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
Objectives Family Life Coaching (FLC) is a growing, evidence-based practice for families that has grown in literature and numbers. However, there is a deficit of research describing theoretical foundations, competencies, and processes of those practicing FLC . Design This study sought to further understand and define FLC through qualitative case study inquiry using semi-structured interviews with 14 family life coaches across the US . Results The results suggest that FLC has theoretical underpinnings in family science and coaching psychology. Competencies of FLC include support, listening skills, client-centred approach, effective help giving, and translational skills. The FLC process mirrors those used in coaching psychology. Additionally, results suggested a strong desire for unified professionalism, rigor, and training standards amongst practicing family life coaches; as well as a desire for business practice knowledge, such as marketing . Conclusion This study provides a pragmatic examination of FLC with practical recommendations for those coaching on family life issues .
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 | 0.005 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.005 |
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