Assessing the Feasibility of an Intervention for Adolescents and Parents Transitioning out of Pediatric Eating Disorder Services: A Mixed Methods Study
Bibliographic record
Abstract
Background. The continuation of eating disorders from adolescence into adulthood often requires youth to undergo a healthcare transition from pediatric to adult eating disorder services. This transition is difficult, uncoordinated, and puts affected adolescents at an increased risk of relapse. Although transition barriers and recommendations have been identified, no known interventions exist to support youth and families transitioning to adult eating disorder services. Methods. Over a three-month period, ten 17-year-old adolescents and their parents (n=9) completed up to five intervention components designed to prepare them for the transition out of pediatric eating disorder treatment in Hamilton, Ontario. A convergent parallel mixed methods design was used to assess intervention feasibility, the nature of transition, and other outcomes, with equal emphasis on the quantitative data, where measures were collected using a single arm pre-post design, and qualitative data, which comprised of written reflection entries and interview data, was informed by Qualitative Description, and analyzed using qualitative content analysis. Results. Quantitative data pertaining to chosen feasibility indicators showed that adolescents and parents completed an average of 73% and 78% of expected components respectively, all within the three-month intervention period. Findings generated from the qualitative data indicated that participants found the intervention helpful, convenient, and easy to navigate. Of the seven adolescents interviewed, most were planning to transition to their family doctor, a private therapist, or both, while awaiting entry to specialized adult mental health care. Conclusions. This intervention is acceptable, feasible, and highlights likely care pathways among transition-age youth with eating disorders. These findings support the continuation of this research using more rigorous study designs to examine the effectiveness of this intervention in larger and more diverse samples.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.054 | 0.043 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.004 | 0.002 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.002 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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 source (direct Gemma or distilled Codex), 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".