Unreachable Loneliness: Informal Supports Role Amid Low Belonging Perceptions of Suicide-Vulnerable Youth
Bibliographic record
Abstract
Suicide remains a leading cause of death for young people. This study explores the critical role of informal supports in the lives of youth facing suicidal crises by tracing the role of belonging throughout suicidal episodes. Using interpretative phenomenological analysis, this study aims to provide a holistic view of belongingness couched in the rich context of lived experience, broadening the scope of belongingness while taking into account the acute nature of the construct. Three young adults who experienced suicidal episodes during adolescence were interviewed. Participants described how their suicidal thoughts often overshadowed their ability to perceive support from family and friends, rendering them emotionally unreachable at crucial moments. Yet, these significant others played critical roles at every level of analysis. The study identifies key strategies for informal supports, including persistent engagement, non-abandonment, openness, and reciprocal support, to effectively address suicidal episodes. Additionally, this work draws out upstream policy recommendations for communities and policy makers. Findings underscore the importance of understanding and navigating the complex dynamics of belongingness and informal support during suicidal episodes. This research contributes to suicide prevention by emphasizing the need for informal supports, as key links of a social safety net, in bridging the gap between perceived and actual care.
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.
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 | 0.013 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| 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 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".