<b> <i>I am Me!</i> </b> Experiencing Parenting While Dealing With One's Own Bipolar Disorder
Bibliographic record
Abstract
Abstract This article aims at achieving insight into acquiring an understanding of parenting while dealing with one's own bipolar disorder. It is based on results from in-depth interviews of six parents with bipolar disorder, and analyzed using guidelines from interpretative phenomenological analysis (IPA). The results from the study suggest the parents experienced diverse, complex, compound, and demanding challenges. However, the results also highlighted the fact that parents went through a "change and growth" process, in which they developed an experience-based competence perceived as being useful due to their living situation, including the strengthening of their parenting function and their personal recovery process. Aspects about how the time dimension in recovery, as well as how parents' dependence on their children can play both a central and paradoxical role in their lives, are discussed, which is then followed by implications for the support system. Keywords: bipolar disorderlived experienceinterpretative phenomenological analyses (IPA)parentingrecoverystigma Notes The first author has received grants from the Norwegian Union of Social Educators and Social Workers (FO) to write this article. The authors thank the parents who participated and the providers in the community mental health centers for their help in recruitment.
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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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.004 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 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".