Supported Adult Literacy Education for Persons Living with Mental Illness: Quality of Life and Social implications
Bibliographic record
Abstract
We examine the adult education experiences accessing a sup- ported education program (OSSEP) at Ontario Shores Centre for Mental Health Sciences in Whitby, Ontario. The program serves out- and in-patients, 21 years and older, in literacy skills, academic upgrading, and obtaining high school and post-secondary school credits. A preliminary analysis of our data revealed increases in confidence, social skills and behav - iour management, independence and self-awareness as well as continuing stigma. Our preliminary findings reflect those of, for example, Gibbons, et al. (1980) who found that adult self- learners are better able to gain control over their lives because they develop perseverance, self-discipline and self-confidence, etc. Our research extends and reinforces this finding in its fo - cus on the impact of education on adults living with mental ill- ness. Given the similarities between supported education and adult education, and that 1 in 5 adults experience mental ill- ness, our research can add depth to adult education programs.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".