Generational Trauma, Attachment, and Spiritual/Religious Interventions
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 heightened interest in posttraumatic stress disorder has arisen in the light of current world events, such as 9/11, the ongoing war against terrorism, and violent acts of ethnic cleansing. However, the effect of traumatic stress upon the next generation has not been steadily addressed. The phenomenon of generational trauma as a secondary form of trauma that may be passed down to subsequent generations through various means of psychological transference is reviewed by means of attachment theory. Spiritual/religious forms of interventions may be of help in mitigating the harmful consequences of severe trauma in the lives of trauma survivors and its generational effects in the lives of their offspring. Additional informationNotes on contributorsMarilyn Doucet Marilyn Doucet completed her master's in counseling and spirituality from St. Paul University in Ottawa and is now in private practice. Martin Rovers Martin Rovers is a professor and supervisor in the Faculty of Human Sciences at St. Paul University. His areas of specialization are: marriage and family, family of origin, attachment theory, and spiritual 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.
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