Stories from the field: narratives by practitioners from across Canada demonstrating the integration of social justice into counselling practice
Bibliographic record
Abstract
Workshop A was well attended, primarily by practitioners interested in how to engage in social justice activities as part of their private or agency practice. The ideas presented were positively received. Discussion focused on the systemic barriers for counsellors in terms of restrictions on their time, roles, and agency mandates. The powerpoint presentation is attached. \n \nWorkshop B was also well attended. This was a different group of individuals who were also interested in how counsellors can have a positive impact on the systems that create problems for their clients in the first place. Part of the purpose of this session was to profile the social justice chapter of the Canadian Counselling Association, of which I am now the president. There was considerable interest generated and a number of means for continuing the work of the chapter through the year were suggested. We will be following up on a number of those over the summer, including setting up a discussion forum for Canadian counsellors interested in social justice activities. The powerpoint presentation is attached. \n \nWorkshop C was a panel discussion that was not well attended, primarily due to scheduling alongside on of the keynote speakers for the conference. However, we did proceed with our panel discussion and included the small audience in that dialogue. This was a good opportunity to touch base with counsellor educators across the country and see what others see as the current issues and trends. My focus was on distance education, primarily from a social justice perspective. This is a timely discussion because there is a lot of misinformation and bias in professional regulatory circles related to distance education professional programs and I am trying to be proactive in addressing some of these concerns. There was no formal presentation; however, I have provided my rough notes for this panel. \n \nOverall, I feel that my presence at this conference was important – particularly in terms of advancing the social justice agenda for counselling in Canada. I’m please to be part of this movement in its early phases.
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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 | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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".