A Longitudinal Pilot Study of Resilience in Canadian Military Personnel
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
Research on psychological resilience is important for occupations involving routine exposure to trauma or critical events. Such research can allow for the identification of factors to target in training, education and intervention programs, as well as groups that may be at higher risk for mental health problems. Although efforts have been made to determine the individual characteristics that contribute to positive outcomes under stress, little is known about whether such characteristics are stable over time or how stressful events can impact psychological resilience in high-risk occupations such as military service. Following a review of the evidence on variations in resilience over time, results of a pilot study of Canadian Armed Forces personnel are presented in which differences in resilience characteristics were examined from military recruitment to several years after enrollment. While there was little change in resilience characteristics over time on average, there was considerable individual variation, with some individuals showing marked improvement and others showing marked deterioration in resilience characteristics. At both time points, individuals who had been deployed showed greater resilience characteristics than those who had never been deployed. Implications for the promotion of psychological resilience in military populations and personnel employed in other high-risk occupations are 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