It Takes a Village: The Role of Counselling Psychology in Advancing Health and Wellness in a Faculty of Education
Bibliographic record
Abstract
Counselling psychology departments have historically been situated within Faculties of Education rather than Departments of Psychology. These placements within Faculties of Education have often led to confusion as to what the role of counselling psychology is, and how it relates to education. In this paper, we argue that there is an opportunity for counselling psychologists to impact and be impacted by their location in Faculties of Education. This paper offers an exemplar of how a counselling psychology department informed and impacted a culture of wellness within a Faculty of Education and also within the greater university culture, at the University of Calgary. Through partnership with other faculties and community partners, the efforts of counselling psychology began to impact other systems, which in turn influenced Bachelor of Education teacher preparation at the post-secondary level. Through collaboration with multiple partners and with the support of the Faculty of Education, a mandatory course on health and wellness was introduced to the Bachelor of Education curriculum. Perspectives of a counselling psychologist, faculty of education administrator, a community partner, and former counselling psychology graduate student are highlighted in this paper, with the intention of demonstrating how collaborations between two seemingly distinct disciplines can be mutually beneficial to the university, students, faculty, and also the greater community.
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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 | 0.010 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.030 | 0.021 |
| Scholarly communication | 0.014 | 0.005 |
| Open science | 0.001 | 0.018 |
| Research integrity | 0.003 | 0.006 |
| Insufficient payload (model declined to judge) | 0.008 | 0.001 |
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".