Social Justice and Counselling Psychology: Recommitment Through Action
Bibliographic record
Abstract
Historically, social justice has been one of the core values guiding the practice of counselling psychology. There are controversies surrounding the meaning of social justice and how it can be used to guide the roles and practices of counselling psychologists. The discussion here situates social justice as a primary value for professional identity. The article considers a definition of counselling psychology in Canada and whether or not it sufficiently supports a social justice orientation. The discussion focuses on the relationships between social and systemic influences on mental health. It also focuses on how counselling psychologists and counsellors could (a) expand their practices to address the conditions that have aversive effects, and (b) focus more on health promotion and well-being. The call for counselling psychologists and counsellors to position social justice centrally in their professional identity will require a fuller scope of practice to address social inequities and to help clients overcome barriers that persistently impact their mental health. Suggestions for recommitment to social justice are examined, with selected examples for practice, education, and research to illustrate how social justice can be strengthened through action.
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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 | 0.083 | 0.058 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.002 |
| Bibliometrics | 0.004 | 0.002 |
| Science and technology studies | 0.030 | 0.110 |
| Scholarly communication | 0.028 | 0.022 |
| Open science | 0.005 | 0.032 |
| Research integrity | 0.033 | 0.039 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
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".