Pub Date : 2021-07-19DOI: 10.1080/15401383.2021.1950092
Michele D. Rattigan, D. Morningstar, Scott Horowitz
ABSTRACT The authors discuss a creative clinical intervention that derived from collaborative treatment facilitated by art and dance/movement therapist counselors. This interdisciplinary method, called “the button method,” expanded into a learning tool in graduate education and professional development trainings. As the method evolved, music therapy was integrated to enhance both the workshop and classroom experiences. The authors describe a five-step model for collaboration using the button method. Examples and considerations are offered as illustrations for clinicians across mental health disciplines interested in exploring collaborative work with creative arts therapists.
{"title":"The Button Method: A Model of Collaboration with Creative Arts Therapies","authors":"Michele D. Rattigan, D. Morningstar, Scott Horowitz","doi":"10.1080/15401383.2021.1950092","DOIUrl":"https://doi.org/10.1080/15401383.2021.1950092","url":null,"abstract":"ABSTRACT The authors discuss a creative clinical intervention that derived from collaborative treatment facilitated by art and dance/movement therapist counselors. This interdisciplinary method, called “the button method,” expanded into a learning tool in graduate education and professional development trainings. As the method evolved, music therapy was integrated to enhance both the workshop and classroom experiences. The authors describe a five-step model for collaboration using the button method. Examples and considerations are offered as illustrations for clinicians across mental health disciplines interested in exploring collaborative work with creative arts therapists.","PeriodicalId":46212,"journal":{"name":"Journal of Creativity in Mental Health","volume":"18 1","pages":"249 - 262"},"PeriodicalIF":0.6,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15401383.2021.1950092","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47901607","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 : 2021-06-21DOI: 10.1080/15401383.2021.1936329
Kara M. Hurt-Avila, A. C. DeDiego, Joelle Starr
ABSTRACT Service learning offers counselor educators experiential learning opportunities. This article presents the findings of a quantitative action research study examining the impact of problem-based service-learning on research knowledge, attitudes, and self-efficacy for 20 master’s-level counseling students. Implications include using service learning to fulfill learning objectives related to practical research skills.
{"title":"Teaching Counseling Research and Program Evaluation through Problem-Based Service Learning","authors":"Kara M. Hurt-Avila, A. C. DeDiego, Joelle Starr","doi":"10.1080/15401383.2021.1936329","DOIUrl":"https://doi.org/10.1080/15401383.2021.1936329","url":null,"abstract":"ABSTRACT Service learning offers counselor educators experiential learning opportunities. This article presents the findings of a quantitative action research study examining the impact of problem-based service-learning on research knowledge, attitudes, and self-efficacy for 20 master’s-level counseling students. Implications include using service learning to fulfill learning objectives related to practical research skills.","PeriodicalId":46212,"journal":{"name":"Journal of Creativity in Mental Health","volume":"18 1","pages":"105 - 117"},"PeriodicalIF":0.6,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15401383.2021.1936329","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48569051","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 : 2021-06-17DOI: 10.1080/15401383.2021.1936327
Ailyn D. Diaz
ABSTRACT Relational cultural therapy tenets are based on feminist theory but can be used with male clients using cinematherapy. Falling Down, a movie about a middle-aged man in crisis during times of social upheaval in Los Angeles, is examined for the main relational images and their influence on the central relational paradox through narrative qualitative analysis. Codes for visual, auditory, and somatosensory aspects were applied and the frequency of co-occurrences calculated. “Home” was found to be the most significant relational image among the main male characters ensuing from the central relational paradox. The study shows how relational images can be examined and be applied in cinematherapy with male clients.
{"title":"Film Review: Qualitative Analysis of Meaningful Male Relational Images in Falling Down","authors":"Ailyn D. Diaz","doi":"10.1080/15401383.2021.1936327","DOIUrl":"https://doi.org/10.1080/15401383.2021.1936327","url":null,"abstract":"ABSTRACT Relational cultural therapy tenets are based on feminist theory but can be used with male clients using cinematherapy. Falling Down, a movie about a middle-aged man in crisis during times of social upheaval in Los Angeles, is examined for the main relational images and their influence on the central relational paradox through narrative qualitative analysis. Codes for visual, auditory, and somatosensory aspects were applied and the frequency of co-occurrences calculated. “Home” was found to be the most significant relational image among the main male characters ensuing from the central relational paradox. The study shows how relational images can be examined and be applied in cinematherapy with male clients.","PeriodicalId":46212,"journal":{"name":"Journal of Creativity in Mental Health","volume":"18 1","pages":"134 - 144"},"PeriodicalIF":0.6,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15401383.2021.1936327","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42981072","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 : 2021-06-14DOI: 10.1080/15401383.2021.1936328
A. Kuhnley, Tram Nguyen, Alex Gantt, Patricia Hinkley
ABSTRACT Despite empathy’s centrality, there is a paucity of research on empathy development in counselor education. This study extends work which calls for counselor educators to promote the role of empathy in counselor training. The present study recruited a sample of 64 graduate students to participate in an online, short-term empathy development workshop to examine its impact on empathy and other salient variables including attachment, wellbeing, self-esteem, narcissism, emotional intelligence, and mindfulness. The researchers used t-tests to analyze pre-posttest differences in the constructs, and thematic analysis and the consensual qualitative approach to evaluate open-ended survey responses to understand the impact of the short-term online empathy training on participants. Results indicated statistically significant changes in attachment-related avoidance and trait empathy. Implications for counselor educators future researchers are explored, and counselor educators are called to continue to refine and make accessible empathy training for counselors in training.
{"title":"Creatively Increasing Empathy: The Impacts of an Online Empathy Workshop","authors":"A. Kuhnley, Tram Nguyen, Alex Gantt, Patricia Hinkley","doi":"10.1080/15401383.2021.1936328","DOIUrl":"https://doi.org/10.1080/15401383.2021.1936328","url":null,"abstract":"ABSTRACT Despite empathy’s centrality, there is a paucity of research on empathy development in counselor education. This study extends work which calls for counselor educators to promote the role of empathy in counselor training. The present study recruited a sample of 64 graduate students to participate in an online, short-term empathy development workshop to examine its impact on empathy and other salient variables including attachment, wellbeing, self-esteem, narcissism, emotional intelligence, and mindfulness. The researchers used t-tests to analyze pre-posttest differences in the constructs, and thematic analysis and the consensual qualitative approach to evaluate open-ended survey responses to understand the impact of the short-term online empathy training on participants. Results indicated statistically significant changes in attachment-related avoidance and trait empathy. Implications for counselor educators future researchers are explored, and counselor educators are called to continue to refine and make accessible empathy training for counselors in training.","PeriodicalId":46212,"journal":{"name":"Journal of Creativity in Mental Health","volume":"18 1","pages":"60 - 72"},"PeriodicalIF":0.6,"publicationDate":"2021-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15401383.2021.1936328","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47111506","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 : 2021-06-07DOI: 10.1080/15401383.2021.1924095
Ian M. Lértora, A. Herridge, Nathaniel L. Smith, Alexis L. Croffie
ABSTRACT The purpose of this phenomenological inquiry is to describe the experiences of LGB IS through the lens of relational-cultural theory. Eight LGB IS from the Southwest region of the United States agreed to participate in the study. The age range of the participant was 20–31 (M= 22.13) with three identifying as male and five identifying as female. The participants identified the following as their sexual orientations: one lesbian, four bisexual, two gay, and one pansexual. The following sections depict the a priori themes derived from RCT that resulted from the data analysis. The final reported themes are as follows: growth-fostering relationships, disconnection, authenticity, power and control, and controlling images. Implications are provided for the campus-based counseling professions who may find themselves working with or supporting LBG IS.
{"title":"Lesbian, Gay, and Bisexual International Students Transitions Conceptualized Using Relational-Cultural Theory: A Phenomenological Study","authors":"Ian M. Lértora, A. Herridge, Nathaniel L. Smith, Alexis L. Croffie","doi":"10.1080/15401383.2021.1924095","DOIUrl":"https://doi.org/10.1080/15401383.2021.1924095","url":null,"abstract":"ABSTRACT The purpose of this phenomenological inquiry is to describe the experiences of LGB IS through the lens of relational-cultural theory. Eight LGB IS from the Southwest region of the United States agreed to participate in the study. The age range of the participant was 20–31 (M= 22.13) with three identifying as male and five identifying as female. The participants identified the following as their sexual orientations: one lesbian, four bisexual, two gay, and one pansexual. The following sections depict the a priori themes derived from RCT that resulted from the data analysis. The final reported themes are as follows: growth-fostering relationships, disconnection, authenticity, power and control, and controlling images. Implications are provided for the campus-based counseling professions who may find themselves working with or supporting LBG IS.","PeriodicalId":46212,"journal":{"name":"Journal of Creativity in Mental Health","volume":"17 1","pages":"426 - 442"},"PeriodicalIF":0.6,"publicationDate":"2021-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15401383.2021.1924095","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47465167","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 : 2021-05-28DOI: 10.1080/15401383.2021.1928575
Sarah M. Blalock
ABSTRACT The purpose of this article is to provide research evidence and a rationale for use of sandtray counseling in schools, as well as serve as a practical “how to” guide on conducting sandtray sessions inexpensively in a school setting, using case examples to illustrate. Especially now, in the midst of the COVID-19 epidemic and increased awareness of racial inequity, students (and teachers) will need interventions appropriate for trauma and grief. For school-based counselors, sandtray counseling is a developmentally appropriate intervention, particularly for preadolescents, who are old enough to feel uncomfortable with playroom toys and yet are not developmentally ready to use a primarily verbal intervention. Sandtray counseling can provide a culturally sensitive, safe, and soothing bridge between experience and expression, to facilitate integration and healing. With proper training, sandtray counseling can be a valuable addition to any practitioners’ toolbox and is effectively conducted by practitioners working from various theoretical orientations.
{"title":"School-Based Sandtray Counseling on a Shoe String","authors":"Sarah M. Blalock","doi":"10.1080/15401383.2021.1928575","DOIUrl":"https://doi.org/10.1080/15401383.2021.1928575","url":null,"abstract":"ABSTRACT The purpose of this article is to provide research evidence and a rationale for use of sandtray counseling in schools, as well as serve as a practical “how to” guide on conducting sandtray sessions inexpensively in a school setting, using case examples to illustrate. Especially now, in the midst of the COVID-19 epidemic and increased awareness of racial inequity, students (and teachers) will need interventions appropriate for trauma and grief. For school-based counselors, sandtray counseling is a developmentally appropriate intervention, particularly for preadolescents, who are old enough to feel uncomfortable with playroom toys and yet are not developmentally ready to use a primarily verbal intervention. Sandtray counseling can provide a culturally sensitive, safe, and soothing bridge between experience and expression, to facilitate integration and healing. With proper training, sandtray counseling can be a valuable addition to any practitioners’ toolbox and is effectively conducted by practitioners working from various theoretical orientations.","PeriodicalId":46212,"journal":{"name":"Journal of Creativity in Mental Health","volume":"18 1","pages":"16 - 27"},"PeriodicalIF":0.6,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15401383.2021.1928575","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49574881","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 : 2021-05-21DOI: 10.1080/15401383.2021.1928576
Nayoung Kim, Jayna Mumbauer-Pisano
ABSTRACT This article introduces a combined supervision model, the Integrative Developmental Model for Narrative Supervision (IDMNS), which incorporates the Integrative Developmental Model and Narrative Supervision Model. This model provides concrete guidelines for supervisors to incorporate narrative processes in clinical supervision while attending to supervisees’ developmental needs. Specifically, the proposed tenets of the model include multicultural awareness, supervisory relationship, and narrative facilitation. The benefits and the limitations of the model are identified along with a case study of the IDMNS in practice. Implications for future research are discussed.
{"title":"Integrative Developmental Model for Narrative Supervision","authors":"Nayoung Kim, Jayna Mumbauer-Pisano","doi":"10.1080/15401383.2021.1928576","DOIUrl":"https://doi.org/10.1080/15401383.2021.1928576","url":null,"abstract":"ABSTRACT This article introduces a combined supervision model, the Integrative Developmental Model for Narrative Supervision (IDMNS), which incorporates the Integrative Developmental Model and Narrative Supervision Model. This model provides concrete guidelines for supervisors to incorporate narrative processes in clinical supervision while attending to supervisees’ developmental needs. Specifically, the proposed tenets of the model include multicultural awareness, supervisory relationship, and narrative facilitation. The benefits and the limitations of the model are identified along with a case study of the IDMNS in practice. Implications for future research are discussed.","PeriodicalId":46212,"journal":{"name":"Journal of Creativity in Mental Health","volume":"18 1","pages":"28 - 40"},"PeriodicalIF":0.6,"publicationDate":"2021-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15401383.2021.1928576","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46404802","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 : 2021-05-13DOI: 10.1080/15401383.2021.1924910
Nataliya Braun, Y. Kotera
ABSTRACT This qualitative research aimed at exploring personal dance experience and influence of dancing on the evolution of embodied self-awareness and well-being. Semi-structured interviews were conducted with three participants (one female, two males), and the data were evaluated using Interpretative Phenomenological Analysis. Six themes were identified: (a) freedom of expression through dance, (b) perceptions of fun and partner dance vs. dancing alone, (c) flow in dance, (d) sensations and sexuality in dance, (e) music and rhythm in dance, and (f) impact of dance on life and the self. Participants reported that dance led to higher embodied self-awareness and creative self-expression and was deemed to improve health and well-being. Our findings help increase the utility of dance as a well-being approach, stress coping intervention and countermeasure to depression and loneliness. They make aware of the use of dance as a creative tool in inducing positive transformations on individual and societal levels.
{"title":"Influence of Dance on Embodied Self-Awareness and Well-Being: An Interpretative Phenomenological Exploration","authors":"Nataliya Braun, Y. Kotera","doi":"10.1080/15401383.2021.1924910","DOIUrl":"https://doi.org/10.1080/15401383.2021.1924910","url":null,"abstract":"ABSTRACT This qualitative research aimed at exploring personal dance experience and influence of dancing on the evolution of embodied self-awareness and well-being. Semi-structured interviews were conducted with three participants (one female, two males), and the data were evaluated using Interpretative Phenomenological Analysis. Six themes were identified: (a) freedom of expression through dance, (b) perceptions of fun and partner dance vs. dancing alone, (c) flow in dance, (d) sensations and sexuality in dance, (e) music and rhythm in dance, and (f) impact of dance on life and the self. Participants reported that dance led to higher embodied self-awareness and creative self-expression and was deemed to improve health and well-being. Our findings help increase the utility of dance as a well-being approach, stress coping intervention and countermeasure to depression and loneliness. They make aware of the use of dance as a creative tool in inducing positive transformations on individual and societal levels.","PeriodicalId":46212,"journal":{"name":"Journal of Creativity in Mental Health","volume":"17 1","pages":"469 - 484"},"PeriodicalIF":0.6,"publicationDate":"2021-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15401383.2021.1924910","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46053266","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 : 2021-05-11DOI: 10.1080/15401383.2021.1936738
Doreen Fleet, A. Reeves, Amy L. Burton, Manisha Dasgupta
ABSTRACT Jungian sandplay predominates the existing literature on sand-tray therapy. Although there is a small volume of literature on alternative approaches of using sand-tray with adults, most primarily focuses on children and adolescents. The study aimed to establish a sand-tray therapy framework to be utilized by practitioners who are not Jungian trained and intend to use this intervention with adult clients. The grounded theory multiple case study involved six client-participants receiving six sand-tray therapy sessions. The pluralistic model established incorporates inter-relational and intra-psychic dimensions. Concepts include phenomenological shift and two sand-tray specific mechanisms of phenomenological anchor and phenomenological hook, aiding ‘edge of awareness’ and unconscious processing. In this study, pluralistic sand-tray therapy was deemed successful based on improved CORE-10 clinical scores and the various participant feedback collected.
{"title":"Transformation Hidden in the Sand; a Pluralistic Theoretical Framework Using Sand-Tray with Adult Clients","authors":"Doreen Fleet, A. Reeves, Amy L. Burton, Manisha Dasgupta","doi":"10.1080/15401383.2021.1936738","DOIUrl":"https://doi.org/10.1080/15401383.2021.1936738","url":null,"abstract":"ABSTRACT Jungian sandplay predominates the existing literature on sand-tray therapy. Although there is a small volume of literature on alternative approaches of using sand-tray with adults, most primarily focuses on children and adolescents. The study aimed to establish a sand-tray therapy framework to be utilized by practitioners who are not Jungian trained and intend to use this intervention with adult clients. The grounded theory multiple case study involved six client-participants receiving six sand-tray therapy sessions. The pluralistic model established incorporates inter-relational and intra-psychic dimensions. Concepts include phenomenological shift and two sand-tray specific mechanisms of phenomenological anchor and phenomenological hook, aiding ‘edge of awareness’ and unconscious processing. In this study, pluralistic sand-tray therapy was deemed successful based on improved CORE-10 clinical scores and the various participant feedback collected.","PeriodicalId":46212,"journal":{"name":"Journal of Creativity in Mental Health","volume":"18 1","pages":"73 - 91"},"PeriodicalIF":0.6,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15401383.2021.1936738","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43436290","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 : 2021-05-10DOI: 10.1080/15401383.2021.1921647
Elliott Woehler, Amberly R Moss, Jennifer Perez, Ramon Aleman, Youngwoon Seon, M. Bell
ABSTRACT In observation of empirical support and theoretical support for relational and attachment-based interventions in addictions counseling education and research, the authors explore the relational depth model as a potential training model in addictions counseling education. This piece offers training activities for addictions counseling educators targeted at enhancing student capacity and understanding of presence and connection with clients. The authors detail the use of experiential activities to enhance these capacities that include questions for reflection and discussion of application to practice. The authors develop the rationale for this training with a brief review of the relational depth literature and the recent addictions literature regarding research and training in relational factors in addictions counseling. Finally, the authors offer future implications for the addictions counseling education literature including the need for the development and empirical validation of relational training programs in addictions counseling education and practice.
{"title":"Preparing for Strong Therapeutic Relationships: Creativity in Addictions Counselor Education","authors":"Elliott Woehler, Amberly R Moss, Jennifer Perez, Ramon Aleman, Youngwoon Seon, M. Bell","doi":"10.1080/15401383.2021.1921647","DOIUrl":"https://doi.org/10.1080/15401383.2021.1921647","url":null,"abstract":"ABSTRACT In observation of empirical support and theoretical support for relational and attachment-based interventions in addictions counseling education and research, the authors explore the relational depth model as a potential training model in addictions counseling education. This piece offers training activities for addictions counseling educators targeted at enhancing student capacity and understanding of presence and connection with clients. The authors detail the use of experiential activities to enhance these capacities that include questions for reflection and discussion of application to practice. The authors develop the rationale for this training with a brief review of the relational depth literature and the recent addictions literature regarding research and training in relational factors in addictions counseling. Finally, the authors offer future implications for the addictions counseling education literature including the need for the development and empirical validation of relational training programs in addictions counseling education and practice.","PeriodicalId":46212,"journal":{"name":"Journal of Creativity in Mental Health","volume":"18 1","pages":"92 - 104"},"PeriodicalIF":0.6,"publicationDate":"2021-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15401383.2021.1921647","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43780094","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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