Conceptualizing counsellor competence in the treatment of eating disorders
Bibliographic record
Abstract
Counsellors are ethically obligated to provide only those services that are within the bounds of their professional competence (American Counseling Association [ACA], 1988; Canadian Counselling Association [CCA], 1999; Canadian Psychological Association [CPA], 1991). Counsellors who provide services to individuals with eating disorders (EDs) must be competent to do so, and must recognize the boundaries of that competence. The purpose of the study was to begin to identify the competencies associated specifically with psychotherapy for EDs. A three round Delphi procedure was employed to answer the following research question: according to experts in the treatment of EDs in British Columbia, what competencies are essential for basic, independent therapeutic practice with clients who have EDs? A panel of 29 expert participants from a variety of disciplines reached a consensus on 188 competencies thought to be "essential" to this work, and on 21 competencies thought to be "useful but not necessary". Based on an informal categorization of items, several topic areas were identified as having potential importance for competent practice: (1) aspects of the ED therapist's role may overlap with the activities of other health professionals involved in the treatment of EDs; (2) an interdisciplinary approach is key for client care; (3) the strength and quality of the therapeutic relationship can help or hinder a client's recovery from an ED; (4) empirically supported treatments for EDs were not considered "essential"; and (5) the therapist's resolution of his/her own experience of body dissatisfaction/disordered eating/an ED requires consideration. The list may help counsellors and counsellors-in-training who wish to work in the field of EDs to identify the competencies they possess and those they would like to develop in their education, continuing education, and training. Thus, the list could help them take steps in their responsibility to assess their competence to work with clients who have EDs.
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 | 0.010 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.001 |
| Science and technology studies | 0.005 | 0.015 |
| Scholarly communication | 0.006 | 0.004 |
| Open science | 0.002 | 0.007 |
| Research integrity | 0.003 | 0.005 |
| 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".