“Working with Youth”: A Curriculum Design to Support the Professional Training of Youth Counselors
Notice bibliographique
Résumé
Individuals who work with youth are well- positioned to create positive changes in the lives of racialized, marginalized, and underprivileged youth in Canada and beyond. Scholarly research, community programs, and school initiatives have provided professionals working with youth with important resources enabling youth councilors to recognize and empower youth who are or have been historically marginalized and/or underprivileged. Inspired by these initiatives, this dissertation-in-practice seeks to contribute and expand these resources further. Specifically, the study develops an original asynchronous online training curriculum supporting the professional training of community counselors and workers supporting racialized and marginalized youth ages 12-17 how to use a set of psychical activities that would enhance youth emotional and mental well-being. The methods used in the study involved a theoretical framework enfolding curriculum design best practice, physical training theories and practice, critical race, and racial trauma studies, as well as research on the relationship between physical movement and mental health. Additionally, incorporating research on critical race approaches and intersectionality. The accompanying training tool explicitly addresses these frameworks in dedicated units and navigate the complexities of racial trauma and its intersections with youth. The framework informed the construction of the on-line digital tool revolving around images, text, and self-learning and training navigation modes. The tool consists of four units entitled: Understanding and Recognizing Signs of Trauma in Youth Supporting Counsellors Self-Well-Being: Navigating Professional Compassion Fatigue Exploring Physical Activity on Mental Health and Trauma for Youth Learning Best Practices: Refer, Direct, Support, and What You Can Do to Support Youth The on-line platform was tested using an especially prepared questionnaire given to ten (10) culturally and racially diverse youth councilors in the Greater Toronto Area who provide extensive feedback on the accessibility, relevance, age appropriateness, and professional usefulness of the platform. The youth workers’ feedback was analyzed in a dedicated chapter highlighting the positive reception of the tool by industry professionals yet aspects that need improving. Revising and improving these aspects led to instrumental changes and development of the final asynchronous training platform presented in the study and made available on a special website dedicated to this project: URL: https://workingwithyouthoise.thinkific.com/
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,002 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».