Pub Date : 2024-08-30eCollection Date: 2024-10-01DOI: 10.1093/cs/cdae020
Tara Powell, Greta Wetzel, Jodi Berger Cardoso
The Journey of Hope (JoH) is an evidence-based behavioral health prevention intervention model designed for disaster-affected children and youth. While the in-person JoH model has been extensively delivered and studied, the virtual implementation of this intervention, specifically tailored for the unique needs of children and youth during the COVID-19 pandemic, has not been previously explored. In this context, authors of this article adapted the JoH to a virtual delivery model, aiming to provide access to behavioral health preventive services for children and youth during the COVID-19 pandemic when in-person services were not feasible. This adaptation, utilizing the dynamic adaptation process (DAP) and community-based participatory research (CBPR) principles, was carefully designed to meet pandemic-related challenges while maintaining the core components of the original intervention. The primary objectives of this article are twofold: (1) to provide an overview of the theoretical and conceptual underpinnings of the JoH-C19, including the framework that guided the adaptation, and (2) to describe the virtually adapted curriculum and initial pilot of the JoH-C19. This adaptation represents a crucial step in ensuring the accessibility of virtual behavioral health interventions for young populations facing various collective traumas and challenges in a rapidly evolving world.
{"title":"The Dynamic Adaptation of the Journey of Hope: A School-Based Intervention to Support Pandemic and Disaster-Affected Children and Youth.","authors":"Tara Powell, Greta Wetzel, Jodi Berger Cardoso","doi":"10.1093/cs/cdae020","DOIUrl":"10.1093/cs/cdae020","url":null,"abstract":"<p><p>The Journey of Hope (JoH) is an evidence-based behavioral health prevention intervention model designed for disaster-affected children and youth. While the in-person JoH model has been extensively delivered and studied, the virtual implementation of this intervention, specifically tailored for the unique needs of children and youth during the COVID-19 pandemic, has not been previously explored. In this context, authors of this article adapted the JoH to a virtual delivery model, aiming to provide access to behavioral health preventive services for children and youth during the COVID-19 pandemic when in-person services were not feasible. This adaptation, utilizing the dynamic adaptation process (DAP) and community-based participatory research (CBPR) principles, was carefully designed to meet pandemic-related challenges while maintaining the core components of the original intervention. The primary objectives of this article are twofold: (1) to provide an overview of the theoretical and conceptual underpinnings of the JoH-C19, including the framework that guided the adaptation, and (2) to describe the virtually adapted curriculum and initial pilot of the JoH-C19. This adaptation represents a crucial step in ensuring the accessibility of virtual behavioral health interventions for young populations facing various collective traumas and challenges in a rapidly evolving world.</p>","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":"46 4","pages":"233-243"},"PeriodicalIF":1.2,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11450952/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142381818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Universities have the potential to bring significant assets to community school development, and community school models align with emerging priorities in higher education, including shifts toward community engagement. University-assisted community schools (UACS) present an ideal place for these mutual interests to be met, although barriers to these partnerships exist. Experiences from the state of New Mexico provide a unique case study of successes and challenges with the development of UACS. This article draws on the historic and current efforts to build UACS in New Mexico, sharing key considerations for university faculty, PK–12 educators and administrators, social workers, and social work faculty. The authors integrate literature around the development of UACS and their personal experiences as university faculty and district/community leaders in New Mexico, describing successful partnerships and barriers to sustainability. These experiences are used to propose key features, structures, and resources to consider in the development of UACS and the integration of social work into these structures.
{"title":"From Intent to Impact: Building University-Assisted Community Schools in New Mexico","authors":"Stacy A Gherardi, David Greenberg","doi":"10.1093/cs/cdad022","DOIUrl":"https://doi.org/10.1093/cs/cdad022","url":null,"abstract":"Universities have the potential to bring significant assets to community school development, and community school models align with emerging priorities in higher education, including shifts toward community engagement. University-assisted community schools (UACS) present an ideal place for these mutual interests to be met, although barriers to these partnerships exist. Experiences from the state of New Mexico provide a unique case study of successes and challenges with the development of UACS. This article draws on the historic and current efforts to build UACS in New Mexico, sharing key considerations for university faculty, PK–12 educators and administrators, social workers, and social work faculty. The authors integrate literature around the development of UACS and their personal experiences as university faculty and district/community leaders in New Mexico, describing successful partnerships and barriers to sustainability. These experiences are used to propose key features, structures, and resources to consider in the development of UACS and the integration of social work into these structures.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134931516","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}
Adolescent suicide is a public health issue with 15 percent of adolescents experiencing the suicide loss of a classmate, acquaintance, or friend. This article reports findings from an online survey of individuals (N = 40) who lost a peer to suicide in middle or high school. The most frequently provided school-based postvention responses were school counselors, outside grief counselors, education on depression and suicide, and assemblies. Participants identified the following student needs from schools following a student suicide death: genuineness and sincerity of response, easy-to-access supports, recognition that students need help and support, awareness that students have different needs following a death, opportunities for commemoration, and flexibility in terms of academic requirements and expectations. Implications for schools are discussed, including the importance of resources for teachers and other staff supporting students, a trauma-informed response, and the careful consideration of the balance of suicide prevention and grief. Most important, it is essential for schools to recognize the magnitude of the impact of a suicide death on students, and that students need help and support from the school.
{"title":"School-Based Postvention Services: Exploring the Perspectives of Students","authors":"Rebecca G Mirick, Lawrence Berkowitz","doi":"10.1093/cs/cdad020","DOIUrl":"https://doi.org/10.1093/cs/cdad020","url":null,"abstract":"Adolescent suicide is a public health issue with 15 percent of adolescents experiencing the suicide loss of a classmate, acquaintance, or friend. This article reports findings from an online survey of individuals (N = 40) who lost a peer to suicide in middle or high school. The most frequently provided school-based postvention responses were school counselors, outside grief counselors, education on depression and suicide, and assemblies. Participants identified the following student needs from schools following a student suicide death: genuineness and sincerity of response, easy-to-access supports, recognition that students need help and support, awareness that students have different needs following a death, opportunities for commemoration, and flexibility in terms of academic requirements and expectations. Implications for schools are discussed, including the importance of resources for teachers and other staff supporting students, a trauma-informed response, and the careful consideration of the balance of suicide prevention and grief. Most important, it is essential for schools to recognize the magnitude of the impact of a suicide death on students, and that students need help and support from the school.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134931517","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}
Pub Date : 2023-08-18eCollection Date: 2023-10-01DOI: 10.1093/cs/cdad016
Young Sun Joo, Youngmi Kim
Schools and neighborhoods are adolescents' primary environments, and each has a significant influence on their academic success. The majority of studies on educational attainment have examined the impact of a single context-either the school or the neighborhood-suggesting mixed findings on school and neighborhood effects as well as potential disparities across racial groups. To address this gap, the present study examined the roles of school quality and neighborhood disadvantage on educational attainment for White and Black adolescents. This study used the National Longitudinal Study of Adolescent to Adult Health data collected from a nationally representative sample of U.S. adolescents, merging multiple data sources including in-home surveys, school administrator surveys, student-level educational records, and contextual data. Educational attainment was measured using college enrollment and graduation status. School quality was a significant predictor of college enrollment and graduation for both White and Black adolescents. Neighborhood disadvantage is significantly associated with college enrollment for both racial groups; however, college graduation is significant only for White adolescents. These findings suggest that improving school quality is particularly important for educational attainment regardless of racial background. The article concludes with a discussion on the differential roles of school quality and neighborhood disadvantage in relation to White and Black adolescents.
{"title":"Role of School Quality and Neighborhood Disadvantage in Educational Attainment: Do They Vary by Race?","authors":"Young Sun Joo, Youngmi Kim","doi":"10.1093/cs/cdad016","DOIUrl":"10.1093/cs/cdad016","url":null,"abstract":"<p><p>Schools and neighborhoods are adolescents' primary environments, and each has a significant influence on their academic success. The majority of studies on educational attainment have examined the impact of a single context-either the school or the neighborhood-suggesting mixed findings on school and neighborhood effects as well as potential disparities across racial groups. To address this gap, the present study examined the roles of school quality and neighborhood disadvantage on educational attainment for White and Black adolescents. This study used the National Longitudinal Study of Adolescent to Adult Health data collected from a nationally representative sample of U.S. adolescents, merging multiple data sources including in-home surveys, school administrator surveys, student-level educational records, and contextual data. Educational attainment was measured using college enrollment and graduation status. School quality was a significant predictor of college enrollment and graduation for both White and Black adolescents. Neighborhood disadvantage is significantly associated with college enrollment for both racial groups; however, college graduation is significant only for White adolescents. These findings suggest that improving school quality is particularly important for educational attainment regardless of racial background. The article concludes with a discussion on the differential roles of school quality and neighborhood disadvantage in relation to White and Black adolescents.</p>","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":"45 4","pages":"211-221"},"PeriodicalIF":1.2,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10541081/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41159522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Adolescent substance use is typically addressed from the perspectives of school personnel (e.g., teachers, school counselors, social workers, and resource officers) who interact daily with students in school settings. Consequences of adolescent substance use in the schools may include suspension or expulsion and possible legal involvement. However, many adolescents do not have access to evidence-based treatment to address drug and alcohol use. Services are often not available or fragmented, resulting in poor compliance with treatment and inadequate treatment outcomes for youth. Cross-sector collaboration among schools, community behavioral health agencies, and juvenile court service units offers an opportunity to improve access to care and efficiency in delivering care to adolescents with drug and alcohol problems. Illuminated through a single case study, embedded substance use treatment in schools through partnerships with the court service unit and community behavioral health providers can increase access to care. Counselors and social workers play a key role in advocating for joint efforts to increase service access and improve treatment outcomes. Advocacy efforts may include participation and leadership in community coalitions, training and consultation in evidence-based practices, and seamless communication across all organizations that serve youth with substance use disorders.
{"title":"Schools and Juvenile Treatment Drug Courts: A Case Study on Treatment Access through Collaboration and Advocacy","authors":"Jennifer Smith Ramey, Fred Volk","doi":"10.1093/cs/cdad019","DOIUrl":"https://doi.org/10.1093/cs/cdad019","url":null,"abstract":"Abstract Adolescent substance use is typically addressed from the perspectives of school personnel (e.g., teachers, school counselors, social workers, and resource officers) who interact daily with students in school settings. Consequences of adolescent substance use in the schools may include suspension or expulsion and possible legal involvement. However, many adolescents do not have access to evidence-based treatment to address drug and alcohol use. Services are often not available or fragmented, resulting in poor compliance with treatment and inadequate treatment outcomes for youth. Cross-sector collaboration among schools, community behavioral health agencies, and juvenile court service units offers an opportunity to improve access to care and efficiency in delivering care to adolescents with drug and alcohol problems. Illuminated through a single case study, embedded substance use treatment in schools through partnerships with the court service unit and community behavioral health providers can increase access to care. Counselors and social workers play a key role in advocating for joint efforts to increase service access and improve treatment outcomes. Advocacy efforts may include participation and leadership in community coalitions, training and consultation in evidence-based practices, and seamless communication across all organizations that serve youth with substance use disorders.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135746692","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}
Rebecca G Mirick, Larry Berkowitz, James McCauley, Joanna Bridger
Abstract Schools have an important role to play in adolescent suicide prevention. This article describes universal screenings for depression and suicidality as one component of the Signs of Suicide (SOS) program in middle and high schools following the suicide death of a student in the past few years. Of the students screened (N = 7,429), 11.0 percent of youth were identified as at risk by the screening tool; 17.3 percent received a same-day secondary screen with a mental health professional. (Students without an at-risk screen could request a meeting with a mental health professional, so more students received secondary screenings than screened at risk.) Characteristics associated with an at-risk screen on the screening tool were identified. Girls were twice as likely to be identified as at risk than boys, and students exposed to a suicide death in the past year were 1.3 times more likely to have an at-risk screen. There was no difference in at-risk screens for middle versus high school students, but middle schoolers were more likely to receive a secondary screening due to help seeking from school staff. The article concludes with a discussion of the implications for school administrators at middle and high schools, including recommendations to screen with both a screening tool and an option to speak to an adult, strategies for planning for secondary screenings, and advantages to universal screening following the suicide death of a student.
{"title":"Universal School-Based Screenings for Depression and Suicide: Identifying Students at Risk of Suicide","authors":"Rebecca G Mirick, Larry Berkowitz, James McCauley, Joanna Bridger","doi":"10.1093/cs/cdad003","DOIUrl":"https://doi.org/10.1093/cs/cdad003","url":null,"abstract":"Abstract Schools have an important role to play in adolescent suicide prevention. This article describes universal screenings for depression and suicidality as one component of the Signs of Suicide (SOS) program in middle and high schools following the suicide death of a student in the past few years. Of the students screened (N = 7,429), 11.0 percent of youth were identified as at risk by the screening tool; 17.3 percent received a same-day secondary screen with a mental health professional. (Students without an at-risk screen could request a meeting with a mental health professional, so more students received secondary screenings than screened at risk.) Characteristics associated with an at-risk screen on the screening tool were identified. Girls were twice as likely to be identified as at risk than boys, and students exposed to a suicide death in the past year were 1.3 times more likely to have an at-risk screen. There was no difference in at-risk screens for middle versus high school students, but middle schoolers were more likely to receive a secondary screening due to help seeking from school staff. The article concludes with a discussion of the implications for school administrators at middle and high schools, including recommendations to screen with both a screening tool and an option to speak to an adult, strategies for planning for secondary screenings, and advantages to universal screening following the suicide death of a student.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135677424","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}
Abstract The authors investigated the effects of a collaborative after-school inclusive sports program on adolescents with disabilities and neurotypical students in underserved high schools. The program brought together a large urban school district and a private after-school program to provide a service on the school site. The goals were to provide a truly integrated sports environment for adolescents with disabilities and to provide underrepresented minority students an opportunity to gain service learning, improved social–emotional development, and greater self-perceived impact. The project was feasible and indeed continued well beyond the evaluation period. Quantitative results indicated that the neurotypical adolescents felt they had an impact on improving the responsibility of their peer athlete, and they felt they had better perspective taking after participating. Descriptive comments indicated that the children with disabilities enjoyed participation and that this inclusive program may have provided an additional avenue for a subset of the population to engage more in the activities of their school. Program details are presented to encourage further research and replication.
{"title":"Developing Inclusive High School Team Sports for Adolescents with Disabilities and Neurotypical Students in Underserved School Settings","authors":"Wade Clement, Stephanny F N Freeman","doi":"10.1093/cs/cdad002","DOIUrl":"https://doi.org/10.1093/cs/cdad002","url":null,"abstract":"Abstract The authors investigated the effects of a collaborative after-school inclusive sports program on adolescents with disabilities and neurotypical students in underserved high schools. The program brought together a large urban school district and a private after-school program to provide a service on the school site. The goals were to provide a truly integrated sports environment for adolescents with disabilities and to provide underrepresented minority students an opportunity to gain service learning, improved social–emotional development, and greater self-perceived impact. The project was feasible and indeed continued well beyond the evaluation period. Quantitative results indicated that the neurotypical adolescents felt they had an impact on improving the responsibility of their peer athlete, and they felt they had better perspective taking after participating. Descriptive comments indicated that the children with disabilities enjoyed participation and that this inclusive program may have provided an additional avenue for a subset of the population to engage more in the activities of their school. Program details are presented to encourage further research and replication.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135677425","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}
Abstract In 2020, the COVID-19 pandemic and rise in racial injustices signaled the need to engage students in macro-level interventions to maximize their contributions to their schools, communities, and society. School social workers are uniquely positioned to elevate student voices, hone their critical thinking skills, and capitalize on their strengths and assets. Critical thinking skills can help students analyze the world around them by engaging them in addressing equity issues in their schools and communities. This article introduces the concept of transformative social and emotional learning (TSEL) within the context of youth-led participatory action research (YPAR) and a critical service learning (CSL) framework for school social workers to promote student empowerment. Through CSL, students cultivate advocacy skills by identifying, investigating, and taking action to address concerns. Authors include a case example demonstrating TSEL and YPAR, using CSL as a school social work intervention that recognizes and promotes students’ strengths and assets.
{"title":"Addressing Equity in Schools: Youth Participatory Action Research and Transformative Social and Emotional Learning during COVID-19","authors":"C. Owens, Annette H Johnson, Aubrey Thornton","doi":"10.1093/cs/cdab029","DOIUrl":"https://doi.org/10.1093/cs/cdab029","url":null,"abstract":"Abstract In 2020, the COVID-19 pandemic and rise in racial injustices signaled the need to engage students in macro-level interventions to maximize their contributions to their schools, communities, and society. School social workers are uniquely positioned to elevate student voices, hone their critical thinking skills, and capitalize on their strengths and assets. Critical thinking skills can help students analyze the world around them by engaging them in addressing equity issues in their schools and communities. This article introduces the concept of transformative social and emotional learning (TSEL) within the context of youth-led participatory action research (YPAR) and a critical service learning (CSL) framework for school social workers to promote student empowerment. Through CSL, students cultivate advocacy skills by identifying, investigating, and taking action to address concerns. Authors include a case example demonstrating TSEL and YPAR, using CSL as a school social work intervention that recognizes and promotes students’ strengths and assets.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":"16 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2021-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79531214","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}
B. S. McGee, Andrea F Germany, Regina L Phillips, Liza Barros-Lane
Abstract Social and emotional learning (SEL) and equity issues have each been complicated by the COVID-19 pandemic for students of color. This brief seeks to call to action school social workers who can identify social and emotional barriers to learning that students of color experience in schools through a critical race theory (CRT) lens. School social workers are well positioned to address equity concerns and systemic racism in schools. They play a key role in addressing SEL, reducing equity barriers, and navigating the CRT opposition. The authors view the role of the school social worker as an integral part of social and emotional teaching and learning. This is a call to mobilize school social workers to advocacy roles for SEL, equity, and racism concerns that have long impacted students of color. The authors’ aim is to provide social workers with actionable strategies in reducing social and emotional barriers to learning for students of color.
{"title":"Utilizing a Critical Race Theory Lens to Reduce Barriers to Social and Emotional Learning: A Call to Action","authors":"B. S. McGee, Andrea F Germany, Regina L Phillips, Liza Barros-Lane","doi":"10.1093/cs/cdab026","DOIUrl":"https://doi.org/10.1093/cs/cdab026","url":null,"abstract":"Abstract Social and emotional learning (SEL) and equity issues have each been complicated by the COVID-19 pandemic for students of color. This brief seeks to call to action school social workers who can identify social and emotional barriers to learning that students of color experience in schools through a critical race theory (CRT) lens. School social workers are well positioned to address equity concerns and systemic racism in schools. They play a key role in addressing SEL, reducing equity barriers, and navigating the CRT opposition. The authors view the role of the school social worker as an integral part of social and emotional teaching and learning. This is a call to mobilize school social workers to advocacy roles for SEL, equity, and racism concerns that have long impacted students of color. The authors’ aim is to provide social workers with actionable strategies in reducing social and emotional barriers to learning for students of color.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":"37 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72947845","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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