Supporting the Development of Healthy Ethnic and Cultural Identities in Adolescents: Recommendations for Multicultural Counselling Practices
Bibliographic record
Abstract
Adolescence is a stage in which awareness of being different significantly increases and an effort toward identity development begins. With recognition that adolescence is a difficult period of identity exploration, the focus of this inquiry was to gain a better understanding on how to support bi-cultural/ multicultural youth in developing a sense of self, which can include supporting them in their own exploration and formation of their different cultural identities. The workshop developed in chapter 3, proposed some recommendations that counsellors can adapt to individual client sessions, or try in a group setting, with the goal of supporting bi-cultural/multicultural teenagers in their own ethnic/cultural identity exploration and affirmation processes. Supporting the development of healthy cultural identities appears to be an important task, as being able to form strong positive cultural identities tends to be linked to positive psychological outcomes. As counsellors, when working with bi-cultural/multicultural client’s talking about race, ethnicity and culture is crucial. To avoid these topics is to ignore the context of someone’s life. It is important that counsellors feel comfortable supporting their teenage clients with different areas of identity exploration, and with the growth in a diverse population within Canadian society, pieces of identity exploration might well include formation of their cultural identities.
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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 | 0.022 | 0.026 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.002 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.008 | 0.002 |
| Scholarly communication | 0.008 | 0.008 |
| Open science | 0.005 | 0.010 |
| Research integrity | 0.007 | 0.009 |
| Insufficient payload (model declined to judge) | 0.016 | 0.003 |
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".