Examining the Perceptions and Attitudes of Nova Scotia's Healthcare Workers Toward Suicidal Youth and Their Families
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: Background: Youth suicidality presents challenges for healthcare workers, particularly in Nova Scotia, Canada, where rates exceed national averages. Professional confidence, comfort, and anxiety in managing suicidal youth may be associated with training and education. Aims: This study examined associations between healthcare workers’ educational backgrounds, their mental health training, and their perceptions, attitudes, and emotional responses when working with suicidal youth. Method: A cross-sectional survey of 123 healthcare workers in Nova Scotia assessed demographics, training, and clinical responses. Descriptive statistics, Pearson’s correlations, t-tests, and regression analyses (adjusting for experience) examined associations between training, confidence, comfort, and anxiety. Results: Participants reported moderate confidence ( M = 3.7, SD = 0.9) and comfort ( M = 3.7, SD = 0.9), with higher anxiety ( M = 3.0, SD = 1.0), particularly in family-related contexts ( M = 3.5, SD = 1.1). General training was associated with greater confidence and comfort but not significantly with anxiety. Specialized training (e.g., mental health degrees) was associated with lower anxiety and reduced avoidance of suicidal youth and families. Limitations: The cross-sectional design, self-report measures, and purposive sampling limit causal inference and generalizability. Conclusion: Findings suggest training type relates to professional responses, highlighting the need for further research on tailored educational interventions.
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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 | 0.000 | 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