Struggling to manage: A constructivist grounded theory of hoarding behaviours
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
Abstract Hoarding behaviours can cause numerous problems including health risks, family conflict, and removal of children and pets from the home. Hoarding research typically adopts a cognitive‐behavioural framework and uses quantitative methods; we aimed to further understand the development of hoarding behaviour from a qualitative perspective. Constructivist grounded theory methods were employed across two phases of data collection via semi‐structured interviews with participants identifying as exhibiting hoarding behaviours. Provisional categories were developed in phase one; further data analysis in phase two helped to establish our grounded theory. The theoretical core is a struggle to manage possessions and life, including life transitions such as moving to a new home and starting or finishing university. ‘Struggling to manage’ incorporates emotional struggles with possessions and the impacts of personal trauma and overwhelming life events. A further category, ‘Trying to overcome hoarding’ incorporates participants' efforts to manage and overcome their hoarding. Findings highlight the importance of viewing hoarding in a holistic context.
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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 | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| 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