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Developmental Trajectory of Conduct Problems Among Boys and Girls Receiving Psychoeducational Services at Elementary Schools. 小学接受心理教育服务的男孩和女孩行为问题的发展轨迹。
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-12-01 Epub Date: 2023-09-27 DOI: 10.1177/08295735231198747
Michèle Déry, Caroline E Temcheff, Martine Poirier, Stéphanie Boutin, Mélanie Lapalme, Annie Lemieux

Elementary public schools remain the most common venues for addressing children's severe conduct problems. Nevertheless, very few longitudinal studies have examined association between receiving psychoeducational services for conduct problems in school and subsequent conduct problem severity. This study explored if psychoeducational service reception contributed to reduce conduct problems in a sample of 434 elementary school-aged boys and girls presenting a high level of conduct problems. The study used a repeated measures design at 12-month intervals, for 4 years. Information regarding the severity of children's conduct problems and services was provided by parents and teachers. Latent Growth Modeling was used to identify a mean trajectory of conduct problems. Results revealed that psychoeducational services were associated with a decrease in conduct problems over time, but this association was only observed in boys. There was no association between service reception at study inception and the trajectory of conduct problems among girls. These results suggests that psychoeducational services are well suited to the difficulties of boys with conduct problems; however, they may call for a review of the services offered to girls in schools, both in terms of the detection of conduct problems in young girls, and in terms of their treatment options.

公立小学仍然是解决儿童严重行为问题的最常见场所。然而,很少有纵向研究调查因学校行为问题接受心理教育服务与随后行为问题严重程度之间的关系。这项研究对434名存在严重行为问题的小学年龄男孩和女孩进行了抽样调查,探讨了心理教育服务的接受是否有助于减少行为问题。该研究采用了重复测量设计,间隔12个月 年。家长和教师提供了有关儿童行为问题严重程度的信息和服务。潜在增长模型用于确定行为问题的平均轨迹。结果显示,随着时间的推移,心理教育服务与行为问题的减少有关,但这种联系只在男孩身上观察到。研究开始时的服务接受与女孩行为问题的轨迹之间没有关联。这些结果表明,心理教育服务非常适合有行为问题的男孩的困难;然而,他们可能会要求对学校为女孩提供的服务进行审查,既要从发现年轻女孩行为问题的角度,也要从她们的治疗选择的角度。
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引用次数: 0
In-Person and In-Home Teleneuropsychological Assessments With Youth With Neurodevelopmental Disorders: What’s the Difference? 青少年神经发育障碍的面对面和家庭远程神经心理评估:有什么区别?
4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-09-19 DOI: 10.1177/08295735231199858
Julia Moreau, Beth Pollock, Allyson G. Harrison
Psychoeducational assessments provide clinicians with the foundation for diagnostic determinations and meaningful recommendations for youth with neurodevelopmental disorders. Due to the COVID-19 pandemic, the field shifted from seeing clients face-to-face (FTF) to conducting evaluations virtually via teleneuropsychology (TNP) in the client’s own home. The current study sought to determine the equivalence of cognitive and achievement scores obtained in the context of FTF versus TNP testing. Nineteen youth with diverse neurodevelopmental disorders completed the Woodcock Johnson-Fourth Edition (WJ-IV). Results suggest generally equivalent results, with the caveat that scores from measures of Fluid Reasoning and Auditory Processing were significantly different across testing modalities. Environmental factors, characteristics of the clients, administration challenges, technical considerations, and practice effects may have contributed to differences in scores. These findings have implications for assessment standardization, case conceptualization, and implementation of recommendations in the school setting when psychoeducational assessments are conducted virtually.
心理教育评估为临床医生提供了诊断决定的基础,并为患有神经发育障碍的青少年提供了有意义的建议。由于COVID-19大流行,该领域从与客户面对面(FTF)转变为通过远程神经心理学(TNP)在客户自己家中进行虚拟评估。目前的研究试图确定在FTF和TNP测试的背景下获得的认知和成就分数的等效性。19名患有不同神经发育障碍的青少年完成了伍德考克·约翰逊第四版(WJ-IV)。结果表明,结果大致相同,但需要注意的是,流体推理和听觉处理的得分在不同的测试模式下存在显著差异。环境因素、客户特征、管理挑战、技术考虑和实践效果可能会导致分数的差异。这些发现对评估标准化、案例概念化和在学校环境中实施虚拟心理教育评估的建议具有启示意义。
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引用次数: 0
Association Between Health and Levels of Health Literacy in 13- to 16-Year-Old Adolescents During the COVID-19 Pandemic: The Case of Lebanon COVID-19大流行期间13至16岁青少年健康与健康素养水平之间的关系:以黎巴嫩为例
4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-09-11 DOI: 10.1177/08295735231197344
Carmel Bouclaous, Ralph Daher, Wissam Osseily, Rafaela Rosário, Hasan Hamam
The study assessed health literacy (HL) in Lebanese adolescents and its associations with health during the COVID-19 pandemic. A sample of 228 adolescents (63.1% female), 15.5 ± 1.5 years, took the survey. Data was collected between May and September 2020. The questionnaire consisted of the Health Literacy for School-Aged Children (HLSAC) scale, the Generalized Anxiety Disorder (GAD-7) assessment, sociodemographic characteristics, and health-related variables. Around 84.6% had low to moderate HL. Adolescents with moderate HL were more likely to spend more than 2 hours on sedentary behavior ( OR = 0.3, 95% CI [0.1, 0.9]) and smoke ( OR = 0.3, 95% CI [0.1, 0.8]). Adolescents with high HL had lower odds of having moderate to severe anxiety ( OR = 0.2, 95% CI [0.1, 0.8]) and excess body weight ( OR = 0.1, 95% CI [0.4, 0.5]). Adolescents with high HL had higher odds of having good to excellent health ( OR = 1.2, 95% CI [0.4, 3.7]). Interventions to strengthen HL must be implemented with a focus on at-risk adolescents.
该研究评估了2019冠状病毒病大流行期间黎巴嫩青少年的健康素养及其与健康的关系。调查对象为228名青少年,其中女性占63.1%,年龄15.5±1.5岁。数据收集于2020年5月至9月。问卷包括学龄儿童健康素养(HLSAC)量表、广泛性焦虑障碍(GAD-7)评估、社会人口学特征和健康相关变量。约84.6%为低至中度HL。患有中度HL的青少年更有可能花2小时以上的时间从事久坐行为(OR = 0.3, 95% CI[0.1, 0.9])和吸烟(OR = 0.3, 95% CI[0.1, 0.8])。高HL青少年有中度至重度焦虑(OR = 0.2, 95% CI[0.1, 0.8])和超重(OR = 0.1, 95% CI[0.4, 0.5])的几率较低。患有高HL的青少年拥有良好到极好的健康状况的几率更高(OR = 1.2, 95% CI[0.4, 3.7])。加强儿童健康教育的干预措施必须以高危青少年为重点。
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引用次数: 1
Online and Offline Bullying/Harassment and Perceived Racial/Ethnic Discrimination among Iranian Adolescents 伊朗青少年的线上与线下霸凌/骚扰与种族/民族歧视
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-07-25 DOI: 10.1177/08295735231188008
Sepide Pazhouhi
Bullying and cyberbullying are prevalent among school-age children. A considerable number of adolescents experience different forms of bullying due to various reasons, such as their race and ethnicity. Previous research has examined the effect of ethnicity and race on school bullying and victimization, mostly in Western cultures. Iran is a country with diverse ethnic backgrounds, and no research has investigated this issue in Iranian schools. This study aimed to examine the interplay of online and offline victimization and online and offline ethnic discrimination among adolescents in Iran. It also aimed to investigate gender differences in the experience of victimization and ethnic discrimination among Iranian adolescents. The participants were a sample of 156 Iranian adolescents (116 females and 40 males) who completed an online survey, including demographic questions and self-report measures of victimization and racial–ethnic discrimination. The results showed that non-Fars minority adolescents reported a greater experience of online victimization, online and offline ethnic discrimination than the majority of Fars ethnicity adolescents. Additionally, the minority group reported a higher victimization experience than the Fars majority in online settings, but not offline. Female participants reported a higher experience of online victimization and online ethnic discrimination than male adolescents.
欺凌和网络欺凌在学龄儿童中普遍存在。由于种族和民族等各种原因,相当多的青少年遭受不同形式的欺凌。之前的研究已经调查了种族和种族对学校欺凌和受害的影响,主要是在西方文化中。伊朗是一个多元种族背景的国家,在伊朗的学校里没有研究调查过这个问题。本研究旨在探讨伊朗青少年线上与线下的受害行为以及线上与线下的种族歧视之间的相互作用。它还旨在调查伊朗青少年在受害经历和种族歧视方面的性别差异。参与者是156名伊朗青少年(116名女性和40名男性)的样本,他们完成了一项在线调查,包括人口统计问题和受害者和种族-民族歧视的自我报告措施。结果显示,非法尔斯少数民族青少年比大多数法尔斯少数民族青少年报告了更多的在线受害,线上和线下种族歧视。此外,在网络环境中,少数族裔报告的受害经历比多数族裔高,但在线下则不然。与男性青少年相比,女性参与者报告了更高的在线受害和在线种族歧视经历。
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引用次数: 0
Self-Care of Canadian School Psychology Graduate Students 加拿大学校心理学研究生的自我护理
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-07-14 DOI: 10.1177/08295735231183463
Courtney Miller, Brittany Postill, Jac J. W. Andrews
This study assessed the predictive nature of professional self-care practices on various outcome variables (academic performance, psychological well-being, and affect) and investigated if self-care influenced the relationship between perceived stress and psychological well-being amongst school psychology graduate students across Canada. Participants included 102 Canadian school psychology graduate students (female: 94, male: 8, Mage: 26.9). Results indicated that professional support and life balance self-care practices predicted increased psychological well-being and that life balance predicted positive affect. Additionally, the results indicated that professional self-care practices strengthened the inverse relationship between perceived stress and psychological well-being, suggesting that self-care practices can buffer the negative effects of perceived stress on well-being. These results highlight the important role that professional self-care plays for school psychology trainees and may guide researchers and practitioners on ways to improve self-care intervention practices within professional and training settings.
本研究评估了职业自我护理实践对各种结果变量(学习成绩、心理健康和情感)的预测性,并调查了自我护理是否影响了加拿大学校心理学研究生感知压力和心理健康之间的关系。参与者包括102名加拿大学校心理学研究生(女:94,男:8,法师:26.9)。结果表明,专业支持和生活平衡自我护理实践预测了心理健康的改善,生活平衡预测了积极影响。此外,研究结果表明,职业自我护理实践强化了感知压力与心理健康之间的反比关系,表明自我护理实践可以缓冲感知压力对健康的负面影响。这些结果突出了专业自我护理对学校心理学学员的重要作用,并可能指导研究人员和从业者如何在专业和培训环境中改进自我护理干预实践。
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引用次数: 0
Assessments of English Reading and Language Comprehension in Bilingual Children: A Systematic Review 2010 to 2021 双语儿童英语阅读和语言理解的评估:2010 - 2021年的系统回顾
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-06-28 DOI: 10.1177/08295735231183608
Julie H. J. Oh, Badriah Basma, A. Bertone, G. Luk
Learning to read marks an important milestone in children. Extensive research with monolingual and bilingual children has demonstrated that language comprehension (LC) forms fundamental building blocks for reading comprehension (RC). However, mixed findings are reported among studies that compare readings skills in children with and without diverse language experiences. Depending on how researchers operationalize the construct of LC and RC, studies use different standardized tests or assessments to assess reading skills in children, which may lead to different findings across studies. The current review systematically examined tests of LC and RC that empirical studies have used to assess bilingual children who speak English as their second language. Out of an initial sample of 374 studies, 25 were eligible for inclusion. We extracted LC and RC assessments from the studies and documented task- and administration-related factors. Moreover, participant characteristics, definition of LC as described by authors, and findings related to the relationship between LC and RC were examined for each study. Our results demonstrated variability in the measures and definitions used to assess and describe LC and RC, potentially explaining the mixed findings in the literature. We underscore the importance of considering the multidimensional nature of LC and the need to further explore how different administrative and task characteristics of LC tests relate to RC. Furthermore, this review provides researchers and practitioners with an original and extensive survey of the literature on how LC and RC were assessed among bilingual children. Lastly, we highlight limitations in the current literature and discuss practical implications in the field of school psychology in supporting children with diverse language experiences.
学会阅读是儿童成长的一个重要里程碑。对单语和双语儿童的广泛研究表明,语言理解是阅读理解的基本组成部分。然而,在比较有和没有不同语言经验的儿童的阅读能力的研究中,报告了不同的结果。根据研究人员如何操作LC和RC的结构,研究使用不同的标准化测试或评估来评估儿童的阅读技能,这可能导致不同研究的结果不同。本综述系统地考察了LC和RC测试,这些测试是实证研究用来评估以英语为第二语言的双语儿童的。在最初的374个研究样本中,有25个符合纳入条件。我们从研究中提取了LC和RC评估,并记录了任务和管理相关因素。此外,每项研究都检查了参与者特征、作者描述的LC定义以及LC和RC之间关系的相关发现。我们的研究结果证明了用于评估和描述LC和RC的测量和定义的可变性,这可能解释了文献中不同的发现。我们强调考虑LC的多维性质的重要性,以及进一步探索LC测试的不同管理和任务特征如何与RC相关的必要性。此外,本综述为研究人员和从业人员提供了一个关于如何在双语儿童中评估LC和RC的原始和广泛的文献调查。最后,我们强调了现有文献的局限性,并讨论了学校心理学领域在支持具有不同语言经验的儿童方面的实际意义。
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引用次数: 1
Speed of Cognitive Processing Within a Test of Executive Functions and Information Integration 执行功能和信息整合测试中的认知加工速度
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-06-21 DOI: 10.1177/08295735231181770
J. Das, Swagatika Samantaray
Rapid Automatic Naming (RAN) has been widely recognized as a reliable predictor of reading proficiency. Although RAN represents the speed of cognitive processing, there are few studies that have addressed RAN as a cognitive process in its own right Furthermore, RAN performance of ELL (English Language Learners) has been less frequently investigated. We have two parts to this study. First, we examine the factor structure of an enlarged composite measure of speed measure by adding four additional tests comprising color naming, and two number naming tasks to the traditional RAN of digit and letter naming. In the second part, we determine the association of Speed with broad cognitive processes comprising Executive Functions, and Information processing. Participants were students in English medium schools in India. They were divided into two age groups (8–14 and 15–20) for statistical analyses of six Speed measures Results show a strong unitary speed factor in the 8 to 14 age group. In contrast, in the 15 to 20 group RAN tests comprising digits and letters showed a very small loading on the same factor. Addressing the second objective, which is the impact of speed on various cognitive tasks, the results show that response speed has a minimal influence on Nonverbal Configurations (simultaneous) tasks, and tasks of executive functions comprising Working Memory, and Visual-Spatial Processing. These tests will enable us to isolate specific cognitive deficiencies from response speed. In a re-examination of the relation between Reading & RAN-type tests, we could suggest that serial articulation is the common and essential feature that binds rapid naming tasks and reading fluency.
快速自动命名(RAN)已被广泛认为是一种可靠的阅读能力预测指标。尽管RAN代表了认知处理的速度,但很少有研究将RAN本身视为一个认知过程。此外,对英语学习者的RAN表现的研究较少。我们的研究分为两部分。首先,我们通过在传统的数字和字母命名RAN中添加四个额外的测试,包括颜色命名和两个数字命名任务,来检查速度测量的扩大复合测量的因子结构。在第二部分中,我们确定了速度与包括执行功能和信息处理在内的广泛认知过程的联系。参与者是印度英语学校的学生。他们被分为两个年龄组(8-14岁和15-20岁),对六项速度指标进行统计分析。结果显示,8-14岁年龄组的速度因素非常单一。相反,在15至20组中,包括数字和字母的RAN测试显示对相同因子的负载非常小。针对第二个目标,即速度对各种认知任务的影响,结果表明,反应速度对非语言配置(同时)任务以及包括工作记忆和视觉空间处理在内的执行功能任务的影响最小。这些测试将使我们能够从反应速度中分离出特定的认知缺陷。在重新审视阅读和RAN类型测试之间的关系时,我们可以认为,串行发音是将快速命名任务与阅读流畅性联系在一起的共同和基本特征。
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引用次数: 0
A Snapshot of Gay-Straight Alliance Clubs and Student Well-Being in Western Canadian High Schools. 加拿大西部高中同性恋-异性恋联盟俱乐部和学生幸福感的快照。
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-06-01 DOI: 10.1177/08295735231170337
Maria Di Stasio, Lauren Alston, Jason Harley

Gay-Straight Alliance (GSA) clubs promote safer school environments for students. GSAs typically refer to student-led, teacher-supported school clubs that serve youth of diverse gender identities and sexual orientations. This study investigated the relationship between students' awareness of school-based GSAs and their bullying experiences, mental health, self-determination, and relationships at school and home. Findings showed that LGBTQ2S+ students experienced higher rates of bullying and symptoms of depression and scored lower on self-determination subscales than cisgender heterosexual students. Interestingly, students who were aware of their school's GSA club scored higher on the self-determination subscales regarding family relationships and lower on bullying compared to students who were unaware of their school's GSA club. LGBTQ2S+ students had lower rates of comfort with their sexual orientation at home and school than their cisgender heterosexual students. Implications and future directions are discussed.

同性恋-异性恋联盟(GSA)俱乐部提倡为学生提供更安全的学校环境。gsa通常指的是学生主导、教师支持的学校社团,为不同性别认同和性取向的年轻人提供服务。本研究探讨了学生校本gsa意识与欺凌经历、心理健康、自我决定和校家关系的关系。研究结果显示,LGBTQ2S+学生在欺凌和抑郁症状方面的比例更高,在自我决定分量表上的得分低于顺性异性恋学生。有趣的是,与不知道学校有GSA俱乐部的学生相比,知道学校有GSA俱乐部的学生在家庭关系的自决分量表上得分更高,在欺凌方面得分更低。与异性恋学生相比,LGBTQ2S+学生在家庭和学校对自己性取向的满意度较低。讨论了影响和未来的发展方向。
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引用次数: 0
Intellectual Profiles of Clinic-Referred Preschoolers. 临床转诊学龄前儿童的智力概况。
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-06-01 DOI: 10.1177/08295735231154670
Fannie Labelle, Marie-Julie Béliveau, Karine Jauvin, Marc-Antoine Akzam-Ouellette

Intellectual impairments in preschoolers have been widely studied. A regularity that emerges is that children's intellectual impairments have an important impact on later adjustments in life. However, few studies have looked at the intellectual profiles of young psychiatric outpatients. This study aimed to describe the intelligence profile of preschoolers referred to psychiatry for various cognitive and behavioral problems in terms of verbal, nonverbal, and full-scale IQ and to examine their association with diagnoses. Three hundred four clinical records from young children aged under 7 years and 3 months who consulted at an outpatient psychiatric clinic and who had one intellectual assessment with a Wechsler Preschool and Primary Scale of Intelligence were reviewed. Verbal IQ (VIQ), Nonverbal IQ (NVIQ), and Full-scale IQ (FSIQ) were extracted. Hierarchical cluster analysis using Ward's method was employed to organize data into groups. The children had, on average, a FSIQ of 81, which is significantly lower than that expected in the general population. Four clusters were identified by the hierarchical clusters analysis. Three were characterized by low, average, and high intellectual ability. The last cluster was characterized by a verbal deficit. Findings also revealed that children's diagnoses were not related to any specific cluster, except for children with an intellectual disability with, as expected, low abilities. Children referred to an intellectual assessment in an early childhood mental health clinic showed an altered intellectual development, more specifically in the verbal domain.

学龄前儿童的智力障碍已被广泛研究。出现的一个规律是,儿童的智力缺陷对以后的生活调整有重要影响。然而,很少有研究关注年轻精神病门诊患者的智力状况。本研究旨在描述学龄前儿童在言语、非言语和全面智商方面的各种认知和行为问题的智力概况,并检查它们与诊断的关系。研究人员回顾了384名年龄在7岁零3个月以下的儿童的临床记录,这些儿童在精神病门诊就诊,并使用韦氏学前和初级智力量表进行智力评估。提取语言智商(VIQ)、非语言智商(NVIQ)和全面智商(FSIQ)。采用Ward的分层聚类分析方法对数据进行分组。这些孩子的平均FSIQ为81,明显低于一般人群的预期。通过层次聚类分析,确定了4个聚类。其中三个人的智力水平分别为低、中、高。最后一组的特点是语言缺陷。研究结果还显示,儿童的诊断与任何特定的类别无关,除了智力残疾的儿童,正如预期的那样,能力低下。在儿童早期心理健康诊所进行智力评估的儿童表现出智力发展的改变,更具体地说,是在语言领域。
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引用次数: 0
It’s Not Our Way: Navigating the Principle of Dual Relationships as a First Nation Practitioner 这不是我们的路:作为第一民族实践者驾驭双重关系原则
IF 2.2 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-05-22 DOI: 10.1177/08295735231172832
Tanya Dawn McDougall
First Nations and Eurocentric approaches in the field of psychology and mental health are rooted in different worldviews which creates incongruencies as to what may be deemed as effective standards of practice. This autoethnography describes the experience of a school psychology intern navigating through practice particularly as it pertains to the principle of dual relationships. With a first-person perspective the journey of exploration into this matter brings together the research found in academia and the guidelines formally set as well as the beliefs and values of local community members which were brought forth through a series of interviews and conversations. There are three main themes which arose that are highlighted and they are the embodiment of a spiritual orientation, substantiation of trust and integrity, and obligation to community. These themes explicate the differences in and implications for practice when working with First Nations people, particularly in remote spiritually connected communities. The practice of psychology in and with First Nation people needs to be rooted in their beliefs, values, and customs to be effective, to reflect the experience of Indigenous ways of helping, and to decolonize approaches in the field of psychology.
心理学和心理健康领域的第一民族和以欧洲为中心的方法植根于不同的世界观,这在什么可以被视为有效的实践标准方面造成了不一致。这本民族志描述了一位学校心理学实习生在实践中的经历,特别是因为它符合双重关系的原则。从第一人称的角度来看,对这一问题的探索之旅汇集了学术界的研究和正式制定的指导方针,以及通过一系列采访和对话提出的当地社区成员的信仰和价值观。有三个主要主题被强调,它们是精神取向的体现、信任和诚信的体现以及对社区的义务。这些主题阐述了与原住民合作时的实践差异和影响,特别是在精神相连的偏远社区。第一民族的心理学实践需要植根于他们的信仰、价值观和习俗,才能有效,反映土著人的帮助方式,并使心理学领域的方法非殖民化。
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引用次数: 0
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Canadian Journal of School Psychology
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