Bibliographic record
Abstract
This article explores how adult education might adapt so as to include and serve psychiatric survivors. It lays an antihegemonic foundation for education with this learner community, including an antipsychiatry perspective, and particularly emphasizing the perspectives of the psychiatric survivor movement. And it rejects current deficit models, emphasizing radical education. Adaptations that are suggested so as to accommodate psychiatric survivors generally include: use of large lettering in written resources, exercises and resources to help learners feel safe, programs that accommodate sporadic attendance, and advocacy. The importance of adult educators working on their own biases and limitations is stressed, as is the validity of alternate realities. Radical components which are recommended include telling one's story, discussing literature and films which critique the mental health system, learning about rights, doing codification exercises, including survivors as staff and as board members, building community, and learning about and potentially linking up with current resistance efforts. Literacy work is discussed and is extended to include reading the world. Nondomesticating life skills such as learning to cope with anxiety attacks are recommended and contrasted with domesticating life skills. And adult basic education which helps survivors protect themselves from being committed against their will is defined as critical. Résumé Cet article examine la manière dont la formation permanente pourrait s'adapter afin d'intégrer et de servir les personnes psychiatrisées. L'étude pose des fondements anti-hégémoniques pour la formation destinée à cette communauté d'apprenants, à partir d'une perspective fondée sur l'anti-psychiatrie et, plus particulièrement, à partir des perspectives qu'offre le mouvement des personnes psychiatrisées. Elle rejette les modèles de déficit courants et met plutôt l'accent sur l'éducation radicale. En général, les accommodements suggérés pour venir en aide aux personnes psychiatrisées comprennent les éléments suivants : l'utilisation de gros caractères dans les documents écrits, des exercices et des ressources pour aider les apprenants à se sentir en sécurité, des programmes qui permettent les présences sporadiques, ainsi que la promotion et la défense des droits. Outre la justesse des réalités alternatives, on met en valeur l'attitude des formateurs d'adultes qui travaillent à changer leurs propres préjugés et limites. Dans le cadre d'une éducation radicale, on suggère la possibilité de raconter son vécu, de discuter des documents écrits et filmiques qui critiquent le système de santé mentale, de faire l'apprentissage de ses droits, de faire des exercices de codification, d'intégrer les personnes psychiatrisées en tant qu'employés ou membres de la direction, de travailler à établir un esprit communautaire et de se mettre au courant des efforts de résistance qui ont cours, tout en essayant de s'y joindre. Le travail d'alphabétisation est abordé et étendu à l'interprétation critique du rnonde. Des connaissances pratiques telles que la manière de réagir aux crises d'anxiété sont recommandées et comparées aux connaissances élémentaires de la vie quotidienne. En outre, on définit comme cruciale la formation permanente de base qui aide les personnes psychiatrisées à se protéger des situations dans lesquelles elles se sentent entraînées contre leur volonté.
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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 | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.011 |
| Scholarly communication | 0.004 | 0.006 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.004 | 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".