Practicum Supervisors' Role in the Development of Counselling Psychology Graduate Students' Cultural and Social Justice Responsiveness
Bibliographic record
Abstract
Abstract: The importance of cultural and social justice responsiveness (CSJR) in counselling psychology training is no longer disputed. Training models that have been put forth are mainly conceptual and less is known about how to support students to translate theory to practice. To understand this process more clearly, this study elicited the experiences of 16 field supervisors who were supporting the development of CSJR in counselling psychology practicum students. The Enhanced Critical Incident Technique (ECIT) was employed to guide and analyze in-depth, open-ended qualitative interviews with clinical supervisors. To guide this study, three research questions were designed: 1) What supervision experiences are helpful to students’ development of CSJR? 2) What supervision experiences are unhelpful to students’ development of CSJR? 3) What supervision experiences would be desirable in students’ development of CSJR? These results are discussed in relation to current literature on CSJR, and implications and future directions are proposed.
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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 | 0.011 | 0.027 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.003 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 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".