De l’appréhension à la distanciation : les expériences d’éducatrices qui interviennent auprès d’adolescentes placées en centre résidentiel
Bibliographic record
Abstract
The current paper explores the experiences of youth care workers in the context of their relationships with adolescent girls placed in residential care. Qualitative semi-structured interviews were conducted with 11 youth care workers in two residential centers in the province of Quebec (Canada). Findings indicate that youth care workers intervening with adolescent girls placed in residential care experience a range of difficult and sometimes negative emotions. Furthermore, the complexity of youth’s needs and profiles, difficulties in engaging parents, and the pessimism of colleagues with regards to placement outcomes are important sources of doubts and concerns for youth care workers in their dealings with adolescent girls placed in residential care. While some youth care workers are confident enough to overcome such fears and still emotionally invest their relationships with adolescent girls, others were overwhelmed with apprehensions to the point of keeping adolescent girls at a distance or even withdrawing from the relationship. In general, our findings suggest the need to offer practitioners the support and the space to question their ‘psychological availability’ with regards to establishing and maintaining trust-based relationship with adolescent girls in residential care.
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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 | 0.003 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.011 | 0.012 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.002 | 0.003 |
| 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".