Cocreating Life Pathways: Problem Gambling and its Impact on Families
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
The objective of this study was to present a grounded theory specific to problem gambling and its impact on families. The research question was ‘‘How does problem gambling impact the family?’’ Twenty-two families participated in the study; most families (n = 21) were involved in treatment for problem gambling. In total, 47 interviews were conducted with 37 family members. Using the grounded theory method, the interviews were analyzed and the resulting theory is comprised of seven interrelated, dynamic, and iterative elements. The first two elements, trauma and trigger, are specific to the problem gambler. These two elements are foundational to the initiation of problem gambling and are referred as the problem gambling platform. Once problem gambling behavior is initiated, both the gambler and other family members individually and collectively experience the other five elements including transition, tension and turmoil, transformation, transcendence, and termination. Understood from a holistic perspective, the psychosocial processes described in this theory ultimately result in family members cocreating life pathways for both themselves and other family members. Representing the uniqueness of each individual family member’s journey within the context of the family environment, this theory highlights the need for relational, family-focused care, and treatment options.
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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 | 0.001 | 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 it