Underutilisation of school counselling services was prevalent prior to the COVID-19 pandemic. Using the theory of planned behaviour (TPB) as a framework, this qualitative study seeks to elicit salient beliefs towards help-seeking from a school counsellor in secondary school contexts. Through focus-group discussions and individual interviews, 29 students from 10 secondary schools were interviewed. Constructive content analysis was utilised to identify specific salient behavioural beliefs, salient normative norms and salient control belief. The salient beliefs identified include perceiving counselling as a form of professional help, nonjudgment, stigmatisation, and past counselling experience. This study identified and highlighted a systematic approach to understanding specific socio-cognitive factors that support and hinder school counselling utilisation in an Asian school context. Implications arising from the study were discussed in the light of the findings.
{"title":"An elicitation study to identify students’ salient beliefs towards school counselling","authors":"Muhammad Hafiz, W. Chong","doi":"10.1017/jgc.2022.6","DOIUrl":"https://doi.org/10.1017/jgc.2022.6","url":null,"abstract":"\u0000 Underutilisation of school counselling services was prevalent prior to the COVID-19 pandemic. Using the theory of planned behaviour (TPB) as a framework, this qualitative study seeks to elicit salient beliefs towards help-seeking from a school counsellor in secondary school contexts. Through focus-group discussions and individual interviews, 29 students from 10 secondary schools were interviewed. Constructive content analysis was utilised to identify specific salient behavioural beliefs, salient normative norms and salient control belief. The salient beliefs identified include perceiving counselling as a form of professional help, nonjudgment, stigmatisation, and past counselling experience. This study identified and highlighted a systematic approach to understanding specific socio-cognitive factors that support and hinder school counselling utilisation in an Asian school context. Implications arising from the study were discussed in the light of the findings.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48766356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Narcolepsy is not a common disorder, with best estimates finding it affects only about .025–.05% of the population. Nonetheless, it is a vital disorder for school psychologists to be familiar with on the basis that its symptoms frequently first occur during childhood and adolescence. If undiagnosed, this disorder causes significant distress and disadvantage to the student as well as frustration and difficulty for school staff. It is surprising that narcolepsy has received almost no attention in the school psychology literature. This article provides school psychologists with an overview of the central features, causes, diagnosis and treatment of narcolepsy in young people. It then outlines school management of the disorder, with specific consideration of the role of the school psychologist.
{"title":"Management of narcolepsy at school: Implications for school psychologists","authors":"John R. Burns, Kate A. Blundell","doi":"10.1017/jgc.2022.9","DOIUrl":"https://doi.org/10.1017/jgc.2022.9","url":null,"abstract":"Abstract Narcolepsy is not a common disorder, with best estimates finding it affects only about .025–.05% of the population. Nonetheless, it is a vital disorder for school psychologists to be familiar with on the basis that its symptoms frequently first occur during childhood and adolescence. If undiagnosed, this disorder causes significant distress and disadvantage to the student as well as frustration and difficulty for school staff. It is surprising that narcolepsy has received almost no attention in the school psychology literature. This article provides school psychologists with an overview of the central features, causes, diagnosis and treatment of narcolepsy in young people. It then outlines school management of the disorder, with specific consideration of the role of the school psychologist.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"33 1","pages":"116 - 123"},"PeriodicalIF":1.3,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42349778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Hong, Eun-Jee Song, Kevin Tan, Anthony A. Peguero, Yejin Sohn, D. Espelage
The present study examined the association between adolescents’ extracurricular activities and bullying perpetration and victimisation. The sample was drawn from the 2016 National Survey of Children’s Health dataset. Analyses included descriptive statistics and logistic regression for the early adolescent and middle adolescent groups. Among early adolescents, sports were negatively associated with victimisation. Participation in clubs/organisations, organised activities or lessons, and community services were negatively associated, while employment was positively related to bullying perpetration. Among middle adolescents, all extracurricular activities were negatively related to victimisation. As for bullying perpetration, organised activities or lessons and community services were negatively associated with bullying. The study highlights the potential for sport and extracurricular involvement as ways to possibly deter bullying perpetration and victimisation. Future research should consider these associations longitudinally.
{"title":"Extracurricular activities and bullying perpetration and victimisation in early and middle adolescence","authors":"J. Hong, Eun-Jee Song, Kevin Tan, Anthony A. Peguero, Yejin Sohn, D. Espelage","doi":"10.1017/jgc.2022.8","DOIUrl":"https://doi.org/10.1017/jgc.2022.8","url":null,"abstract":"\u0000 The present study examined the association between adolescents’ extracurricular activities and bullying perpetration and victimisation. The sample was drawn from the 2016 National Survey of Children’s Health dataset. Analyses included descriptive statistics and logistic regression for the early adolescent and middle adolescent groups. Among early adolescents, sports were negatively associated with victimisation. Participation in clubs/organisations, organised activities or lessons, and community services were negatively associated, while employment was positively related to bullying perpetration. Among middle adolescents, all extracurricular activities were negatively related to victimisation. As for bullying perpetration, organised activities or lessons and community services were negatively associated with bullying. The study highlights the potential for sport and extracurricular involvement as ways to possibly deter bullying perpetration and victimisation. Future research should consider these associations longitudinally.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41362705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"JGC volume 32 issue 1 Cover and Front matter","authors":"","doi":"10.1017/jgc.2022.4","DOIUrl":"https://doi.org/10.1017/jgc.2022.4","url":null,"abstract":"","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":" ","pages":"f1 - f2"},"PeriodicalIF":1.3,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48249989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I am delighted to introduce myself as the incoming Editor-in-Chief. I have worked in schools and community settings supporting the mental health of young people and their families for two and a half decades and for much of that time I have worked in roles tasked with training the next generation of psychologists and counsellors, both in Australia and UK. I am privileged to follow in the footsteps of our esteemed past Editor, Professor Marilyn Campbell who has worked tirelessly to give the journal its excellent reputation for disseminating quality research on educational and psychological topics of interest to school psychologists and counsellors, globally. With one eye in the rear-view mirror and another on the road ahead we know the global pandemic has left valuable lessons for schools in terms of staff and student wellbeing. Amidst the success stories of how schools across the world stepped up to the demands of digital delivery, we have seen increased need to attend to the mental health and wellbeing of school counsellors, teachers, and students. We start this issue with a timely reminder about self-care, specifically that the practice of mindfulness can reduce burnout and build resilience. Authors Michelle Neumann and Sarah Tillott provide some practical techniques to equip teachers with coping strategies in these uncertain times. While on the theme of mindfulness, the next paper by Maedeh Heidary, Touraj Hashemi Nosrat Abad and Wolfgang Linden describes a study with boys aged 6to 8-years, comparing externalising behaviours before and after a mindfulness-based intervention. They showed weekly 1-hr mindfulness sessions for 2-months reduced aggression and rule-breaking in the intervention-group relative to controls. Some may know the adage ‘it takes a village to raise a child’. The next five papers take a deep dive into the factors associated with success at school and beyond. The article by Sajjad Basharpoor, Fazeleh Heidari, Mohammad Narimani and Usha Barahmand examined the relationship between school adjustment, engagement and self-perceived academic ability in 5th and 6th grade children. Their sophisticated statistical modelling showed that coherent family systems and high social acceptability of students was linked to better school adjustment both directly and indirectly through school engagement and academic self-concept. They suggest schools collaborate with parents to maximise school adjustment and recommend activities such as school-based parenting programs, school-related cognitive, emotional, and behavioural activities to support students who are vulnerable to adjustment difficulties. Next, Laura Verdugo and Yolanda Sánchez-Sandoval bring us an interesting study where they tested a model suggesting that psychological and social adjustment predicts future life expectations in adolescents. They found support for their model in a large sample of 11–15-year-olds and noted future expectations to be a critical protective factor for healthy
{"title":"Editorial","authors":"Elizabeth B. Edwards","doi":"10.1017/jgc.2022.3","DOIUrl":"https://doi.org/10.1017/jgc.2022.3","url":null,"abstract":"I am delighted to introduce myself as the incoming Editor-in-Chief. I have worked in schools and community settings supporting the mental health of young people and their families for two and a half decades and for much of that time I have worked in roles tasked with training the next generation of psychologists and counsellors, both in Australia and UK. I am privileged to follow in the footsteps of our esteemed past Editor, Professor Marilyn Campbell who has worked tirelessly to give the journal its excellent reputation for disseminating quality research on educational and psychological topics of interest to school psychologists and counsellors, globally. With one eye in the rear-view mirror and another on the road ahead we know the global pandemic has left valuable lessons for schools in terms of staff and student wellbeing. Amidst the success stories of how schools across the world stepped up to the demands of digital delivery, we have seen increased need to attend to the mental health and wellbeing of school counsellors, teachers, and students. We start this issue with a timely reminder about self-care, specifically that the practice of mindfulness can reduce burnout and build resilience. Authors Michelle Neumann and Sarah Tillott provide some practical techniques to equip teachers with coping strategies in these uncertain times. While on the theme of mindfulness, the next paper by Maedeh Heidary, Touraj Hashemi Nosrat Abad and Wolfgang Linden describes a study with boys aged 6to 8-years, comparing externalising behaviours before and after a mindfulness-based intervention. They showed weekly 1-hr mindfulness sessions for 2-months reduced aggression and rule-breaking in the intervention-group relative to controls. Some may know the adage ‘it takes a village to raise a child’. The next five papers take a deep dive into the factors associated with success at school and beyond. The article by Sajjad Basharpoor, Fazeleh Heidari, Mohammad Narimani and Usha Barahmand examined the relationship between school adjustment, engagement and self-perceived academic ability in 5th and 6th grade children. Their sophisticated statistical modelling showed that coherent family systems and high social acceptability of students was linked to better school adjustment both directly and indirectly through school engagement and academic self-concept. They suggest schools collaborate with parents to maximise school adjustment and recommend activities such as school-based parenting programs, school-related cognitive, emotional, and behavioural activities to support students who are vulnerable to adjustment difficulties. Next, Laura Verdugo and Yolanda Sánchez-Sandoval bring us an interesting study where they tested a model suggesting that psychological and social adjustment predicts future life expectations in adolescents. They found support for their model in a large sample of 11–15-year-olds and noted future expectations to be a critical protective factor for healthy ","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"32 1","pages":"1 - 2"},"PeriodicalIF":1.3,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43225455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"JGC volume 32 issue 1 Cover and Back matter","authors":"","doi":"10.1017/jgc.2022.5","DOIUrl":"https://doi.org/10.1017/jgc.2022.5","url":null,"abstract":"","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":" ","pages":"b1 - b2"},"PeriodicalIF":1.3,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47668856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Australian schools are experiencing an increase in enrolments for students from culturally and linguistically diverse backgrounds. Many of these students, who are frequently from migrant, refugee or asylum-seeker backgrounds, progress academically, but a small number experience learning challenges. In these circumstances, practitioners (school psychologists and guidance counsellors) assess the students to determine underlying factors contributing to limited academic progress, and ways in which the student’s learning can be supported and enhanced. However, formal assessment can be challenging due to language and cultural barriers. Considering the gaps in the research and training, the present article proposes an assessment framework and highlights strategies that can be adopted by practitioners at schools to enrich their decision-making and assessment process. Two case studies are used to highlight factors that can impact students’ academic difficulties. Further interview protocols and assessment measures that can be used to assist these students and their families are discussed. Ways in which school authorities can guide and support these students in the classroom and in the school are examined.
{"title":"Learning challenges of culturally and linguistically diverse students: A framework for psychological assessment","authors":"N. Khawaja, J. Wotherspoon","doi":"10.1017/jgc.2022.2","DOIUrl":"https://doi.org/10.1017/jgc.2022.2","url":null,"abstract":"Abstract Australian schools are experiencing an increase in enrolments for students from culturally and linguistically diverse backgrounds. Many of these students, who are frequently from migrant, refugee or asylum-seeker backgrounds, progress academically, but a small number experience learning challenges. In these circumstances, practitioners (school psychologists and guidance counsellors) assess the students to determine underlying factors contributing to limited academic progress, and ways in which the student’s learning can be supported and enhanced. However, formal assessment can be challenging due to language and cultural barriers. Considering the gaps in the research and training, the present article proposes an assessment framework and highlights strategies that can be adopted by practitioners at schools to enrich their decision-making and assessment process. Two case studies are used to highlight factors that can impact students’ academic difficulties. Further interview protocols and assessment measures that can be used to assist these students and their families are discussed. Ways in which school authorities can guide and support these students in the classroom and in the school are examined.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"32 1","pages":"254 - 267"},"PeriodicalIF":1.3,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41801405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract School counsellors often encounter ethically challenging situations due to contradictory values and roles. This qualitative research aimed to define school counsellors’ ethical dilemmas and their responses to such situations. Twenty-seven school counsellors in Turkey were asked to respond to 13 vignettes with ethical dilemmas. The most frequent ethical dilemmas involved the limits of confidentiality, confusion about counsellors’ professional roles in school settings, uncooperative behaviours among stakeholders, and suspected child sexual abuse. It was revealed that counsellors prioritise the students’ benefit and respect students’ privacy. They follow legal guidelines in risky situations and insist on working within their areas of competence; they are not willing to accept noncounselling tasks. The results and implications for counsellors, counsellor educators and researchers are discussed.
{"title":"Ethical dilemmas of school counsellors: A vignette study","authors":"Gozde Sensoy, F. E. Ikiz","doi":"10.1017/jgc.2022.1","DOIUrl":"https://doi.org/10.1017/jgc.2022.1","url":null,"abstract":"Abstract School counsellors often encounter ethically challenging situations due to contradictory values and roles. This qualitative research aimed to define school counsellors’ ethical dilemmas and their responses to such situations. Twenty-seven school counsellors in Turkey were asked to respond to 13 vignettes with ethical dilemmas. The most frequent ethical dilemmas involved the limits of confidentiality, confusion about counsellors’ professional roles in school settings, uncooperative behaviours among stakeholders, and suspected child sexual abuse. It was revealed that counsellors prioritise the students’ benefit and respect students’ privacy. They follow legal guidelines in risky situations and insist on working within their areas of competence; they are not willing to accept noncounselling tasks. The results and implications for counsellors, counsellor educators and researchers are discussed.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"33 1","pages":"102 - 115"},"PeriodicalIF":1.3,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46668282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The COVID-19 pandemic has led to a significant increase in demand for mental health services for young people. This demand comes on top of a preexisting surge in mental health presentations for our youth, and it places extraordinary demand on support services and the professionals who deliver them. Concurrently, it is recognised that engaging and working with young people and their mental health has its own unique challenges, and that many young people find direct ‘talk-based’ therapies confronting. This article examines the use of a model of group work practice combining the benefits of rhythmic music with reflective discussions as a response to the dual challenges of workplace burnout and client engagement. It reflects on the important role music has to play in young lives and how this can be extended into therapy in a fun and uplifting manner. It draws attention to the long history of rhythmic music within traditional healing practices and the emerging scientific evidence supporting this approach.
{"title":"Rhythms of learning — a model of practice supporting youth mental health in the era of COVID-19","authors":"Simon Faulkner","doi":"10.1017/jgc.2021.33","DOIUrl":"https://doi.org/10.1017/jgc.2021.33","url":null,"abstract":"Abstract The COVID-19 pandemic has led to a significant increase in demand for mental health services for young people. This demand comes on top of a preexisting surge in mental health presentations for our youth, and it places extraordinary demand on support services and the professionals who deliver them. Concurrently, it is recognised that engaging and working with young people and their mental health has its own unique challenges, and that many young people find direct ‘talk-based’ therapies confronting. This article examines the use of a model of group work practice combining the benefits of rhythmic music with reflective discussions as a response to the dual challenges of workplace burnout and client engagement. It reflects on the important role music has to play in young lives and how this can be extended into therapy in a fun and uplifting manner. It draws attention to the long history of rhythmic music within traditional healing practices and the emerging scientific evidence supporting this approach.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"32 1","pages":"268 - 274"},"PeriodicalIF":1.3,"publicationDate":"2022-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46091853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Globally, adolescent self-harm rates remain high, while help-seeking behaviour remains low. School staff are in a position to facilitate access to appropriate care for young people who self-harm (YPS-H), but little is known about gatekeepers’ attributions of self-harm or whether these attributions influence the support they provide. This study investigates the perceived functions of self-harm reported by potential gatekeepers and examines how these compare to the self-reported functions of self-harm in young people; 386 students from postgraduate teaching (n = 111), school counselling (n = 37), and undergraduate psychology (n = 238) programs completed a survey regarding their beliefs about YPS-H, which included the Inventory of Statements about Self-Harm. Responses were compared to those of 281 young people attending treatment at a suicide prevention program who completed the same measure. Preservice teachers, school counsellors and psychology students endorsed all functions of self-harm at a higher rate than treatment-seeking young people themselves. In particular, they endorsed interpersonal functions to a greater extent than the clinical reference group. The potential effect of greater endorsement of interpersonal influence as a function of self-harm gatekeeper’s responding to YPS-H is discussed.
{"title":"Attributions About Self-Harm: A Comparison Between Young People’s Self-Report and the Functions Ascribed by Preservice Teachers and School Counsellors","authors":"K. Dawson, F. Deane, Leonie M Miller","doi":"10.1017/jgc.2021.31","DOIUrl":"https://doi.org/10.1017/jgc.2021.31","url":null,"abstract":"Abstract Globally, adolescent self-harm rates remain high, while help-seeking behaviour remains low. School staff are in a position to facilitate access to appropriate care for young people who self-harm (YPS-H), but little is known about gatekeepers’ attributions of self-harm or whether these attributions influence the support they provide. This study investigates the perceived functions of self-harm reported by potential gatekeepers and examines how these compare to the self-reported functions of self-harm in young people; 386 students from postgraduate teaching (n = 111), school counselling (n = 37), and undergraduate psychology (n = 238) programs completed a survey regarding their beliefs about YPS-H, which included the Inventory of Statements about Self-Harm. Responses were compared to those of 281 young people attending treatment at a suicide prevention program who completed the same measure. Preservice teachers, school counsellors and psychology students endorsed all functions of self-harm at a higher rate than treatment-seeking young people themselves. In particular, they endorsed interpersonal functions to a greater extent than the clinical reference group. The potential effect of greater endorsement of interpersonal influence as a function of self-harm gatekeeper’s responding to YPS-H is discussed.","PeriodicalId":43505,"journal":{"name":"Journal of Psychologists and Counsellors in Schools","volume":"33 1","pages":"41 - 50"},"PeriodicalIF":1.3,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48846975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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