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 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 | 0.003 | 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 | 0.000 | 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".