Understanding experiences of disclosing and receiving disclosures of nonsuicidal self-injury amongst peers in university: A qualitative investigation
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
Nonsuicidal self-injury (NSSI) is a frequently occurring mental health concern among emerging adults in university, but one that is often concealed. Given that the disclosure of NSSI can provide opportunities to receive support, promoting positive disclosure experiences for students is important. However, the experiences of disclosing for both disclosers and recipients are not well understood. In the present study, we examined experiences leading up to, during, and following disclosures from students with lived experience giving and/or receiving a peer disclosure of NSSI. Semi-structured interviews were conducted with 20 undergraduate students (Mage = 19.95, 80% female), and reflexive thematic analysis was used. Four shared themes were identified : 1) The choice to disclose is a social cost-benefit analysis, in which context and past experiences matter, 2) Individuals seek emotional and practical support from their peers via disclosure, 3) Supportive responding constitutes care, empathy, and non-judgment, and 4) Disclosure can lead to awareness, change, and growth. One theme was unique to recipients: 5) Disclosure can be an overwhelming process, and many recipients feel ill-equipped to respond. Findings can be used to inform mental health literacy efforts for students on university campuses.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 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