Practice 10 Compassion-Informed Care: Listening for Stories of Joy
Bibliographic record
Abstract
Jessie starts this chapter with a personal recollection that illustrates the importance of listening for stories of joy to balance compassion-informed care with trauma-informed care. Jessie, Sandra, and Melissa position compassion-informed care within truth-telling about the continued coloniality of society and of healthcare theory and practice. They invite nuanced appreciation of diverse ways of knowing, doing, and being and the interconnectedness of shared humanity as a foundation for honouring compassion-informed stories. Compassion-informed care includes both listening with compassion and bearing witness. Compassion-informed care involves building relationships that are attuned to stories of joy, amplify acts of resistance or survivance, and foster agency and self-determination. The authors draw on the concept of double listening to encourage counsellors to attend to multiple storylines simultaneously, which prevents premature foreclosure, allowing counsellors to listen fully and with compassion. Reconstruction of cultural identity and relationality is examined through cultural identity development, life transitions, and cross-cultural transitioning. Compassion-informed care invites careful attention to therapists’ experiences of compassion fatigue. Increasing distress tolerance and fostering self-compassion are positioned as important counselling self-care practices. These themes come to life through the practice illustrations by the following co-authors: • Judy Chew illustrates how modelling compassion can create space to honour storylines grounded in clients’ views of what is healthy and empowering for them. • Zuraida Dada continues her story of apartheid in South Africa highlighting what she learned about resistance, resiliency, and allyship. • Lisa Gunderson reflects on how her cultural identity development as a Black woman was shaped by living in both majority culture spaces and minoritized spaces, concluding: “I embody Blackness; therefore, I am always enough!” • Kirby Huminuik speaks to healing as resistance, drawing on her experiences in Mexican communities that came together in acts of resistance as part of collective healing following grave human rights abuses. • Fatima Saleem speaks to her lived experiences as a racialized Muslim woman mental health professional, including her cross-cultural transitioning. • Gina Wong revisits the Lionhearted conversations model in Chapter 2.1, highlighting the importance for therapists to enhance their distress tolerance to ensure they stay present and grounded in client–counsellor interactions and respond with compassion and care.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.005 | 0.002 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.000 |
| 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 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".