The Lived Experience and Impact of Compassion for Others in Undergraduate Students’ Recovery From Suicidal Ideation
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
Suicide is a leading cause of death for undergraduate students, with there being a crucial need to understand sources of suicide prevention for this population. While the benefits of compassion toward others appear to align with the psychological targets of recovery from suicidal ideation, little is known about the potential role of compassion for others in undergraduate students’ recovery process. The purpose of this qualitative study was to explore the experience and impact of compassion toward others, as it relates to undergraduate students’ recovery from suicidal thinking. We interviewed six undergraduate students about their experiences of compassion toward others and its impact on recovery. Using data analyses methods from interpretative phenomenological analysis, six superordinate themes emerged, including: sense of meaning and purpose, reciprocity, positive self-concept, non-judgement and acceptance, social connection, and the cost of compassion. Implications for counseling, limitations, and future directions for research are discussed.
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 | 0.000 | 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) | 0.000 | 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