THINKING THE OTHER SIDE OF YOUTH SUICIDE: ENGAGEMENTS WITH LIFE
Bibliographic record
Abstract
Despite a vast and growing body of published empirical literature on this topic and a recent profusion of new prevention programs, suicide continues to be the second leading cause of death among young people in Canada. Current knowledge about preventing suicide and suicidal behaviours among youth is extremely limited and thus the call for greater diversity and creativity in our theories and practices is more vital than ever. The purpose of this article is to open up new spaces for critical and innovative thinking about suicide and suicide prevention, with a particular focus on youth populations and those who work with youth. Post-structural theory is mobilized in the critique of dominant biomedical conceptualizations of suicide in order to create new spaces for thinking suicide otherwise, and to mobilize opportunities for youth to think with adults in the exploration of life affirming alternatives. Working against any final or authoritative impulse to determine “what suicide is”, we draw on theoretical and ontological frameworks that privilege difference, complexity, multiplicity, movement, and contradictions. This article is an invitation to engage with life in its creative, playful, and affirmative character; to seek joy, hope and a future in thinking suicide otherwise.
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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 | 0.001 | 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 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".