1 Adams State University, Alamosa, CO, USA 2 Adams State University, Alamosa, CO, USA What does it mean to connect with our students? How can we think about this sense of connection in a rapidly changing digital age? As posed by Harriet Schwartz (2019), these questions stress the notion of mattering in online and distance education. Given the influx of hybrid and online Counselor Education programs in recent years (Snow et al., 2018), it is paramount to reevaluate our pedagogical approaches to counselor education. One framework for training counselors is Relational Cultural Theory (RCT; Jordan, 2010; 2017). Within the counselor education literature, RCT has been applied to experiential coursework (Lertora et al., 2020), supervision (Lenz, 2014), and doctorallevel advising (Purgason et al., 2016). A relational approach posits learning as a byproduct of the interaction between people through mutual empathy, empowerment, and authenticity (Lertora et al., 2020). In nurturing these connections, students are empowered and develop a sense of self-worth. Educators, in turn, flourish professionally and personally, potentially reducing attrition and burnout. Moreover, the teacher-student relationship demands an exploration of inherent power dynamics (Schwartz, 2019). Education requires educators to actively address the issues of race, gender, and class. Instructors must not replicate the power structures; when doing so, systems of privilege are further rooted (hooks, 1994). However, “we are far less aware of our identities that grant us privilege than those that bring marginalization, discrimination, hate, and violence” (Schwartz, 2019, p. 7). Instructors also need to name the power difference in the professor-student relationship as full transparency is critical. As hooks (1994) described, “professors who expect students to share confessional narratives but who are themselves unwilling to share are exercising power in a manner that could be coercive” (p. 21). Indeed, having a sense of vulnerability is necessary for the relational space to grow and flourish.
2 Adams State University, Alamosa, CO, USA与我们的学生建立联系意味着什么?在瞬息万变的数字时代，我们该如何看待这种联系感?正如哈里特·施瓦茨(2019)所提出的，这些问题强调了在线和远程教育的重要性。鉴于近年来混合和在线咨询教育项目的涌入(Snow等人，2018)，重新评估我们的咨询教育教学方法至关重要。一个培训咨询师的框架是关系文化理论(RCT);乔丹,2010;2017)。在咨询师教育文献中，RCT已被应用于体验式课程(Lertora et al.， 2020)、监督(Lenz, 2014)和博士级咨询(Purgason et al.， 2016)。关系方法将学习视为人与人之间通过相互同情、授权和真实性互动的副产品(Lertora et al.， 2020)。在培养这些联系的过程中，学生们得到了授权，并培养了自我价值感。反过来，教育工作者在专业和个人方面都能蓬勃发展，从而潜在地减少人员流失和倦怠。此外，师生关系需要探索内在的权力动力学(Schwartz, 2019)。教育要求教育者积极解决种族、性别和阶级问题。教员不得复制权力结构;当这样做的时候，特权制度进一步根深蒂固(hooks, 1994)。然而，“我们对赋予我们特权的身份的认识远远不如那些带来边缘化、歧视、仇恨和暴力的身份”(Schwartz, 2019，第7页)。教师还需要指出教授与学生关系中的权力差异，因为完全透明是至关重要的。正如hooks(1994)所描述的那样，“那些期望学生分享自白叙述但自己不愿意分享的教授正在以一种可能是强制性的方式行使权力”(第21页)。事实上，有一种脆弱感是关系空间成长和繁荣的必要条件。
{"title":"Fostering Connection and Authenticity in Online Counselor Education through Relational Pedagogy","authors":"Laura Bruneau, Blaine Reilly","doi":"10.22371/tces/0007","DOIUrl":"https://doi.org/10.22371/tces/0007","url":null,"abstract":"1 Adams State University, Alamosa, CO, USA 2 Adams State University, Alamosa, CO, USA What does it mean to connect with our students? How can we think about this sense of connection in a rapidly changing digital age? As posed by Harriet Schwartz (2019), these questions stress the notion of mattering in online and distance education. Given the influx of hybrid and online Counselor Education programs in recent years (Snow et al., 2018), it is paramount to reevaluate our pedagogical approaches to counselor education. One framework for training counselors is Relational Cultural Theory (RCT; Jordan, 2010; 2017). Within the counselor education literature, RCT has been applied to experiential coursework (Lertora et al., 2020), supervision (Lenz, 2014), and doctorallevel advising (Purgason et al., 2016). A relational approach posits learning as a byproduct of the interaction between people through mutual empathy, empowerment, and authenticity (Lertora et al., 2020). In nurturing these connections, students are empowered and develop a sense of self-worth. Educators, in turn, flourish professionally and personally, potentially reducing attrition and burnout. Moreover, the teacher-student relationship demands an exploration of inherent power dynamics (Schwartz, 2019). Education requires educators to actively address the issues of race, gender, and class. Instructors must not replicate the power structures; when doing so, systems of privilege are further rooted (hooks, 1994). However, “we are far less aware of our identities that grant us privilege than those that bring marginalization, discrimination, hate, and violence” (Schwartz, 2019, p. 7). Instructors also need to name the power difference in the professor-student relationship as full transparency is critical. As hooks (1994) described, “professors who expect students to share confessional narratives but who are themselves unwilling to share are exercising power in a manner that could be coercive” (p. 21). Indeed, having a sense of vulnerability is necessary for the relational space to grow and flourish.","PeriodicalId":188478,"journal":{"name":"Journal of Technology in Counselor Education and Supervision","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133190003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
1 Nova Southeastern University, Fort Lauderdale, FL, USA 2 Florida International University, Miami, FL, USA Social media is a rapidly growing online platform for professional counselors and counseling organizations to communicate with the public, but little is known how counsleing organizations utilize social media. The authors content analyzed posts from nine ACA divisions’ Facebook pages to explore how professional counseling organizations utilize social media to engage with outline followers. Sharing links to external websites was the most frequently occurring post but such postings were less likely to engage followers than sharing post, photo, or events from within Facebook or uploading a photo directly. Recommendations for counseling organizations to engage in effective social media practices are presented. Emerging, Experimental and Current Topics Relevant to Technology in Counselor Education, Supervision and Practice
{"title":"A Content Analysis of Counseling Organizations’ Social Media Usage","authors":"W. McKibben, Sandra Logan-McKibben","doi":"10.22371/tces/0001","DOIUrl":"https://doi.org/10.22371/tces/0001","url":null,"abstract":"1 Nova Southeastern University, Fort Lauderdale, FL, USA 2 Florida International University, Miami, FL, USA Social media is a rapidly growing online platform for professional counselors and counseling organizations to communicate with the public, but little is known how counsleing organizations utilize social media. The authors content analyzed posts from nine ACA divisions’ Facebook pages to explore how professional counseling organizations utilize social media to engage with outline followers. Sharing links to external websites was the most frequently occurring post but such postings were less likely to engage followers than sharing post, photo, or events from within Facebook or uploading a photo directly. Recommendations for counseling organizations to engage in effective social media practices are presented. Emerging, Experimental and Current Topics Relevant to Technology in Counselor Education, Supervision and Practice","PeriodicalId":188478,"journal":{"name":"Journal of Technology in Counselor Education and Supervision","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133673138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Distance learning has signifi cantly changed the face of counselor education and has greatly enhanced the learning process, becoming more prominent since the national pandemic of COVID-19. However, experiential learning, a primary component for counselor education students, can be particularly challenging for some instructors as they may struggle with developing key learning competencies and experiences via distance formats (Schreiber et al., 2021). Using the Theory of Online Learning Quality as a theoretical framework (Hathaway, 2009), we provide practical implications for how faculty can implement best practices for distance learning while maintaining active engagement for counseling students. In addition, we review online learning from a social justice lens, evaluating the diverse needs of various counseling students’ identities and the unique challenges they face that impact curriculum.
远程学习极大地改变了辅导员教育的面貌，极大地提升了学习过程，在全国新冠肺炎大流行后，这一点更加突出。然而，作为辅导员教育学生的主要组成部分，体验式学习对一些教师来说尤其具有挑战性，因为他们可能难以通过远程形式发展关键的学习能力和经验(Schreiber et al.， 2021)。使用在线学习质量理论作为理论框架(Hathaway, 2009)，我们为教师如何在保持积极参与辅导学生的同时实施远程学习的最佳实践提供了实际意义。此外，我们从社会公正的角度审视在线学习，评估各种咨询学生身份的不同需求以及他们面临的影响课程的独特挑战。
{"title":"Logged In, Zoomed Out: Creating & Maintaining Virtual Engagement for Counselor Education Students","authors":"Dilian Rolins, Léa Herbert, Galaxina G. Wright","doi":"10.22371/tces/0016","DOIUrl":"https://doi.org/10.22371/tces/0016","url":null,"abstract":"Distance learning has signifi cantly changed the face of counselor education and has greatly enhanced the learning process, becoming more prominent since the national pandemic of COVID-19. However, experiential learning, a primary component for counselor education students, can be particularly challenging for some instructors as they may struggle with developing key learning competencies and experiences via distance formats (Schreiber et al., 2021). Using the Theory of Online Learning Quality as a theoretical framework (Hathaway, 2009), we provide practical implications for how faculty can implement best practices for distance learning while maintaining active engagement for counseling students. In addition, we review online learning from a social justice lens, evaluating the diverse needs of various counseling students’ identities and the unique challenges they face that impact curriculum.","PeriodicalId":188478,"journal":{"name":"Journal of Technology in Counselor Education and Supervision","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121070976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
1 University of San Diego, San Diego, CA, USA 2 University of San Diego, San Diego, CA, USA 3 University of San Diego, San Diego, CA, USA Counselor Education programs have historically prepared and trained trainees for the in person realities of the mental and behavioral health workforce. To aid in that training, counselor education programs in the United States have a long history of conducting clinical instruction in on-campus university counseling training clinics (Meyers & Smith, 1995) and community sites. These programs are typically described as brick and mortar clinics (see Hittner and Fawcett, 2012). While the Council for Accreditation of Counseling and Related Educational Program (CACREP, 1994) at one time developed standards for what were formerly known as counselor education laboratories, current CACREP (2016) standards no longer include such guidance. Holden and Kern (1996) described a case study in the physical design of an on-campus counselor education clinic, and Myers (1994) edited a volume on the topic of developing counselor education libraries. However, this work from the 1990s pre-dates the advent of web-based video conferencing technologies and consequently offers no guidance on the implementation of such technology in a modern counselor education training clinic. Despite the technology and infrastructure of telehealth being available since the mid 1990s, there was not a wide adoption among counselor educators to train students to utilize telehealth options or for community mental health clinicians in seeing clients virtually. The ongoing global COVID-19 pandemic has literally forced mental health providers to see clients remotely and amplified the need for telehealth training models, as Ortiz and Levine (2021) describe in their recent article. In addition, the COVID-19 pandemic has required that Counselor Education programs teach and provide training to students on effectively utilizing telehealth options. While many Counselor Education programs heavily rely on community sites to provide the necessary practicum and internship experiences for their trainees, many community sites during the pandemic were not able to provide telehealth options to their clients, supervisors were not trained in telehealth or virtual supervision, and many counselor education programs did not provide comprehensive training needed for students to know how to provide ethical and competent counseling in telehealth long term. However, from March 2020, the need to adopt and increase training in telehealth is no longer an innovative idea or elective, but With this article the authors hope to establish a precedent of publishing case studies in technology related implementation in counselor education and supervision with a focus on factors that drive as well as hinder such implementation. This case study described the design, proposal and implementation of a telemental health training clinic at the University of San Diego in San Diego, CA. Additionally, th
{"title":"Launching a University Tele-mental Health Counseling Training Clinic: A Case Study","authors":"W. Callahan, Erika Cameron, Carrie J. Tremble","doi":"10.22371/tces/0002","DOIUrl":"https://doi.org/10.22371/tces/0002","url":null,"abstract":"1 University of San Diego, San Diego, CA, USA 2 University of San Diego, San Diego, CA, USA 3 University of San Diego, San Diego, CA, USA Counselor Education programs have historically prepared and trained trainees for the in person realities of the mental and behavioral health workforce. To aid in that training, counselor education programs in the United States have a long history of conducting clinical instruction in on-campus university counseling training clinics (Meyers & Smith, 1995) and community sites. These programs are typically described as brick and mortar clinics (see Hittner and Fawcett, 2012). While the Council for Accreditation of Counseling and Related Educational Program (CACREP, 1994) at one time developed standards for what were formerly known as counselor education laboratories, current CACREP (2016) standards no longer include such guidance. Holden and Kern (1996) described a case study in the physical design of an on-campus counselor education clinic, and Myers (1994) edited a volume on the topic of developing counselor education libraries. However, this work from the 1990s pre-dates the advent of web-based video conferencing technologies and consequently offers no guidance on the implementation of such technology in a modern counselor education training clinic. Despite the technology and infrastructure of telehealth being available since the mid 1990s, there was not a wide adoption among counselor educators to train students to utilize telehealth options or for community mental health clinicians in seeing clients virtually. The ongoing global COVID-19 pandemic has literally forced mental health providers to see clients remotely and amplified the need for telehealth training models, as Ortiz and Levine (2021) describe in their recent article. In addition, the COVID-19 pandemic has required that Counselor Education programs teach and provide training to students on effectively utilizing telehealth options. While many Counselor Education programs heavily rely on community sites to provide the necessary practicum and internship experiences for their trainees, many community sites during the pandemic were not able to provide telehealth options to their clients, supervisors were not trained in telehealth or virtual supervision, and many counselor education programs did not provide comprehensive training needed for students to know how to provide ethical and competent counseling in telehealth long term. However, from March 2020, the need to adopt and increase training in telehealth is no longer an innovative idea or elective, but With this article the authors hope to establish a precedent of publishing case studies in technology related implementation in counselor education and supervision with a focus on factors that drive as well as hinder such implementation. This case study described the design, proposal and implementation of a telemental health training clinic at the University of San Diego in San Diego, CA. Additionally, th","PeriodicalId":188478,"journal":{"name":"Journal of Technology in Counselor Education and Supervision","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129601140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Virtual Research Conference Presentations: A Research Course Assignment Students Love","authors":"Margaret R. Lamar, Donna S. Sheperis","doi":"10.22371/tces/0005","DOIUrl":"https://doi.org/10.22371/tces/0005","url":null,"abstract":"","PeriodicalId":188478,"journal":{"name":"Journal of Technology in Counselor Education and Supervision","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126710355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Ungrading an Online Counseling Course","authors":"Leah K. Clarke","doi":"10.22371/tces/0019","DOIUrl":"https://doi.org/10.22371/tces/0019","url":null,"abstract":"","PeriodicalId":188478,"journal":{"name":"Journal of Technology in Counselor Education and Supervision","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117233999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, the results of an Interpretative Phenomenological Analysis qualitative research study are presented. This study explored the experiences of counselors-in-training learning how to conduct telehealth counseling during their practicum experience. Telehealth counseling was implemented for training due to the global COVID-19 pandemic. Results highlighted the fi ve superordinate themes of participants: (1) importance of relationships, (2) emotional awareness; (3) counselor development; (4) belief in counseling; and (5) skill acquisition. Participant quotes are included to convey the essence of their experiences. Following the presentation of results, a discussion with implications and the need for future research is presented.
{"title":"Students’ Experiences Conducting Telehealth Counseling During a Pandemic","authors":"Laura Gallo, Regina R. Moro, Molly Moran","doi":"10.22371/tces/0012","DOIUrl":"https://doi.org/10.22371/tces/0012","url":null,"abstract":"In this article, the results of an Interpretative Phenomenological Analysis qualitative research study are presented. This study explored the experiences of counselors-in-training learning how to conduct telehealth counseling during their practicum experience. Telehealth counseling was implemented for training due to the global COVID-19 pandemic. Results highlighted the fi ve superordinate themes of participants: (1) importance of relationships, (2) emotional awareness; (3) counselor development; (4) belief in counseling; and (5) skill acquisition. Participant quotes are included to convey the essence of their experiences. Following the presentation of results, a discussion with implications and the need for future research is presented.","PeriodicalId":188478,"journal":{"name":"Journal of Technology in Counselor Education and Supervision","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124072047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Susan F. Branco, Sarah Karges, Whitney Swann, Lizzie O'Leary
{"title":"Moving Towards an Anti-Racist Curriculum: Student and Counselor Educator Advocacy","authors":"Susan F. Branco, Sarah Karges, Whitney Swann, Lizzie O'Leary","doi":"10.22371/tces/0028","DOIUrl":"https://doi.org/10.22371/tces/0028","url":null,"abstract":"","PeriodicalId":188478,"journal":{"name":"Journal of Technology in Counselor Education and Supervision","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122504052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
is to counselor education and the continue post COVID-19 histo-ry of distance education technology in counselor education is first explored and the challenges of this learning model are discussed along with the ethical, legal and regulatory implications. the future of counselor education is explored along with emerging technologies that may again disrupt our teaching and learning models.
{"title":"The Past, Present and Future of Online Counselor Education","authors":"Kelly Coker, W. Snow, S. Hinkle","doi":"10.22371/tces/0006","DOIUrl":"https://doi.org/10.22371/tces/0006","url":null,"abstract":"is to counselor education and the continue post COVID-19 histo-ry of distance education technology in counselor education is first explored and the challenges of this learning model are discussed along with the ethical, legal and regulatory implications. the future of counselor education is explored along with emerging technologies that may again disrupt our teaching and learning models.","PeriodicalId":188478,"journal":{"name":"Journal of Technology in Counselor Education and Supervision","volume":"129 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124781134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lucy Parker Barnes, Yara Abu Hussein, Ryan J. Alexander, Kileen Barry, Monica Behera, Effy Chambers, Samuel Chase, Leslie Delaney, Vanessa Filmonor, Robert Giansante, Jamie Kassa, Lily Kairis, Emily Kimmerlman, Laura J. Leslie, Jesse Linneman, Maeve Kirby, N. McKillip, C. Powell, Lisa L. Rollins, Courtney Rowley, Lydia Rhodes, L. Sams, Chris Sharff, E. Wright
{"title":"Implementing an Online Research Group about Classism in Counselor Education","authors":"Lucy Parker Barnes, Yara Abu Hussein, Ryan J. Alexander, Kileen Barry, Monica Behera, Effy Chambers, Samuel Chase, Leslie Delaney, Vanessa Filmonor, Robert Giansante, Jamie Kassa, Lily Kairis, Emily Kimmerlman, Laura J. Leslie, Jesse Linneman, Maeve Kirby, N. McKillip, C. Powell, Lisa L. Rollins, Courtney Rowley, Lydia Rhodes, L. Sams, Chris Sharff, E. Wright","doi":"10.22371/tces/0018","DOIUrl":"https://doi.org/10.22371/tces/0018","url":null,"abstract":"","PeriodicalId":188478,"journal":{"name":"Journal of Technology in Counselor Education and Supervision","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132690500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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