Coping Among Canadian Youth Living With Anxiety: A Phenomenological Photovoice Study
Why this work is in the frame
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Bibliographic record
Abstract
The purpose of this phenomenological photovoice study was to explore the lived experience of coping among 58 Canadian youth diagnosed with an anxiety disorder. A youth advisory committee was actively engaged throughout the project. Two phases of interviews were conducted more than a period of 4 years (2012–2016), supplemented by photovoice in the second interview. Data analysis was informed by van Manen’s hermeneutic phenomenology approach and his “Lifeworld Existentials” of embodiment, spatiality, relationality, and temporality served as a framework for organizing the data. Coping with anxiety was experienced as difficult: Anxiety was challenging to control and youth reported looking for something they could do to give them a break from their anxious thoughts and feelings. Youth reluctantly accepted their condition, and some adopted a new perspective of their experience. Coping strategies reported by youth fall along the lived experience domains of embodiment (body), spatiality (space), relationality (relations), temporality (time) and include expressing feelings and emotions, naming anxiety, bringing their attention to the present moment, distraction, going to a familiar space to calm down, going outdoors, reaching out to someone who could “be there” for them, and being with a pet. This study contributes to the emerging lived experience research in anxiety.
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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 | 0.001 | 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 | 0.001 | 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) | 0.001 | 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