Bibliographic record
Abstract
As the demands adoIescents face increase, they need assistance to more effectively cope with the stress in their Eves.To meet this need schools must step beyond academics and work to provide a more comprehensive education that will better prepare students.Comprehensive guidance and ~ounseiling programs have begun to set the stage to meet this challenge.A needs assessment provides a solid base on which to build a comprehensive guidance and counselling program.The study described in this thesis focused on the development and impIementation of an instrument for assessing adolescent needs through a participant based, student-driven process.The purpose of the study was to explore the nature of adolescent needs in a junior high school and a senior high school in Calgary, Alberta by comparing the perspectives of students, parents, and school personnel, and examining how student perception of need vary across different demographic subsets.The results of this study point to adolescents that are concerned with their physical environment, involvement with other students, future position in society, academic skills at present, plus their abiIity to promote safety in the school and ensure physicd weII-being.In addition, differences across grades, genders, academic achievement, firture orientation, and ethnicity indicated that programs must also be responsive to the specific needs of various developmental subgroups of adolescents.Students, parents, and schooI staffalI agreed that the nature of student interactions was a prioricy area However, significant differences between students and the two addt groups were found in 94% of the student needs subscales, while differences between the adult groups were fomd in only 3 I95 of the subscales.Furthermore, it seemed that adult perceptions in many cases were a reflection of the popdar view of adolescence in education, psychology, and popular media that highlights the higher focus on probIem focused, crisis items m contrast to student high ratings of more proactive, non-crisis needs.The redts of this study have impIications for the deveIopment of responsive guidance and counselling programming and universal perceptions of adoIescence.
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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 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.007 | 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".