Pub Date : 2021-01-02DOI: 10.1080/17521882.2021.1885819
I. Iordanou, J. Yates
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Pub Date : 2020-12-11DOI: 10.1080/17521882.2020.1853189
P. Berry
ABSTRACT The coaching industry has grown to become a multi-billion dollar business, yet there remain few barriers to entry and an absence of national governing bodies. Wide variation in quality of practice undermines the credibility of a field that has been found to be effective (Grover, S., & Furnham, A. (2016). Coaching as a developmental intervention in organisations: A systematic review of its effectiveness and the mechanisms underlying it. PLoS One, 11(7), e0159137. https://doi.org/10.1371/journal.pone.0159137; Theeboom, T., Beersma, B., & van Vianen, A. E. (2014). Does coaching work? A meta-analysis on the effects of coaching on individual level outcomes in an organizational context. The Journal of Positive Psychology, 9(1), 1–18. https://doi.org/10.1080/17439760.2013.837499). Coaching stakeholders should therefore be motivated to understand what ‘good coaching’ looks like. However, it remains unclear what it means to be an outstanding, or expert, practitioner, or even whether the construct of expertise applies to the field of coaching. Within this paper, I critique literature that discusses coach expertise, and suggest the philosophical constraints embedded within current thinking imply the need for an alternative conceptualisation of expertise; adaptive expertise. Adaptive expertise is compatible with the complexity that characterises coaching, and prioritises coach decision-making (judgment and reasoning) over coaching outcomes. Many coaching texts largely ignore the construct of decision-making, with the exception of intuitive decision-making. Further research that seeks to understand coach judgment and decision-making will help coaches’ develop their practice, and may be a key to demystifying the central role of intuition in coaching.
教练行业已经发展成为一个数十亿美元的行业，但进入壁垒很少，缺乏国家管理机构。实践质量的广泛差异破坏了已被发现有效的领域的可信度(Grover, S.， & Furnham, a .(2016))。指导作为组织中的发展干预:对其有效性及其基础机制的系统回顾。科学通报，11(7)，e0159137。https://doi.org/10.1371/journal.pone.0159137;Theeboom, T.， Beersma, B.， and van Vianen, A. E.(2014)。教练管用吗?组织情境下教练对个人层面结果影响的荟萃分析。心理学报，9(1)，1 - 18。https://doi.org/10.1080/17439760.2013.837499)。因此，教练利益相关者应该被激励去理解“好的教练”是什么样子的。然而，我们仍然不清楚什么是杰出的、专家的、实践者的，甚至不清楚专业知识的结构是否适用于教练领域。在本文中，我批判了讨论教练专业知识的文献，并建议当前思维中嵌入的哲学约束意味着需要对专业知识进行另一种概念化;自适应技术。适应性专业知识与教练的复杂性相一致，并且优先考虑教练决策(判断和推理)而不是教练结果。除了直觉决策外，许多教练文本在很大程度上忽略了决策的构建。寻求理解教练判断和决策的进一步研究将有助于教练发展他们的实践，并且可能是揭开直觉在教练中的核心作用的关键。
{"title":"An alternative conceptualisation of coach expertise","authors":"P. Berry","doi":"10.1080/17521882.2020.1853189","DOIUrl":"https://doi.org/10.1080/17521882.2020.1853189","url":null,"abstract":"ABSTRACT\u0000 The coaching industry has grown to become a multi-billion dollar business, yet there remain few barriers to entry and an absence of national governing bodies. Wide variation in quality of practice undermines the credibility of a field that has been found to be effective (Grover, S., & Furnham, A. (2016). Coaching as a developmental intervention in organisations: A systematic review of its effectiveness and the mechanisms underlying it. PLoS One, 11(7), e0159137. https://doi.org/10.1371/journal.pone.0159137; Theeboom, T., Beersma, B., & van Vianen, A. E. (2014). Does coaching work? A meta-analysis on the effects of coaching on individual level outcomes in an organizational context. The Journal of Positive Psychology, 9(1), 1–18. https://doi.org/10.1080/17439760.2013.837499). Coaching stakeholders should therefore be motivated to understand what ‘good coaching’ looks like. However, it remains unclear what it means to be an outstanding, or expert, practitioner, or even whether the construct of expertise applies to the field of coaching. Within this paper, I critique literature that discusses coach expertise, and suggest the philosophical constraints embedded within current thinking imply the need for an alternative conceptualisation of expertise; adaptive expertise. Adaptive expertise is compatible with the complexity that characterises coaching, and prioritises coach decision-making (judgment and reasoning) over coaching outcomes. Many coaching texts largely ignore the construct of decision-making, with the exception of intuitive decision-making. Further research that seeks to understand coach judgment and decision-making will help coaches’ develop their practice, and may be a key to demystifying the central role of intuition in coaching.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"74 1","pages":"202 - 213"},"PeriodicalIF":1.3,"publicationDate":"2020-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86380128","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 : 2020-10-15DOI: 10.1080/17521882.2020.1831563
Sabine Junker, Martin Pömmer, E. Traut-Mattausch
ABSTRACT Building on the transactional model of stress and coping, we examined the effectiveness of a cognitive–behavioural coaching programme. In a randomised controlled field study, undergraduates were instructed to formulate stress-related goals for themselves and were allocated to attend an intervention group receiving one-on-one stress management coaching (coaching; n = 24) or a control group receiving no additional intervention (goal formulation; n = 20). Results suggest that both coaching and goal formulation led to a significant increase in goal attainment that was maintained at a 4-week follow-up assessment. Compared with goal formulation, coaching positively affected participants’ cognitive stress appraisal and led to reduced chronic stress levels (chronic stress screening scores, high work demands, and chronic worrying) 4 weeks after the intervention. The reduction of chronic stress was mediated by the change in participants’ cognitive stress appraisal. Thus, cognitive–behavioural coaching appears effective in helping individuals develop strategies to deal with stress, while also remaining focused on relevant goals.
{"title":"The impact of cognitive-behavioural stress management coaching on changes in cognitive appraisal and the stress response: a field experiment","authors":"Sabine Junker, Martin Pömmer, E. Traut-Mattausch","doi":"10.1080/17521882.2020.1831563","DOIUrl":"https://doi.org/10.1080/17521882.2020.1831563","url":null,"abstract":"ABSTRACT Building on the transactional model of stress and coping, we examined the effectiveness of a cognitive–behavioural coaching programme. In a randomised controlled field study, undergraduates were instructed to formulate stress-related goals for themselves and were allocated to attend an intervention group receiving one-on-one stress management coaching (coaching; n = 24) or a control group receiving no additional intervention (goal formulation; n = 20). Results suggest that both coaching and goal formulation led to a significant increase in goal attainment that was maintained at a 4-week follow-up assessment. Compared with goal formulation, coaching positively affected participants’ cognitive stress appraisal and led to reduced chronic stress levels (chronic stress screening scores, high work demands, and chronic worrying) 4 weeks after the intervention. The reduction of chronic stress was mediated by the change in participants’ cognitive stress appraisal. Thus, cognitive–behavioural coaching appears effective in helping individuals develop strategies to deal with stress, while also remaining focused on relevant goals.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"77 1","pages":"184 - 201"},"PeriodicalIF":1.3,"publicationDate":"2020-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90326547","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 : 2020-10-13DOI: 10.1080/17521882.2020.1831562
J. Babcock
ABSTRACT Efforts to professionalise the health and wellness coaching field led the National Board for Health and Wellness Coaching to establish a national board certification for health and wellness coaching in 2017. The certification helped define the boundaries of the field and created standards of practice. Definition of the health and wellness coaching field makes possible research focused on quantifying characteristics of national board certified health and wellness coaches (NBC-HWCs). While much is known about the efficacy of health and wellness coaching, little is known about NBC-HWCs. This study documented the sociodemographic characteristics of NBC-HWCs and examined their interest in entrepreneurship as related to gender and age. More than half of the NBC-HWCs wanted to enter private practice after training. Entrepreneurial intention was similar for women and men, and age was positively correlated. Understanding the entrepreneurial intention of NBC-HWCs has implications for health and wellness coach training programs to examine how students’ career goals are supported.
{"title":"The entrepreneurial characteristics of national board certified health and wellness coaches","authors":"J. Babcock","doi":"10.1080/17521882.2020.1831562","DOIUrl":"https://doi.org/10.1080/17521882.2020.1831562","url":null,"abstract":"ABSTRACT Efforts to professionalise the health and wellness coaching field led the National Board for Health and Wellness Coaching to establish a national board certification for health and wellness coaching in 2017. The certification helped define the boundaries of the field and created standards of practice. Definition of the health and wellness coaching field makes possible research focused on quantifying characteristics of national board certified health and wellness coaches (NBC-HWCs). While much is known about the efficacy of health and wellness coaching, little is known about NBC-HWCs. This study documented the sociodemographic characteristics of NBC-HWCs and examined their interest in entrepreneurship as related to gender and age. More than half of the NBC-HWCs wanted to enter private practice after training. Entrepreneurial intention was similar for women and men, and age was positively correlated. Understanding the entrepreneurial intention of NBC-HWCs has implications for health and wellness coach training programs to examine how students’ career goals are supported.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"15 1","pages":"142 - 150"},"PeriodicalIF":1.3,"publicationDate":"2020-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89911844","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 : 2020-09-21DOI: 10.1080/17521882.2020.1823444
Andrea Giraldez-Hayes
Since its early days, the expansion of coaching and mentoring has been extraordinary, and we could argue that, during the last decade, the growth of the research corpus that underpins the implement...
{"title":"Coaching & mentoring research. A practical guide","authors":"Andrea Giraldez-Hayes","doi":"10.1080/17521882.2020.1823444","DOIUrl":"https://doi.org/10.1080/17521882.2020.1823444","url":null,"abstract":"Since its early days, the expansion of coaching and mentoring has been extraordinary, and we could argue that, during the last decade, the growth of the research corpus that underpins the implement...","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"36 1","pages":"103 - 105"},"PeriodicalIF":1.3,"publicationDate":"2020-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88179973","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 : 2020-09-21DOI: 10.1080/17521882.2020.1823445
David Love
{"title":"Becoming a coach – the essential ICF guide","authors":"David Love","doi":"10.1080/17521882.2020.1823445","DOIUrl":"https://doi.org/10.1080/17521882.2020.1823445","url":null,"abstract":"","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"58 1","pages":"214 - 215"},"PeriodicalIF":1.3,"publicationDate":"2020-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87440813","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 : 2020-08-15DOI: 10.1080/17521882.2020.1784973
S. J. Diller, D. Frey, E. Jonas
ABSTRACT People with high dark triad levels, consisting of subclinical narcissism, Machiavellianism, and psychopathy, can have a destructive impact on their team members, subordinates, and the organisation. Recent research has even found that the higher the leadership position, the more dark triad traits were displayed. As coaching is often for people in (higher) leadership positions, the following study with 64 coaches investigated the dark triad traits among their clients and how this affected the coach as well as the coaching. The results show that the higher the client’s leadership level was, the higher their dark triad level was perceived and, thus, the more anxious and distressed the coaches were regarding the client, leading to less coaching success. Although the coaches did not name a definite strategy for dealing with such a client, the results showed that the higher their approach motivation was, the more successful the coaches was. The results depict the danger of high dark triad levels amongst coaching clients and its influences on the business coaching, implying theoretical and practical considerations.
{"title":"Coach me if you can! Dark triad clients, their effect on coaches, and how coaches deal with them","authors":"S. J. Diller, D. Frey, E. Jonas","doi":"10.1080/17521882.2020.1784973","DOIUrl":"https://doi.org/10.1080/17521882.2020.1784973","url":null,"abstract":"ABSTRACT People with high dark triad levels, consisting of subclinical narcissism, Machiavellianism, and psychopathy, can have a destructive impact on their team members, subordinates, and the organisation. Recent research has even found that the higher the leadership position, the more dark triad traits were displayed. As coaching is often for people in (higher) leadership positions, the following study with 64 coaches investigated the dark triad traits among their clients and how this affected the coach as well as the coaching. The results show that the higher the client’s leadership level was, the higher their dark triad level was perceived and, thus, the more anxious and distressed the coaches were regarding the client, leading to less coaching success. Although the coaches did not name a definite strategy for dealing with such a client, the results showed that the higher their approach motivation was, the more successful the coaches was. The results depict the danger of high dark triad levels amongst coaching clients and its influences on the business coaching, implying theoretical and practical considerations.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"23 1","pages":"110 - 126"},"PeriodicalIF":1.3,"publicationDate":"2020-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73843723","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 : 2020-08-01DOI: 10.1080/17521882.2021.2017472
Rave Shelly, Nurit Zaidman
ABSTRACT The integration of mindfulness into the field of executive coaching is unsurprising, given growing interest in mindfulness in the workplace. At present, the literature linking mindfulness with coaching tends to focus on the potential afforded by mindfulness techniques, while empirical assessments remain limited. The objectives of the current research are to establish preliminary understandings regarding perceived outcomes of coaching processes incorporating mindfulness techniques, and to assess the perceived outcomes of mindfulness-based coaching processes across different points of time. This study analyses the assessments of 14 Israeli professional managers, working in the education system and in the high-tech industry, of a 12-session coaching process incorporating mindfulness practices. The coachees recorded their perceptions of the coaching outcomes from each session, contemporaneously, in personal journals. In addition, coachees were interviewed twice – at the end of the coaching sessions, and two years later. The study’s findings show the benefits of mindfulness-based coaching for individuals across various domains of their lives, and its implications for coachees’ well-being and performance at work. They also show that these benefits emerge even after very short interventions, and that these benefits continue to be perceived as valuable two years after the intervention.
{"title":"Outcomes of mindfulness-based coaching for managers","authors":"Rave Shelly, Nurit Zaidman","doi":"10.1080/17521882.2021.2017472","DOIUrl":"https://doi.org/10.1080/17521882.2021.2017472","url":null,"abstract":"ABSTRACT The integration of mindfulness into the field of executive coaching is unsurprising, given growing interest in mindfulness in the workplace. At present, the literature linking mindfulness with coaching tends to focus on the potential afforded by mindfulness techniques, while empirical assessments remain limited. The objectives of the current research are to establish preliminary understandings regarding perceived outcomes of coaching processes incorporating mindfulness techniques, and to assess the perceived outcomes of mindfulness-based coaching processes across different points of time. This study analyses the assessments of 14 Israeli professional managers, working in the education system and in the high-tech industry, of a 12-session coaching process incorporating mindfulness practices. The coachees recorded their perceptions of the coaching outcomes from each session, contemporaneously, in personal journals. In addition, coachees were interviewed twice – at the end of the coaching sessions, and two years later. The study’s findings show the benefits of mindfulness-based coaching for individuals across various domains of their lives, and its implications for coachees’ well-being and performance at work. They also show that these benefits emerge even after very short interventions, and that these benefits continue to be perceived as valuable two years after the intervention.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"7 1","pages":"31 - 48"},"PeriodicalIF":1.3,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87582576","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 : 2020-07-13DOI: 10.1080/17521882.2020.1791195
Tünde Erdös, E. de Haan, Stefan Heusinkveld
ABSTRACT Context-sensitivity appears to be a key factor in developing the knowledge base of coaching as a change process. As an alternative perspective to the more widely held cause–effect explanations on coaching, this view puts the focus on clients and their contexts as integral to understanding how coaching might work and why it is effective. In response to general limitations of quantitative and mixed-method approaches to understanding the contribution of client factors and contextual factors in coaching effectiveness, our systematic meta-synthesis of 110 peer-reviewed qualitative studies identifies the client factors and contextual conditions that have been proposed to affect when and how clients engage in effective coaching. In mapping clients’ intrapersonal and interpersonal dynamics in coaching, the Integrative Relationship Model introduced in this meta-synthesis interprets the possible influence of these dynamics on clients’ change process through the uniquely integrative lens of qualitative studies. This integrative perspective appears necessary to give quantitative researchers future directions in how to investigate coaching effectiveness.
{"title":"Coaching: client factors & contextual dynamics in the change process","authors":"Tünde Erdös, E. de Haan, Stefan Heusinkveld","doi":"10.1080/17521882.2020.1791195","DOIUrl":"https://doi.org/10.1080/17521882.2020.1791195","url":null,"abstract":"ABSTRACT Context-sensitivity appears to be a key factor in developing the knowledge base of coaching as a change process. As an alternative perspective to the more widely held cause–effect explanations on coaching, this view puts the focus on clients and their contexts as integral to understanding how coaching might work and why it is effective. In response to general limitations of quantitative and mixed-method approaches to understanding the contribution of client factors and contextual factors in coaching effectiveness, our systematic meta-synthesis of 110 peer-reviewed qualitative studies identifies the client factors and contextual conditions that have been proposed to affect when and how clients engage in effective coaching. In mapping clients’ intrapersonal and interpersonal dynamics in coaching, the Integrative Relationship Model introduced in this meta-synthesis interprets the possible influence of these dynamics on clients’ change process through the uniquely integrative lens of qualitative studies. This integrative perspective appears necessary to give quantitative researchers future directions in how to investigate coaching effectiveness.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"118 1","pages":"162 - 183"},"PeriodicalIF":1.3,"publicationDate":"2020-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80259998","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 : 2020-06-30DOI: 10.1080/17521882.2020.1784972
Annemarie L. Horn, Selena J. Layden, Jane Roitsch, Olga Karadimou
ABSTRACT In educational settings across the globe, a growing number of students with disabilities are being educated alongside their typically-developing peers. With that comes a growing need to provide adequate training and follow-up support to classroom teachers. Unfortunately, while educators are expected to implement evidence-based practices (EBPs) in the classroom, teachers commonly attend didactic-based training with little-to-no follow-up support measuring the transfer of knowledge and sustainability of learned teaching practices in the classroom. The research-to-practice gap continues and a growing number of teachers are leaving the field of special education internationally. In this article, we describe instructional coaching used in teacher education and examine different methods of providing performance-based feedback to teachers. There is a specific focus on eCoaching with Bug-in-Ear technology, an unobtrusive technique used to provide teachers with performance-based feedback in real-time while offering repeated implementation opportunities in the classroom. We explain the eCoaching process, required technology, and offer recommendations for practical application of eCoaching procedures.
{"title":"Providing performance-based feedback to teachers in real-time using Bug-in-Ear technology","authors":"Annemarie L. Horn, Selena J. Layden, Jane Roitsch, Olga Karadimou","doi":"10.1080/17521882.2020.1784972","DOIUrl":"https://doi.org/10.1080/17521882.2020.1784972","url":null,"abstract":"ABSTRACT In educational settings across the globe, a growing number of students with disabilities are being educated alongside their typically-developing peers. With that comes a growing need to provide adequate training and follow-up support to classroom teachers. Unfortunately, while educators are expected to implement evidence-based practices (EBPs) in the classroom, teachers commonly attend didactic-based training with little-to-no follow-up support measuring the transfer of knowledge and sustainability of learned teaching practices in the classroom. The research-to-practice gap continues and a growing number of teachers are leaving the field of special education internationally. In this article, we describe instructional coaching used in teacher education and examine different methods of providing performance-based feedback to teachers. There is a specific focus on eCoaching with Bug-in-Ear technology, an unobtrusive technique used to provide teachers with performance-based feedback in real-time while offering repeated implementation opportunities in the classroom. We explain the eCoaching process, required technology, and offer recommendations for practical application of eCoaching procedures.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"14 1","pages":"92 - 101"},"PeriodicalIF":1.3,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84522731","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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