Qui sont les psychothérapeutes efficaces? Implications pour la formation en psychologie
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
L'analyse des resultats de recherches portant sur le changement et l'efficacite therapeutiques permet de dessiner un profil des psychotherapeutes efficaces. Les multiples meta-analyses soulignent l'impossibilte de passer sous silence la variabilite de l'impact therapeutique reliee aux caracteristiques des psychotherapeutes, des clients et de la rolation therapeutique. Les techniques et les interventions n'ont d efficacite que dans leur liaison etroile avec ces caracteristiques L'article conclut sur les implications de ces constats pour la formation en psychologie des futurs psychotherapeutes, c'est-a-dire pour le developpement et le soutien de leur ientite de leur competence et de leur efficacite professionnethes.
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 | 0.006 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.002 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.003 | 0.000 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.002 | 0.008 |
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