Adolescents in Divorcing Families
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract A representative sample of 3,198 Canadian adolescents in grades 6 through 12 was surveyed about seeking help in the face of parental separation and divorce. Qualitative content analyses of adolescents' responses to open-ended questions were used to identify themes that were reliably coded. In terms of “best” help-seeking options for adolescents in divorcing families, adult counsellors and friends were most frequently endorsed a total of 18 options generated by teens. When questioned about what helps youths to access the help they need, 11 themes emerged; peer support, a generally supportive environment, personal recognition of the need for help, a teen's personal strengths, and family support were most frequently mentioned. Obstacles to getting help were also coded into 11 reliable themes; feelings of being flooded or overwhelmed by negative feelings about the divorce, negative peer consequences, negative view of help options, psychological denial, and negative family influences were most frequently cited. Finally, an analysis of adolescents' overall psychological attitudes towards help-seeking revealed an optimistic/trusting outlook among the strong majority of respondents. A brief analysis of the types and helpfulness of past help-seeking attempts was presented. Sex-related, age-related, and experience-based differences in the adolescents' responses were considered, and implications of the findings for practice and research were discussed.
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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 | 0.000 |
| 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 it