Critical Psychology, Prevention, and Social Justice
Bibliographic record
Abstract
Abstract Abstract Critical psychology and prevention have a goal in common: the promotion of individual and community well-being. Their ways of achieving it, however, vary. In this chapter we explore similarities and differences between these two disciplines in terms of values, ontology, epistemology, and practices. Whereas prevention has assumed a value-neutral, positivist and largely individualistic approach, critical psychology has endorsed an explicitly value-laden and social action orientation. The value of social justice, very prevalent in critical psychology, assumes a marginal position in prevention. With the notable exception of George Albee and his disciples, prevention professionals have embraced the promotion of health and the reduction of personal risk factors as their main goals. Whereas critical psychologists have done a great deal to show the role of injustice in mental health and psychosocial problems, they have not done as well as preventionists in systematically implementing and evaluating psychosocial interventions. We argue for a synergy between critical psychology and prevention to promote both sustainable well-being and social justice.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 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 teacher head, 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".