Bibliographic record
Abstract
This article is a reflective account of the process of a social care worker’s professional development over a span of 28-years, primarily working within children’s residential care settings. It charts the author’s journey with regard to his ability to cope with anxiety (pain-based fear) and to live “on the edge” in his professional practice. The author’s personal experience as a young boy of the death of his father is identified as having caused pain-based behaviours for the author until such time as he faced the pain of this loss. The traumatic experience then became an asset in his direct work with children and young people in the role of a “wounded healer”. The article introduces the concept of “vicarious confidence” and its critical role in leadership and supervision. Self-care is discussed and the concept of “system-trauma” is identified. The article also discusses the role of magic in social care and links this to neuroscience and brain MRI images. The article highlights the positive role pain can play in enabling workers to connect empathically with hurt children and young people and posits that if we are to care authentically then we must be prepared to experience pain.
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 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 | 0.001 | 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 | 0.000 | 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) | 0.000 | 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".