Toward a Culturally Responsive Approach to Child and Youth Mental Health Practice: Integrating the Perspectives of Service Users and Providers
Bibliographic record
Abstract
An increased awareness of barriers facing visible minority populations in Canada has prompted the growth of “cultural competence” research to inform service provision with these groups (Este, 2007; Thomas Bernard & Moriah, 2007). Overwhelmingly, this literature is rooted in the perspectives of practitioners and/or academics who view cultural competence as the process of acquiring knowledge and skills to work with “others.” In this paper, we summarize findings from an empirical study aimed at understanding the complex meanings and practices of working across cultures, from service user and practitioner perspectives. We conclude that drawing upon a “cultural responsive” approach to pedagogy (Gay, 2000; Villegas & Lucas, 2002) can enrich the way we work across difference with diverse families.
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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 | 0.024 | 0.013 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.019 | 0.029 |
| Scholarly communication | 0.015 | 0.007 |
| Open science | 0.003 | 0.016 |
| Research integrity | 0.003 | 0.009 |
| Insufficient payload (model declined to judge) | 0.001 | 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".