Bibliographic record
Abstract
In this chapter, Melissa and Sandra provide an overview of the book, Decolonizing health, healing and care: Embodying culturally responsive and socially just counselling. They highlight the book’s uniqueness, from both content and process perspectives. The decolonial approach to health, healing, and care amplifies Indigenous ways of knowing, being, and doing, including pedagogies (ways of teaching and learning). The authors open up the space for multiple perspectives on health, healing, and care by proposing an approach to the practice of counselling and psychology that (a) responds to the TRC’s (2015a) Calls to Action; (b) is client-centred and culturally responsive; (c) amplifies the strengths of each person’s or community’s ways of knowing, doing, and being; (d) engages counsellors and other healthcare practitioners in recognizing and remediating the harms arising from social, economic, and political inequities and injustices; and (e) fosters collective action toward health, healing, and socially just care. Melissa and Sandra challenge the colonial influences embedded within counselling and psychology, noting that unpacking anti-Indigenous and other forms of racism also invites examination of sexism, heterosexism, ableism, classism, and other oppressive ideologies. They re-vision health, healing, and care by centring Indigenous ways of knowing, being, and doing in counselling and psychology. The design of the book itself amplifies Indigenous teaching and learning practices by welcoming Indigenous Wisdom, honouring stories, embracing co-learning and reciprocity, fostering wholeness and relationality, welcoming repetition and interactive learning, and integrating oral, visual, and multimedia learning. They then overview the eight CRSJ counselling pathways, which form a foundation for the book, aligning them within the four directions of the nêhiyaw (Cree) Medicine Wheel. Melissa and Sandra are deeply honoured that Elder Dr Albert Marshall (of the Moose Clan, Mi'kmaw Nation from Eskasoni in Unama'ki, Cape Breton, Nova Scotia) has provided an opening offering by video in this chapter.
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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 | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.007 | 0.003 |
| Scholarly communication | 0.011 | 0.008 |
| Open science | 0.002 | 0.011 |
| Research integrity | 0.004 | 0.005 |
| Insufficient payload (model declined to judge) | 0.463 | 0.273 |
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".