A “blip in the road”: experiences of identity after a first episode of psychosis
Bibliographic record
Abstract
Introduction: Psychosis can affect identity in fundamental ways. Increasingly, those experiencing psychosis for the first time are enrolled in early intervention services. We sought to explore how individuals enrolled in such services felt their identity was impacted by their experience of psychosis.Methods: In-depth interviews exploring themes related to identity and psychosis were conducted with 10 participants from two early intervention services in New York City.Findings: The experience of psychosis alienated many participants from themselves, although participants differed in whether these experiences were meaningful to their self-understanding. Participants also varied in how they sought to explain their experiences of psychosis; some participants questioned their diagnoses and the explanations offered to them, whereas others tried to negotiate between a clinical description of psychosis and their own understanding of their experiences. Many participants also experienced positive changes following their experience of psychosis, including greater maturity, empathy, and compassion.Discussion: Some participants appeared to take on recovery styles of both integrating and sealing-over in response to their experience of psychosis, while most participants’ reports were suggestive of post-traumatic growth. Several struggled to make sense of the explanatory frameworks offered to them, drawing from various explanatory frameworks in a form of bricolage.
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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 | 0.000 | 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) | 0.006 | 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".