Exploring factors shaping positive attitudes of adolescents towards seeking support for mental health issues in schools: a qualitative inquiry
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
High schools are a prime environment for engaging with adolescents, however only a small fraction of adolescents grappling with a mental health issue pursue help from adults. While obstacles to help–seeking are well–documented, there is a lack of research, especially qualitative studies, identifying the factors that facilitate adolescents’ help seeking at school. To address this gap, individual interviews were conducted with 32 French–speaking adolescents in Quebec (Canada) to examine factors influencing their positive attitudes about seeking help for a mental health problem from an adult at school and explore how these factors varied by type of resource (informal, formal) and mental health issues (internalized, externalized). Using reflexive thematic analysis, three factors were identified: Experiencing a quality relationship, Being listened to and understood, and Believing that help is available. Findings have implications for implementing gatekeeper training in schools and educating adolescents about the benefits of school mental health services
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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