person,
to appraise what have transpired, to focus on the goal
formulated during Planning phase and on the problem
that was identified during the Assessment Phase.
 SOCIAL WORK HELPING
MODELS AND APPROACHES
1.The Direct Provision Model
➢enhancement of client social functioning
through the direct provision of material aid
useful in eliminating or reducing situational
deficiencies.
➢“resource provision” where resources may be
mobilized, created, directly furnished.
➢Material aid: temporary financial assistance,
employment, shelter, medical care, skills training,
etc.
2. The Intercession-Mediation Model
➢Process of negotiating the “service jungle” for
clients
➢The worker “connects” the client to needed
services in the system until he has availed them.
➢An advocate may have to argue, debate, bargain,
negotiate, and manipulate the environment on
behalf of the client.
➢What is needed is a third party who will mediate
between service demand and service supply and,
where appropriate, assist the agency to provide
more adequate and responsive services to clients.
3. Mobilizing the Resources of Client Systems to Change
Their Social Reality
➢Problems are not always due to personal
inadequacies but, often, to deficiencies in the social
reality, and that if people are to be helped, the target
of attack should be the latter.
➢The use of client’s own resources is underscored, in
changing aspects of his/their social reality which can
and should be changed.
4. Crisis Intervention Approach
➢There is no such things as a “problem-free” state
and life is a series of recurring developmental
crisis.
➢Crisis – upset in a steady state, an emotional
reaction and temporary disturbance.
➢Crisis intervention – process of actively
influencing the psychosocial functioning of
individuals and groups, during a period of
disequilibrium.
➢2-6 weeks in duration
➢Available within 24-72 hours
➢Used in hospitals, hotlines, women’s desk, etc.
➢“search and find approach”
➢“here and now”
➢Participation is always voluntary and the client
should be committed to the change process.
➢Worker’s stances are active, purposive, and
committed.
Target Population:
1.Individual in crisis
2.Those associated with persons in crisis
3.Those in collective crisis
Goals (Lydia Rapoport):

1. Relief of symptoms;
2. Restoration to the optimal pre-crisis level of
functioning;
3. Understanding of the relevant precipitating events;
4. Identification of remedial measures;
5. Recognition of the connection between the current
stress and past life experiences and conflicts; and
6. Initiation of new models of perceiving, thinking, and
feeling, and development of new adaptive and
coping responses.
Helping Process in Crisis (Naomi Golan)
A. Assessment of the Situation
1. The hazardous event – specific and stress-producing
occurrence:
(a) anticipated and predictable – normal developmental
critical periods and transitional stages
(b) unanticipated and accidental events
2. The vulnerable or upset state – subjective reaction of the
individual or family to the initial blow, both at the time it occurs and
subsequently
3. The precipitating factor or event – link in the chain of stress
4. The state of active crisis – subjective condition once tension has
stopped
5. The state of reintegration or reorganization – is the adjustment
either adaptive and integrative or maladaptive and destructive
Treatment Approaches

1.The generic approach – specific situational and

maturational crises which do not require
assessment of the psychodynamics of the
individuals in crisis.
2.The individual approach – designed for use by
mental health professionals.
B. Implementation of Treatment
➢ middle phase that is about setting up and working out specific tasks.

➢ Two categories of tasks:

1. Material-arrangement tasks – concerned with the provision of concrete
assistance and services
2. Psychosocial tasks – concerned with dealing with client’s feelings,
doubts, ambivalence, etc.

➢ Treatment techniques:
1. Sustaining techniques – with reassurance and encouragement
predominant, to lower anxiety, guilt, and tension, and to provide emotional
support
2. Direct influence procedures – like giving advice; advocating a
particular course of action, etc.
3. Direct intervention – in extreme situations such as threats of or attempts
at suicide or where the client is deteriorating rapidly.
4. Reflective discussion techniques – as the client becomes integrated.
C. Termination
➢worker review their progress, focusing on key
themes and basic issues.
5. Problem-solving Model
➢Helen Harris Perlman – how people think and manage to
cope (John Dewey).
➢It assumes that the person’s problem-solving capabilities or
resources have been broken down or been impaired or are
maladaptive.
➢The focus of treatment is in helping the person go through
the scientific problem-solving process so that he will act and
resolve his problem with only minimum help.
➢The experience of problem-solving may be so significant
that the client imbibes and transfers the learning to other
problems he may encounter in the future even when the
worker is no longer there.
Elements of the Problem Solving Model:
1. The person – product of inherited and constitutional
makeup in continuous transaction with potent
persons forces in life experiences. Views person as
an open system, whole, and has motivation and
capacities.
2. The problem – a problem in the current life situation
of the help-seeker which disturbs or hurts the latter in
some way.
3. The place – particular organization, agency or social
institutions.
4. The process – study, diagnosis and treatment (APIET)
Two factors important in Problem-solving
Approach: (1) relationship and (2)
involvement and effect of significant others.

Lack or inadequate problem-solving

means: (1) motivation, (2) capacity and (3)
opportunity
Problem-solving Process

I. Contact Phase (Engagement)

a. Problem Identification
b. Goal Identification
c. Preliminary contract/Emergence of commitment
d. Exploration and investigation
II. Contract Phase
a. Assessment and evaluation
b. Formulation of a Plan of Action
c. Prognosis
III. Action Phase
IV.Evaluation and Termination
6. The Task-Centered Model
➢University of Chicago in 1970s by Laura Epstein and
William J. Reid
➢Is a technology for alleviating specific target problems
perceived by clients, that is, particular problems clients
recognize, understand, acknowledge, and want to
attend to.
➢Task – what the client is to do to alleviate the problem
➢Treatment concentrates on helping individual clients to
achieve specific or limited goals of their own choice
within brief and bounded periods of service.
➢ Designed to solve specific psychosocial problems of
individuals or families in a short-term, time-limited
form of practice.
➢ Caseworker and client reach an explicit agreement
on the particular problems to be worked on and
also the probable duration of treatment.
➢ It is similar to crisis intervention but it focuses on a
task to be achieved by the client.
➢ It may focus on a specific behavior or social
environment that needs to be changed.
Characteristics:
1.Brief and time-limited
2.Concentrated on alleviating specific problems
3.Tasks are carried out

Targets:
1.Family and interpersonal relations
2.Social role performance
3.Effecting social transitions
4.Securing resources
5.Emotional distress reactive to situation factors
START-UP Client is referred by an agency source
or
Client applies independently and voluntarily

STEP 1 Client’s target problems identified

Contract
STEP 2 Plans, target problem priorities, goals, practitioner
tasks, duration, schedule participants

STEP 3 Problem Solving

STEP 4 Termination
Features of the Model
1.Assessment – consists of finding out the problem and
classifying and specifying the problem.
2.Case planning – the practitioner constructs a
program by making judgements about what changes
can be expected to reduce the problem.
3.Implementation – tasks are being carried out.
4.Tasks – state what the client is to do.
The Tasks-Centered Model with Groups
1. Preliminary interview – problems are elicited, explored and
clarified in individual interviews.
2. Group composition – the worker decide who should be in a
particular group, and the size of the group.
3. Group formation – members share the problems that they will
seek to reduce or eliminate by formulating and accomplishing
agreed-on tasks.
4. Group processes for task accomplishment – working out of
tasks.
7. Psychosocial Approach
➢Freudian theory of personality
➢Organismic approach
➢Diagnostic school of thought
➢Systems theory approach
➢Gestalt theory
➢Differential treatment
➢One of the first models employed developed
by Gordon Hamilton and her associates from
the Columbia School of Social Work.
➢ According to Gordon Hamilton, treatment
here is focused on the individual and his
functionality.
➢ Cause and effect relationships are identified
between the individual and environment.
➢ It is concerned with inner realities of the
person, his emotional, mental and social
processes, and the social context in which
he lives.
➢ Used with clients affected by traumatic
incidents.
Phases in Psychosocial Approach:

A. INITIAL PHASE
1. understanding the reasons for the contact
2. establishing relationship
3. engaging the client in treatment –
motivation and resistance
4. beginning treatment itself – first interview
5. psychosocial study - diagnosis
B. Assessment of the Client and His Situation
➢Types of diagnosis:
1. Dynamic – examination of how different aspects
of the client’s personality interact to produce his total
functioning
2. Etiological – cause or origin of the difficulty
3. Classificatory – to classify various aspects of the
client’s functioning and his place in the world

➢Clinical diagnosis – classifying based on personality

disturbance
➢Goals and Treatment Planning
C. Treatment
➢ to alleviate the client’s distress and decrease the malfunctioning in the
person-situation system.
➢ Treatment Process:
1. Indirect Treatment – intervenes directly in the environment of the client
2. Direct Treatment – involves direct work with the client himself. “The
influence of mind upon mind”.
Six procedures:
a. sustaining
b. direct influence
c. catharsis or ventilation
d. reflective consideration of the current person-situation configuration
e. encouragement of client to reflect on dynamics of his response
patterns or tendencies
f. encouragement of client to think about the development of
response patterns or tendencies
8. Functional Approach
➢University of Pennsylvania in 1930s by Jessie Taft, Virginia
Robinson and Ruth Smalley.
➢It is a social casework method for engaging the client
through a one-to-one relationship in the use of a social
service toward his own and the general social welfare.
➢The focus of the intervention is the delivery of service(s)
to the client (common approach used in the
Philippines).
➢Emphasis was on the relationship, the dynamic use of
time, and the “use of the agency” function (introduced
by Taft).
➢Characteristics (different from Diagnostic Social Work):
1. psychology of growth – sees human being as capable of
modifying both himself and his environment
2. purpose of the agency guides the social worker’s over-all
purpose.
3. social work is viewed as a helping process through which
an agency’s service is made available

➢Principles:
1. understanding of the phenomenon served (diagnosis)
2. use of time phases – process
3. use of agency function
4. use of structure – time, place, agency policy and
procedures
5. use of relationship
9. Behavior Modification
➢ Helping clients learn new behaviors and eliminating problematic ways of
behaving.

➢ Elements:
1. Target behavior – focus of intervention
2. Antecedent behavior – prior to the problem behavior
3. Consequent behavior – after the problem behavior

➢ Techniques to alter antecedent and consequent behaviors:

1. Conditioning – learning of a behavior on condition that it is
associated with another event (Classical vs. Operant):
a. Reinforcement – strengthens a target behavior
b. Punishment – presentation of an unwanted or unpleasant stimulus
c. Extinction – withdrawal of whatever reinforces a target behavior
➢Procedures:
1. Initial socialization – explain to the client
2. The contract – what is to be worked on
3. Commitment – cooperate fully

➢Social Worker Roles:

1. Direct modifier – directly uses a technique
2. Behavior instigator – arranges or influences a situation
3. Teacher – teaches behavioral modification techniques
10. Family Intervention
➢1950s – development of family therapy

➢Family therapy – relies heavily on psychoanalytic personality and

systems theory is a clinical approach designed to modify or
change elements of the family relationship system that are
interfering with the management of the life tasks of the family and
its members.

➢Family-focused treatment – “family casework” focuses on the

individual family member, with the family members being involved
in the helping process, individually, in pairs, or as a group.

➢Process: Assessment, Planning, Implementation and Review and

Evaluation
It is important to understand the Life Cycle:

Stage 1: Prenatal (conception to birth)

Stage 2: Infant (birth – 2 years)
Stage 3: Toddler (2 – 4 years)
Stage 4: Early school age (5 – 7 years)
Stage 5: Middle school age (8 – 12 years)
Stage 6: Early adolescence (13 – 17 years)
Stage 7: Late adolescence (18 – 22 years)
Stage 8: Early adulthood (23 – 34 years)
Stage 9: Middle adulthood (35 – 60 years)
Stage 10: Late adulthood (61 + years)
GENOGRAM – a diagram similar to family tree. It presents historical
and contemporary data on the main figures in the client’s interpersonal
environment.
ECOLOGICAL MAP – a tool pictures the family or individual in
the life space and enables us to see the client not as an
isolated entity for study but as part of a complex ecological
system.

➢ The mapping procedure highlights the nature of the

interfaces and points to conflicts to be mediated, bridges to
be built, and resources to be sought and mobilized.
➢ Its primary value is in its visual impact and its ability to
organize and present concurrently not only a great deal of
factual information but also the relationships between
variables in a situation.
ECOLOGICAL MAP
Social Work Counseling

➢ Counseling is particularly helpful in social work

with multi-problem individuals, families and
groups.
➢ Counseling in social work with other
specialists/therapists has commonalities: it
both address the client’s problems, look into
the root causes, and define the means to
resolve them. However, the latter just can
practice privately.
➢ Counseling is a face-to-face communication in which
one person (the counselor) helps another (counselee)
make decisions based on a consideration of
alternatives, and acts on them.
➢ It is a collaborative effort between the counselor and
client.
➢ It is done when one person, the client, has an issue or a
problem, something that he or she cannot deal with
alone. The client approaches the counselor for help in
a formal, confidential relationship. The purpose of this
relationship is to help the client address or deal better
with his or her issues.
Approaches to Counseling:

1. Directive or counselor-centered – the focus of

counseling is the problem rather than the person.
2. Non-Directive/Permissive Counseling or
Permissive/Client-oriented – the client and not the
counselor takes the lead and active role in the
counseling process.
3. Eclectic Counseling – the counselor and counselee
jointly work to solve the problem; the counselor uses
mixed method approach.
Counseling Principles:

1. Acceptance
2. Individualization
3. Confidentiality
4. Self-determination
5. Controlled emotional involvement
6. Non-judgmental attitude
Counseling Skills:

1. Attending skills
2. Reflecting and paraphrasing
3. Clarifying and use of questions
4. Focusing
5. Building rapport
6. Summarizing
7. Immediacy
Procedures of Intervention (as applied in Psychosocial
Approach):

a. sustaining
b. direct influence
c. catharsis or ventilation
d. reflective consideration of the current person-
situation configuration
e. encouragement of client to reflect on dynamics of
his response patterns or tendencies
f. encouragement of client to think about the
development of response patterns or tendencies
G - Greet Greet the client. She should feel welcome. Build a rapport with client by greeting the client
and making her feel comfortable.
A - Ask Ask questions effectively in a friendly manner using words that client understands and listen
patiently, without being judgmental. Identify client needs by asking relevant questions
about personal, social, family, medical and reproductive health including reproductive
tract infections, sexually-transmitted diseases, family planning goals and past/ current use
of family planning methods.

T - Tell Tell the relevant information to help her reach a decision and make an informed choice
regarding method of EC and ongoing contraception method.

H - Help Help the client to reach a decision and give other related information e.g. how to protect
herself from STIs.
E - Explain Explain about the method in detail including information that it protects against a ‘single
act’, its efficacy, potential side-effects and the need for follow-up in case period is
delayed by more than 7 days.

R - Return Return for ongoing contraceptive method is advised and need for follow-up is emphasized
if the period is delayed beyond 7 days.
Recognition of Social Workers as Mental Health
Providers:

Social workers are one of the professionals qualified to

provide mental health services per Section 1 of RA
11036, “National Mental Health Policy to enhance the
delivery if integrated, mental health services, promote
and protect the rights of persons utilizing psychiatric,
neurological and psychosocial health services.”
Case Management Model of Practice
➢To help clients resolve concrete problems in their
everyday lives.
➢Is a way of delivering services where a social worker
assumes responsibility for assessing with a client what
services he needs, and helps obtain those services for
the client.
➢Organizes, coordinates, and sustains a network of
formal (social support system) and informal (social
support network) supports and activities designed to
optimize the functioning and well-being of people
with multiple needs.
Goals:
1. To promote when possible the skills of the client in
accessing and utilizing these supports and services;
2. To develop the capacity of social networks and
relevant human service providers in promoting the
functioning and well-being of the client; and
3. To promote service effectiveness while attempting
to have services and supports delivered in the most
effective manner possible.
➢Generic/Problem-solving process in CM:
1.Assessment
2.Service Planning
3.Implementation of the Case Plan
4.Evaluation
5.Termination
6.Follow-up
➢Referral system:
1. Information about resources
2. Preparing the client
3. Preparing the referral agency
4. Follow-up
11. Developmental Approach

➢Emanuel Tropp
➢People are not seen as being sick or healthy, but on
a scale ranging from socially functional (adequate)
to dysfunctional (inadequate) to eufunctional (good
functioning) continually able to move up this scale in
a life-long developmental process of self-realization.
➢Tapping of vast unused potentials.
➢ Major themes:
1.Humanistic – a view of one human
being by another
2.Phenomenological – what is happening
at present
3.Developmental – sees people as being
able to move forward in a life-long
process of self-realization
➢Characteristics:
1. Specific kinds of group experiences are viewed as most
effective in the attainment of enhanced social functioning.
Functional modes:
a. counseling group – discuss common life situations
b. activity group – pursue common interest
c. action group – effect some improvement in its social
environment
2. Common-goal groups (task-centered)
3. The common goal may take the form of a common
concern or common interest or common life situation, each of
which results in a peer relationship among members.
4. The effectiveness of the group goal achieving process is
the primary target for both the members and the worker.
➢ Characteristics:
5. The group achieve different individual gains in social growth
within the context of the group goal-achieving process.
Basic purposive processes:
a. release of feelings
b. support
c. reality orientation
d. self-appraisal
6. The group becomes the medium for the member’s actions for
the perception of each other’s actions, and for the worker’s
perception of both.
7. The group goal-achieving process is carried out on the basis
of open agreements
8. The group is essentially self-directing
➢Helping process:
I. Beginning stage
II. Middle stage
III.Ending stage
12. Interactionist Approach
➢William Schwartz
➢Mediating function
➢Person-situation interaction
➢Mutual aid group
➢Client – Social Worker – System

➢Features of group:
1. the group is a collective
2. people need each other
3. to work on common tasks
4. work is embedded in a relevant agency function
Phases:
1. The “Tuning In” – preparation-for-entry
2. The Beginnings – moves into the group
3. The Tasks – search for common ground,
challenging obstacles, contributing ideas, etc.
4. Ending and Separation
13. Remedial Approach
➢Robert Vinter and his colleagues at University of
Michigan in 1960s
➢“social treatment approach”
➢The group is conceived as a small social system
whose influences can be guided in planned ways to
modify client behavior.
➢The group as both means (vehicle) and context of
treatment (provides opportunities for direct worker-
client interactions).
The Treatment Sequence
1.Intake
2.Diagnosis and treatment planning
3.Group composition and formation
4.Group development and treatment
5.Evaluation and termination
Strategy of Intervention
1. Direct means of influence – immediate interaction
a. Worker as a central person – object of identification and drives
b. Worker as symbol and spokesman – agent of legitimate norms and
values
c. Worker as motivator and stimulator – definer of individual goals and
tasks
d. Worker as executive – controller of member’s roles
2. Indirect means of influence – modify group conditions
a. Group purposes
b. Selection of group members
c. Size of group
d. Group operating and governing procedures
e. Group development
3. Extra group means of influence – modification of behavior of persons in
client’s social environment
Three Models of Community Organization:

14.Locality Development – community change may be pursued

optimally through broad participation of a wide spectrum of
people at the local community level in goal determination
and action.
15.Social Planning – emphasizes a technical process of problem-
solving with regard to substantive social problems, such as
delinquency, housing, and mental health.
16.Social Action – a disadvantaged segment of the population
that needs to be organized, perhaps in alliance with other to
make adequate demands on the larger community for
increased resources or treatment more in accordance with
social justice or democracy.
 PRACTICE VARIABLES LOCALITY SOCIAL PLANNING SOCIAL ACTION
DEVELOPMENT

1. Goal categories Process goals Tasks goals Tasks goals and

Process Goals
2. Assumptions regarding Overshadowed by the Comprised of Comprised of a
community structure and larger society substantive social hierarchy of
problem conditions problem privilege and power

3. Basic strategy Let’s all get together Let’s get the facts Let’s organize to
and talk this over and take the logical destroy our
next steps oppressor
4. Characteristic change Consensus Consensus or Conflict or Contest
tactics and techniques Conflict; fact-finding
and analytical skills

5. Practitioner roles and Enabler or encourager Technical or expert Advocate and

medium of change activist

6. Orientation toward All segment Sponsor or employer Outside target of

power structure of practitioner action
 PRACTICE VARIABLES LOCALITY SOCIAL PLANNING SOCIAL ACTION
DEVELOPMENT

7. Boundary definition of Total community Either total or some Some community

the community client area or functional subpart which suffers
system or constituency sub-part of it.
8. Assumptions regarding Reconcilable and Pragmatic Variance and not
interests of community responsive reconcilable
subparts

9. Conception of the Rationalist-unitary Idealist-unitary Realist-individualist

public interest

10. Conception of the Normal citizens Consumers of services Victims of “the

client population or system”
constituency
11. Conception of the Active Recipients Composed of
client or constituent role Constituents/
Employers
Indirect Models of Intervention
17. Working with the Elite
➢ This helping or interventive model involves worker
activities aimed at informing and interpreting to
certain sectors of the community, our welfare
agencies’ programs and services, as well as needs
and problems, with the objective of enlisting their
support and/or involvement in social welfare
activities.
Principles of working with the elite:
1. Need and resource determination and matching
2. Clarity of purpose or objective
3. Involvement in program/project planning and
implementation
4. Unitary accountability
5. The social worker should treat the elite with respect
and recognize their contribution to the agency
6. Professionalism in dealing with the elite
18. Documentation or Social Criticism
➢ This model of intervention engages the worker in the
documentation of the need for adequate social
welfare policies and programs, based on her
knowledge (gained from actual experience) of the
inadequacies or deficiencies in these existing
welfare policies and programs, as well as on her
belief in the light of her professional values and
goals, as to how they ought to be.
19.Advocacy
➢ The advocacy model of intervention is based on
the premise that the social work profession has a
vital interest of its own; its success will ultimately
redound to the welfare of clients.
GENERIC TOOLS IN SOCIAL
WORK PRACTICE
❑Communication
❑Listening
❑Active Listening
❑Emphatic Listening
❑SOLER Technique
❑Interviewing
❑Documentation and Recording
❑Writing Skills
1. What is Communication?
❑ Latin word communis – to make common,
and the word communi-care, which
means to share or to impart.
❑ A two-way process and method by which
a source purposively shares messages with
a receiver directly or via a channel and
both learn from each other.
ELEMENTS OF COMMUNICATION
Elements of Communication:
1. Source – originator
2. Message – KSA. Verbal, non-verbal and
symbols
3. Channel – interpersonal communication or
mass media (printed and electronics)
4. Receiver – intended audience
What is Listening?
❑The process of receiving, constructing
meaning from, and responding to
spoken and/or nonverbal messages; to
hear something with thoughtful
attention
Types of listening
1. Inactive listening
2. Selective listening
3. Active listening
4. Reflective Listening
What is Active Listening?
❑ A way of listening and responding to another
person that improves mutual understanding.
❑ A way of paying attention to other people
that can make them feel that you are
hearing them.
❑ This type of listening is called active because
it requires certain behaviors of the listener.
Key Concepts in Active Listening
1. Display involvement in what the person is saying
2. Carefully observe the person speaking
3. Resist distractions
4. Try to stay focused on what is being said
5. Ask for clarification of anything that you do not fully
understand
6. Delay making judgments about what is said.
Barriers to Active Listening
1. Internal Barriers
❑ Within the Listener – comparing, personal experiences,
automatic talking, mind-reading, judging, day
dreaming, perceptual errors
❑ Within the speaker – expectations, avoidance,
speaking in code, boundary

2. External Barriers
❑ Noises, clutter, other interruptions
Steps In Active Listening

1) Listen
2) Question
3) Reflect-Paraphrase
4) Agree
Active Listening Skills
Reflecting (Heart of Emphatic Understanding)
Purpose To show that you understand how the person feels.

Action Reflects the speaker’s basic feelings.

Example “You seem very upset.”
Encouraging

Purpose To convey interest.

To encourage the other person to keep talking.

Action Don’t agree or disagree.

Use neutral words.
Use varying voice intonations.
Example “Can you tell me more…?”
Summarizing
Purpose To review progress.
To pull together important ideas and facts.
To establish a basis for further discussion.
Action Restate major ideas expressed, including
feelings.
Example “These seem to be the key ideas you’ve
expressed…”
Clarifying

Purpose To help you clarify what is said.

To get more information.
To help the speaker see other points of view.
Action Ask questions.
Restate wrong interpretation to force the speaker
to explain further.
Example “When did this happen?”
“Do I have this right? You think he told you to
give him the pencil because he doesn’t like you?”
Restating

Purpose To show you are listening and understanding what is

being said.
To help the speaker see other points of view.
Action Restate basic ideas and facts.
Example “So you would like your friends to include you at
recess, is that right?”
Validating

Purpose To acknowledge the worthiness of the other person.

Action Acknowledge the value of their issues and feelings.

Show appreciation for their efforts and actions.

Example “I truly appreciate your willingness to resolve this

matter.”
What is Empathic Listening?

❑ Reflection of content and feeling at a

deeper level. Its purpose is to try and get
an understanding of what may be deeper
feelings.
SOLER as Technique in Communication
S - Sit attentively at an angle
❑ It is important to sit attentively at an angle to the
person who uses the service. This means that you
can look at the person directly and shows that you
are listening to the person seated beside you and
that you are conveying interest.
O – Open Posture
❑ It is important for a practitioner to have an open
posture. This means not sitting or standing with
your arms folded across your chest as this can
sometimes signal that you are defensive or that
you are anxious. If a practitioner has an open
posture the person may be more inclined to
elaborate on their concerns.
L – Lean Forward
❑ It important that practitioners lean forward towards the
person using the service. This shows that you are
interested in what the person is talking about. It is also
possible that the person may be talking about personal
issues and so may speak in a lower or quieter tone of
voice. In addition you may want to convey a message in
a lower or quieter tone of voice if you are seated in a
public environment.
E – Eye Contact
❑ Eye contact is important as this demonstrates that
practitioners are interested and focused on the message
that the person using the service is conveying. You can
also develop a sense of the person’s emotional state by
making eye contact, therefore, enabling you to judge
the extent to which the person may be experiencing
difficulty.
R – Relaxed Body Language
❑ It is important to have a relaxed body language
as this conveys to the person using the service
that you are not in a rush. This will enable the
person to develop their responses to questions in
their own time.
2. What is Interviewing?
❑ Interview is a face-to-face meeting between two or
more persons, directly towards a purpose, such as to
obtain information, to give instructions, and to help.
❑ Conducted throughout the helping process.
❑ Involves verbal and non-verbal communication.
❑ Both an art (expression of one’s personality) and a
technique.
Objectives of Interview
❑ To obtain information.
❑ To help the individual arrive at the right solution of
the problem.
❑ To give help to individual on his immediate needs.
❑ To know the goal for particular interview.
General Purposes of Interview
Kadushin, 1983:
❑ Informational (to make a case study)
❑ Diagnostic (to make at an appraisal)
❑ Therapeutic (to effect change)
Interviewing Skills
Skills for an effective interview:
1. Skill in relating with the interviewee – professional
principles
2. Skill in observing the interviewee
3. Skill in listening
4. Skill in asking questions
5. Skill in answering personal questions
6. Interpreting the client’s response
Conducting interview
1. Prepare for the interview
2. Always start by making the client feel comfortable
3. Use your intuition or “sixth sense”
4. Exercise care in the use of interview instruments like
intake and survey forms
5. Be conscious of time
6. Do not rush into direct action or help without fully
understanding the client’s situation
7. The interviewer should have proper deportment
Verbal Techniques in Conducting Interview

1. Eye Contact - The worker who keeps looking directly

at an individual's eyes will eventually establish contact.
Direct eye contact is important for communicating to
the person that one is listening and concerned.
2. Body Posture - When interviewing, it is a good idea
to monitor one's body posture to determine
communicated. For example, leaning toward
the person during the interview will indicate
attentiveness, while holding your head upright and
sitting rigid indicates impersonality.
3. Personal Distance - Generally, the closer one
stands to another person the more one expresses
The greater the distance, the greater the
feeling of formality.
4. Vocalization - This term refers to the volume,
speed, and pacing of speech. It is a good idea to
speak to victims in a soft and slow voice, while
allowing a few seconds to lapse between
questions. Pacing questions slowly gives an
impression of patience and concern.
5. Clarification - We clarify when we interrupt the
speaker to ask a question about what was just said.
This indicates that we have been listening and that
the details are important to us. It is best to clarify
when the person has finished a segment of the story
and not to interrupt repeatedly to ask about details.
6. Summarization - When a person has completed
a statement, one can show interest by summarizing
what has been said so far. The summary need not
be long. Its purpose is to demonstrate to the client
that the interviewer has been following what was
said.
7. Allowing Silence - Allowing silence in between
discussions is a way of showing that one is
listening. Clients often are confused and need
time to collect their thoughts.
Other Pointers in Conducting interview
1. Association of ideas - Read into the client’s
problem, feelings that he has or may not have.
Furthermore, if the interviewer listens to the
client’s own free association, she/he will gain
very many helpful clues about the things the
client is discussing.
2. Shifts in conversation - A client’s shift in
conversation may be an indication that
he/she becomes conscious he/she had
been telling too much and desires not to
reveal oneself further.
3. Opening and Closing Sentences - The first
words a client says are often of great
significance. Closing remarks are also
noteworthy. Often a client’s last remark
indicates he/she is summing up what the
interview has meant to him/her.
4. Recurring references - Observe when a
client repeatedly mentions a certain
subject, either in general terms or in
specifics such as a job, need for money,
difficulties with spouse, etc.
5. Inconsistencies and gaps – Note when the
client’s story is not unified such as when she/he
often contradicts himself/herself or the real
meaning of what is being said is not clear. Such
behavior may indicate the operation of an
internal pressure, confusion or ambivalence.
6. Concealed Meaning - It is essential for the
interviewer to be accustomed to listening to what
the client could really mean behind what he/she
is actually saying.
Essential Conditions in Conducting Interview

1. Physical Setting
2. Recording
3. Confidentiality
4. Background Knowledge
How to Conduct Interview
1. Begin where the clients is, listen before
talking
a) Observation
b) Listening
c) Questioning
d) Talking
2. Answering personal questions
3. Leadership or Direction
4. Interpretation
3. What are Documentation and
Recording?
❑ Documentation is the process that involves data
gathering, compiling and writing a report from the
available data.
✓ A document is a paper containing information
or proof of anything (definition from dictionary)
✓ A record is a written account or a report of
proceedings
What is Recording?
❑ Recording is the process of putting and keeping on
file relevant information about the client; the
problem; the prognosis; the intervention; the
progress of treatment; the social, economic, and
health factors contributing to the situation and the
procedures for termination or referral.(The Social Work
Dictionary, 1995)
Why write Records?
1. Shows the process
2. Useful in evaluation
3. Improve knowledge
4. Provide an account of what have taken place
5. Provide important information to the agency
6. Are supervisory tools
7. Educational purpose
8. Source of statistical information about agency
operations
Types of Records
1. Intake Forms
2. Summary Records
3. Survey Report
4. Case Study
5. Summarized Process Recordings
6. Periodic Evaluative Summaries
7. Transfer Summaries
8. Final Evaluative Statement
Other Documents Social Workers
should be adept in making:

1. Communication Letters
2. Referral Letters
3. Project/Activity Proposals
4. Special Reports
Writing skills
1. Research
2. Planning and/or Outlining
3. Grammar and Clarity
4. Revising and Editing
5. Communication Skills
9 tips to improve your writing skills

1. Brush Up on Grammar Basics.

2. Read (and Study) the Type of Writing You
Want to Improve.
3. Pick the Right Format for the Situation.
4. Outline Before You Write.
5. Be Aware of Your Audience and the
Appropriate Tone for your Writing.
6. Pay Attention to the Mechanics of Your Writing:
a) Don’t use complex words when simple words will do.
b) Vary your sentences.
c) Use specific words or phrasing.
d) Don’t repeat yourself.
e) Eliminate filler words and filtering language.
f) Guide your reader through each of your points.
7. Get Feedback on Your Writing
8. Proofread
9. Use Tech Tools as Aids-Not Subtitles
4. Community Resources
➢Human resource and programs and services
offered by agencies.
➢Public, semi-public, and private.
➢Local, national, and international.
➢Intercessor-mediator role is applied.
5. Programs and Activities
➢ Program – a primary tool in social work with groups, and which takes place at
every meeting, with the worker giving considerable attention to the continuity,
sequence, and effects of the program activity on client response or behavior
➢ Activity – may be planned for just one time, depending on the need or situation.

➢ Activity dimensions:
1. Prescriptiveness – rules for the conduct of participation
2. Form or source of controls
3. Provision for physical movement
4. Competence required for performance
5. Provision for participant interactiveness
6. Reward structure

➢ Individual Variables: Skills, motivation and “on tap control”

➢ Group Variables: Group solidarity, group composition and group mood

➢ Client need/interest
Examples of Programs and
Activities used in Group Work

1. Group discussion 8. Values listing, values

2. Unfreezing discussion
3. Self-portrait 9. Paper and pencil exercises
4. Sentence complexion 10.Visual aids, charts
exercises 11.Mini-lectures/Lecturettes
5. Q and A session 12.Film viewing and discussion
6. Role-play of learning points
7. Trigger techniques – e.g. 13.Group trips relevant to group
poems, popular songs, radio goals
dramas, and more. 14.Selected games appropriate
and relevant to group goals
The Fields of Social Work
 KEY POINTS:
1. Examine the Locus of Practice in Social Work: Direct and Indirect; Primary and
Secondary Settings.

2. Examine the System Levels/Size: Micro or Clinical, Mezzo, and Macro.

3. Examine the Different Settings and Contexts in the Social Work Profession.

4. Examine the Different Sector-based Client Population in the Social Work in the Social
Work Profession.

5. Recognize Social Work Practice in Different Types of Organizations (LGU, GO, NGO).

6. Recognize Social Work Practice in Various Client Populations with Special Needs and
Circumstances.

7. Understand the International Social Work concerning the Social Development Work at
the Regional and International Settings.

8. Recognize the Roles, Functions, and Skills of Social Worker.

SOCIAL WORK PRACTICE
Refers to the activities carried out by the social worker in
the different institutional and community-based settings.
The worker addresses the full range of human problems
involving individuals, families, groups, and communities
(Serafica-De Guzman, 1992).
DIRECT PRACTICE
is when the social worker works directly with an individual, family,
group, or community types of clientele (Sheafor & Horejsi, 2008).

INDIRECT PRACTICE
is when the social worker works indirectly with clienteles and focuses
on activities that consist of facilitating change through programs
and policies (Sheafor & Horejsi, 2008).
PRIMARY SETTING
are those agencies with a direct purview of social work (Serafica-De
Guzman, 1992).

SECONDARY SETTING
are those agencies with the primary mandate is to provide services
other than social welfare but employs a social worker to support,
strengthen, or complement their services (Serafica-De Guzman,
1992).
METHODS OF SOCIAL WORK
SYSTEM LEVELS IN SOCIAL WORK
SETTINGS AND CONTEXTS
CHILD WELFARE
This field in concerned with the physical, social, and psychological well-
being of children and youth through the provision of different programs
and services designed for the care, protection, and rehabilitation of
children and youth in difficult situations.

UNCRC (1989) outlines the fundamental rights of children including the

right to be protected from economic exploitation and harmful work,
from all forms of sexual exploitation and abuse, and from physical or
mental violence, as well as ensuring that children will not be separated
from their family against their will.
CHILD WELFARE
The DSWD is the government’s lead agency for the
implementation of the provisions of RA No. 7610 working
alongside Council for the Welfare of Children (CWC).

Work in this field engages in administration, management,

supervision and case management work in residential as well
as community-based child welfare programs and services.

Other agencies working with children are UNICEF, Child

Protection Network (CPN), Children’s Legal Bureau (CLB).
CHILD WELFARE
Substitute child-caring services or Child Placements:
a. Adoption – is a legal process whereby a child who is deprived of a
birth family is provided with substitute new ties.
b. Legal Guardianship – a process undertaken to provide substitute
parental care through the appointment of a legal guardian for the
child, including his property, until the child reaches the age of
majority.
c. Foster Care – refers to a substitute temporary parental care
provided to a child by a licensed foster family under the supervision
of a social worker.
d. Residential/institutional care – this provides temporary 24-hour
residential group care to children whose needs cannot, at the time,
be adequately met by their biological parents and other alternative
family care arrangements.
CHILD WELFARE
Child Caring Agencies refers to duly licensed and accredited
agencies by the DSWD which provide 24-hour residential
care services for abandoned, orphaned, neglected, or
voluntary committed children.

Child-Placing Agency refers to a private non-profit charitable

agency or a government agency both duly licensed and
accredited by the DSWD to provide comprehensive child
welfare services including receiving and processing of
petitions for adoption and foster care; evaluating the
prospective adoptive parents (PAPs), or foster parents;
preparing the child case study report and home study report.
FAMILY AND COMMUNITY WELFARE
This field centers on the improvement, strengthening and
support of the family in meeting its needs. In the Philippines,
this field concerns with the disadvantaged, marginalized
families: those living in poverty and its usually
accompanying problems of ignorance, health, nutrition,
sanitation, unemployment, under-employment, family
conflicts and destructive relationships, domestic violence
and abuse, lack of parenting skills, solo parents; or no-
parent families due to overseas employment, substance
abuse and alcoholism, human rights violence,
displacement due to armed conflict, housing problems,
natural disasters, lack of access to community resources,
and others.
FAMILY AND COMMUNITY WELFARE
Social work often engages the social worker in work with the
entire community where the families reside, whether in public
housing projects, in relocation and resettlement areas, or in
work with cultural and indigenous communities.

Programs on communities intended to assist socially

disadvantaged communities in developing their capability to
define needs and formulate solutions as well as set up viable
community structures which bring about desired social
changes.

DSWD programs for these fields: KALAHI-CIDSS-KKB, 4Ps,

PAMANA, and DSWD Centers and Residential Care Facilities.
 OLDER PERSONS
• Older persons are sixty and above.
• Young old are sixty to eighty.
• Older old are eighty and above.
• In 2019, there were 703M persons aged 65 over
(predominantly female). In the Philippines, in
2015, 7,548,769 were elderly of 100,981,437
Filipinos.
• Life expectancy; 78 years for developed regions
and 67 years for less developed regions.
• UN General Assembly declared 2021-2030 the
Decade of Healthy Ageing which supports the
realization of the United Nations Agenda 2030 on
Sustainable Development and the SDG.
 OLDER PERSONS
• DSWD leading the developing of comprehensive
Long Term Care Program for Senior Citizens
(LTCPSC).
• Gerontology is the branch of science dealing
with the phenomena and problems of old age
which is a field of study abroad that is attracting
many students including social workers.
 INDIGENOUS CULTURAL
COMMUNITIES/INDIGENOUS PEOPLE
IPs is defined as groups of people or homogenous
societies identified by self-ascription by others, who have
continuously lived as an organized community on
communally bounded and defined territory, and who
have, under claims of ownership since time immemorial,
occupied, possessed, and utilized such territories, sharing
common bonds of language, customs, traditions, and
other distinctive cultural traits, or who have, through
resistance to political, social, and cultural inroads of
colonization, non-indigenous religions, and cultures,
became historically differentiated from the majority of
Filipinos.
 INDIGENOUS CULTURAL
COMMUNITIES/INDIGENOUS PEOPLE
The IPs have a close attachment to their ancestral land,
territory, spirituality, and resources.

NCIP is the lead agency.

In 2020, there were 101 ethnolinguistic groups clustered

into 7 locations.

IPs have 36 specific rights with the 4 bundle of rights; right

to ancestral domains, rights to self-governance and
empowerment; social justice and human rights; and rights
to cultural integrity.
 INDIGENOUS CULTURAL
COMMUNITIES/INDIGENOUS PEOPLE
Social work practice with indigenous cultural
communities and indigenous people is highly
viable field of practice where both direct and
indirect social work interventions can be utilized
with individuals, families, and groups, and
communities.
SOCIALLY DISADVANTAGED WOMEN

These are women who are victims of gender-based

violence, prostituted women, victims of trafficking or illegal
recruitment, victims of armed conflicts and militarization,
and solo parents.

Also referred to as Women in Especially Difficult

Circumstances, programs focused on their protection and
prevention, treatment and rehabilitation.

Establishment of PNP-WCPD.
PERSONS WITH DISABILITIES

• PWDs are those suffering from restriction of

different abilities as a result of mental, physical, or
sensory impairment, to perform an activity in the
manner or within the range considered normal for
a human being (WHO).
• Involves functional and activity restrictions.
• Est. 10% of 112,512,729 have disabilities in the
Philippines as of July 1, 2022.
PERSONS WITH DISABILITIES
• Rehabilitation is the helping process which aims
to restore a handicapped person to the highest
possible degree of physical, social, emotional,
vocational, and economic well-being.
• Programs for PWDS are Tuloy Aral Walang
Sagabal (TAWAG), Early Detection Prevention,
and Intervention of Disability (EDPD),
Comprehensive Program for Children/Persons
with Disabilities, and Substitute Family Care
Service.
• Social work practice: (1) administration and (2)
direct service.
DRUG DEPENDENTS
• Drug abuse is the use of any drug (legal or illegal) when
it is detrimental to the user’s physical, emotional, social,
intellectual, or spiritual well-being. Also known as
substance abuse.
• Drug dependents are persons who, as a result of
periodic or continuous use of drugs (usually in the form of
sedatives, stimulants, and hallucinogens) have
developed physical and/or psychological need
for/dependence on these drugs to the extent that their
denial produces adverse effects on themselves.
• Drug addicts are persons occupied with the acquisition
and compulsive use of drugs despite its negative
consequences.
DRUG DEPENDENTS
• In 2021, there were 41,500 reported cases
involving illegal drugs.
• The most abused drugs in the country is
methamphetamine hydrochloride or “shabu,”
followed by marijuana or cannabis saliva.
• As of 2022, there are 73 (30 are public, and 43
are private) DOH-Accredited Treatment and
Rehabilitation Centers nationwide (residential
or non-residential).
 COURTS
On October 28, 1997, The Family Courts Act was passed.
This Act granted the Family Courts “exclusive original
jurisdiction over child and family cases.” As of February
2022, there are 472 courts handling Family cases (183 of
such are statutory Family Courts).

Today, there are 293 Social Welfare Officer II and III

positions in various offices of the Clerks of Court
nationwide.

As of 2021, there were more than 21,000 cases filed

nationwide.
 COURTS
Duties of Social Welfare Officer per 2002 Manual of
Clerks of Court:

1. conducts interviews and home visits.

2. contacts all possible informants.
3. prepares case study/assessment reports.
4. provides individual and group counseling and
other services.
5. referrals.
6. appears to court as witness.
7. other related work.
 COURTS

Forensic Social Work: forensic means the

application of scientific knowledge to
legal matters or in adjudicatory
proceedings.
CORRECTIONS

It is defined as the administration of penalty in such

a way that the offender is corrected, that is, his
current behavior is kept within acceptable limits at
the same time his general life adjustment is
modified.

Involves control and rehabilitation which are

carried out by probation institutions and parole
organizations.
CORRECTIONS

Probation is the process of treatment, prescribed by the court for

persons convicted of offenses against the law, during which the
individual on probation lives in the community and regulates his own
life under conditions imposed by the court (or other constituted
authority) and is subject to supervision by probation officer.

Parole is the release of prisoner under supervision before the

expiration of his sentence, with the provision that he might be
returned to the correctional institution if he violates the conditions of
his parole.
CORRECTIONS

Parole and Probation Administration (PPA) programs set to achieve the

following goals: promote the reformation of criminal offenders and reduce
the incidence of recidivism; and provide a cheaper alternative to the
institutional confinement of first-time offenders who are likely to respond to
individualized, community-based treatment programs. Carrying out these
goals, the PPAs has to perform the following functions:
1. to administer the parole and probation system;
2. to exercise supervision over parolees, pardonees, and probationers;
and
3. to promote the correction and rehabilitation of criminal offenders.

As of March 31, 2022, 98 RSWs (Probation and Parole Officers) employed in

the PPA.

As of March 15, 2022, 39 RSWs (Corrections Technical Officer).

 HEALTH
This field centers with the interplay of economic, social, and
psychological forces which directly or indirectly cause,
maintain, or aggravate the patient’s illness. The social
workers working in the hospitals are considered in to be in
this field where they are called medical social workers who
directly work with medical personnel and are considered
members of the health team. Moreover, social workers
working in mental health, population, and family planning
are also under this field.
 HEALTH
Duties of a medical social worker:
1. eligibility study;
2. interpretation to patient and his family of hospital policies
and regulations;
3. data gathering to arrive at a more accurate diagnosis;
4. use of appropriate forms;
5. mobilize resources; and
6. performing coordinating and liaison activities.
BUSINESS AND INDUSTRY
This field centers on the efforts of establishing and
improving security, health, and general welfare of
employees and their families; the use of social workers to
assist employees and their families with personal, health,
and financial problems; and the development and
maintenance of community welfare services.
BUSINESS AND INDUSTRY
Corporate Social Responsibility is defined as an
integrated, systematic approach by business that builds,
rather than erodes or destroys, economic, social, human,
and natural capital.

CSR is an initiative of companies to integrate social,

economic, and environmental concerns as part of their
core/social values.

CSR is a powerful tool for making business to flourish.

BUSINESS AND INDUSTRY

Corporate Social Responsibility elements:

1. Beyond profits, beyond shareholders.
2. Stakeholders.
3. Responsibility to society.
4. Addressing the social and environmental
issues.
5. Responsible governance.
6. Employee empowerment.
BUSINESS AND INDUSTRY
History of Corporate Social Responsibility:
>started in 1960s
>1970s, PBSP (composed of 50 businessmen) was
established promoting CSR.
>PBSP led the creation of League of Corporate
Foundations in 1991. They are composed of companies in
food and manufacturing (SMC, Jollibee, etc.), retail and
distribution (SM, 7/11, etc.), technology and services
(Cherry Mobile, Insular Life, etc.), Real Estate and
Construction Mega World, DMCI, etc.)
BUSINESS AND INDUSTRY
Companies hire social workers to perform roles and
functions which may relate to the branding or marketing
of products, or to facilitate smooth business geographic
operations.

Among their functions are conceptualizing and

managing programs, developing policies, building
networks, resource mobilization, and capability building.

Social workers play vital roles in the following business

operations: workplace, corporate, social investment,
environmental stewardship.
DISASTER RISK REDUCTION AND MANAGEMENT
This field is concerned about reducing risk and
vulnerabilities of every person and communities, not just
preventing disasters that destroy properties and making
risk-informed investment – social, economic, and
environmental, by the whole society.

Resilience as building back better.

Disaster is a serious disruption of the functioning of a

community or a society involving widespread human,
material, economic, and environmental losses and
impacts, which exceeds the ability of the affected
community or society to cope using its own resources.
DISASTER RISK REDUCTION AND MANAGEMENT
RA 10121, Disaster Risk Reduction and Management Act
of 2010:

DRRM is defined as the systematic process of using

administrative directives, organizations, and operational
skills and capacities to implement strategies, policies and
improved coping capacities in order to lessen the
adverse impacts of hazards and the possibility of disaster.

Allocation of not less than 5% of funds.

Social workers play roles in prevention, mitigation,

response, recovery, and rehabilitation.
DISASTER RISK REDUCTION AND MANAGEMENT
According to Yueh, the following are social work
functions during disaster:
1. supporting individuals and families
2. Linking individual needs with resources and
helping people to access resources.
3. Preventing severe physical and mental
problems.
4. Preventing individuals, families, groups,
organizations, and communities from breaking
down.
5. Intervening to change micro and macro
systems to improve client well-being.
DISASTER RISK REDUCTION AND MANAGEMENT
According to the United Nations Disaster Risk
Reduction (UNDRR), the following are the specific
tasks for social workers in disaster:
1. Assessing Vulnerabilities and Risks
2. Reducing existing risks and preventing new risks
3. Strengthening resilience
4. Improve disaster preparedness
5. Ensure risk-sensitive recovery and reconstruction
6. Promote stronger accountability networks
DISASTER RISK REDUCTION AND MANAGEMENT
Agencies supporting DRRM:
1. DSWD
2. LGUs
3. Assistance and Cooperation for Community
Resilience and Development, Inc. (ACCORD)
4. Philippine Disaster Resilience Foundation (PDRF)
SOCIAL PLANNING
Planning in social work was originally used to refer
to a process a social worker engages in as part of
the problem-solving activities with particular clients,
since social work efforts in the past were usually
associated only with helping individuals with
special needs and problems.
SOCIAL PLANNING
Planning is deciding in advance what is to be done in order to
achieve objectives with the resources available.

National planning refers to the formulation of over-all goals and

objectives, and reconciling them with a country available resources,
laying down broad strategies and guidelines, setting up priorities,
and activating the necessary machinery for implementation.

Social planning (social sector) is the evolvement of plans to meet the

welfare requirements of development. It is the integration of social
aims and programs into the (development) plan with specific
reference to the human aspects.

Social welfare planning (sub-sector) refer only to planning for various

sectors, the social services sector.
SOCIAL PLANNING

Establishment of LDC to formulate plans.

Any government and non-government

projects and programs hire social workers to
help formulate plans, modules, manuals, etc.
INTERNATIONAL SOCIAL WELFARE
Means the engagement of social workers in international
and inter-governmental agencies and organizations with
programs and services meant to address the needs of
poor, disadvantaged, marginalized populations, mostly in
underdeveloped or developing countries.
INTERNATIONAL SOCIAL WORK

International social work is a discrete field of practice within

social work that seeks to improve the social and material
well-being of people everywhere. It is practiced across
geopolitical borders and at all levels of social and
economic organization. International social work also is
development-focused and, as such, much of international
social work practice occurs at the local, state, and
provincial levels within individual countries (Estes, Richard).
INTERNATIONAL SOCIAL WELFARE
Agencies and Organizations Employing Social Workers

UN Organizations: UN Economic and Social Commission for Asia and

Pacific, UNICEF, UNHCR, United Nations Development Fund for
Women (UNIFEM)

Non-government Organizations: Care International, Child Fund

International, Community and Family Services International (CFSI),
International Federation of Red Cross/Red Crescent, Kindernothlife,
Plan International, Save the Children Foundation, Save the Children,
USA, World Vision International.

Agencies/Organizations working with Governments of Developing

Countries by providing Loans and/or Grants for Development and
Related Projects: ADB, WB, AUSAID, JICA, Government of Korea’s
EDCF, European Bank for Reconstruction and Development, CIDA,
KOICA, and USAID
EDUCATION AND TRAINING
Also called the facilitative instructional method of Social
Work Practice performed by social work teachers and
trainers. This is not a field of practice in the traditional
sense but involves the transfer of Social Work knowledge
and skills through classroom instruction and field practice
supervision of students (Lee-Mendoza, 2008).
 SCHOOLS
This field centers with the social and emotional factors
which caused students’ problems in school and interface
with their adjustment and potential academic
achievement. The school social worker’s functions is to
add, as a non-instructional specialist, to the efforts of
teachers, administrators, etc. in assisting individual
students in achieving expected educational goals. The
activities focuses on particular children and children in
general (Lee-Mendoza, 2008).
 MILITARY
A Military social work is a specialized field of practice that
provides support and interventions to military personnel,
retirees, their spouses and their dependents through private
practice, active service, or work with veterans’ services.
Job duties include providing direct services, such as
counseling, crisis intervention and debriefing after critical
events.
Few Sample Programs and Services
▪ Issuances of Documents Services
▪ Social Case Study Reports ▪ Surveillance and Rescue
▪ Certificate of Eligibilities ▪ Counseling or Psychological
▪ Government Social IDs First Aid
▪ Capability Building Trainings ▪ Referral Services
▪ Emotional Management ▪ Child Care and Placements
Trainings Services
▪ Life Skills Training ▪ Livelihood Programs
▪ Productivity Skills Capacity ▪ Employment Services
Building ▪ Monitoring and evaluation
▪ Unlad Kabataan Program services
▪ ERPAT ▪ Feeding Programs
▪ EnPes ▪ Financial Assistance
▪ Spiritual Enhancement
SECTOR-BASED CLIENT POPULATION
 FARMERS

A farmer is someone who works under umbrella of agriculture,

producing a variety of food products for human and animal
consumption. There are several kinds of farmers ranging from farmers
who raise animals to farmers who grow crops (Careerexplorer.com).
FISHERMEN
A fisherman is someone who catches fish either for a job or
a sport (Cambridge Dictionary).
PEASANTS
A person who owns or rents a small piece of land and
grows crops, keeps animals, etc. on it, especially one who
has low income, very little education, and a low social
position. This is usually used of someone who lived in the
past or someone in a poor country (Cambridge
Dictionary).
LABORERS
A laborer is a person (usually a male) who works in one of
the construction trades, traditionally
considered unskilled manual labor, as opposed to skilled
labor. Laborers are also employed outside of the
construction industry, in fields such as road paving,
shoveling snow, digging graves, chain gangs, and picking
up leaves. In the division of labor, laborers have
all blasting, hand tools, power tools, air tools, and
small heavy equipment, and act as assistants to other
trades, e.g., operators or cement masons (DBpedia.org).
MIGRANT WORKER
A migrant worker refers to a person who is to be engaged,
is engaged or has been engaged in a remunerated
activity in a state of which he or she is not a legal resident
to be used interchangeably with overseas Filipino worker
(RA 8042).
 URBAN POOR
They refer to individuals or families in urban areas with
incomes below the poverty line as defined by the
National Statistical Coordinating Board (NSCB). They are
the underprivileged or homeless sector of society - the
unemployed, underemployed and the irregularly
employed, or who are incapable of meeting the
minimum basic needs, and who live in slums, squatter and
resettlement areas, sidewalks, dumpsites, road right-of-
way, cemeteries, unoccupied government or private
lands or along danger zones like railroad tracks, esteros,
riverbanks, high tension wires, or other places in urban
areas (PCUP.gov.ph).
DIFFERENT TYPES OF
ORGANIZATIONS
SOCIAL WORK ORGANIZATIONS
Social work organizations are also referred to as Social
Welfare Agencies. Social welfare agencies are instruments
of society, established through government initiative or
through voluntary efforts to achieve a social goal.
THREE MAIN TYPES OF SOCIAL WELFARE
AGENCIES
GOVERNMENT ORGANIZATIONS
Social workers are key employees in the national
and local government agencies. Governments are
one of the major providers of social work, with
government-employed social workers attempting to
address issues such as child abuse, poverty and
other issues.
GOVERNMENT ORGANIZATIONS
The range of government settings in which social workers
practice include but not limited to:

a. Agencies serving children and families, such as foster

care agencies;
b. Health care settings, including community-based clinics
and hospitals;
c. Schools
d. Correctional facilities
GOVERNMENT ORGANIZATIONS
The Republic Act No. 9433 or An Act Providing for a Magna
Carta for Public Social Workers covers all registered social
workers employed in government service.

Meanwhile, the government maintains a varied and

comprehensive program of social welfare services under
such departments as the Department of Social Welfare and
Development, Department of Health and Department of
Interior and Local Government.
GOVERNMENT ORGANIZATIONS
The Department of Social Welfare and Development
(DSWD) is mandated by law to develop, administer and
implement comprehensive social welfare programs
designed to uplift the living conditions and empower the
disadvantaged children, youth, women, older persons,
person with disabilities, families in crisis or at-risk and
communities needing assistance.
GOVERNMENT ORGANIZATIONS
Mendoza (2008) also identified several government
organizations/agencies which is a home to social workers
such as:

1. The Overseas Workers Welfare Administration

2. The National Housing Authority
3. Public Attorney’s Office
NON-GOVERNMENT ORGANIZATIONS

All over our country today, countless social agencies,

organizations and institutions under private sponsorship are
engaged in the provision of many different social services
to meet a great variety of human needs. With our scarce
resources, NGOs supplement government efforts especially
for the poor and disadvantages sectors in the society.
NON-GOVERNMENT ORGANIZATIONS
NEDA defined NGOs as private, non-profit, voluntary
organizations that are committed to the task of voluntary
socio-economic development and established primarily for
service.
 Classification of NGOs According to their
Levels of Operation
1. Primary NGOs Direct organizations of the (e.g. CALARIZ, an
(also called people’s people themselves organization of fisherfolk
organizations and in the provinces of Cavite,
self-help groups) Laguna and Rizal.)

2. Agencies composed of different (e.g. the Catholic Charities

Secondary/Intermedi professions providing services and the Philippine Rural
ate NGOs to the beneficiaries Reconstruction Movement)

3. Tertiary NGOs Network of NGOs established (e.g. the National Council

for mutual assistance or for for Social Development
special purposes Foundation)
NON-GOVERNMENT ORGANIZATIONS
Mendoza (2008) recognized some private social welfare
agencies and non-government organizations:

1. The Philippine Business for Social Progress

2. The SOS Children’s Village
3. The Women’s Crisis Center
4. The Center for the Prevention and Treatment of Child Sexual
Abuse
5. The Cribs Philippines, Inc.
6. The Norfil Foundation, Inc.
7. The Tribal Development Foundation in the Philippines

As of September 2020, there are approximately 1,700 Non-

Government Organizations all over the country with different
scope and target clienteles.
ROLES, FUNCTIONS, AND SKILLS OF A
SOCIAL WORKER
GENERAL ROLES
1. Catalyst or catalyzer – a worker is expected to enhance the client’s
psychosocial functioning by inducing or facilitating some change in his
attitudes and behavior, or in his environment or both.

2. Enabler – the worker supplies, provides or links the client with the
means, the knowledge or the opportunity to be or do something.

3. Change agent – the worker becomes the instrument of some

transformation that has been planned at a higher or national level.

4. Activist – the worker empowers through the transfer or sharing of power

and the equitable allocation of resources to a disadvantaged group.
SPECIFIC ROLES
1. Direct provider of resources – the worker provides the tangible aid that
may be needed by the client to eliminate or reduce situational
deficiencies.

2. Case manager – the worker is responsible for overseeing the delivery of

social services such as linking the client with the provider of the resources
that he needs.

3. Mediator or broker or intercessor – the worker acts on behalf of the

client scouting for the resources that he needs, procuring for him, and
interceding for him if need be.

4. Facilitator – the worker helps remove the obstacles to the exercise of

rational thinking or learning by the use of non-formal adult teaching and
learning strategies and methodologies.
SPECIFIC ROLES
5. Therapist – the worker is concerned with the treatment of client’s illness,
disability or some disorder, usually a pathological condition.

6. Clinician – the worker seeks to restore, maintain or enhance the client’s

adaptive capacity and facilitates his optional adjustment to current social
reality.

7. Mobilizer – the worker assembles and energizes existing groups,

organizations, and resources or create new ones so as to bring them to bear
on a current or incipient problem.

8. Advocate – the worker seeks some change in a policy or program for the
benefit of his clients.

9. Role model – the worker takes advantage of his client’s admiration towards
him by using it for the latter’s benefit.
 FUNCTIONS
1. Restorative function – is aimed at rehabilitating clients whose functioning
has been impaired by physical, mental or social difficulties.

1.a Curative – is when it identifies, controls and/or eliminates the

factors in the interactional process that have caused the breakdown or
impairment of social relationships.

1.b Rehabilitative – is when it attempts to reconstruct and/or

organize the pattern of interaction that has been broken down, been
changed, or build new ones.
 FUNCTIONS
2. Preventive function – is when it goes through the early discovery,
control and elimination of those conditions which may impair
psychosocial functioning.

3. Developmental function – refers to the provision of social assistance

and services which will lead to the optimum development and fulfilment
of the client’s potential.
 FUNCTIONS
Popple and Leighninger in Social Work, Social Welfare, American Society;
Boston: Allyn & Bacon, 2011 pointed out that there are seven core
functions, to wit:

1. Engagement: “The social worker must first engage the client in early
meetings to promote a collaborative relationship”.

2. Assessment: “Data must be gathered that will guide and direct a plan
of action to help the client”.

3. Planning: “Negotiate and formulate an action plan”.

 FUNCTIONS
4. Implementation: “Promote resource acquisition and enhance role
performance”.

5. Monitor/Evaluation: “On-going documentation through short-term goal

attainment of extent to which client is following through”.

6. Supportive Counseling: “Affirming, challenging, encouraging,

informing, and exploring options”.

7. Graduated Disengagement: “Seeking to replace the social worker with

a naturally occurring resource”.
 SKILLS
1. Differential diagnosis – this refers to the ability of the worker to
understand the uniqueness of the person in his situation and to adopt his
techniques to him.

2. Timing – this may refer to the worker’s own tempo or pace – whether it
is too fast or too slow for the person or people he is working with or the
worker’s ability to take action at some pertinent point in line when it
would be most effective.

3. Focusing – this refers to the worker’s ability to concentrate both his and
the client’s efforts on the significant aspects of the situation that require
work and retaining that focus until some conclusions or progress has
been reached.
 SKILLS
4. Partialization – this refers to the ability of the worker to assess the totality
of the problem, breaking it down into manageable parts, and helping
the client think about it and decide where to start.

5. Structuring – this refers to the worker’s ability to determine the setting

and the boundaries that will be most conducive to the work to be done.

6. Case Management – is manner and timing in the delivery of social

services.
 SKILLS
7. Skills in establishing rapport:

7.a Engagement – is the period during which the worker begins to relate himself to
the task at hand.

7.b Empathy – is the worker’s ability to put himself in the shoes of the client so that
he can understand what the latter is thinking of and feeling about his problem or situation.

7.c Communication – is the process by which an idea is transferred from its source
to a receiver with the intent to change the latter’s behavior, or between the worker and
the client. It has two types:

7.c.1 Verbal – is transmitted in word which may be spoken or written.

7.c.2 Nonverbal – is communication without words.

7.d Observation – is noticing it and paying attention to what is being verbally said
or nonverbally communicated.
Trends in Social Work in the
Philippines
1. Social Work in Developmental Social Welfare

➢What is Social Welfare? What is Development?

➢Developmental Social Welfare when social welfare is

addressed to social development concerns.

➢Effective mobilization of resources on the premise

that the human being has inherent potentials and
capacities that can be harnessed to his advantage,
given the necessary opportunities and support.
1. SOCIAL WORK IN DEVELOPMENTAL SOCIAL WELFARE

➢ Two levels of tasks:

1. Macro level – involves the formulation of laws, policies,
programs and benefits that will promote and ensure social
justice.
2. Micro level:
a. re-orientation of existing social welfare services
b. the establishment of social welfare services that are
responsive to the changing needs in society; and
c. an identification of the social welfare aspects of social
development programs in which social workers are or will be
involved.
Implications of Developmental Social Welfare to Social Work
➢Important tasks of Social Work:
1. Setting priorities – economic productivity and
independence
2. Systematic problem-solving and choosing appropriate
helping interventions – models and approaches
3. Mobilizing people
4. Identifying leaders
5. Facilitating access and linkages
6. Participating in social welfare planning
7. Evaluating and measuring impacts
8. Examining/assessing social work practice and education
STRUCTURAL CHANGE
➢The system whereby power and resources are controlled
by a very small number will have to be changed so that
creative and productive potentials of the people can be
released; because such system only serves to intensify and
generate the problem of poverty, making it impossible for
the masses to meet their basic needs and live in dignity.
➢Targets: Economic system, access and participation of
society in political decision-making process, and cultural
system.
STRUCTURAL CHANGE AND SOCIAL WORK
➢Social workers should make maximum use of
opportunities to participate, directly or
indirectly, in hastening or facilitating structural
change.
➢Convergence of transformative microactions
to facilitate macro structural change.
RURAL SOCIAL WORK PRACTICE
➢Generalist
➢Should have adequate skills; independent and self-directing.

COMMUNITY ORGANIZATION IN THE RURAL AREAS

Guidelines:
1. Adequate knowledge with helping interventions and strategies
2. Help community set realistic goals
3. Understand the communities they are working with
4. Mobilizing of various institutions
5. Open to learning and developing indigenous tactics
6. Rural residents can influence institutions to become more
responsive to their
needs
7. Awaken the rural people to their own potentials and capacities
for self-reliance
THE EFFECTIVE RURAL SOCIAL WORKER
1.Good understanding of rural community dynamics
2.Sensitive to the community’s response
3.Adapt rural environment lifestyle
4.Good human relations
5.Versatile and knowledgeable
6.Mobilize wide range of resources
7.Find/develop new and non-existing, and maximize
existing resources
8.Help communities set priorities
2. Feminist Social Work Theory and Practice in the Philippines

➢ First Wave – 19th Century and early 20th Century: focus on women’s
suffrage, basic legal rights such as property ownership;
➢ Second Wave – 1960s to 1980s: takes on a range of issues particularly
violence against women, reproductive health, equal rights
amendment and equity legislations; established various women-
centered organizations and programs.
➢ Third and Fourth Wave – 1990s to 2010: individual self-expression,
promoting diversity, and sex-positive initiatives.
➢ Fourth Wave – 2013 to present: issues of intersectionality, reproductive
health and rights, violence against women and children (VAWC),
sexual orientation and gender identity and expression (SOGIE).
The goal is to create a society that is equal for both men and
women.

Feminism emphasizes gendered analysis and solutions,

democratized structures and processes, diversity, and inclusivity,
thinking personal and political solutions, and transformation at all
levels of intervention.

Core principles: gendered lens, personal is political, democratized

structures and processes, inclusivity and intersectionality, care and
caregiving, and transformational.

A feminist approach to social work requires interdisciplinary

knowledge to the complex transactions between negative cultural
beliefs and the personal and social problems of women.
3. Empowerment-Oriented Social Work Practice
➢Power means the ability to achieve purpose, the
ability to effect change.
➢Disempowerment includes the poor’s internalization
of the view that they are lesser human beings relative
to those who are economically well-off, educated,
and have power.
➢Empowerment approach in working with the
disempowered will necessarily involve reclaiming or
building their self-worth and self-esteem.
➢Empowerment refers to a process from being
unpowered to being empowered.
➢Empowerment-oriented Social Work Practice is where
the social worker uses an integrated approach in
engaging client systems in a partnership to reflect on
immediate issues of discrimination and
disempowerment; how these affect different aspects
of their lives; to identify the root causes; and to
engage in a series of actions, singly and/or
collectively, until the issues are resolved.
➢The goal of interventions is to build knowledge and
skills for problem solving and to create self-efficacy to
act on one’s own behalf and in behalf of others.
➢The Philippine Plan for Gender-Responsive
Development 1995-2025 (PPGD) is the
government’s 30-year perspective framework for
pursuing full equality and development for women
and men.
➢Values Base – (1) recognition, protection, and
fulfillment of human needs as human rights, (2)
promotion of social justice, (3) equitable distribution
of resources, (4) concern for environmental
protection, (5) elimination of all forms of
discrimination, (6) self-determination, and (7) self-
actualization.
➢Components for Empowerment-Based Intervention:
1. Power-shared relationships – egalitarian
2. Competency-Based Assessment – joint undertaking
3. Collectivity for mutual aid – problem is not unique but is
also the experience of others.
4. Education for critical thinking, and knowledge and skills for
finding resources and taking action.

➢ Issues and Concerns:

1. Low status of the profession.
2. Lack of inadequate number of social workers employed in
different fields or settings that need their services.
3. Knowledge and skills for empowerment-oriented practice.
4. Social Work in Information and
Communication Technology
➢Help bring about professional growth and
development of the individual practitioner as
well as raise the standards of the profession.
➢It can serve as a tool to improve public
services for human development.
➢ICT or IT refers to all communication technologies, including
internet, wireless networks, cell phones, computers,
software, middleware, videoconferencing, social
networking, geographic information systems (GIS), and
other media applications and services enabling users to
access, retrieve, store, transmit, and manipulate information
in a digital form.
➢In social work practice, it mean any electronically
mediated activity used by social workers in the
administration and evaluation of social services as well as in
social work education.
ICT – A Driver of Globalization
➢The barriers to human contacts, both
natural and artificial are being resolved
through ICT.
➢Understood through the phenomenon
Globalization, in this Network Age.
➢Social work practice is affected by
globalization.
Social Work and ICT
➢ Some common technologies used by social workers: e-mails,
digital literature such as e-newsletter, e-brochures, websites,
listservs, social networking sites, as well as mobile wireless
technologies.

Waves of Technology per Cwikel and Cnaan (1991):

1. First wave technologies include those that were initially limited
entirely to administration, evaluation, and research purposes.
2. Second ware technologies include computer-based expert
systems, video games, therapeutic programs,
telecommunications, and advanced decision-enhancing
databases.
3. New or modern technologies include the internet and social
media or social networking sites such as FB and Twitter.
Social Work and ICT
➢ 4.9B people used the internet in 2021, around 63% of the
total population.
➢ Urban areas is twice higher than rural areas in terms of
internet usage.
➢ 71% of the total population aged 15-24 are using internet.
➢ 62% are men using internet.
➢ In the Philippines, 73% of the population used the internet in
2020. Around 79M Filipinos are smartphone users.
➢ China, India, and US are with the highest number of
smartphone users.
➢ ICT posed both advantages and disadvantages to both
social worker and his client.
Highlights of RA 4373, RA
5175, and RA 10847
• Social Work, Social Worker, and Social Work Agencies are
defined. Generalist in nature (Art. I, RA 4373, as amended
by RA 5175)
• Chairman and four members (Art. II, RA 4373)
• No person shall offer to practice social work defined in this
act unless has valid certificate of registration (Art. III, RA
4373, as amended by RA 5175)
• Qualifications (Art. III, RA 4373 as amended by RA 5175, and
RA 10847):
a. citizen of the Philippines
b. at least 18 years old
c. good health and is of good moral character
d. diploma in BSSW, or Master’s Degree in Social Work
e. 1,000 case hours
• General rating should be at least 70% with no rating
below 50% in any subject (Art. III, RA 4373)
• Registration of Social Work Agencies administered
by the Department of Social Welfare and
Development (Art. IV, RA 4373)
• All RSWs must provide proof of earning 45 units of
CPD courses as requirement for their renewal of IDs
(Sec. 26, RA 10847).
THANK YOU!