The Perceived Impact of Parental Depression on the Narrative Construction of Personal Identity: Reflections from Emerging Adults
Why this work is in the frame
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Bibliographic record
Abstract
This paper presents a narrative analysis of emerging adults’ perceptions of the impact of parental depression on themselves as they reflected back on their lives in their natal home. Archived interview narratives were analyzed from sixteen respondents from a preventive intervention study of depression in families. The perceptions of parental depression and the perceived impact of parental depression were found to fall into five perspectives: resistance (no impact), negativity (being disadvantaged), ambivalent perspectives (disadvantaged but also sensitized), acceptance (reconciling with loss), and, compassion (sensitivity and caregiving). The findings from the narratives indicated that the perceived impacts of parental depression spanned a spectrum of responses, not all of which were negative. Emerging adults with their own history of depression reported a more resistant or negative perceived impact of parental depression, and more boys than girls narrated perceived negative impacts of parental depression on the self. These perspectives on parental depression derived from the narratives offer clinicians and family therapists a means of understanding the impact of depression on emerging adults’ sense of self. Implications of language usage, such as tense and coherence, are also discussed.
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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 | 0.001 |
| 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 | 0.001 |
| 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