“Illustrating” the Role of the Expressive Arts Among Children and Youth with Cystic Fibrosis: A Narrative Review
Why this work is in the frame
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Bibliographic record
Abstract
Abstract: In this paper, the authors conduct a narrative review of the literature to explore the role of the expressive arts in the lives of children and youth with cystic fibrosis (CF). While most research designs in this review were case studies, researchers used a variety of art forms in their studies, including poetry, photography and drawing. Our findings reveal that researchers used the expressive arts to understand and address the psychosocial states, social health, physical health, and coping patterns of children with CF. The expressive arts might be a powerful tool to explore the facets of health in this population. Key Words: Cystic Fibrosis; Expressive Arts; Narrative Review; Child; Youth. Résumé : Les autrices proposent dans cet article une revue narrative de la littérature afin d’étudier le rôle des arts de la scène dans la vie d’enfants et de jeunes atteints de fibrose kystique. Si la plupart des études liées à cette revue relèvent d’études de cas, les chercheurs ont utilisé pour leurs études plusieurs formes d’art, notamment la poésie, la photographie et le dessin. Nos résultats démontrent que les chercheurs ont fait appel aux arts de la scène pour comprendre et aborder les conditions psychosociales, la santé sociale, la santé physique et les modes d’adaptation des enfants atteints de fibrose kystique. Les arts de la scène pourraient bien être un excellent outil pour étudier les diverses facettes de la santé au sein de cette population. Mots-clés : fibrose kystique, arts de la scène, revue narrative, enfant, jeune.
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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 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.002 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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