Prioritizing Experiential Learning and Self-Reflection in the Development of Multicultural Responsiveness
Bibliographic record
Abstract
This phenomenological study investigated the experiences of counselling psychology graduate students who completed the self-reflective field activity in the context of a practicum course. For this course assignment, students chose a minority cultural group that they were unfamiliar with (e.g., a specific ethnic or religious group). They were then asked to a) identify their assumptions about this group (pre-reflections)b) attend a community event hosted by the chosen group, and c) reflect on how their perspectives changed over time (post-reflections). Participants completed an in-depth qualitative interview about their learning and engagement regarding the self-reflective field activity. An inductive content analysis methodology was used to analyze participants’ pre- and post- reflection logs as well as transcribed qualitative interviews. Results yielded three overarching categories, depicting participants’ experiences prior to, during, and after the assignment. Implications for cultural competence training are discussed, including the benefits of experiential learning as well as the need for self-reflection inside and outside of the classroom.
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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 | 0.026 | 0.031 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.011 |
| Scholarly communication | 0.007 | 0.006 |
| Open science | 0.002 | 0.011 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 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".