The Clinical Utility of Spirituality and Religion in Meaning-Making Theory for Suicide Loss Survivors: A Scoping Review
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
In the case of violent/traumatic loss due to a completed suicide, there can be an overwhelming and complicated grief reaction followed by a spiritual need for the process of sense making and finding meaning. Some emerging literature on suicide loss survivors (SLSs) denotes that suicide loss is more similar to other forms of bereavement but is uniquely characterized by high levels of shame, guilt, self-blame, and stigma. This article examines themes within the current literature on the bereavement process, meaning-making theory, religion, and spirituality. The aim of this scoping review was to consider the question concerning the clinical utility of accompanying meaning-making interventions with a spiritually informed approach for SLS. The research was conducted through a scoping review. Records were identified through database searches of ProQuest (N = 93); OMNI (N = 184); and EBSCO (N = 63). Through a process involving identification, screening, and eligibility guided by inclusion and exclusion criteria, a total of 25 (N = 25) articles were used. These articles were analyzed in-depth for commonalities. Grief experiences, religious and spiritual experiences and meaning-making were three themes that emerged from the literature. In conclusion, this review elevates the importance of an integrated clinical counselling approach that encourages meaning-making within the context of spirituality to promote positive psychotherapy outcomes and growth for SLSs.
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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 | 0.013 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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