The prediction and prevention of suicide: Introduction to the special issue.
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 delivery of psychological services including screening, assessing, and providing interventions to suicidal individuals occurs within all public and organized care settings where psychologists practice. These services are typically the most demanding and important clinical tasks these psychologists will perform. To inform aspects of such practice, the journal issued a call for papers and 16 of the articles received in response are part of this special issue and reviewed in this Introduction. These articles inform three broad psychological service perspectives: conceptual models and assessment, interventions, and special populations and cultures. From female firefighters and adolescent girls with chronic pain, to our veterans and military personnel and those incarcerated, the samples drawn, studied, and written about in this special issue represent an effort to address our current need for actionable knowledge in this area. The opening section presents four papers on models and assessments, the next considers individual and group interventions and perspectives on access to care, and the final section walks us through a myriad of special populations and cultures to understand facets of the prediction and prevention of suicide. (PsycINFO Database Record
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 | 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) | 0.002 | 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