Ruminative coping among patients with dysthymia before and after pharmacotherapy
Bibliographic record
Abstract
The pivotal role of rumination in relation to other coping strategies was assessed in chronically depressed (dysthymic disorder) individuals versus nondepressed controls. Individuals with dysthymia demonstrated elevated use of rumination and other emotion-focused strategies (emotional expression, emotional containment, self- and other-blame). Among patients with dysthymia, rumination was linked to this limited array of emotion-focused efforts and diminished use of cognitive disengagement, whereas among controls, rumination was correlated with a broad constellation of problem- and emotion-focused strategies. Following 12 weeks of pharmacotherapy (sertraline), despite attenuation of depressed mood and reduced rumination, the limited relations between rumination and emotion-focused efforts persisted. Inflexibility in the ability to combine various coping efforts effectively may be characteristic of individuals with dysthymia, potentially increasing risk for recurrence.
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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 | 0.000 | 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 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".