Activity and Social Participation in the Period following a First Episode of Psychosis and Implications for Occupational Therapy
Bibliographic record
Abstract
Purpose: The study advances a conceptual understanding of activity and social participation in the period following the first episode of psychosis. Method: A constructivist, grounded theory approach was used. Data were collected from 25 primary participants who had experienced a first episode of psychosis in the previous 5 years; 15 secondary participants, such as family and friends, with knowledge of the activity and social experiences of primary participants, personal records and documents; and six key informants. Findings: The first episode of psychosis was highly disruptive and even damaging to activity and social participation. Recovering from this fall-out, to maintain engagement in activities and social participation, included the need to create new plans, adjust to affective disconnection, develop balanced lifestyles, match participation to abilities, learn new skills, and participate under new and constraining social conditions. Conclusion: The period following the first episode of psychosis is a time of high risk for disengagement from activity and social participation. Occupational therapists have an important role to play in enabling activity and social engagement. The findings offer examples of how occupational therapy services might address critical tasks for activity and social engagement.
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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 | 0.003 | 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 | 0.001 |
| 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 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".