Mapping the Emergence of Critical Suicide Studies: An Exploratory Qualitative Study
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
Critical suicide studies, as a formal and recognizable entity, is a relatively new site of scholarship, practice, and activism. It has emerged in the early part of the 21st century in response to some perceived limitations of dominant formulations of suicide and mainstream suicide prevention practices. In this article, we present findings from a qualitative research study undertaken to understand how critical suicide studies is unfolding and with what potential effects. Semi-structured interviews were conducted with nine scholars, practitioners, activists, and/or those with lived experience, recruited from the Critical Suicide Studies Listserv (electronic mailing list). To analyze our data, we used reflexive thematic analysis and drew on a social constructionist orientation, which acknowledges the historically and culturally contingent nature of suicide, suicidology, and practices of suicide prevention. Three overlappping themes were generated based on our analysis. As a mode of critique, critical suicide studies provides an interruption to the status quo. As a conceptual resource, it offers an alternative way of understanding suicide. As an applied practice, it offers possibilities for “doing” suicide prevention differently. Implications for future research, practice, and social change are discussed.
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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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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