‘Trying to Fix What is Broken’: Experiences of Encountering Children in Armed Conflict During Military Service
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
Canadian Armed Forces Veterans, clinicians, and researchers (n = 39) engaged in Participatory Action Research to enhance understanding of the mental health impacts of deployment-related encounters with children and to identify recommendations to better prevent, mitigate, and address the mental health effects of these encounters. Four key findings emerged: (1) the variation and gendered experiences and impacts of encounters with children; (2) the need for pre-deployment education around concepts of moral injury, military culture and childhood; (3) the role of military institutional readiness and proactive leadership support in mitigating the impacts of potentially morally injurious encounters with children; and (4) a requirement for long-term, comprehensive and integrated services, spanning formal and informal networks, to support personnel impacted by encounters with children. This research reveals that centreing shared experiences through participatory and trauma-informed approaches in military mental health research offer meaningful insights on addressing moral injuries related to encounters with children.
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) | 0.001 | 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