Do we Always Practice What we Preach? Real Vampires’ Fears of Coming out of the Coffin to Social Workers and Helping Professionals
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Helping professionals in multiple disciplines, including social workers, are commonly taught to embrace human diversity, think critically, empower clients, and respect client self-determination. Indeed, much of clinical practice with clients is predicated on such professional values, which are important to the establishment of a strong therapeutic alliance and an effective treatment outcome. This study applies qualitative measures, such as an open-ended questionnaire and creative analytic practice (CAP) strategy in the form of poetic representation, to provide insights into how people with a specific nontraditional identity, that of “real vampire,” feel about disclosing this salient identity to helping professionals within a clinical context. As a CAP method, poetic representation is valuable in acknowledging participants’ subjective realities and preserving emotional intensity in participants’ responses. Results suggest that nearly all participants were distrustful of social workers and helping professionals and preferred to “stay in the coffin” for fear of being misunderstood, labeled, and potentially having to face severe repercussions to their lives.
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.
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 | 0.000 | 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 it