Pub Date : 2022-02-28DOI: 10.1080/0145935X.2022.2043741
Daniel J. Marshall
Abstract Strengths-based approaches to research with military-connected children (MCC) are sparse and their voices are rarely given the equivalent weight and influence compared to the voices of adults. Recreational camps can promote positive outcomes, and this paper draws on qualitative participatory methods exploring MCCs perceptions of a one-week recreational camp. It revealed three key interrelated themes about MCCs experience: (1) relationships; (2) age; and (3) organization and scheduling. The findings support the potential of recreational camps to improve outcomes for MCC and the importance of including children’s voices in the process.
{"title":"“Not Just Participants”: Military-Connected Children’s Perspectives of a Recreational Camp","authors":"Daniel J. Marshall","doi":"10.1080/0145935X.2022.2043741","DOIUrl":"https://doi.org/10.1080/0145935X.2022.2043741","url":null,"abstract":"Abstract Strengths-based approaches to research with military-connected children (MCC) are sparse and their voices are rarely given the equivalent weight and influence compared to the voices of adults. Recreational camps can promote positive outcomes, and this paper draws on qualitative participatory methods exploring MCCs perceptions of a one-week recreational camp. It revealed three key interrelated themes about MCCs experience: (1) relationships; (2) age; and (3) organization and scheduling. The findings support the potential of recreational camps to improve outcomes for MCC and the importance of including children’s voices in the process.","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48997876","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 : 2022-02-21DOI: 10.1080/0145935X.2022.2040358
Briana J. Goldberg, J. D. Smith, J. Whitley, Maria A. Rogers
Abstract Bullying has harmful effects on mental health, and it is particularly toxic to children already struggling with mental health challenges. We explored mental health indicators in children, their individual strengths, and challenges in parenting in relation to children’s bullying involvement, assessed through parent and clinician reports. Results of our study involving 91 children (ages 4–11 years) receiving services at a children’s mental health agency indicated significant differences on dependent variables across four different bullying involvement groups: bully, victim, bully-victim, and non-involved. Results indicated children in our clinical sample were involved in school bullying at much higher rates and many more were involved as bully-victims than what is observed in community samples. Children in the bully-victim group were assessed as having the highest level of externalizing behavior and their parents as having the most challenges. Victims presented the highest level of internalizing problems, and non-involved children were assessed as having higher individual strengths than all children that were involved in bullying. Findings suggest that children’s mental health service providers should routinely screen for bullying problems, and interventions targeting bullying involvement and its consequences should be part of mental health care for these children.
{"title":"Bullying Involvement among Children Receiving Clinical Care: Links to Mental Health Indicators, Individual Strengths, and Parenting Challenges","authors":"Briana J. Goldberg, J. D. Smith, J. Whitley, Maria A. Rogers","doi":"10.1080/0145935X.2022.2040358","DOIUrl":"https://doi.org/10.1080/0145935X.2022.2040358","url":null,"abstract":"Abstract Bullying has harmful effects on mental health, and it is particularly toxic to children already struggling with mental health challenges. We explored mental health indicators in children, their individual strengths, and challenges in parenting in relation to children’s bullying involvement, assessed through parent and clinician reports. Results of our study involving 91 children (ages 4–11 years) receiving services at a children’s mental health agency indicated significant differences on dependent variables across four different bullying involvement groups: bully, victim, bully-victim, and non-involved. Results indicated children in our clinical sample were involved in school bullying at much higher rates and many more were involved as bully-victims than what is observed in community samples. Children in the bully-victim group were assessed as having the highest level of externalizing behavior and their parents as having the most challenges. Victims presented the highest level of internalizing problems, and non-involved children were assessed as having higher individual strengths than all children that were involved in bullying. Findings suggest that children’s mental health service providers should routinely screen for bullying problems, and interventions targeting bullying involvement and its consequences should be part of mental health care for these children.","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49472639","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 This study examined the role of literacy concepts (information, news, media, and digital literacies), as an intervention strategy, in improving fake news knowledge, detection skills, and curtailing the tendency to share fake news among social media users. In doing so, this study used the inoculation theory and message interpretation process (MIP) theory to provide a useful explanation for literacy concept intervention. An experiment was carried out to test the effects of literacy intervention on the treatment group which were later compared with the results deduced from the control group who did not receive any intervention. It was found that participants in the experimental group demonstrated a higher knowledge of fake news, better ability to detect fake news and shared more accurate news articles, as compared to their counterparts who were in the control group. Implications for research and practice were discussed.
{"title":"Literacy Concepts as an Intervention Strategy for Improving Fake News Knowledge, Detection Skills, and Curtailing the Tendency to Share Fake News in Nigeria","authors":"Oberiri Destiny Apuke, Bahiyah Omar, Elif Asude Tunca","doi":"10.1080/0145935X.2021.2024758","DOIUrl":"https://doi.org/10.1080/0145935X.2021.2024758","url":null,"abstract":"Abstract This study examined the role of literacy concepts (information, news, media, and digital literacies), as an intervention strategy, in improving fake news knowledge, detection skills, and curtailing the tendency to share fake news among social media users. In doing so, this study used the inoculation theory and message interpretation process (MIP) theory to provide a useful explanation for literacy concept intervention. An experiment was carried out to test the effects of literacy intervention on the treatment group which were later compared with the results deduced from the control group who did not receive any intervention. It was found that participants in the experimental group demonstrated a higher knowledge of fake news, better ability to detect fake news and shared more accurate news articles, as compared to their counterparts who were in the control group. Implications for research and practice were discussed.","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47306511","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 : 2022-01-02DOI: 10.1080/0145935x.2022.2087989
G. Charles, Ben Anderson-Nathe
{"title":"The Historical and Ongoing State Sanctioned Attacks on Marginalized Young People: Why Do We Hurt Children?","authors":"G. Charles, Ben Anderson-Nathe","doi":"10.1080/0145935x.2022.2087989","DOIUrl":"https://doi.org/10.1080/0145935x.2022.2087989","url":null,"abstract":"","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42804482","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 : 2022-01-01DOI: 10.1080/0145935x.2021.1894920
Hannah E Frank, Lisa Saldana, Philip C Kendall, Holle A Schaper, Lesley A Norris
Although schools are one of the largest providers of behavioral health services for youth, many barriers exist to the implementation of evidence-based interventions in schools. This study used the Stages of Implementation Completion (SIC) to examine school-based implementation outcomes for a computer-assisted cognitive behavioral therapy intervention for anxious youth. Organizational factors and predictors of program startup also were examined. Results indicated that the SIC detected implementation variability in schools and suggested that spending more time completing pre-implementation activities may better prepare schools for active implementation of program delivery. Furthermore, proficiency emerged as a potentially important organizational factor to examine in future school-based implementation research.
{"title":"Bringing Evidence-Based Interventions into the Schools: An Examination of Organizational Factors and Implementation Outcomes.","authors":"Hannah E Frank, Lisa Saldana, Philip C Kendall, Holle A Schaper, Lesley A Norris","doi":"10.1080/0145935x.2021.1894920","DOIUrl":"https://doi.org/10.1080/0145935x.2021.1894920","url":null,"abstract":"<p><p>Although schools are one of the largest providers of behavioral health services for youth, many barriers exist to the implementation of evidence-based interventions in schools. This study used the Stages of Implementation Completion (SIC) to examine school-based implementation outcomes for a computer-assisted cognitive behavioral therapy intervention for anxious youth. Organizational factors and predictors of program startup also were examined. Results indicated that the SIC detected implementation variability in schools and suggested that spending more time completing pre-implementation activities may better prepare schools for active implementation of program delivery. Furthermore, proficiency emerged as a potentially important organizational factor to examine in future school-based implementation research.</p>","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0145935x.2021.1894920","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10739790","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}
Pub Date : 2021-11-24DOI: 10.1080/0145935X.2021.2004113
H. Kennedy, Yolanda Anyon, Corey Engle, Lynn Schofield Clark
Abstract Youth Participatory Action Research (YPAR) is an approach where youth and adults partner to identify and address social issues and, in theory, creates conditions for positive intergroup contact. Yet, little is known about how the practices of YPAR facilitators enable or constrain intergroup contact, particularly in racially diverse groups. Using critical discourse analysis, we examined data from an observational study of YPAR at four sites of a youth organization serving public housing residents to interrogate power dynamics between youth and adults. Our findings suggest that supporting youth in leading and making decisions, encouraging dialogue and using open-ended questions, engaging in joint work, facilitating with intentionality, celebrating accomplishments, and involving staff who are willing to contribute to group activities may enable positive intergroup contact and mitigate adultism. Policing youths’ behavior, disengaging with the project, separating adults from youth, and only involving other staff members in punitive discipline are all practices that adults engaged in that constrained intergroup contact. Practices hindering positive intergroup contact may best be understood in relation to racialized adultism. To realize positive intergroup contact in YPAR and other youth-serving settings, therefore, this study suggests that practitioners must mitigate racism and adultism.
{"title":"Using Intergroup Contact Theory to Understand the Practices of Youth-Serving Professionals in the Context of YPAR: Identifying Racialized Adultism","authors":"H. Kennedy, Yolanda Anyon, Corey Engle, Lynn Schofield Clark","doi":"10.1080/0145935X.2021.2004113","DOIUrl":"https://doi.org/10.1080/0145935X.2021.2004113","url":null,"abstract":"Abstract Youth Participatory Action Research (YPAR) is an approach where youth and adults partner to identify and address social issues and, in theory, creates conditions for positive intergroup contact. Yet, little is known about how the practices of YPAR facilitators enable or constrain intergroup contact, particularly in racially diverse groups. Using critical discourse analysis, we examined data from an observational study of YPAR at four sites of a youth organization serving public housing residents to interrogate power dynamics between youth and adults. Our findings suggest that supporting youth in leading and making decisions, encouraging dialogue and using open-ended questions, engaging in joint work, facilitating with intentionality, celebrating accomplishments, and involving staff who are willing to contribute to group activities may enable positive intergroup contact and mitigate adultism. Policing youths’ behavior, disengaging with the project, separating adults from youth, and only involving other staff members in punitive discipline are all practices that adults engaged in that constrained intergroup contact. Practices hindering positive intergroup contact may best be understood in relation to racialized adultism. To realize positive intergroup contact in YPAR and other youth-serving settings, therefore, this study suggests that practitioners must mitigate racism and adultism.","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44596680","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 : 2021-11-11DOI: 10.1080/0145935X.2021.2002685
F. Talabi, K. Udeh, Anibueze Anselm U, Joseph Moyinoluwa Talabi, A. Aiyesimoju, Enoch Adewunmi Oyeduntan, V. C. Gever
Abstract The goal of this study was to determine the effectiveness of interactive television instruction in improving the problem solving skills of out-of-school nomadic children in Northern Nigeria. The study was a quasi experiment involving 470 out-of-school nomadic children who were randomly assigned into treatment group (n = 235) and control group (n = 235). The researchers carried out the study by exposing the respondents in the treatment group to an interactive television content that was aimed at improving their problem solving skills such as problem identification, alternative generation, consequence prediction as well as implementation. It was found that although respondents in the control and treatment groups did not significantly differ in their mean scores on problem solving skills at baseline, they significantly differ after the treatment with the treatment group reporting a significant improving in their problem solving skills. The researchers discussed the findings of this study and highlighted both the theoretical and practical implications.
{"title":"Impact of Interactive Television Instruction (ITV) on Problem Solving Skills Among Out-of-School Nomadic Children in Northern Nigeria","authors":"F. Talabi, K. Udeh, Anibueze Anselm U, Joseph Moyinoluwa Talabi, A. Aiyesimoju, Enoch Adewunmi Oyeduntan, V. C. Gever","doi":"10.1080/0145935X.2021.2002685","DOIUrl":"https://doi.org/10.1080/0145935X.2021.2002685","url":null,"abstract":"Abstract The goal of this study was to determine the effectiveness of interactive television instruction in improving the problem solving skills of out-of-school nomadic children in Northern Nigeria. The study was a quasi experiment involving 470 out-of-school nomadic children who were randomly assigned into treatment group (n = 235) and control group (n = 235). The researchers carried out the study by exposing the respondents in the treatment group to an interactive television content that was aimed at improving their problem solving skills such as problem identification, alternative generation, consequence prediction as well as implementation. It was found that although respondents in the control and treatment groups did not significantly differ in their mean scores on problem solving skills at baseline, they significantly differ after the treatment with the treatment group reporting a significant improving in their problem solving skills. The researchers discussed the findings of this study and highlighted both the theoretical and practical implications.","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45383206","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 : 2021-11-09DOI: 10.1080/0145935X.2021.1996226
Anat Kali, Shlomo Romi
Abstract This study explores socio-cultural mechanisms in a religious collective society, Israeli Ultra-Orthodox (UO) Judaism, and describes how these mechanisms create unique risk situations for adolescents. Four risk factors contribute to a high dropout rate among Israeli UO youth: strict expectations according to gender norms, social exclusion, social surveillance, and secretiveness. The present research involved a qualitative analysis of multiple case studies of marginalized youth derived from data collected through structured interviews of 44 at-risk youth and 23 adult informants from various UO communities. Data analysis was based on grounded-theory methods and ethnographic and phenomenological content analysis. Findings showed that at-risk UO adolescents react to social reevaluation of both their personal and family’s social capital. When individuals or families are reevaluated by their community following an attempt to move between social fields or when a change in personal circumstances exposes a family problem, Social Reevaluation (SR) operates. The SR model provides a theoretical explanation for understanding why and how the social practices of UO youth at-risk may lead to changes in their behaviors. This novel approach illuminates the complexities of risk among adolescents in religious collective societies.
{"title":"Social Re-Evaluation Model: A Mechanism for Evaluating the Social Capital of at-Risk Adolescents in an ultra-Orthodox Collective Society","authors":"Anat Kali, Shlomo Romi","doi":"10.1080/0145935X.2021.1996226","DOIUrl":"https://doi.org/10.1080/0145935X.2021.1996226","url":null,"abstract":"Abstract This study explores socio-cultural mechanisms in a religious collective society, Israeli Ultra-Orthodox (UO) Judaism, and describes how these mechanisms create unique risk situations for adolescents. Four risk factors contribute to a high dropout rate among Israeli UO youth: strict expectations according to gender norms, social exclusion, social surveillance, and secretiveness. The present research involved a qualitative analysis of multiple case studies of marginalized youth derived from data collected through structured interviews of 44 at-risk youth and 23 adult informants from various UO communities. Data analysis was based on grounded-theory methods and ethnographic and phenomenological content analysis. Findings showed that at-risk UO adolescents react to social reevaluation of both their personal and family’s social capital. When individuals or families are reevaluated by their community following an attempt to move between social fields or when a change in personal circumstances exposes a family problem, Social Reevaluation (SR) operates. The SR model provides a theoretical explanation for understanding why and how the social practices of UO youth at-risk may lead to changes in their behaviors. This novel approach illuminates the complexities of risk among adolescents in religious collective societies.","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44172209","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 : 2021-11-08DOI: 10.1080/0145935X.2021.1997584
Ove Heradstveit, B. S. Haugland, S. Nilsen, Tormod Bøe, Borge Sivertsen, M. Hysing
Abstract Parental mental illness is a major risk factor for youth psychopathology, but few studies have used data from child and adolescent mental health services (CAMHS) to investigate this group. We used a unique linkage between a CAMHS-registry and a large population-based survey of Norwegian adolescents aged 16–19 years. Nine hundred and seventy adolescents received CAMHS, of whom 87 (9%) were registered with a parent with mental illness. These adolescents had increased odds for a range of psychiatric disorders and comorbidity compared with CAMHS-patients. These findings underscore the need to consider parental mental illness when assessing and treating adolescents with psychiatric disorders.
{"title":"Parental Mental Illness as a Risk Factor for Adolescent Psychiatric Disorders: A Registry-Based Study of Specialized Child and Adolescent Health Services","authors":"Ove Heradstveit, B. S. Haugland, S. Nilsen, Tormod Bøe, Borge Sivertsen, M. Hysing","doi":"10.1080/0145935X.2021.1997584","DOIUrl":"https://doi.org/10.1080/0145935X.2021.1997584","url":null,"abstract":"Abstract Parental mental illness is a major risk factor for youth psychopathology, but few studies have used data from child and adolescent mental health services (CAMHS) to investigate this group. We used a unique linkage between a CAMHS-registry and a large population-based survey of Norwegian adolescents aged 16–19 years. Nine hundred and seventy adolescents received CAMHS, of whom 87 (9%) were registered with a parent with mental illness. These adolescents had increased odds for a range of psychiatric disorders and comorbidity compared with CAMHS-patients. These findings underscore the need to consider parental mental illness when assessing and treating adolescents with psychiatric disorders.","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42732461","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 : 2021-10-12DOI: 10.1080/0145935X.2021.1987211
P. Dashora, Shiva Kiaras
Abstract The current study examined the perspectives of homeless youth on their life experiences using Bronfenbrenner’s ecological-developmental framework. Fifteen youth (18-24 years) were recruited from the streets and homeless serving agencies in a mid-western city in the US. They participated in a life history interview that covered topics including the lived experiences of youth with their family, school, friends, and children’s services, daily struggles, resources, personal strengths, and future hopes. The findings of this study illustrate that several factors such as family issues, feeling alienated at school, association with peers involved in delinquent activities, struggles in children’s services, major life events, economic downturn, and cultural ideologies influence homelessness among youth.
{"title":"Youth without Housing: An Ecological-Developmental Perspective","authors":"P. Dashora, Shiva Kiaras","doi":"10.1080/0145935X.2021.1987211","DOIUrl":"https://doi.org/10.1080/0145935X.2021.1987211","url":null,"abstract":"Abstract The current study examined the perspectives of homeless youth on their life experiences using Bronfenbrenner’s ecological-developmental framework. Fifteen youth (18-24 years) were recruited from the streets and homeless serving agencies in a mid-western city in the US. They participated in a life history interview that covered topics including the lived experiences of youth with their family, school, friends, and children’s services, daily struggles, resources, personal strengths, and future hopes. The findings of this study illustrate that several factors such as family issues, feeling alienated at school, association with peers involved in delinquent activities, struggles in children’s services, major life events, economic downturn, and cultural ideologies influence homelessness among youth.","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47812555","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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