“Working with Youth”: A Curriculum Design to Support the Professional Training of Youth Counselors
Bibliographic record
Abstract
Individuals who work with youth are well- positioned to create positive changes in the lives of racialized, marginalized, and underprivileged youth in Canada and beyond. Scholarly research, community programs, and school initiatives have provided professionals working with youth with important resources enabling youth councilors to recognize and empower youth who are or have been historically marginalized and/or underprivileged. Inspired by these initiatives, this dissertation-in-practice seeks to contribute and expand these resources further. Specifically, the study develops an original asynchronous online training curriculum supporting the professional training of community counselors and workers supporting racialized and marginalized youth ages 12-17 how to use a set of psychical activities that would enhance youth emotional and mental well-being. The methods used in the study involved a theoretical framework enfolding curriculum design best practice, physical training theories and practice, critical race, and racial trauma studies, as well as research on the relationship between physical movement and mental health. Additionally, incorporating research on critical race approaches and intersectionality. The accompanying training tool explicitly addresses these frameworks in dedicated units and navigate the complexities of racial trauma and its intersections with youth. The framework informed the construction of the on-line digital tool revolving around images, text, and self-learning and training navigation modes. The tool consists of four units entitled: Understanding and Recognizing Signs of Trauma in Youth Supporting Counsellors Self-Well-Being: Navigating Professional Compassion Fatigue Exploring Physical Activity on Mental Health and Trauma for Youth Learning Best Practices: Refer, Direct, Support, and What You Can Do to Support Youth The on-line platform was tested using an especially prepared questionnaire given to ten (10) culturally and racially diverse youth councilors in the Greater Toronto Area who provide extensive feedback on the accessibility, relevance, age appropriateness, and professional usefulness of the platform. The youth workers’ feedback was analyzed in a dedicated chapter highlighting the positive reception of the tool by industry professionals yet aspects that need improving. Revising and improving these aspects led to instrumental changes and development of the final asynchronous training platform presented in the study and made available on a special website dedicated to this project: URL: https://workingwithyouthoise.thinkific.com/
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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 | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.010 | 0.001 |
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".