Pub Date : 2019-12-19DOI: 10.1080/01933922.2019.1702128
P. Harris, Laura M. Gonzalez, Brooke Kearney, Kai Ingram
ABSTRACT Though often ignored or stereotyped in school settings, African American females have the strengths and resiliency needed to explore postsecondary options. Yet, current college and career readiness interventions does not meet the unique needs of this population. This article will integrate two models that may be effective in facilitating college and career exploration with African American females: the ASCA Mind-Sets and Behaviors for Student Success and SPARCK, the Life Design coaching intervention. Theoretical foundations of the models, as well best practices and implications for practice and research will be presented.
{"title":"Finding Their SPARCK: College and Career Readiness Groups for African American Females","authors":"P. Harris, Laura M. Gonzalez, Brooke Kearney, Kai Ingram","doi":"10.1080/01933922.2019.1702128","DOIUrl":"https://doi.org/10.1080/01933922.2019.1702128","url":null,"abstract":"ABSTRACT Though often ignored or stereotyped in school settings, African American females have the strengths and resiliency needed to explore postsecondary options. Yet, current college and career readiness interventions does not meet the unique needs of this population. This article will integrate two models that may be effective in facilitating college and career exploration with African American females: the ASCA Mind-Sets and Behaviors for Student Success and SPARCK, the Life Design coaching intervention. Theoretical foundations of the models, as well best practices and implications for practice and research will be presented.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74560726","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 : 2019-10-02DOI: 10.1080/01933922.2019.1669753
Jessica Gonzalez-Voller, Andrew W. Wood, Frank W. Marrs, Viviane Ephraimson-Abt, J. Sharp, Ariana Garcia
ABSTRACT Family caregivers can be at risk for emotional, mental, and physical health problems. The purpose of this study was to determine if brief mindfulness training was effective in reducing stress levels of family caregivers and to compare the ways that this treatment is studied. Family caregivers (N = 12) were randomly assigned to 5 hours of mindfulness training either all in one day (“all day” treatment) or in weekly installments of 75 minutes over 4 weeks (“4-week” treatment). In both groups, family caregivers experienced increased mindfulness and stress reduction. Implications and recommendations for group leaders are offered in this article.
{"title":"A Randomized-Controlled Pilot Study Comparing a One-Day and Four-Week Mindfulness-Based Group Intervention for Family Caregivers","authors":"Jessica Gonzalez-Voller, Andrew W. Wood, Frank W. Marrs, Viviane Ephraimson-Abt, J. Sharp, Ariana Garcia","doi":"10.1080/01933922.2019.1669753","DOIUrl":"https://doi.org/10.1080/01933922.2019.1669753","url":null,"abstract":"ABSTRACT Family caregivers can be at risk for emotional, mental, and physical health problems. The purpose of this study was to determine if brief mindfulness training was effective in reducing stress levels of family caregivers and to compare the ways that this treatment is studied. Family caregivers (N = 12) were randomly assigned to 5 hours of mindfulness training either all in one day (“all day” treatment) or in weekly installments of 75 minutes over 4 weeks (“4-week” treatment). In both groups, family caregivers experienced increased mindfulness and stress reduction. Implications and recommendations for group leaders are offered in this article.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83702667","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 : 2019-10-02DOI: 10.1080/01933922.2019.1669752
Layla Bonner, J. Hicks, G. Pennie
ABSTRACT Predominantly White Educational Institutions often fail to meet the needs of gifted African American students. Racial discrimination, lack of teacher cultural competence, and deficit ideologies create barriers impacting student academic success, emotional well-being, and sense of belonging. School counselors are in optimal positions to assist African American youth using targeted cultural strategies. This article offers a background on the issues many gifted African American children face and details a group approach utilizing solution focused brief therapy, family involvement, conflict resolution, and anger management, in an attempt to influence positive racial identity, resilience, and student achievement.
{"title":"Recreating Community Among Gifted African American Students Through Group Counseling","authors":"Layla Bonner, J. Hicks, G. Pennie","doi":"10.1080/01933922.2019.1669752","DOIUrl":"https://doi.org/10.1080/01933922.2019.1669752","url":null,"abstract":"ABSTRACT Predominantly White Educational Institutions often fail to meet the needs of gifted African American students. Racial discrimination, lack of teacher cultural competence, and deficit ideologies create barriers impacting student academic success, emotional well-being, and sense of belonging. School counselors are in optimal positions to assist African American youth using targeted cultural strategies. This article offers a background on the issues many gifted African American children face and details a group approach utilizing solution focused brief therapy, family involvement, conflict resolution, and anger management, in an attempt to influence positive racial identity, resilience, and student achievement.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88281822","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 : 2019-10-02DOI: 10.1080/01933922.2019.1669750
Josephine Grant Lindsley, Johari Harris, A. C. Kruger, J. Meyers
ABSTRACT A qualitative exploratory study examined African American 7th graders’ talk about peer sexual harassment (N = 21). A thematic analysis of single-gender discussion groups demonstrated that while students held misconceptions about sexual harassment, they were fluent in the cultural norms that expect boys to push sexual boundaries and girls to enforce them. We propose that feminist theory, which views personal interactions through the lens of power hierarchies, provides a useful explanation of the students’ talk about peer sexual harassment. Our experience points to the value of group work to explore students’ prior knowledge and underlying beliefs about sexual harassment before intervening.
{"title":"An Exploratory Study of African American Adolescents’ Talk About Peer Sexual Harassment: More Support for the Utility of Feminist Theory","authors":"Josephine Grant Lindsley, Johari Harris, A. C. Kruger, J. Meyers","doi":"10.1080/01933922.2019.1669750","DOIUrl":"https://doi.org/10.1080/01933922.2019.1669750","url":null,"abstract":"ABSTRACT A qualitative exploratory study examined African American 7th graders’ talk about peer sexual harassment (N = 21). A thematic analysis of single-gender discussion groups demonstrated that while students held misconceptions about sexual harassment, they were fluent in the cultural norms that expect boys to push sexual boundaries and girls to enforce them. We propose that feminist theory, which views personal interactions through the lens of power hierarchies, provides a useful explanation of the students’ talk about peer sexual harassment. Our experience points to the value of group work to explore students’ prior knowledge and underlying beliefs about sexual harassment before intervening.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88638336","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 : 2019-10-02DOI: 10.1080/01933922.2019.1669754
Adrienne N. Erby
ABSTRACT The purpose of this study was to identify factors contributing to counseling students’ cultural awareness in a brief experiential group implemented in a multicultural counseling course. Using Critical Incident methodology, 45 responses from six groups across two semester course offerings were analyzed, resulting in three emergent themes: insight, group environment, and social location awareness. Numerical representation of the qualitative data is provided to contextualize themes across the total number of responses. Limitations of the study, implications for group work in multicultural counselor training, and recommendations for future research are also provided.
{"title":"Critical Incidents in a Brief Multicultural Counseling Experiential Group","authors":"Adrienne N. Erby","doi":"10.1080/01933922.2019.1669754","DOIUrl":"https://doi.org/10.1080/01933922.2019.1669754","url":null,"abstract":"ABSTRACT The purpose of this study was to identify factors contributing to counseling students’ cultural awareness in a brief experiential group implemented in a multicultural counseling course. Using Critical Incident methodology, 45 responses from six groups across two semester course offerings were analyzed, resulting in three emergent themes: insight, group environment, and social location awareness. Numerical representation of the qualitative data is provided to contextualize themes across the total number of responses. Limitations of the study, implications for group work in multicultural counselor training, and recommendations for future research are also provided.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79001052","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 : 2019-10-02DOI: 10.1080/01933922.2019.1670024
Michael T. Hartley, Kristopher M. Goodrich
As the leading journal in professional counseling addressing group work, it is imperative that The Journal for Specialists in Group Work (JSGW) cover a wide range of issues and address the various populations who present themselves in group work settings. As an organization, the Association for Specialists in Group Work (ASGW) has led in its focus on diversity, multiculturalism, and international issues. JSGW, its professional journal, has followed this charge, publishing numerous special issues, as well as individual articles, covering the breadth and depth of multicultural and social justice issues. Further, there have been increased calls for wider coverage of these issues, as well as notes for which the journal appears to still lack (Goodrich, 2018). This could not be more true than in the area of disability, which has received sparse coverage in JSGW. Today, an understanding of disability is critical because the population of people with disabilities is one of the fastest growing minority groups, increasing from 11.9% in 2010 to 12.8% in 2016 in the United States (Kraus, Lauer, Coleman, & Houtenville, 2018). Historically segregated, people with disabilities are increasingly able to participate in society because of civil rights protections that emerged from the 1970’s disability rights movement (Hartley, 2018). Perhaps one of the most important moments was April 5, 1977, when a national group of disability rights advocates organized simultaneous protests in nine cities to demand the enforcement of civil rights protections (Longmore, 2003; Shapiro, 1994). From these protests emerged a larger cultural movement focused on equal employment, greater political participation, and better community services (Campbell & Oliver, 1996; Longmore, 2003). While people with disabilities are more integrated than ever before in our society, the disability is an experience typically misunderstood by many, including professional counselors who often have limited experience and training around disability. While almost everyone will experience changes in ability and functioning with age, and temporary and permanent impairments are a common part of the human experience, misconceptions about disability are often a result of ableism – the notion that disability is much more than a psychological, physiological or anatomical difference, but rather, a social construction used to define some groups of people as normal contrasted against the abnormal. A construct similar to racism and sexism, ableism is the perceived inferiority of people with disabilities and preference for able-bodiedness. Historically and currently, ableism has intersected with other significant social justice issues because it has been used to justify inequality for people with disabilities as well as other groups of people. Indeed, scholars have argued that the ways in which disability is discussed provides a lens to see how disability is understood within our larger society. Scholars, for instance,
{"title":"Group Work for All","authors":"Michael T. Hartley, Kristopher M. Goodrich","doi":"10.1080/01933922.2019.1670024","DOIUrl":"https://doi.org/10.1080/01933922.2019.1670024","url":null,"abstract":"As the leading journal in professional counseling addressing group work, it is imperative that The Journal for Specialists in Group Work (JSGW) cover a wide range of issues and address the various populations who present themselves in group work settings. As an organization, the Association for Specialists in Group Work (ASGW) has led in its focus on diversity, multiculturalism, and international issues. JSGW, its professional journal, has followed this charge, publishing numerous special issues, as well as individual articles, covering the breadth and depth of multicultural and social justice issues. Further, there have been increased calls for wider coverage of these issues, as well as notes for which the journal appears to still lack (Goodrich, 2018). This could not be more true than in the area of disability, which has received sparse coverage in JSGW. Today, an understanding of disability is critical because the population of people with disabilities is one of the fastest growing minority groups, increasing from 11.9% in 2010 to 12.8% in 2016 in the United States (Kraus, Lauer, Coleman, & Houtenville, 2018). Historically segregated, people with disabilities are increasingly able to participate in society because of civil rights protections that emerged from the 1970’s disability rights movement (Hartley, 2018). Perhaps one of the most important moments was April 5, 1977, when a national group of disability rights advocates organized simultaneous protests in nine cities to demand the enforcement of civil rights protections (Longmore, 2003; Shapiro, 1994). From these protests emerged a larger cultural movement focused on equal employment, greater political participation, and better community services (Campbell & Oliver, 1996; Longmore, 2003). While people with disabilities are more integrated than ever before in our society, the disability is an experience typically misunderstood by many, including professional counselors who often have limited experience and training around disability. While almost everyone will experience changes in ability and functioning with age, and temporary and permanent impairments are a common part of the human experience, misconceptions about disability are often a result of ableism – the notion that disability is much more than a psychological, physiological or anatomical difference, but rather, a social construction used to define some groups of people as normal contrasted against the abnormal. A construct similar to racism and sexism, ableism is the perceived inferiority of people with disabilities and preference for able-bodiedness. Historically and currently, ableism has intersected with other significant social justice issues because it has been used to justify inequality for people with disabilities as well as other groups of people. Indeed, scholars have argued that the ways in which disability is discussed provides a lens to see how disability is understood within our larger society. Scholars, for instance,","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74090839","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 : 2019-10-02DOI: 10.1080/01933922.2019.1669751
E. Brown, Angela D. Coker
ABSTRACT A disproportionate number of African American youth experience childhood adversity and situations of loss, including parental incarceration and divorce, while navigating racial discrimination. Ambiguous loss theory offers a conceptual framework to understand these experiences as losses of relationships, stability, and social validation due to parental behaviors. Theoretically and culturally informed interventions are needed to help adolescents cope with ambiguous loss. This article describes a psychoeducational group intervention for female African American adolescents experiencing ambiguous loss that aims to promote resilience and coping rather than promote closure following loss.
{"title":"Promoting the Resiliency of African American Teens Experiencing Ambiguous Loss","authors":"E. Brown, Angela D. Coker","doi":"10.1080/01933922.2019.1669751","DOIUrl":"https://doi.org/10.1080/01933922.2019.1669751","url":null,"abstract":"ABSTRACT A disproportionate number of African American youth experience childhood adversity and situations of loss, including parental incarceration and divorce, while navigating racial discrimination. Ambiguous loss theory offers a conceptual framework to understand these experiences as losses of relationships, stability, and social validation due to parental behaviors. Theoretically and culturally informed interventions are needed to help adolescents cope with ambiguous loss. This article describes a psychoeducational group intervention for female African American adolescents experiencing ambiguous loss that aims to promote resilience and coping rather than promote closure following loss.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91149314","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 : 2019-07-03DOI: 10.1080/01933922.2019.1637985
Sarah M. Blalock, N. Lindo, Maria Haiyasoso, Molly K. Morman
ABSTRACT Child-Centered Group Play Therapy (CCGPT) has been shown to be an effective, developmentally appropriate, and efficient mental health treatment for young children. The purpose of this qualitative study was to explore six play therapists’ perceptions of conducting CCGPT in four elementary schools. Three overarching themes emerged from the data: Internal Responses During Clinical Experiences, Perception of CCGPT (subthemes: Benefits, Challenges, Comparison to Individual PT), and Observed Change (subthemes: Client Change, Shift in Therapist Perception of CCGPT). Results support the use of CCGPT in schools and highlight the need for counselor training in CCGPT.
{"title":"Child-Centered Play Therapists’ Experiences of Conducting Group Play Therapy in Elementary Schools","authors":"Sarah M. Blalock, N. Lindo, Maria Haiyasoso, Molly K. Morman","doi":"10.1080/01933922.2019.1637985","DOIUrl":"https://doi.org/10.1080/01933922.2019.1637985","url":null,"abstract":"ABSTRACT Child-Centered Group Play Therapy (CCGPT) has been shown to be an effective, developmentally appropriate, and efficient mental health treatment for young children. The purpose of this qualitative study was to explore six play therapists’ perceptions of conducting CCGPT in four elementary schools. Three overarching themes emerged from the data: Internal Responses During Clinical Experiences, Perception of CCGPT (subthemes: Benefits, Challenges, Comparison to Individual PT), and Observed Change (subthemes: Client Change, Shift in Therapist Perception of CCGPT). Results support the use of CCGPT in schools and highlight the need for counselor training in CCGPT.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87455549","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 : 2019-07-03DOI: 10.1080/01933922.2019.1634780
J. Foster, Whitney DeCamp
ABSTRACT This pilot study investigated the efficacy of a manualized group treatment for adult survivors of polyvictimization and complex trauma (N = 116). Participants were assessed at baseline (waitlist), pre-intervention, and post-intervention. Scores statistically significantly improved on measures of symptom distress (Outcome Questionnaire-45 and Trauma Symptom Checklist-40) following the group intervention. Individual client scores were analyzed for pre/post treatment differences and indicated that 41% of the sample made reliable gains on the OQ-45. Significant gender differences were noted with females’ scores indicating a much stronger improvement during treatment. Implications for group counseling practice and future research are delineated.
{"title":"A Quasi-Experimental Investigation of a Group Intervention for Adult Survivors of Polyvictimization and Complex Trauma","authors":"J. Foster, Whitney DeCamp","doi":"10.1080/01933922.2019.1634780","DOIUrl":"https://doi.org/10.1080/01933922.2019.1634780","url":null,"abstract":"ABSTRACT This pilot study investigated the efficacy of a manualized group treatment for adult survivors of polyvictimization and complex trauma (N = 116). Participants were assessed at baseline (waitlist), pre-intervention, and post-intervention. Scores statistically significantly improved on measures of symptom distress (Outcome Questionnaire-45 and Trauma Symptom Checklist-40) following the group intervention. Individual client scores were analyzed for pre/post treatment differences and indicated that 41% of the sample made reliable gains on the OQ-45. Significant gender differences were noted with females’ scores indicating a much stronger improvement during treatment. Implications for group counseling practice and future research are delineated.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79114963","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 : 2019-07-03DOI: 10.1080/01933922.2019.1634781
Brett Zyromski, I. Martin, Melissa Mariani
ABSTRACT This pilot study involved fourth and fifth-grade students (N = 25) from two elementary schools that receive the True Goals (TG) small group intervention during an after-school program in one school district in the Midwest region of the United States. A one-group pre-post design was used to assess classroom teachers’ perceptions of student learning gains in motivation, self-knowledge, self-direction, and positive relationships as scored on the Protective Factors Index (PFI). Results indicated that students that participated in the TG curriculum experienced significant gains (p = .01) in motivation, self-knowledge, self-direction, and positive relationships over time, with a large effect size (d = .83).
{"title":"Evaluation of the True Goals School Counseling Curriculum: A Pilot Study","authors":"Brett Zyromski, I. Martin, Melissa Mariani","doi":"10.1080/01933922.2019.1634781","DOIUrl":"https://doi.org/10.1080/01933922.2019.1634781","url":null,"abstract":"ABSTRACT This pilot study involved fourth and fifth-grade students (N = 25) from two elementary schools that receive the True Goals (TG) small group intervention during an after-school program in one school district in the Midwest region of the United States. A one-group pre-post design was used to assess classroom teachers’ perceptions of student learning gains in motivation, self-knowledge, self-direction, and positive relationships as scored on the Protective Factors Index (PFI). Results indicated that students that participated in the TG curriculum experienced significant gains (p = .01) in motivation, self-knowledge, self-direction, and positive relationships over time, with a large effect size (d = .83).","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83220974","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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