Emotional Changes and Experiences of Parents with Cancer Following CLIMB® Program: A Pilot Study
Bibliographic record
Abstract
When a parent raising a child develops cancer, he/she faces difficulties in continuing the parental role. For parents to face their own cancer treatment with peace of mind, supporting them in reducing challenges related to the parental role and promoting communication with their children is essential. This pilot study was designed to implement the Children’s Lives Include Moments of Bravery (CLIMB®) program for cancer parents and determine quality of life (QoL), psychological anxiety, and parents’ emotional changes/experiences. This study analyzed the changes in scores for QoL and psychological anxiety before and after participation in CLIMB®. The changes perceived by the parents were examined qualitatively and descriptively through semi-structured interviews. There were five participants (four mothers and one father). Their mean age was 48 ± 7.0 years. QoL increased from 63.4 ± 4.1 (63.0) to 69.2 ± 5.1 (70.0) points. On the subscale, emotional changes/experiences increased significantly from 16.6 ± 3.1 (16.0) to 20.4 ± 3.2 (20.0) points (p = 0.04). Psychological anxiety, measured using the State-Trait Anxiety Inventory (STAI), decreased for both state and trait anxiety (p = 0.04). After participating in CLIMB®, parents recognized their own hard work and felt less guilty about their children. In the parent-child relationship, parents and children were able to face cancer together and communicate their feelings to each other. It is essential to continue to intervene to promote communication between parents and children.
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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 | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 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".