Young adults’ experiences of parental divorce or separation during their adolescence: An occupational perspective
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
In this article we present a narrative exploration of adolescent and young adult occupation surrounding a parental divorce or separation. Adolescence is a time of great change and exploration in daily life. The addition of a parental divorce can make this period of understanding one's desires, responsibilities, and lifelong occupational preferences less stable. Parental divorce changes the family structure, routines and habits, as well as the relationships and responsibilities of the teens and young adults within their family. This study included six participants who had experienced a parental divorce between the ages of 10 and 20. Major themes that emerged include coping through the use of occupation, changing roles and responsibilities following divorce, and the support available to and from the participants. While these concepts fit with the current literature regarding parental divorce, the use of an occupational lens allowed for a deeper understanding of meaningful engagement in life surrounding parental divorce and separation, and how adolescents' daily lives are affected by the associated transitions.
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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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.003 |
| Open science | 0.001 | 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