“MUCH OF OUR COUNSELLING IS ABOUT YOUR FACIAL EXPRESSION AND AUTHENTICITY”: SCHOOL-BASED COUNSELLING DURING COVID-19 IN KWAZULU-NATAL PROVINCE
Bibliographic record
Abstract
Maintaining therapeutic care of learners during and after COVID-19 in South Africa has required significant changes to the way that counselling is provided in schools. While some of these changes are well documented, there are critical gaps regarding the experiences of school counsellors during the pandemic period, globally and in South Africa. Hence this qualitative study sought to explore the experiences of school psychosocial practitioners who are rendering supportive services in private schools in KwaZulu-Natal Province. While the findings show that remote/online therapy is a valid option, all schools should ensure that therapists have adequate resources and the necessary collaboration to provide effective services to the school community. Furthermore, interpersonal, organisational, practice, policy and advocacy-oriented adaptations are required in establishing transformative interventions in all schools to address trauma. Keywords: counselling, COVID-19, psychosocial intervention, schools, South Africa
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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 | 0.003 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.014 | 0.006 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.003 |
| 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".