OLIVAREZ COLLEGE TAGAYTAY

E. Aguinaldo Hi-Way, Crossing Silang, Tagaytay City

WEEKLY LESSON PLAN (WLP)
1st SEMESTER S.Y.2023-2024

Subject Code: HUMSS 008

Subject Description: Disciplines and Ideas in the Applied Social Sciences
Week: 5
Inclusive Teaching Dates: September 18-22, 2023
I. Objectives
A. Content Standard:
The learners demonstrate an understanding of…
● Clientele, Audiences, Settings, Process, Tools, and Methods in Counseling
B. Performance Standards:
The learners should be able to…
● Use acceptable research protocols, conduct a survey among young adults (i.e., ages 18–
21) on their counseling needs, present results and recommendations for class discussion.
C. Learning Competencies/Objectives:
The learners should be able to...
● Describe the clientele and audience of counseling and distinguish the needs of
individuals, groups, organizations, and communities.
II. Content (Topic Covered)
● Clientele, Audiences, Settings, Processes, Methods, and Tools in Counseling
3.1 Characteristics and needs of various types of Clientele and Audiences
3.1.1 Individuals
3.1.2 Groups and Organizations
3.1.3 Communities
● Settings, Processes, Methods and Tools in Counseling
3.2 Settings
3.2.1. Government
3.2.2. Private Sector
3.2.3. Civil Society
3.2.4 School
3.2.5 Community

III. Learning Resources

● Gibson, Robert L. and Mitchell, Marriane H. Introduction to Counseling and guidance.
(Sixth edition). NJ: Merill Prentice Hall, 2003.
● Gladding, Samuel T. Counseling: A Comprehensive Profession. (Fourth Edition). NJ and
Ohio : Merill Prentice Hall, 2000
IV. Procedures:

A. Reviewing previous lesson Recall the lesson from the last meeting about Professionals
or presenting the new lesson and Practitioners in Counseling.

B. Establishing a purpose for Activity

the lesson Directions: Give your own insights about the Clientele and
Audiences in Counseling by answering the guide questions.
Write your answers inside the boxes.
C. Presenting Guide Questions:
examples/instances of the new ● Who is the possible clientele and audiences in
lesson
counseling?
● What are the processes and tools in when conducting
counseling?
D. Discussing new concepts The Clientele and Audiences of Counseling
and practicing new skills # 1 • Individuals and groups of people who receive service
from various counseling professions constitute the
clientele and audience. These individuals and groups
vary in their needs and the context in which they avail of
counseling services.
Characteristics of the Clientele and Audiences of
Counseling
• The clientele and audiences of counseling are normal
people. They are not in need of clinical or mental help.
• They may be the youth in need of guidance at critical
moments of their growth, anyone in need of assistance in
realizing a change in behavior or attitude, or simply
seeking to achieve a goal.
• What the audience normally calls for in counseling is the
application or development of social skills, effective
communication, spiritual direction, decision-making, and
career choices.
• Sometimes, people need to cope with crises.
• Other clientele and audiences of Counseling may be
people in need of premarital and marital counseling,
grief and loss, domestic violence and other types of
abuse, or coping with a terminal illness, death, and
dying.
The Individual as Client of Counseling
• The most common type of counseling is the
individualized type. The individual who needs to be
helped to manage a life-changing situation or personal
problem or crisis and other support needs may undergo
counseling as an individual.
• Problems like alcoholism, loss of job, divorce,
imprisonment, and rehabilitation can cause shame and
embracement. Without acquiring enough strength and
ability to go through such life experiences, people are
vulnerable and may come out worse.
• The Group and Organization as Client of Counseling
• Groups exist in communities, organizations, students in
schools, teachers in schools, and departments in
workplaces, and such entities can undergo group
counseling to meet counseling needs on that level.
• The needs can range from the desire to reduce conflict or
manage it, become more productive as a team, or work
better together.
• Some of the group processes and procedures resemble
those that are applied to individuals. However, some are
 very unique to the group and organizational contexts.
• The Community as Client of Counseling
• When people experience something collectively, which
may be socially troubling and constitute the danger of
blocking their collective capacity to move on, counseling
is necessary to be undertaken on a community level.

E. Discussing new concepts Settings, Processes, Methods and Tools in Counseling

and practicing new skill # 2
Government Setting

• Counseling settings vary widely but the processes,

methods and tools used by counselors are very similar.
Counseling professionals in government setting work
with various government agencies that have counseling
services such as:

• Social Welfare

• Correctional Department

• The court system

• Child and women affairs services

• Schools

• Military and Police

• Mental and foster homes

• Rehabilitation centers

Private Sectors Setting

• In the private sector, counselors range from

independent providers of services or work for
NGO’s, or specialized for profit centers and
organizations that render a variety of counseling
services.

Civil Society Setting

• The context of civil society is generally charities or non-

profit and issue-based centers or organizations such as:

• For abuse women

• Abandoned children and elderly

• Veterans

• Teachers

• Professionals or

• Religious groups

School Setting

• In the school setting, the role of the school counselor

is more complex since the needs of students can vary
widely. This gave rise to the more dynamic and
 complex role of school counselor; it depended on a
school’s local circumstances as well as the dynamism
within the profession itself.

• As such, school counselors assume many different

responsibilities and tasks based on the particular
needs of the students in the school context.

Tools in Counseling

NON-TESTING TOOLS

● These types of tools are usually used for individual

assessment without any intention of testing the
individual.

● These tools are generally developed by the counselor

and/or teachers themselves.

● These are:

Interview – it is a basic tool of counseling. It is

described as a conversation with a definite purpose.
Information with the help of an interview can be
collected from the individual student himself or from
his/her family member, friends or teachers. Interview
permits flexibility, clarity and an opportunity for
observation to the counselor.

Observation - it is a careful study of the counselee

with a specific purpose. Counselors make the
observation either by participating observation or by
non-participating observation.

Anecdotal record – it consists of recording an

important incident. It is a verbal snapshot of an
incident. Care should be taken to record the incident
as it has happened.

Checklist – it is basically used to identify the

 expressed problem or interest.

Autobiography or Diary – these may also provide

useful information regarding pupils. Students should
be encouraged to keep their diaries.

PSYCHOLOGICAL TESTING

● They provide information about the individual’s

psychological characteristics such as intelligence,
aptitude, interests, abilities and personality.

● Psychological tests are mainly divided into two

categories: Ability test and Personality test.

Achievement test – these are used as academic placement

devices rather than as selection instruments. Among these
tests are co-operative tests, college board series, low test of
educational development, English reading tests, etc.

Aptitude test – these tests are particularly used to estimate

the extent to which an individual would profit from a
specific course or training to predict the quality of his/her
achievement in a given situation.

Personality Test – these are several personality tests

available to assess the personality types of people. For
instance, the Rorschach is one of the examples of personality
measurement tests.

F. Developing mastery (Leads 1. Poster Making

to Formation Assessment 3)
2. Directions: Make your own poster about the needs of
individuals that can be effectively addressed in
different settings in counseling. Rubrics are given
below.

3. RUBRICS FOR POSTER MAKING

Content 50%
Creativity 25%
Originality 25%
TOTAL 100%
G. Finding practical
applications of concepts and What is the importance in understanding the clientele,
skills in daily living audiences, and settings in counseling?

H. Making generalization and Based on what you have learned,

abstraction about the lesson ● How will you distinguish the characteristics of the
following:
1. Individuals
2. Groups and Organization
3. Community
 ● How will you distinguish the following:

1. Government

2. School

3. Private Sector

4. Civil Society

I. Evaluating learning 1. Directions: Answer the table by citing issues in

different settings and identify the possible solutions
in connection to the topic discussed.

ISSUES POSSIBLE SOLUTION

J. Additional activities for Read in advance about the disciplines of social work.
application or remediation

V. Remarks:

VI. Reflection
A. No. of learners who earned 80% on the
formative assessment

B. No. of learners who require additional

activities for remediation

C. Did the remedial lesson work? No. of

learners who have caught up with the lessons

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked

well?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovation or localized materials did I

use/discover which I wish to share with other
teachers?

Prepared by:
MR. GERALD M. TOLEDO
MR. JOHN LESTER P. CUBILE
(Faculty)

Checked by:

MS. JOSELYN R. CAINONG

HUMSS Strand Coordinator

Approved by:

MS. CLARENCE A. CASTILLO, LPT

Principal