Counselling Youth Who Are at Risk for Suicide: Working the Tensions
Bibliographic record
Abstract
The purpose of this qualitative study was to examine how counsellors narrate their experiences of assessing and counselling youth who are at risk for suicide, the challenges and opportunities they face, and the conditions that support them in working in a relational, ethical, and useful way. Our analysis focused on how counsellors described their experiences working with youth who are at risk for suicide, the prevailing discourses and institutional requirements shaping their accounts of their practice, and some of the potential effects of these ways of thinking, talking, and relating. Our findings show some of the specific ways that counsellors “work the tensions” in their therapeutic encounters with youth who are at risk for suicide. This involves compliance and critique as well as artful reinterpretation. We hope to make a useful contribution to a growing body of practice-based evidence that recognizes the value of flexible, relational, and reflexive approaches to counselling youth who are at risk for suicide.
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How this classification was reachedexpand
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 | 0.002 | 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 | 0.005 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".