Module I Example: If you fell off your bike and got hurt, you

HUMAN BEHAVIOR AND THE SOCIAL might forget about it because it was scary.
ENVIRONMENT
2. Projection: This is when we think someone else has
SCOPE our feelings.
Main theories and phases of personality development; Example: If you’re feeling angry but don’t want to
historical perspectives and different factors influencing admit it, you might say, “Why is my friend so mad at me?”
the Filipino family; social processes relevant to the group
and the community; community forces influencing group 3. Displacement: This is when we take our feelings out
behavior; and the dynamics of psychosocial problems. on someone else.
Example: If you’re upset about a bad grade, you might
Psychoanalytic Theory yell at your little brother instead.

What is it? 4. Rationalization: This is when we make excuses for

Psychoanalytic theory is a way to understand how our our actions.
minds work. It says that a lot of what we think and feel is Example: If you didn’t study for a test, you might say,
hidden deep inside us, like a treasure chest. Sometimes, “It wasn’t important anyway.”
we don’t even know what’s in there!
5. Denial: This is when we refuse to believe something
Example: Imagine you have a box where you keep your is true.
favorite toys. Sometimes, you might forget about some Example: If you didn’t do your homework, you might
toys because they are at the bottom of the box. Your say, “I didn’t need to do it anyway.”
feelings and thoughts can be like those toys—some are
easy to see, and some are hidden away. Summary

Psychosexual Development So, Freud’s ideas help us understand how our minds work,
how we grow up, and how we deal with our feelings. Just
What is it? like a treasure chest, our minds hold many thoughts and
Freud believed that as we grow up, we go through feelings, some easy to see and some hidden away.
different stages that help shape who we are. Each stage
is like a level in a video game, and we learn different What is Psychosocial Development?
things at each level.
Psychosocial development is about how we grow and
1. Oral Stage (0-1 year): When babies are little, they change as people throughout our lives. Erik Erikson, a
explore the world with their mouths. They like to suck on smart man who studied how people grow, said that we go
things, like pacifiers or their thumbs. through different stages as we get older. Each stage is
Example: A baby feels happy when they suck on a like a challenge or a task we need to solve to become a
bottle. healthy and happy person.

[Link] Stage (1-3 years): As toddlers, they learn to use The Stages of Development
the potty. This stage is about control and independence.
Example: A child feels proud when they use the toilet Erikson said there are eight stages in life, and each stage
like a big kid. has a special name and a challenge. Let’s break them
down:
[Link] Stage (3-6 years): Kids start to notice
differences between boys and girls. They might have 1. Trust vs. Mistrust (0-1 year):
special feelings for their parents. What it means: When babies are born, they need to
Example: A boy might think he wants to be like his dad, learn if they can trust the people around them.
while a girl might want to be like her mom. Example: If a baby gets food, love, and care, they learn
to trust. If not, they might feel scared and think people
[Link] Stage (6-puberty): During this time, kids can’t be trusted.
focus on making friends and learning new skills. They
aren’t thinking about romance yet. 2. Autonomy vs. Shame and Doubt (1-3 years):
Example: A child enjoys playing sports or games with What it means: Little kids start to learn how to do
friends. things by themselves, like using the potty or picking out
their clothes.
5. Genital Stage (puberty onward): As teenagers, Example: If parents encourage them, they feel proud.
they start to think about love and relationships. If they are always told they are wrong, they might feel
Example: A teenager might have a crush on someone ashamed.
at school.
3. Initiative vs. Guilt (3-6 years):
Defense Mechanisms What it means: Kids want to try new things and be
creative, like playing pretend or making up games.
What are they? Example: If parents support their ideas, kids feel
Defense mechanisms are like little tricks our minds use to confident. If they are told they are silly, they might feel
protect us from feeling bad or scared. They help us deal guilty for trying.
with tough feelings.

[Link]: This is when we forget things that make

us sad or scared.
 Example: A child thinks a toy dinosaur is real and can
4. Industry vs. Inferiority (6-12 years): talk.
What it means: As kids go to school, they learn new
skills and want to do well. 3. Concrete Operational Stage (7-11 years):
Example: If they do well in school and get praise, they ➢ Children begin to think logically about concrete
feel capable. If they struggle and feel compared to others, things (things they can see or touch).
they might feel inferior. Example: A child understands that if you cut a sandwich
in half, you still have the same amount of food.
5. Identity vs. Role Confusion (12-18 years):
What it means: Teenagers start to figure out who they 4. Formal Operational Stage (12 years and up):
are and what they want to be. ➢ Teens can think about abstract ideas and solve
Example: They might try different hobbies or styles. If problems in their heads.
they find what they like, they feel confident. If not, they Example: A teenager can think about future plans and
might feel confused about themselves. possibilities, like what job they want.

6. Intimacy vs. Isolation (young adulthood): Operant Conditioning (B.F. Skinner)

What it means: Young adults learn to form close
relationships with others. Operant Conditioning
Example: Making friends or falling in love. If they ➢ is a way of learning that happens through
connect well, they feel happy. If they feel alone, they rewards and punishments. B.F. Skinner studied
might feel isolated. how behavior can be changed by what happens
after it.
7. Generativity vs. Stagnation (middle adulthood):
What it means: Adults want to give back to the world, 1. Reinforcement: This means giving something good
like raising kids or helping others. to encourage a behavior.
Example: If they feel they are making a difference, they Example: If you clean your room and your parents give
feel fulfilled. If not, they might feel stuck. you a cookie, you might want to clean your room again to
get more cookies!
[Link] vs. Despair (late adulthood):
What it means: Older people look back on their lives and 2. Punishment: This means taking something away or
think about what they have done. giving something unpleasant to stop a behavior.
Example: If they feel proud of their life, they feel content. Example: If you don’t do your homework and your
If they have regrets, they might feel sad. teacher takes away your recess time, you might start
doing your homework to keep your recess.
Why is This Important?
Summary
Understanding these stages helps us see how we grow
and learn throughout our lives. Each stage is important Behaviorist Theories: Focus on learning through
because it helps us become who we are. If we face our actions and experiences.
challenges and learn from them, we can grow up to be
happy and healthy adults! Cognitive Development (Piaget): Kids think
differently as they grow, going through stages from
So, Erikson's theory teaches us that life is a journey of babies to teens.
learning and growing, and each step is important for
becoming the best version of ourselves! Operant Conditioning (Skinner): Learning happens
through rewards (reinforcement) and punishments.

Behaviorist Theories These ideas help us understand how children learn and
behave in different situations!
Behaviorist Theories
➢ Are ideas that explain how we learn and behave Humanistic Theories
based on our experiences. They focus on what we
can see and measure, like actions and reactions, What is Humanistic Psychology?
rather than thoughts and feelings. ➢ Humanistic psychology is a way of thinking about
people that focuses on what makes them happy
Cognitive Development Theory (Jean Piaget) and helps them grow. It believes everyone has
the potential to be their best self.
Cognitive Development Theory
➢ is about how kids think and learn as they grow Maslow's Hierarchy of Needs
up. Jean Piaget was a smart man who studied
how children understand the world. He said that What is Maslow's Hierarchy of Needs?
kids go through different stages of thinking: ➢ Imagine a pyramid with different levels. Each
level represents something we need to be happy
1. Sensorimotor Stage (0-2 years): and healthy. We have to meet the needs at the
➢ Babies learn through their senses (seeing, bottom before we can focus on the needs higher
hearing, touching). up.
Example: A baby shakes a rattle to hear the sound.
Levels of the Pyramid:
2. Preoperational Stage (2-7 years): 1. Physiological Needs: These are the basic things we
➢ Kids start to use words and pictures to represent need to live, like food, water, and sleep.
things but think very literally.
 Example: You need to eat breakfast before you can 1.2 Muscular-Anal Stage (1-3 years)
think about playing outside. What Happens: Toddlers learn to control their bodies.
They start to walk, run, and even use the potty!
2. Safety Needs: Once we have food and water, we Example: A toddler feels proud when they can go to the
need to feel safe and secure. bathroom by themselves. This helps them feel more
Example: You feel safe when you are at home with your independent.
family.
1.3 Locomotor-Genital Stage (3-6 years)
3. Love and Belonging: After feeling safe, we want to What Happens: Young children explore their bodies
feel loved and have friends. and learn about being boys and girls. They play pretend
Example: You feel happy when you play with your friends and ask lots of questions.
or get hugs from your family. Example: A child might play house or dress up as a
superhero. This helps them understand their identity and
4. Esteem Needs: This is about feeling good about relationships.
ourselves and getting respect from others.
Example: You feel proud when you do well in school or 1.4 Latency Stage (6-12 years)
when your friends cheer for you. What Happens: Kids focus on friendships, school, and
hobbies. They learn to work with others and develop
5. Self-Actualization: This is the top level, where you skills.
try to be the best version of yourself and follow your Example: A child joins a soccer team and learns to work
dreams. with teammates. This helps them build confidence and
Example: You want to be an artist, so you practice social skills.
drawing every day.
1.5 Puberty and Adolescence (12-18 years)
Carl Rogers' Ideas What Happens: Teenagers go through big changes in
their bodies and feelings. They start to think more about
Who is Carl Rogers? who they are and what they want.
➢ Carl Rogers was a psychologist who believed that Example: A teenager might start to care about their
everyone has a good side and can grow if they appearance and friendships more. This helps them figure
have the right support. out their identity.

Self-Theory: 1.6 Young Adulthood (18-40 years)

➢ This idea is about how we see ourselves. If we What Happens: Young adults make important choices
think we are good and capable, we are more likely about their careers, relationships, and goals. They start to
to try new things and be happy. build their own lives.
Example: If you believe you can learn to ride a bike, you Example: A young adult might go to college or start a
will practice until you can do it! job. This helps them become more independent and
responsible.
Person-Centered Theory:
➢ Rogers believed that people need love and 1.7 Adulthood (40-65 years)
acceptance to grow. He thought that when What Happens: Adults often focus on family, work, and
someone listens to us and cares about us, we feel community. They may take on leadership roles and help
better about ourselves. others.
Example: When your teacher encourages you, it makes Example: An adult might become a parent or a mentor.
you want to try harder in class. This helps them feel fulfilled and connected to others.

Summary 1.8 Maturity (65+ years)

➢ Humanistic theories focus on helping people grow What Happens: Older adults reflect on their lives and
and be happy. share their wisdom. They may enjoy retirement and
➢ Maslow's Hierarchy of Needs shows that we need spend time with family.
to meet basic needs first before we can feel loved, Example: A grandparent tells stories to their
respected, and reach our full potential. grandchildren. This helps them feel valued and connected
➢ Carl Rogers emphasized the importance of love to the next generation.
and support in helping us believe in ourselves and
grow. Summary
These phases show how we grow and change from babies
to older adults. Each stage is important and helps shape
Phases of Personality Development our personality, feelings, and relationships with others.
Just like building blocks, each phase adds to who we are!
1. Steps in Human Growth and Development
➢ These are different stages in life where people 2. Developmental Tasks
grow and change. Each stage has special things
that happen and helps shape who we are. 1. Infancy and Early Childhood (Birth to 6 years)
What Happens: Babies and young kids learn to trust
1.1 Oral-Sensory Stage (0-1 year) people and explore the world.
What Happens: Babies learn about the world through Tasks:
their mouths. They like to suck on things, like their Trust: When a baby is fed, cuddled, and cared for, they
thumbs or bottles. learn to trust their parents.
Example: A baby feels happy when they are fed or Exploration: Kids learn to walk, talk, and play. They
cuddled. This helps them feel safe and loved. explore their surroundings, like crawling around the house
or playing with toys.
 Why it matters: Heredity can affect how we look and
2. Middle Childhood (6 to 12 years) some of our abilities, like being good at sports or music.
What Happens: Kids start school and learn new skills.
Tasks: 3.2 Environment
Learning: They learn to read, write, and do math. What is it? The environment is everything around us. It
For example, they might learn how to add and subtract. includes our home, school, friends, and even the places
Friendships: They make friends and learn how to work we play.
together, like playing team sports or group projects at Example: If you grow up in a friendly neighborhood
school. where everyone helps each other, you might learn to be
kind and helpful too. But if you are in a place where
3. Pre-Adolescence and Adolescence (12 to 18 people are not nice, it might be harder to be friendly.
years) Why it matters: The environment can change how we
What Happens: Teens go through big changes and start think and act. It teaches us what is normal and what is
to find out who they are. not.
Tasks:
Identity: They think about who they want to be. For 3.3 Training
example, they might try different hobbies or styles of What is it? Training is when we learn new skills or
clothing. behaviors through practice and teaching.
Independence: They start making their own choices, Example: When you learn to ride a bike, you practice a
like deciding what to wear or what to do after school. lot until you get better. Or when you learn to play a game,
you follow the rules and practice with friends.
4. Early Adulthood (18 to 35 years) Why it matters: Training helps us improve and become
What Happens: Young adults start to build their lives. better at things. It can change our behavior by teaching
Tasks: us how to do things in a certain way.
Career: They may go to college or start working. For
example, someone might choose to become a teacher or Summary
a doctor. So, our behavior is influenced by:
Relationships: They form close relationships, like dating Heredity: Traits we get from our parents (like hair color
or getting married. or talents).
Environment: The world around us (like our home and
5. Middle Age (35 to 60 years) friends).
What Happens: Adults focus on their careers and Training: Learning new skills through practice (like riding
families. a bike).
Tasks:
Parenting: They may raise children and help them grow. All these things work together to help shape who we are
For example, they might help with homework or attend and how we act!
school events.
Career Growth: They work hard to advance in their II. The Filipino Family
jobs, like getting promotions or starting their own
businesses. A. Historical Perspectives on the Filipino Family

6. Later Life (60 years and above) 1. Pre-Spanish Period:

What Happens: Older adults reflect on their lives and What it was like: Before the Spanish came to the
enjoy retirement. Philippines, families were very close. They lived in small
Tasks: groups called tribes.
Reflection: They think about their life experiences and How they lived: Families worked together to hunt, fish,
what they have achieved. For example, they might share and farm. Everyone helped each other.
stories with grandchildren. Example: Imagine a big family where everyone shares
Enjoyment: They often have more free time to enjoy chores, like cooking and taking care of the little kids.
hobbies, travel, or spend time with family and friends.
2. Spanish Period:
Summary What changed: When the Spanish arrived in the 1500s,
Each stage of life has important tasks that help us grow they brought new ideas about family. They wanted
and learn. From trusting caregivers as babies to reflecting families to follow their religion, which was Catholicism.
on life as older adults, these tasks shape who we are and How they lived: Families started to have more rules,
how we connect with others! and the father often became the leader of the family.
They also built churches and schools.
3. Determinants of Behavior Example: Think of a family where the dad makes the big
decisions, and everyone goes to church together on
Determinants of behavior are the things that help shape Sundays.
how we act and behave. There are three main things that
influence our behavior: heredity, environment, and 3. American Period:
training. What changed again: In the early 1900s, the
Americans took control of the Philippines. They introduced
3.1 Heredity new ways of living, like going to school and having more
What is it? Heredity is like a gift we get from our parents. rights.
It includes the traits and characteristics we inherit from How they lived: Families began to value education
them. more. Kids went to school, and parents worked in
Example: If your mom has curly hair, you might have different jobs.
curly hair too! Or if your dad is good at math, you might Example: Imagine a family where kids go to school to
be good at math as well. learn, and parents work in offices or factories.
 Marriage and Human Sexuality: When two people
decide to live together as a couple. They may have kids
and share responsibilities.
4. Post-American Period:
What happened after: After the Americans left, the
Philippines became independent. Families started to mix Parenthood:
old traditions with new ideas. Child-Rearing Practices: How parents raise their
How they live now: Today, Filipino families can be big children, like teaching them manners and helping with
or small, and they often live together. They still value homework.
being close and helping each other. Decision-Making Pattern: How families make choices
Example: Picture a family gathering where everyone together, like what to eat for dinner or where to go on
comes together to eat, celebrate, and support one vacation.
another, no matter how big or small the family is.
4. The Filipino Family in Crisis
Summary Sources of Dysfunctioning: Problems that can make
The Filipino family has changed a lot over time. From families struggle, like money issues or disagreements.
close-knit tribes to families with more rules and education, Family Disorganization: When families have trouble
each period brought new ideas. But no matter the time, working together, like when parents fight or kids don’t
families have always been important in Filipino culture, listen.
helping each other and staying connected. Generation Gap: Differences between older and
younger family members, like how they think or what they
B. The Contemporary Filipino Family like.
Role Pressures and Strains: Stress from trying to meet
1. Socio-Cultural Factors Influencing the Filipino expectations, like being a good student or a good parent.
Family
Family Patterns and Changing Roles: Families can look Summary
different and people in families have different jobs. The Filipino family is influenced by culture, environment,
Types of Family Structures: and how people relate to each other. Families can be big
or small, and they help each other grow and learn.
Nuclear Family: Just parents and kids (like a small Sometimes, families face challenges, but they work
team). together to overcome them.
Extended Family: Includes grandparents, aunts, uncles,
and cousins (like a big team).
Functions of the Family: Families help take care of
each other, teach values, and provide love and support. III. Social Processes in the Group and Community
Authority in the Family: Usually, parents make the big
decisions, but kids can also share their ideas. 1. The Social Process: Definition
Social Process: This is how people interact and work
Institutions: Places that help families, like: together in groups or communities. It’s about how we
Schools: Teach kids and help them learn. connect with each other.
Church: A place for worship and community support.
Media: TV, internet, and books that share stories and 2. Basic Social Processes
information. Competition: When people or groups try to win or be
the best at something.
Cultural Variables: Things that are special to Filipino Example: Two teams playing a game to see who scores
culture. the most points.
Folkways: Everyday habits, like saying "po" and "opo" to Conflict: When people disagree or fight over something.
show respect. Example: Friends arguing about which movie to watch.
Mores: Important rules, like being honest and kind. Cooperation: When people work together to achieve a
Folklore: Stories passed down, like legends about common goal.
mythical creatures. Example: A group of kids building a sandcastle together.
Costumes: Traditional clothes, like the Barong Tagalog
and Terno. 3. Derived Social Processes
Language: Filipino languages like Tagalog and English. Accommodation: Finding a way to get along after a
Values: Important beliefs, like family loyalty and respect disagreement.
for elders. Example: Two friends deciding to take turns choosing
games to play.
2. Physical Factors Influencing the Filipino Family Amalgamation: When different groups come together
Environmental Changes: Changes in nature, like to form a new group.
weather or natural disasters, can affect families. Example: Two schools merging to create one big school.
Ecology: How families live in their surroundings, like in Assimilation: When a person or group adopts the
cities or rural areas. customs of another group.
Population Growth: More people can mean bigger Example: A child learning to speak a new language when
families or more competition for resources. moving to a new country.
Industrialization/Modernization: New jobs and Acculturation: When people from one culture adopt
technology change how families live and work. some traits of another culture while keeping their own.
Example: A family celebrating both their traditional
3. Courtship and Marriage holidays and new ones from a different culture.
Courtship: How people get to know each other before
they decide to marry. It can include dating and meeting 2. Understanding Group Behavior
families.
Group Qualities: These are the special things that make Example: A group of students who meet to figure out
a group unique. how to make their school cleaner and safer.

Properties of a Group: 3. Social Action Groups

Communication Pattern: How people talk and share ideas These groups work to make changes in the community or
in the group. society.
Example: In a classroom, students raise their hands to Example: A group of kids who organize a fundraiser to
speak. help animals at a local shelter.
Values: What is important to the group.
Example: A sports team values teamwork and respect. 4. Mediating Groups
Composition of the Group: Who is in the group. These groups help solve disagreements between people.
Example: A group of friends, a family, or a class of Example: A group of friends who help two classmates
students. who are arguing to find a way to get along again.
Group Goals: What the group wants to achieve.
Example: A school club aiming to raise money for 5. Client Groups
charity. These are groups formed to help people who need
Standards or Code of Ethics: Rules about how to support or services.
behave in the group. Example: A group of kids who meet to talk about their
Example: A promise to be kind and honest to each other. feelings and help each other when they are sad or
Atmosphere or Social Climate: The feeling or mood of worried.
the group.
Example: A friendly and supportive classroom where Summary
everyone feels safe. Groups can form in different ways, either by planning
Structure and Organization: How the group is set up together, coming together naturally, or being chosen by
and who does what. someone else. There are also different types of groups
Example: In a team, there might be a captain, players, that are created for specific reasons, like working on a
and a coach. project, solving problems, making changes, helping
others, or resolving conflicts. Each group has a purpose
Summary and helps people work together!
Social processes help us understand how people interact
in groups and communities. By looking at competition, 3. Functions of Group Members
conflict, and cooperation, we can see how groups work
together or face challenges. Understanding group When people work together in a group, each person has
behavior helps us know how to communicate, set goals, special jobs to help the group succeed. Here are two main
and create a positive environment. areas where group members help: building the group and
getting things done.

2.3 Manner of Forming Groups 3.1 Group Building and Maintenance

1. Deliberate Formation to Accomplish Objectives This is about making sure everyone in the group feels
This means people come together on purpose to achieve good and works well together. Here are some important
a specific goal. jobs:
Example: A group of friends decides to work together to
build a treehouse. They plan it out, gather materials, and Encouraging: Cheering others on! For example, if
work as a team to finish the project. someone is shy to share an idea, you can say, "Great job!
Your idea is important!"
2. Spontaneous Formation
This happens when people come together naturally Mediating: Helping when there’s a disagreement. If two
without planning. friends argue about a game, you can help them find a
Example: At a playground, kids start playing together solution so they can play together again.
because they all want to play tag. They didn’t plan it; it
just happened because they all wanted to have fun. Gatekeeping: Making sure everyone gets a turn to talk.
If one person is talking too much, you can say, "Let’s hear
3. External Designation what others think too!"
This means someone outside the group decides who
should be in the group. Standard Setting: Helping the group decide what is
Example: A teacher picks students to form a group for a important. For example, you might say, "Let’s all agree to
class project. The teacher decides who works together be kind and listen to each other."
based on their skills or interests.
Following: Listening and supporting others. If someone
2.4 Types of Groups Deliberately Formed has a good idea, you can say, "I like that! Let’s do it!"

1. Work Groups Relieving Tension: Making things less serious when

These are groups formed to get a job done. people feel stressed. You might tell a funny joke to make
Example: A team of workers at a bakery who come everyone laugh and feel better.
together to bake and sell bread.
3.2 Group Tasks in Achieving Goals
2. Problem-Solving Groups
These groups are created to find solutions to specific This is about the jobs that help the group reach its goals.
problems. Here are some important tasks:
 Example: If someone says, “We should only play my
Initiating: Suggesting new ideas. For example, if you favorite game because I love it!” without considering what
think of a fun game to play, you can say, "How about we others want.
play tag?"
Information Seeking: Asking questions to get Withdrawing: This is when someone acts like they don’t
important facts. If you need to know how many people care about the group.
want to play a game, you can ask, "Who wants to join?" Example: If a kid sits quietly and doesn’t join in the fun,
they are withdrawing.
Information or Opinion Giving: Sharing what you
know or believe. If you know a lot about a game, you can Dominating: This is when someone tries to take control
say, "I think this game is really fun because..." and make all the decisions.
Example: If one person keeps saying, “We should do it
Classifying: Helping everyone understand by asking my way!” and doesn’t listen to others, they are
questions. You might say, "What do you mean by that?" dominating.
to make sure everyone is on the same page.
4. Group Cohesiveness
Elaborating: Adding more details to what someone else
said. If a friend says a game is fun, you can say, "Yes! Group cohesiveness means how well a group sticks
And it’s also exciting because we can run around!" together and works as a team. Here are some
important parts:
Coordinating: Showing how things are connected. You
might say, "If we play this game, we need to make sure Incentive Property of the Group: This means what
everyone knows the rules." makes the group fun or interesting.
Example: If everyone enjoys playing a game together,
Orienting: Keeping track of what the group is talking that’s an incentive to stay in the group.
about. You can say, "Let’s remember we are trying to
decide on a game to play." Motive Base: This is what makes people want to be part
of the group.
Testing: Checking if everyone is ready to move forward. Example: Friends want to be in a group because they
You might ask, "Is everyone okay with this idea before we like each other and want to have fun.
start?"
Group Solidarity: This means how united the group
Summarizing: Reviewing what the group has talked feels.
about. You can say, "So far, we decided to play tag and Example: If everyone cheers for each other during a
everyone is excited!" game, they feel solid together.

Summary Consequences of Group Cohesiveness: This is what

happens when a group works well together.
In a group, everyone has special jobs to help the group Example: When a team is cohesive, they win more
work well together and achieve its goals. By encouraging games because they help each other.
each other, sharing ideas, and keeping track of what’s
happening, groups can have fun and be successful! 5. Leadership and Performance of Group Functions

Leadership is about guiding a group. Here’s how it

3.3 Non-Functional Roles in Groups works:

Sometimes, when people work in a group, some Traits of Leaders: These are qualities that good leaders
members act in ways that don’t help the group. have.
Here are some examples: Example: A good leader is friendly, listens to others,
and helps everyone feel included.
Blocking: This is when someone stops the group from
moving forward. Role Performance: This is how well a leader does their
Example: Imagine you’re playing a game, and one job.
person keeps saying “No, we can’t do that!” even when Example: If a leader helps organize a game and makes
everyone else wants to try. sure everyone has fun, they are performing well.

Aggression: This is when someone is mean or angry Types of Leaders: There are different kinds of leaders.
towards others. Example:
Example: If someone yells at others for making Democratic Leader: This leader asks everyone what
mistakes, that’s being aggressive. they think before making decisions.
Authoritarian Leader: This leader tells everyone
Seeking Recognition: This is when someone tries to what to do without asking for opinions.
get attention for themselves. Laissez-Faire Leader: This leader lets everyone do
Example: If a kid keeps saying, “Look at me! I can do their own thing without much direction.
this!” even when it’s not their turn, they are seeking
recognition. Summary

Special Pleading: This is when someone talks about In groups, some people can act in ways that don’t help,
things that only matter to them, not the whole group. like blocking or being aggressive. A good group works well
together, feels united, and has fun. Leaders help guide
the group, and they can have different styles. Good • Example: If a favorite teacher
leaders listen and make sure everyone is included! leaves, students might feel sad
and want to do something about
it.
5. Mobilization of Participants for Action
• This is when people come together and
get ready to do something as a group.
6. Power and Influence in Groups • Example: If students decide to
1. Agent Exerting Influence vs. Persons organize a bake sale to raise
Subjected to Influence money for a field trip, they are
• Agent Exerting Influence: This is the mobilizing for action.
person or group that tries to change what 6. Operating of Social Control
others think or do. • This is how groups or society keep things
• Example: A teacher who in order and make sure everyone follows
encourages students to study the rules.
hard. • Example: If a school has rules
• Persons Subjected to Influence: about being kind to others, that’s
These are the people who are being a way of social control to make
influenced or persuaded. sure everyone feels safe.
• Example: Students who listen to Summary
the teacher and decide to study. In simple terms, power and influence in groups show how
2. By-products of Power people can change each other’s thoughts and actions.
• When someone has power, it can lead to Collective behavior theories explain how groups form and
other things happening, like changes in act together, especially when they feel strongly about
behavior or feelings. something. Understanding these ideas helps us see how
• Example: A popular kid in school we can work together and support each other!
might make others feel happy or
sad just by how they act. IV. Community Forces Influencing Group Behavior
3. Influence of Groups on Individual Behavior A. Physical Environment: This is everything around us,
• Sometimes, being in a group can change like the air we breathe, the water we drink, and the
how a person acts. People might do ground we walk on. These things can affect how people
things they wouldn’t do alone. in a community act and work together.
• Example: If a group of friends 1. Environment Cycles: These are natural
decides to play a prank, one changes that happen in our surroundings. They
person might join in even if they relate to three important systems:
usually wouldn’t. • Air: The air we breathe can change with
4. Social Control seasons. For example, in winter, the air
• This is how groups or society make sure is cold, and in summer, it’s warm.
people follow rules and behave in certain • Water: Water can come from rain or
ways. rivers. If there’s a lot of rain, it can help
• Example: If everyone in a class plants grow, but too much can cause
agrees to raise their hands to floods.
speak, that’s a way of controlling • Soil: The ground where plants grow can
how they talk to each other. be healthy or not. Good soil helps food
7. Theories of Collective Behavior (Smerlser’s) grow, which is important for everyone.
1. Structural Conduciveness 2. Ecosystem: This is a community of living things
• This means that certain conditions make and their environment. There are two major
it easier for people to come together and types:
act as a group. • Terrestrial: This means land
• Example: If there’s a big event, ecosystems, like forests and deserts.
like a school fair, it’s easier for Think of animals and plants living
kids to gather and have fun together in a forest.
together. • Aquatic: This means water ecosystems,
2. Structural Strain like oceans and lakes. Imagine fish
• This happens when people feel unhappy swimming in a lake or coral reefs in the
or frustrated about something, which can ocean.
lead them to want to change things. 3. Technology: This is how we use tools and
• Example: If kids feel there are machines to make life easier. There are three
too many rules at school, they types:
might want to protest for more • High Capital Intensive: This means
fun activities. using a lot of money to build big
3. Growth and Spread of a Generalized Belief machines. For example, factories that
• This is when a common idea or belief make cars.
starts to grow among a group of people. • Low Labor Intensive: This means
• Example: If many kids believe using machines that don’t need many
that a new game is really fun, people to work. For example, a vending
more kids will want to play it. machine that sells snacks.
4. Precipitating Factors • Intermediate: This is a mix of both. It
• These are events or situations that make uses some machines and some people.
people take action or change their For example, a farm that uses tractors
behavior. but also needs workers to pick fruits.
 4. Urbanization: This is when more people move • This means when people can’t find a job
to cities to live. It can cause some problems: to earn money.
• Problematic Urban Community • Example: If a parent loses their job, it can
Relations: In cities, people might not be hard for the family to pay for things,
know their neighbors well. They can feel which can make everyone feel stressed.
alone or lost because there are so many 3. Middle-Class and Social Mobility
people. It can be hard for the city to take Maladjustments:
care of everyone. • This is about how some families try to
• Adaptive Response to Overload: move up in life (like getting a better job
When cities get too crowded, people find or a nicer house) but find it hard.
ways to cope. For example, they might • Example: If a family works really hard to
create community groups to help each save money for a new house but can’t
other. find one they can afford, they might feel
5. Industrialization: This is when communities frustrated.
start using machines to make things instead of 4. Irresponsible Affluence:
doing it by hand. It changes how people think • This means when people have a lot of
about nature: money but don’t use it wisely.
• Attitudes Toward Nature: Some • Example: If someone buys lots of toys
people see nature as something to use but doesn’t save any money for
for making money, like cutting down important things, they might end up in
trees for wood. trouble later.
• Emphasis on Quantity: This means 5. Strikes and Social Unrest at the Workplace:
focusing on making a lot of things instead • This happens when workers are unhappy
of caring about quality. For example, with their jobs and want to change
making many toys quickly instead of things, like getting paid more or having
making a few really good ones. better working conditions.
• Valuation of Knowledge: Knowing • Example: If workers at a factory feel they
how to use machines and technology are not being treated fairly, they might
gives people power. For example, a stop working until things get better. It’s
person who knows how to fix a car can like when kids protest for more recess
help others and earn money. time at school!
Summary Summary
The physical environment, technology, urbanization, and So, "Dynamics of Psychosocial Problems" is about
industrialization all influence how people in a community understanding why people might feel sad or act
behave and interact with each other. Understanding these differently, especially when they face problems like not
factors helps us see how communities work and how we having enough money or not being happy at work. Just
can make them better! like we all have feelings and challenges, understanding
these problems can help us be kinder and find ways to
V. Dynamics of Psychosocial Problems help each other!
A. Deviations in Human Behavior/Social
Dysfunctioning C. Health-Related Problems: Psychosocial
1. Theoretical Perspective: Implications
• This means different ways to think about 1. Malnutrition:
why people act in certain ways. Just like • Not eating enough healthy food.
how we can look at a puzzle from • Example: If a child only eats candy and
different angles to understand it better, doesn’t eat fruits or vegetables, they
we can look at people's behavior in might not grow strong.
different ways to understand why they 2. Common Medical Disorders:
might be sad, angry, or act differently. • Everyday health problems like colds or
2. Typologies/Classification (Psychiatric allergies.
Disorders): • Example: Getting sick often or having
• This is a fancy way of saying that doctors trouble breathing when around dust.
and scientists have different names for 3. Mental Illness:
problems people might have with their • Problems with feelings or thinking.
feelings or behavior. • Example: Feeling very sad for a long time
• Example: If someone feels very sad for a or being very worried all the time.
long time, they might have something 4. Alcoholism:
called "depression." Just like how we • When someone drinks too much alcohol
have names for different animals (like and can’t stop.
dog, cat, or bird), we have names for • Example: A parent who drinks every day
different feelings and behaviors. and doesn’t take care of their family.
B. Economics-Related Problems: Psychosocial 5. Drug Abuse:
Implications • Using drugs in a way that is harmful.
1. Poverty: • Example: A teenager using illegal drugs
• This means not having enough money to that make them act differently and hurt
buy things we need, like food, clothes, or their health.
a place to live. 6. AIDS, Cancer, and Other Life-Threatening
• Example: Imagine if you wanted to buy a Diseases:
toy but didn’t have enough allowance. It • Serious illnesses that can be very
can make you feel sad or worried. dangerous.
2. Unemployment:
 • Example: A friend who has to go to the • Apathy: Not caring about the community.
hospital a lot because they are very sick. • Example: People not helping to clean up the park.
7. Physical Disabilities/Accidents: J. Squatting and Homelessness
• Injuries or conditions that make it hard to • Squatting: Living in a place without permission.
move or do things. • Homelessness: Not having a home to live in.
• Example: Someone who uses a • Example: A family living in a car because they
wheelchair because they can’t walk. don’t have a house.
D. Family Breakdown These topics show how different problems can affect
1. Wife Battering: people’s health and lives, and why it’s important to care
• When a husband hurts his wife. for each other and our communities!
• Example: A mom who is scared because
her partner is mean to her.
2. Child Abuse and Neglect:
• Hurting or not taking care of children.
• Example: A child who doesn’t get enough
food or is hurt by an adult.
3. Abuse and Neglect of the Elderly:
• Hurting or not taking care of older
people.
• Example: A grandparent who is left alone
and not cared for.
4. Solo Parenting/Step Families:
• One parent raising kids alone or families
with stepparents.
• Example: A child living with their mom
and a new dad.
5. Marital Conflicts:
• Problems between married people.
• Example: Parents arguing a lot and not
getting along.
E. Armed Conflict/Natural Disasters
1. Trauma:
• Emotional pain from scary events.
• Example: A child feeling scared after
seeing a fight or a big storm.
2. Evacuation/Refugee Phenomenon:
• People leaving their homes because it’s
not safe.
• Example: Families moving to a new place
because of a war or flood.
F. Violations of Human Rights/Child Rights
1. Child Exploitation, Sexual Abuse:
• Taking advantage of children in harmful
ways.
• Example: An adult being mean or unfair
to a child.
2. Discrimination Against Ethnic or Cultural
Minorities:
• Treating people unfairly because of their
background.
• Example: Not letting someone play
because of their skin color.
3. Discrimination Against Women:
• Treating women unfairly compared to
men.
• Example: Not allowing girls to play sports
just because they are girls.
G. Performance-Related Problems
1. Inadequate Job Performance:
• Not doing well at work.
• Example: A worker who doesn’t finish
their tasks.
2. Inadequate School Performance:
• Not doing well in school.
• Example: A student who gets low grades
because they don’t study.
H. Crime and Juvenile Delinquency
• Crime: Breaking the law.
• Example: Stealing candy from a store.
I. Neighborhood/Community Apathy and
Deterioration
 4. Restorative: This is about helping people get
back to where they were before a problem, like
recovering from an illness.
5. Rehabilitation: This helps people learn new
skills, like teaching someone how to manage
Module II money.
HISTORY, PHILOSOPHY AND ETHICS, SOCIAL 6. Preventive: This means stopping problems
WELFARE POLICY AND SOCIAL WELFARE before they happen, like teaching kids about
PROGRAMS, RESEARCH, SOCIAL AGENCY bullying to prevent it.
ADMINISTRATION AND SUPERVISION 7. Developmental: This is about helping
communities grow and improve, like building
I. Historical Evolution parks or libraries.
1. Social Welfare: This is about helping people in Summary
need. Imagine if someone is hungry or doesn’t Social welfare is all about helping people who need it,
have a home; social welfare is like a safety net whether through government programs or social workers.
that catches them and helps them get back on They use different strategies and work in various places
their feet. to make sure everyone has a chance to live a better life.
2. Public Welfare: This is similar to social welfare
but is provided by the government. Think of it as Sure! Here’s a simple explanation of social welfare
programs that help everyone, like free school programs and policies that a 10-year-old can understand:
lunches for kids who need them. IV. Social Welfare Programs
3. Social Work: This is a job where people help What are Social Welfare Programs? These are
others solve problems in their lives. Social programs that help people in need. They make sure
workers are like superheroes who listen to everyone has what they need to live a good life, like food,
people’s problems and help them find solutions. shelter, and support.
II. Theoretical Framework A. Major Fields of Social Welfare
1. Philosophy and Ethics: This is about what is 1. Public Assistance/Emergency Assistance:
right and wrong. It helps social workers decide • Help for people who are in urgent need,
how to treat people fairly and kindly. like when they lose their job or have a
2. Conceptual Definitions: These are important disaster.
words that help us understand social work better: • Example: Giving food or money to
• Social Work: Helping people improve families after a flood.
their lives. 2. Family Welfare:
• Social Welfare: Programs that support • Support for families to stay healthy and
people in need. happy.
• Social Service: Services provided to • Example: Helping parents learn how to
help people, like counseling or food take care of their kids.
assistance. 3. Child and Youth Welfare:
• Social Development: Making • Programs that help children and
communities better and stronger. teenagers grow up safely and happily.
• Social Welfare Programs: Specific • Example: After-school programs where
programs that help people, like food kids can play and learn.
banks or shelters. 4. Welfare of Disabled Persons:
• Social Work Strategies: Different • Support for people with disabilities to
ways social workers help people, like help them live better lives.
talking or providing resources. • Example: Providing special tools or
• Social Welfare Agencies: services so they can go to school or work.
Organizations that provide help, like 5. Women’s Welfare:
charities or government offices. They can • Programs that help women, especially
focus on different groups of people (like those who might be struggling.
children or the elderly) and work in • Example: Offering job training for women
different areas (like cities or rural areas). to find good jobs.
• Client/Client Categories: The people 6. Community Welfare:
who need help, like families, children, or • Helping entire neighborhoods or
the elderly. communities to be better places to live.
• Primary and Secondary Settings for • Example: Organizing clean-up days to
Social Work Practice: Where social make parks nicer.
workers help people. Primary settings are 7. Welfare of Special Categories:
places like schools or hospitals, while • Help for specific groups of people who
secondary settings might be community need extra support, like:
centers or online. • Squatters: People living in
III. Objectives and Functions of Social Welfare places without permission.
1. Institutional: This means providing help • Slum Dwellers: People living in
through established programs, like schools or very poor areas.
hospitals. • Refugees: People who had to
2. Remedial: This is about fixing problems, like leave their home because it was
helping someone who lost their job find a new unsafe.
one. • Displaced Immigrants:
3. Residual: This means helping people only when People who moved to a new
they really need it, like during a crisis. country and need help.
 • Victims of Armed Conflict: • Example: It tells towns how to provide
People hurt by wars or violence. services to people.
• Rebel Surrenderees: People 7. Updated Laws, Executive Orders, and
who stopped fighting and need Others:
support. • New rules and changes to help improve
• Example: Providing food and shelter for social welfare.
families who lost their homes. • Example: New laws that make it easier
8. History, Philosophy, and Ethics, Social for people to get help.
Policy, Etc.: Summary
• Learning about how social welfare Social welfare programs and policies are all about helping
started, why it’s important, and the rules people in need. They cover many areas, like families,
that guide it. children, and communities, and include specific services
• Example: Understanding why we help for different groups. The laws and rules ensure that
others and what is fair. everyone gets the support they need to live better lives.
B. Specialized Services
1. Medical Social Services: B. Contemporary Challenges for Social Welfare
• Help for people who are sick or need 1. National Development Plans:
medical care. • These are big plans made by a country to
• Example: A social worker helps a family help everyone live better.
understand their doctor’s advice. • Example: Imagine your school has a plan
2. Psychiatric Services: to make the playground bigger and add
• Support for people with mental health more swings. That’s like a country
issues. planning to build more schools or
• Example: Talking to someone who can hospitals.
help if you feel very sad or worried. 2. U.N. Strategies:
3. School Social Services: • The United Nations (U.N.) is a group of
• Help for students in schools. countries that work together to solve big
• Example: A counselor helps kids with problems around the world, like hunger
problems at home or school. and health.
4. Industrial Social Service: • Example: Think of it like a team of
• Support for workers in their jobs. superheroes from different places
• Example: Helping workers deal with coming together to help people in need.
stress or problems at work. 3. Philippine Realities:
5. Crisis Intervention: • This talks about the real-life challenges
• Immediate help for people in a tough that people in the Philippines face, like
situation. poverty or lack of education.
• Example: Helping someone who is very • Example: It’s like when some kids can’t
upset after a bad event. afford school supplies, so they can’t learn
V. Social Policies as well as others.
What are Social Policies? These are rules and laws VI. Functional Competencies
that guide how social welfare programs work. They help These are important skills that help people work in social
make sure everyone gets the help they need. welfare:
A. Social Welfare Policies A. Policy Formulation and Policy Analysis:
1. Philippine Constitution - 1987: • Making rules (policies) to help people and
• The main law of the Philippines that checking if those rules are working.
includes rights for everyone. • Example: If a school decides to have a no-bullying
• Example: It says everyone should have a rule, they need to see if it helps kids feel safe.
chance to be happy and healthy. B. Social Planning:
2. R.S. #4373: • Creating plans to improve the community.
• A specific law that helps with social • Example: Planning a community clean-up day to
welfare. make the neighborhood nicer.
• Example: It might focus on helping C. Program Development:
families in need. • Creating programs or activities to help people.
3. R.A. #5416: • Example: Starting a reading club to help kids
• Another law that supports social welfare learn to read better.
programs. D. Social Action and Advocacy:
• Example: It could help improve services • Speaking up for people who need help and trying
for children. to make changes.
4. Child and Youth Welfare Code: • Example: If someone sees a friend being bullied,
• Rules to protect and help children and they might tell a teacher to help stop it.
teenagers. VII. Auxiliary Methods in Social Work
• Example: It makes sure kids go to school These are extra tools and methods used in social work:
and are safe. A. Research:
5. Family Code in the Philippines: 1. Principles and Basic Concepts:
• Laws about families, like marriage and • Finding out information to understand
parenting. problems better.
• Example: It helps decide what is best for • Example: Like asking questions to learn
kids when parents separate. why some kids don’t come to school.
6. Local Government Code: 2. Process:
• Rules for local governments to help their • The steps taken to gather information.
communities.
 • Example: First, you ask questions, then
you look for answers, and finally, you
share what you found.
B. Social Agency Administration:
1. Principles and Basic Concepts:
• How to run organizations that help
people.
• Example: Like how a teacher manages a Module III
classroom to make sure everyone learns. SOCIAL WORK METHODS
2. Administrative Functions:
• The tasks needed to keep the SOCIAL CASEWORK: THEORY AND PRACTICE
organization running smoothly. (WORKING WITH INDIVIDUALS)
• Example: Making schedules, planning
events, and keeping track of supplies. SCOPE Concepts, values, theories, principles, skills,
C. Supervision: approaches, and trends in the use/application of the
1. Principles and Basic Concepts: casework method.
• Guiding and helping others do their jobs
well. 1. Value Orientation and Scientific Foundation of
• Example: Like a coach helping players Social Casework
improve their skills. • Value Orientation: This means understanding
2. Rules and Functions: what is important to people, like kindness,
• The guidelines for how to supervise respect, and helping others. In social casework,
effectively. workers focus on these values to help people in
• Example: Making sure everyone knows need.
the game rules and plays fair. • Scientific Foundation: This means using facts
Summary and research to understand how to help people
These topics help us understand how to make our better. Just like scientist’s study things to find
communities better and support people in need. Just like answers, social workers study how to help people
in school, where teachers and students work together to solve their problems.
learn and grow, in social welfare, people work together to 2. Concepts and Principles
help everyone live happier and healthier lives! 2.1 Concepts of Social Casework
• Social Casework: This is when a helper (social
worker) works one-on-one with someone (client)
to solve problems. Think of it like a coach helping
a player improve their game.
2.2 Basic Concepts Relevant to Casework
• Understanding People: Social workers learn
about the person’s life, feelings, and challenges.
It’s like getting to know a friend better to help
them.
2.3 Concepts of Stress
• Stress: This is when someone feels worried or
overwhelmed. For example, if you have a lot of
homework, you might feel stressed. Social
workers help people manage their stress.
2.4 Professional Communication
• Talking and Listening: Social workers need to
talk clearly and listen carefully. It’s like having a
good conversation with a friend where both
people share and understand each other.
3. The Casework Relationship
2.5.1 Components of Relationship
• Trust: The client needs to trust the social worker,
just like you trust a teacher to help you learn.
• Respect: Both the client and worker should
respect each other’s feelings and opinions.
2.5.2 Principles of the Casework Relationship
• Support: The social worker supports the client,
like a cheerleader encouraging a player.
• Empathy: The worker tries to understand how
the client feels, like putting yourself in someone
else's shoes.
2.5.3 Workable-Client-Worker Relationship
• Teamwork: The client and social worker work
together as a team to solve problems, like a duo
in a video game working together to win.
4. Scientific Method of the Helping Process
3.1 Components of the Problem-Solving Process
• Identify the Problem: Figure out what the
issue is, like finding out why a plant isn’t growing.
 • Explore Solutions: Think of different ways to fix • Goals: What the group wants to achieve, like
the problem, like trying different ways to water making new friends or learning something new.
the plant. • Objectives: Smaller steps to reach those goals,
3.2 Process like having a fun game night.
• Steps to Help: The social worker follows steps 3.2 Group Information
to help the client, like following a recipe to bake • Information: Sharing important details about
a cake. the group, like meeting times and activities.
3.3 Assessment of Client’s Workability 3.3 Program Development
• Checking Readiness: The worker checks if the • Program: Planning activities for the group, like
client is ready to work on their problems, like games or discussions that help everyone.
making sure a player is ready to practice before a 3.4 Program Media (Values Attached to Various
game. Media Forms)
5. Tasks and Skills Required in the Helping Process • Media: Different ways to share information, like
• Listening: Being a good listener is important. posters, videos, or social media. Each has its own
• Problem-Solving: Finding ways to help clients value, like being fun or easy to understand.
solve their issues. 3.5 The Group and the Community
• Communication: Talking clearly and kindly. • Community: The larger area where the group
6. Emerging Trends in Social Casework Practice lives, like a neighborhood.
• New Ideas: Social workers are always learning • Federated Groups (Inter-Group
new ways to help people, like using technology or Relationship): Different groups
new methods to connect with clients better. working together, like a school and a
sports team helping each other.
• Use of Community Resources: Using
SOCIAL GROUP WORK: THEORY AND PRACTICE local places or people to help the group,
(WORKING WITH GROUPS) like libraries or parks.
• Understanding Conditions in the
SCOPE Community that Affect Group Life:
Concepts, values, theories, principles, processes, skills, Knowing what’s happening in the
approaches and trends in the use/application of the social community that can help or hurt the
group work method. group, like having a safe place to meet.
4. Agency Functions, Programs, Services
Sure! Here’s a simple explanation of social group work, • Agency: An organization that helps groups, like
broken down into easy-to-understand parts: a community center. They offer programs and
1. Historical and Philosophical Foundations of services to support people, like classes or
Social Group Work counseling.
• History: Social group work started a long time 5. The Helping Relationship
ago when people realized that working together 5.1 The Social Group Worker - Function,
in groups can help solve problems and support Responsibilities, and Roles
each other. • Social Group Worker: A person who helps the
• Philosophy: It’s based on the idea that everyone group. They plan activities and support members.
has value and can help each other. Groups can 5.2 Workers - Professional Knowledge and
make people feel connected and strong. Competence; Use of Professional Self
2. Basic Elements of Social Group Work • Workers: They need to know a lot about helping
2.1 The Group or Client people and how to use their skills to support the
• Group: A group is made up of people who come group.
together for a common purpose, like making 5.3 Indigenous Leader
friends or solving a problem. • Indigenous Leader: A local person who knows
• Client: The people in the group who need help the community well and can guide the group.
or support. 5.4 Individual Members
2.2 Types and Composition of Groups • Members: Each person in the group has their
• Types of Groups: There are different kinds of own role and can contribute in their own way.
groups, like: 5.5 The Group as a Whole
• Support Groups: For people who share • Group Together: The group works as a team,
similar problems (e.g., losing a pet). supporting each other and achieving goals
• Activity Groups: For fun activities (e.g., together.
a sports team). 6. Emerging Trends in Social Group Work Practice
• Composition: This means who is in the group. • Emerging Trends: New ideas and methods in
Groups can be made up of friends, family, or social group work, like using technology to
people from the community. connect people or focusing on mental health.
2.3 Dynamics of Individuals in the Group and the
Group as a Whole (Group Life)
• Dynamics: This is how people in the group COMMUNITY ORGANIZATION (WORKING W/
interact with each other. COMMUNITIES)
• Individuals: Each person has their own
feelings and ideas. SCOPE
• Group as a Whole: The group works Community Organization as a method of Social Work
together, like a team, to support each Practice covers the values, concepts, theories, principles,
other. processes, approaches, and skills required in the practice
3. Helping Process in Group Work of Community Organization. It will be considered in
3.1 Goals and Objectives relation to community development, social planning and
social action. Social realities and emerging trends will also a. People Empowerment
be included. • This means helping people feel strong and
capable. It’s like teaching your friends how to
stand up for themselves and make their own
I. The Conceptual Framework of Community choices.
Organization b. Disaster Management
a. Definitions • This is about preparing for and responding to
• Community Organization: It’s like when a emergencies, like floods or fires. It’s like having a
group of people in a neighborhood come together plan for what to do if there’s a big storm, so
to solve problems or make their community everyone stays safe.
better. Imagine your school organizing a clean-up
day to pick up trash in the park!
b. Theories/Concepts Module IV FIELD PRACTICE
• These are ideas that help us understand how
communities work together. For example, some SCOPE
people believe that everyone should have a say Application of the Social Work Method in specific case
in decisions, like voting for a class leader. situations drawing upon the knowledge, concepts,
II. The Philosophical Base of Community theories, principles, etc. covered by all the preceding
Organization modules.
a. Values
• Values are what we think is important. In a
community, values might include helping each I. Case Situation in Individual Work
other, being fair, and caring for the environment. What is it?
b. Assumptions • When a social worker helps one person (like a
• Assumptions are things we believe to be true. friend) with their problems.
For example, we might assume that everyone Example:
wants to help their community. • Imagine a girl named Sarah who feels sad
c. Principles because she moved to a new school and doesn’t
• Principles are rules or guidelines. One principle have any friends. The social worker talks to Sarah
might be that everyone’s voice should be heard, to understand her feelings and helps her find
like when everyone in class gets to share their ways to make new friends.
ideas. Steps:
III. Goals and Objectives of the Community 1. Listen: The social worker listens to Sarah’s
Organization feelings.
• Goals are what we want to achieve. For 2. Understand: They think about why Sarah feels
example, a goal might be to make the park a fun this way.
place for kids to play. 3. Plan: They come up with ideas, like joining a club
• Objectives are the steps we take to reach those or asking classmates to play.
goals, like planting flowers or building a 4. Act: Sarah tries these ideas and the social worker
playground. checks in to see how she’s doing.
IV. Models of Community Organization II. Case Situation in Group Work
a. Community Development What is it?
• This is about improving the community by • When a social worker helps a group of people
working together. Think of it like a group project (like a team) with their problems.
where everyone helps to make something better. Example:
b. Social Planning • Imagine a group of kids who all feel lonely at
• This is when people make plans to solve school. The social worker brings them together to
problems. For example, if there are too many cars talk about their feelings and helps them support
on the street, the community might plan to build each other.
a bike path. Steps:
c. Social Action 1. Gather: The social worker brings the kids
• This is when people take action to change together in a circle.
something unfair. For example, if kids want a new 2. Share: Each kid shares their feelings about being
playground, they might write letters to the city lonely.
asking for it. 3. Discuss: They talk about ways to help each
V. The Community Organization Process other, like playing games together.
a. Pre-helping Phase 4. Plan Activities: The group decides to meet
• This is the time before people start helping. It’s every week to play and support one another.
like when you gather your friends to talk about III. Case Situation in Community Organizing
what needs to be done. What is it?
b. Helping Phase • When a social worker helps a whole community
• This is when people actually start helping. It’s like (like a neighborhood) solve problems together.
when you and your friends go out to clean the Example:
park or plant flowers. • Imagine a neighborhood where kids don’t have a
VI. Roles, Functions, Strategies of Community safe place to play. The social worker talks to
Organization Worker families and finds out they all want a park.
• Community Workers are like coaches for the Steps:
community. They help people work together, 1. Meet: The social worker organizes a meeting
share ideas, and solve problems. They might with families to discuss the need for a park.
organize meetings or help people find resources.
VII. Emerging Process
 2. Listen: They listen to everyone’s ideas about
what the park should have (like swings and
slides).
3. Plan: Together, they make a plan to talk to the
city about building the park.
4. Act: The community works together to gather
support, like signing a petition, to show the city
they want the park.

Summary
In social work, whether helping one person, a group, or a
whole community, the process is similar:
• Listen to understand the problem.
• Think about solutions.
• Plan how to make things better.
• Act to help people feel supported and solve their
problems.
This way, social workers help individuals, groups, and
communities work together to create positive changes!