Youth narratives-in-action: Exploring the experience of participation in occupation for youth with neurological disabilities
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
Background: Adolescence is a critical developmental period during which youth with neurological disabilities often face barriers to participation in occupation. In occupational science, youth perspectives remain underrepresented in research, and the current literature largely relies on retrospective methods. This study sought to describe the experiences of participation in occupation for high school-aged youth with neurological disability by integrating observational and reflective methods.Methods: This study employed narrative-in-action methodology grounded in the life course perspective with two youth-parent dyads in the United States (n = 4). Data were collected using observations, interviews (photo-elicited and semi-structured), and informal conversations. Analysis was an iterative process following hermeneutic principles and employing narrative analysis and analysis of narratives.Findings and Discussion: Youth experiences of participation in occupation are presented through two narrative scenes, with three corresponding analytical points arising across both narratives: 1) habits and routines; 2) sense of body and linked-lives; and 3) lifespan development. These points revealed participation in occupation as an evolving, emplaced experience shaped by historical, relational, and spatial contexts. Emplacement—the situated and embodied engagement with place—emerged as a critical construct that illustrated how the youths’ mind, body, and environment interacted through pre-reflective and routine actions. This study advances occupational science by illustrating how youth experience participation as a dynamic integration of action, meaning, and place across the life course.
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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 | 0.003 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| 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