Counselling services at the junior high school level : a study of counselling problems in a Vancouver sample school and their social work implications
Bibliographic record
Abstract
Many years ago, the provincial Department of Education recognized that adolescents have special needs and problems. As a consequence, junior high schools have been instituted In British Columbia to meet, not only the academic needs of adolescents, but some of their social and personal needs, as well. To this end, also, counselling services became a part of the program of secondary schools. Counselling program and practice have changed over the years from group guidance on educational and vocational matters to an individual counseling service primarily Intended for vocational counselling but, in practice, extended to many other problems. Current conceptions of counselling also appear to have some relationship to those of casework practice meriting clearer definition. In order to determine the implications of school counsell-in for social work, the counselling program and process in a sample junior high school in Vancouver were studied, by use of structured interviews with counsellors, general interviews with other members of the school staff, School Board employees, and staff members of agencies whose clients were pupils at the school which was studied. The classification developed to examine the "counselling area" was: (a) minor problems; (b) problems related to educational and vocational guidance; (c) problems related to low academic achievement; (d) problems related to school discipline; (e) personality and school adjustment problems; (f) problems related to the home situation. The counsellor's role in helping with problems in each of these areas was distinguished by relating the counsellors duties and responsibilities, training and qualification to the way in which specific cases were dealt with, either by the counsellor alone or with assistance from other people or groups. It was concluded that counsellors provide valuable assistance on an Individual basis to children with problems, where the basis of the problem is not an emotional disturbance stemming from personality or environmental factors. The study indicates, however, that counsellors are obliged to deal with the latter kind of problem, to some extent, despite the fact that they are not trained to do so. Reasons are advanced for proposing that the treatment of emotionally disturbed children in the school should be carried out by properly qualified social caseworkers, who could work with counsellors, each in their respective areas of competence, to give help to the adolescent in school.
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 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.014 | 0.003 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.002 | 0.002 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.003 | 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".