Pub Date : 2022-12-30DOI: 10.1080/10926755.2022.2156015
Amanda L. Baden, Xian Zhang, Jessica A. K. Matthews, Ebony E White, E. S. Harrington, Andrew Kitchen, Jonathan R. Mazza, E. Pinderhughes
Abstract In this study using both qualitative and quantitative analysis, we coded the types and community prevalence of racial microaggressions (RMAs) and adoption microaggressions (AMAs) experienced and reported by White adoptive families with children adopted from China. Analyses examined differences in microaggressions reported by transracial adoptive families living in communities varying in racial-ethnic diversity. All families experienced RMAs and/or AMAs. Community diversity was only related to the number of RMAs experienced, and specific microaggressions were significantly related to diversity level. Parents’ interpretation of microaggressions differed based on diversity level.
{"title":"Parents and Their Adopted Chinese Children: Adoption and Racial Microaggressions in Diverse Communities","authors":"Amanda L. Baden, Xian Zhang, Jessica A. K. Matthews, Ebony E White, E. S. Harrington, Andrew Kitchen, Jonathan R. Mazza, E. Pinderhughes","doi":"10.1080/10926755.2022.2156015","DOIUrl":"https://doi.org/10.1080/10926755.2022.2156015","url":null,"abstract":"Abstract In this study using both qualitative and quantitative analysis, we coded the types and community prevalence of racial microaggressions (RMAs) and adoption microaggressions (AMAs) experienced and reported by White adoptive families with children adopted from China. Analyses examined differences in microaggressions reported by transracial adoptive families living in communities varying in racial-ethnic diversity. All families experienced RMAs and/or AMAs. Community diversity was only related to the number of RMAs experienced, and specific microaggressions were significantly related to diversity level. Parents’ interpretation of microaggressions differed based on diversity level.","PeriodicalId":45383,"journal":{"name":"Adoption Quarterly","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42399956","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 : 2022-12-30DOI: 10.1080/10926755.2022.2156641
Carmen Monico, Karen S. Rotabi-Casares, K. Bunkers
Abstract This article discusses the evolution of adoption policy and practices in Guatemala from the 1990s to 2021. The authors synthesized own research and analyzed adoption scholarship and reports and organized that history in three distinct periods: (1) conflict years (1966–1996) when mostly Guatemalan military families and associates adopted stolen children, (2) post-conflict and millennium adoption years (1997-2007) when the commercialization of children and illicit adoptions surged, and (3) reform years (2008 to date) when new adoption regulations and institutions were established. The article concludes that Guatemalan regulations aligned with international conventions improved domestic adoption, but gaps remain within the adoption and child protection system.
{"title":"The National Adoption System and Child Protection in Guatemala: Looking Back and Examining the Today","authors":"Carmen Monico, Karen S. Rotabi-Casares, K. Bunkers","doi":"10.1080/10926755.2022.2156641","DOIUrl":"https://doi.org/10.1080/10926755.2022.2156641","url":null,"abstract":"Abstract This article discusses the evolution of adoption policy and practices in Guatemala from the 1990s to 2021. The authors synthesized own research and analyzed adoption scholarship and reports and organized that history in three distinct periods: (1) conflict years (1966–1996) when mostly Guatemalan military families and associates adopted stolen children, (2) post-conflict and millennium adoption years (1997-2007) when the commercialization of children and illicit adoptions surged, and (3) reform years (2008 to date) when new adoption regulations and institutions were established. The article concludes that Guatemalan regulations aligned with international conventions improved domestic adoption, but gaps remain within the adoption and child protection system.","PeriodicalId":45383,"journal":{"name":"Adoption Quarterly","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49317959","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 : 2022-12-27DOI: 10.1080/10926755.2022.2156013
M. Gunnoe, E. Helder
Abstract Co-sleeping, regressive parenting, and punishment in the first year post-adoption were used to predict externalizing, internalizing, attachment disturbances, and full-scale IQ at 5 years post-adoption for 38 children adopted internationally at ages 0 through 11. Co-sleeping predicted less internalizing. Regressive parenting predicted fewer attachment disturbances and lower IQ in older children (adopted at ages 4–11). Regressive parenting was unrelated to adjustment at the 5-year anniversary in younger children (adopted at ages 0–4). Earlier onset of nonphysical punishment predicted less internalizing; earlier onset of physical punishment predicted higher IQ. Analyses are framed by a review/critique of popular “parenting manuals” for adoptive parents that encourage very different degrees of intrusiveness in the promotion of attachment and exercise of parental control.
{"title":"Co-Sleeping, Regressive Parenting, and Onset of Punishment as Predictors of Child Adjustment 5 Years After International Adoption: An Empirical Evaluation of Controversial Practices in Popular Adoption Manuals","authors":"M. Gunnoe, E. Helder","doi":"10.1080/10926755.2022.2156013","DOIUrl":"https://doi.org/10.1080/10926755.2022.2156013","url":null,"abstract":"Abstract Co-sleeping, regressive parenting, and punishment in the first year post-adoption were used to predict externalizing, internalizing, attachment disturbances, and full-scale IQ at 5 years post-adoption for 38 children adopted internationally at ages 0 through 11. Co-sleeping predicted less internalizing. Regressive parenting predicted fewer attachment disturbances and lower IQ in older children (adopted at ages 4–11). Regressive parenting was unrelated to adjustment at the 5-year anniversary in younger children (adopted at ages 0–4). Earlier onset of nonphysical punishment predicted less internalizing; earlier onset of physical punishment predicted higher IQ. Analyses are framed by a review/critique of popular “parenting manuals” for adoptive parents that encourage very different degrees of intrusiveness in the promotion of attachment and exercise of parental control.","PeriodicalId":45383,"journal":{"name":"Adoption Quarterly","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47535547","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 : 2022-12-22DOI: 10.1080/10926755.2022.2156014
E. Helder, T. Rigterink, Stacia Hoeksema, R. Cush, Corey Mettler, Lynnae Guffie
Abstract The present study evaluated the efficacy of the Program for the Education and Enrichment of Relational Skills (PEERS) among 45 adolescent adoptees who were struggling with peer relationships. Results revealed improvements in adolescent social knowledge, friendship quality, satisfaction with social relationships, and self-concept, an increased number of peer get-togethers, and reductions in social anxiety and depression. Parents reported improvements in their child’s social skills and empathy as well as reduced social anxiety symptoms in their child. Teacher measures also revealed improved social skills within the school context. The PEERS intervention may be helpful for adoptees who are experiencing difficulties with social skills and developing peer relationships.
{"title":"Use of the Program for the Education and Enrichment of Relational Skills (PEERS) Intervention to Improve Social Skills and Peer Relationships among Adolescent Adoptees","authors":"E. Helder, T. Rigterink, Stacia Hoeksema, R. Cush, Corey Mettler, Lynnae Guffie","doi":"10.1080/10926755.2022.2156014","DOIUrl":"https://doi.org/10.1080/10926755.2022.2156014","url":null,"abstract":"Abstract The present study evaluated the efficacy of the Program for the Education and Enrichment of Relational Skills (PEERS) among 45 adolescent adoptees who were struggling with peer relationships. Results revealed improvements in adolescent social knowledge, friendship quality, satisfaction with social relationships, and self-concept, an increased number of peer get-togethers, and reductions in social anxiety and depression. Parents reported improvements in their child’s social skills and empathy as well as reduced social anxiety symptoms in their child. Teacher measures also revealed improved social skills within the school context. The PEERS intervention may be helpful for adoptees who are experiencing difficulties with social skills and developing peer relationships.","PeriodicalId":45383,"journal":{"name":"Adoption Quarterly","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46135173","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 : 2022-12-22DOI: 10.1080/10926755.2022.2156640
R. Muhamedrahimov, Ekaterina V. Shabalina, Oleg I. Palmov, N. V. Nikiforova
Abstract The current study examined whether interventions in St. Petersburg, Russian Federation, institutions for infants (Baby Homes) that increased caregiver sensitivity (Training Only) or both caregiver sensitivity and consistency (Training plus Structural Changes: T + SC) versus care as usual (No Intervention: NoI), and the type of post-institutional (PI) families (Relatives versus Non-Relatives) in relation to the length of institutionalization would be associated with caregiver-child interaction advantages in the families. The Parent-Child Early Relational Assessment (Clark, 1985) method was used to assess the caregiver-child interactions at the stages of ≤24 months (n = 55), and 25-48 months of family placement (n = 48). Results suggest that at the stage of 24 months several interactional characteristics were better in families with children from T + SC than from NoI, especially the longer time children spent in these BH, and in families of Non-Relatives than Relatives. At 25-48 months, children in Non-Relative families displayed more Activity and Quality of Exploratory Play than in Relative families. Overall, these results suggest that at ≤24 months in PI families, advantages in caregiver-child interaction might be associated with better institutional caregiving and the type of families, whereas at 25-48 months it might be related only to the type of families.
{"title":"Caregiver-Child Interaction in Children Placed into Different Types of Russian Families following an Institutional Intervention","authors":"R. Muhamedrahimov, Ekaterina V. Shabalina, Oleg I. Palmov, N. V. Nikiforova","doi":"10.1080/10926755.2022.2156640","DOIUrl":"https://doi.org/10.1080/10926755.2022.2156640","url":null,"abstract":"Abstract The current study examined whether interventions in St. Petersburg, Russian Federation, institutions for infants (Baby Homes) that increased caregiver sensitivity (Training Only) or both caregiver sensitivity and consistency (Training plus Structural Changes: T + SC) versus care as usual (No Intervention: NoI), and the type of post-institutional (PI) families (Relatives versus Non-Relatives) in relation to the length of institutionalization would be associated with caregiver-child interaction advantages in the families. The Parent-Child Early Relational Assessment (Clark, 1985) method was used to assess the caregiver-child interactions at the stages of ≤24 months (n = 55), and 25-48 months of family placement (n = 48). Results suggest that at the stage of 24 months several interactional characteristics were better in families with children from T + SC than from NoI, especially the longer time children spent in these BH, and in families of Non-Relatives than Relatives. At 25-48 months, children in Non-Relative families displayed more Activity and Quality of Exploratory Play than in Relative families. Overall, these results suggest that at ≤24 months in PI families, advantages in caregiver-child interaction might be associated with better institutional caregiving and the type of families, whereas at 25-48 months it might be related only to the type of families.","PeriodicalId":45383,"journal":{"name":"Adoption Quarterly","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44611045","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 : 2022-12-20DOI: 10.1080/10926755.2022.2158409
Julia Villanueva O’Driscoll, Yana Jaspers, Niels Vanspauwen
{"title":"Transnational Adoption: A Curse or a Blessing? The Psychosocial Impact of Malpractices in Transnational Adoption on Adoptees","authors":"Julia Villanueva O’Driscoll, Yana Jaspers, Niels Vanspauwen","doi":"10.1080/10926755.2022.2158409","DOIUrl":"https://doi.org/10.1080/10926755.2022.2158409","url":null,"abstract":"","PeriodicalId":45383,"journal":{"name":"Adoption Quarterly","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48210849","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 : 2022-12-14DOI: 10.1080/10926755.2022.2156010
Vanessa Bork, Jan Kwee, Krista Socholotiuk
Abstract Little is known about adoptees’ experiences through adulthood. Individuals sometimes make sense of their heritage, and come to understand and express themselves in their unique voices, through storytelling. Five mother-child(ren) dyads and triads participated. The mothers had been adopted in infancy and raised by an adoptive family. Their biological child(ren) had grown up aware their mother was an adoptee. The feminist relational method of the listening guide (Gilligan et al., 2003) was employed to hear the adoption stories passed from one generation to the next. Parent and adult child(ren) were interviewed together to explore voices embedded in the relational context of their story. The joint family interviews were analyzed for these different voices. The findings suggest mothers passed down stories of positive adoption experiences through voices that were both embracing of their adoption narrative and sometimes cautious. The children spoke from voices of embrace and curiosity. Both generations stated the meaningfulness of co-constructing family adoption narratives.
摘要对被收养者成年后的经历知之甚少。个人有时会理解自己的传统，并通过讲故事以独特的声音来理解和表达自己。五名母子二人组及三合会参与。这些母亲在婴儿时期被收养，由收养家庭抚养长大。他们的亲生孩子长大后就意识到他们的母亲是被收养的。采用倾听指南的女权主义关系方法（Gilligan et al.，2003）来倾听代代相传的收养故事。父母和成年子女（ren）一起接受了采访，以探索他们故事关系背景中的声音。对这些不同声音的家庭联合访谈进行了分析。研究结果表明，母亲们通过既支持收养叙事，有时又谨慎的声音传递了积极收养经历的故事。孩子们用拥抱和好奇的声音说话。两代人都阐述了共同构建家庭收养叙事的意义。
{"title":"Intergenerational Voices of Adoption: Family Stories of Adoptees and Their Adult Children","authors":"Vanessa Bork, Jan Kwee, Krista Socholotiuk","doi":"10.1080/10926755.2022.2156010","DOIUrl":"https://doi.org/10.1080/10926755.2022.2156010","url":null,"abstract":"Abstract Little is known about adoptees’ experiences through adulthood. Individuals sometimes make sense of their heritage, and come to understand and express themselves in their unique voices, through storytelling. Five mother-child(ren) dyads and triads participated. The mothers had been adopted in infancy and raised by an adoptive family. Their biological child(ren) had grown up aware their mother was an adoptee. The feminist relational method of the listening guide (Gilligan et al., 2003) was employed to hear the adoption stories passed from one generation to the next. Parent and adult child(ren) were interviewed together to explore voices embedded in the relational context of their story. The joint family interviews were analyzed for these different voices. The findings suggest mothers passed down stories of positive adoption experiences through voices that were both embracing of their adoption narrative and sometimes cautious. The children spoke from voices of embrace and curiosity. Both generations stated the meaningfulness of co-constructing family adoption narratives.","PeriodicalId":45383,"journal":{"name":"Adoption Quarterly","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41830319","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 : 2022-12-12DOI: 10.1080/10926755.2022.2155895
S. Pandya
Abstract Single adoptive parents and their adoptees who transition into adolescence are likely to face several challenges. This article reports the impact of a WhatsApp-based spiritual education lessons (SEL) intervention on bolstering parenting competencies and secure attachments of single adoptive parents-adoptee adolescent dyads (Npre-test = 86; Npost-test = 76). An active control group based experimental design was used with WhatsApp-based general posts as the control condition. Parenting competencies were assessed pre- and post-test by the Parenting Sense of Competence Scale (PSOC) and Me as a Parent Scale (MaaP) and adolescent attachment outcomes were assessed by the Friends and Family Interview (FFI). Results supported the intervention and the SEL posts had greater impact on mother-daughter dyads, middle class, ever-single adoptive parents, highly qualified, professionals-salaried, and whose intervention compliance was higher. Actor-partner interdependence models indicated that single adoptive parents’ and adoptee adolescents’ outcomes were mutually associated. Latent class analysis suggested an eight-latent-class model of participant clusters likely to gain more from the SEL intervention, which included: adoptee female adolescents-ever-single adoptive female parents, adoptee male adolescents-ever-single adoptive female parents, middle class, highly qualified, professional-salaried, and who complied with the intervention by reading posts and completing homework above the recommended threshold.
{"title":"Single Adoptive Parents and Their Adoptee Adolescents: Building Parenting Competencies and Secure Attachments","authors":"S. Pandya","doi":"10.1080/10926755.2022.2155895","DOIUrl":"https://doi.org/10.1080/10926755.2022.2155895","url":null,"abstract":"Abstract Single adoptive parents and their adoptees who transition into adolescence are likely to face several challenges. This article reports the impact of a WhatsApp-based spiritual education lessons (SEL) intervention on bolstering parenting competencies and secure attachments of single adoptive parents-adoptee adolescent dyads (Npre-test = 86; Npost-test = 76). An active control group based experimental design was used with WhatsApp-based general posts as the control condition. Parenting competencies were assessed pre- and post-test by the Parenting Sense of Competence Scale (PSOC) and Me as a Parent Scale (MaaP) and adolescent attachment outcomes were assessed by the Friends and Family Interview (FFI). Results supported the intervention and the SEL posts had greater impact on mother-daughter dyads, middle class, ever-single adoptive parents, highly qualified, professionals-salaried, and whose intervention compliance was higher. Actor-partner interdependence models indicated that single adoptive parents’ and adoptee adolescents’ outcomes were mutually associated. Latent class analysis suggested an eight-latent-class model of participant clusters likely to gain more from the SEL intervention, which included: adoptee female adolescents-ever-single adoptive female parents, adoptee male adolescents-ever-single adoptive female parents, middle class, highly qualified, professional-salaried, and who complied with the intervention by reading posts and completing homework above the recommended threshold.","PeriodicalId":45383,"journal":{"name":"Adoption Quarterly","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46899658","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 : 2022-12-10DOI: 10.1080/10926755.2022.2156016
A. Goldberg, H. Grotevant
Abstract Little is known about how teachers learn about the adoptive status or background of their students, or how they use this information. This mixed-methods study examined U.S. teachers’ experiences with obtaining and using information about children’s adoptive status and background. Data were gathered via an online survey. Respondents were 207 K-12 teachers, paraprofessionals, and other school professionals. Teachers most often learned a child was adopted from the child themselves, followed by the parents. Sometimes they learned the information in the context of a child’s emotional/behavioral difficulties or their specialized education plan. Almost half had wanted to know more about a child’s adoptive status or history but were unsure of how or who to ask. Findings have implications for teachers, school support staff, and adoptive families.
{"title":"What Do Teachers Know about Adoptive Families, and How Do They Use It to Serve Adopted Children?","authors":"A. Goldberg, H. Grotevant","doi":"10.1080/10926755.2022.2156016","DOIUrl":"https://doi.org/10.1080/10926755.2022.2156016","url":null,"abstract":"Abstract Little is known about how teachers learn about the adoptive status or background of their students, or how they use this information. This mixed-methods study examined U.S. teachers’ experiences with obtaining and using information about children’s adoptive status and background. Data were gathered via an online survey. Respondents were 207 K-12 teachers, paraprofessionals, and other school professionals. Teachers most often learned a child was adopted from the child themselves, followed by the parents. Sometimes they learned the information in the context of a child’s emotional/behavioral difficulties or their specialized education plan. Almost half had wanted to know more about a child’s adoptive status or history but were unsure of how or who to ask. Findings have implications for teachers, school support staff, and adoptive families.","PeriodicalId":45383,"journal":{"name":"Adoption Quarterly","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42040239","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 : 2022-09-09DOI: 10.1080/10926755.2022.2120144
K. Askeland, M. Hysing, Borge Sivertsen
{"title":"The Importance of Perceived Discrimination and Pre-Adoption Risk for Mental Health Problems among Young Adult Internationally Adopted Students in Norway","authors":"K. Askeland, M. Hysing, Borge Sivertsen","doi":"10.1080/10926755.2022.2120144","DOIUrl":"https://doi.org/10.1080/10926755.2022.2120144","url":null,"abstract":"","PeriodicalId":45383,"journal":{"name":"Adoption Quarterly","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48520253","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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