Pub Date : 2021-10-29DOI: 10.1080/10474412.2021.1996244
Leah M. Nellis, Brandon J. Wood
ABSTRACT Systems level consultation is an important component of school change processes and a role in which school psychologists are called to serve. This article explores factors that contribute to school psychologists’ involvement in systems level consultation in their schools. Data from a survey conducted with a national sample of school principals (N = 646) are reported with a focus on principals’ perceptions and practices that contribute to the context in which school change occurs and the degree and nature to which school psychologists are engaged. Findings indicate school principals would like school psychologists involved in systems-level activities, generally perceive them to have the needed knowledge and skills, and see their own role as one that influences such engagement. Factors that predict the number of systems level consultation opportunities principals provide their school psychologists and the amount of time that principals perceive school psychologists spending in systems level consultation were investigated. Implications for practice are discussed.
{"title":"Principals’ Perceptions of School Psychologists’ Engagement in Systems Level Consultation","authors":"Leah M. Nellis, Brandon J. Wood","doi":"10.1080/10474412.2021.1996244","DOIUrl":"https://doi.org/10.1080/10474412.2021.1996244","url":null,"abstract":"ABSTRACT Systems level consultation is an important component of school change processes and a role in which school psychologists are called to serve. This article explores factors that contribute to school psychologists’ involvement in systems level consultation in their schools. Data from a survey conducted with a national sample of school principals (N = 646) are reported with a focus on principals’ perceptions and practices that contribute to the context in which school change occurs and the degree and nature to which school psychologists are engaged. Findings indicate school principals would like school psychologists involved in systems-level activities, generally perceive them to have the needed knowledge and skills, and see their own role as one that influences such engagement. Factors that predict the number of systems level consultation opportunities principals provide their school psychologists and the amount of time that principals perceive school psychologists spending in systems level consultation were investigated. Implications for practice are discussed.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"375 - 394"},"PeriodicalIF":1.7,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47342184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-09DOI: 10.1080/10474412.2021.1983440
Nicola A Conners Edge, Angela Kyzer, Annie E. Davis, Kimberly Whitman
ABSTRACT This paper focuses on outcomes for Infant and Early Childhood Mental Health Consultation (IECMHC) provided to early education teachers as part of a tiered statewide expulsion prevention initiative. In a sample of 360 children (83.3% male, 66.6% White, 88.1% with clinically elevated externalizing behavior at baseline) at risk for expulsion, outcomes from consultation are described, including expulsion outcomes and changes in child behavior. Multiple regression was used to explore the role of teacher engagement in the IECMHC process on child-level behavioral outcomes. Of the referred children receiving IECMHC, 3.9% were expelled. From pre- to posttest, teachers reported significant reductions in behavior concerns (both frequency and the perception of the behaviors as “problematic”) and expulsion risk (based on teacher perception of child behavior). Teacher engagement in the IECMHC process was a robust predictor of change in child outcomes, with greater engagement associated with improvements in child behavior problems and prosocial skills.
{"title":"Infant and Early Childhood Mental Health Consultation in the Context of a Statewide Expulsion Prevention Initiative","authors":"Nicola A Conners Edge, Angela Kyzer, Annie E. Davis, Kimberly Whitman","doi":"10.1080/10474412.2021.1983440","DOIUrl":"https://doi.org/10.1080/10474412.2021.1983440","url":null,"abstract":"ABSTRACT This paper focuses on outcomes for Infant and Early Childhood Mental Health Consultation (IECMHC) provided to early education teachers as part of a tiered statewide expulsion prevention initiative. In a sample of 360 children (83.3% male, 66.6% White, 88.1% with clinically elevated externalizing behavior at baseline) at risk for expulsion, outcomes from consultation are described, including expulsion outcomes and changes in child behavior. Multiple regression was used to explore the role of teacher engagement in the IECMHC process on child-level behavioral outcomes. Of the referred children receiving IECMHC, 3.9% were expelled. From pre- to posttest, teachers reported significant reductions in behavior concerns (both frequency and the perception of the behaviors as “problematic”) and expulsion risk (based on teacher perception of child behavior). Teacher engagement in the IECMHC process was a robust predictor of change in child outcomes, with greater engagement associated with improvements in child behavior problems and prosocial skills.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"315 - 336"},"PeriodicalIF":1.7,"publicationDate":"2021-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42151499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-03DOI: 10.1080/10474412.2021.1977138
D. LaForett, Marissa A. Bivona, Julia Mendez Smith, Amanda P. Williford
ABSTRACT This paper describes how training school and clinical psychology graduate students in early childhood mental health consultation (ECMHC) has the potential to fill gaps in the ECMHC workforce, enhance the capacity of early care and education (ECE) providers to effectively support the mental health needs of children and families, and help ECE programs provide equitable services to children and families. We first present the need for explicit ECMHC training in school and clinical psychology doctoral programs, and how didactic coursework and practica could align with national competencies for high-quality ECMHC. We then illustrate how graduate programs might aspire to greater impact by 1) shifting to promotion and prevention, systems- and organizational-based practice orientations, and equity and cultural competence principles; and 2) leveraging ECE programming to infuse ECMHC practice. We conclude with a call to action for graduate programs to address this need for mental health professionals with specialized ECMHC competencies.
{"title":"Training Future School and Clinical Psychology Leaders in Consultation for Early Childhood Education Settings","authors":"D. LaForett, Marissa A. Bivona, Julia Mendez Smith, Amanda P. Williford","doi":"10.1080/10474412.2021.1977138","DOIUrl":"https://doi.org/10.1080/10474412.2021.1977138","url":null,"abstract":"ABSTRACT This paper describes how training school and clinical psychology graduate students in early childhood mental health consultation (ECMHC) has the potential to fill gaps in the ECMHC workforce, enhance the capacity of early care and education (ECE) providers to effectively support the mental health needs of children and families, and help ECE programs provide equitable services to children and families. We first present the need for explicit ECMHC training in school and clinical psychology doctoral programs, and how didactic coursework and practica could align with national competencies for high-quality ECMHC. We then illustrate how graduate programs might aspire to greater impact by 1) shifting to promotion and prevention, systems- and organizational-based practice orientations, and equity and cultural competence principles; and 2) leveraging ECE programming to infuse ECMHC practice. We conclude with a call to action for graduate programs to address this need for mental health professionals with specialized ECMHC competencies.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"337 - 358"},"PeriodicalIF":1.7,"publicationDate":"2021-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49367751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/10474412.2021.1970314
Daniel S. Newman
{"title":"Acknowledgments","authors":"Daniel S. Newman","doi":"10.1080/10474412.2021.1970314","DOIUrl":"https://doi.org/10.1080/10474412.2021.1970314","url":null,"abstract":"","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"31 1","pages":"498 - 499"},"PeriodicalIF":1.7,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43707818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-30DOI: 10.1080/10474412.2021.1963266
S. A. Garbacz, K. Moore, A. Mauricio, E. Stormshak
ABSTRACT This paper describes a new paradigm for addressing threats of school violence. We advance a family-centered approach to supporting students to address the contextual characteristics of school violence and promote collaboration among families, school personnel, and students. We present a case study that demonstrate the utility of this family-centered approach. We conclude by articulating practice and research implications for using this family-centered approach as a primary avenue to increase school and community safety and to improve social-emotional outcomes for students.
{"title":"Promoting Family Centered Support Assessment and Intervention","authors":"S. A. Garbacz, K. Moore, A. Mauricio, E. Stormshak","doi":"10.1080/10474412.2021.1963266","DOIUrl":"https://doi.org/10.1080/10474412.2021.1963266","url":null,"abstract":"ABSTRACT This paper describes a new paradigm for addressing threats of school violence. We advance a family-centered approach to supporting students to address the contextual characteristics of school violence and promote collaboration among families, school personnel, and students. We present a case study that demonstrate the utility of this family-centered approach. We conclude by articulating practice and research implications for using this family-centered approach as a primary avenue to increase school and community safety and to improve social-emotional outcomes for students.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"185 - 209"},"PeriodicalIF":1.7,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48851687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-25DOI: 10.1080/10474412.2021.1963267
Alexa von Hagen, B. Müller, A. Sędłak, G. Bachmann, J. Herbert, G. Büttner
ABSTRACT As a consequence of the Covid-19 pandemic, remote school psychological services have increased notably in many countries. With the aim of supporting evidence-based practices, we conducted a rapid systematic evidence review on the efficacy of remote as compared to in-person school psychological services. From a total of 3,873 references identified through our search, only three (< 1%) met eligibility criteria for this review. One of these studies showed serious risk of bias according to the ROBINS-I rating scale and was therefore excluded. Overall, the limited evidence that we identified indicates that the impact of remote school psychological services on consumer satisfaction and evaluated mental health outcomes of service users is equivalent or slightly higher to in-person school psychological services. However, this information needs to be interpreted with caution due to the scarcity of available data, as well as methodological limitations.
{"title":"Efficacy of Remote as Compared to In-Person School Psychological Services: A Rapid Systematic Evidence Review","authors":"Alexa von Hagen, B. Müller, A. Sędłak, G. Bachmann, J. Herbert, G. Büttner","doi":"10.1080/10474412.2021.1963267","DOIUrl":"https://doi.org/10.1080/10474412.2021.1963267","url":null,"abstract":"ABSTRACT As a consequence of the Covid-19 pandemic, remote school psychological services have increased notably in many countries. With the aim of supporting evidence-based practices, we conducted a rapid systematic evidence review on the efficacy of remote as compared to in-person school psychological services. From a total of 3,873 references identified through our search, only three (< 1%) met eligibility criteria for this review. One of these studies showed serious risk of bias according to the ROBINS-I rating scale and was therefore excluded. Overall, the limited evidence that we identified indicates that the impact of remote school psychological services on consumer satisfaction and evaluated mental health outcomes of service users is equivalent or slightly higher to in-person school psychological services. However, this information needs to be interpreted with caution due to the scarcity of available data, as well as methodological limitations.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"210 - 238"},"PeriodicalIF":1.7,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46705442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-25DOI: 10.1080/10474412.2021.1969523
E. Steed, Tessa A. Kranski
ABSTRACT Racially disproportionate discipline compromises children’s rights and perpetuates racial inequalities that begin in preschool. This paper describes the use of culturally responsive early childhood consultation that may be used to reduce preschool suspension and expulsion, focusing on increasing early childhood teachers’ cultural competence and use of instructional strategies to counter the racist educational practices inherent in early childhood educational systems. School psychologists are poised to engage in culturally responsive early childhood consultation given their training in cultural diversity and their expanding role to indirectly and proactively support early educators. Specific competencies are presented for school psychologists to target during culturally responsive consultation with early childhood teachers. While complex and difficult, culturally responsive early childhood consultation has the potential to support early educators to reflect on their own cultural identity, shift their perspectives about Black and Brown children and families, and decrease the likelihood that they will use harsh discipline practices.
{"title":"Culturally Responsive Early Childhood Consultation","authors":"E. Steed, Tessa A. Kranski","doi":"10.1080/10474412.2021.1969523","DOIUrl":"https://doi.org/10.1080/10474412.2021.1969523","url":null,"abstract":"ABSTRACT Racially disproportionate discipline compromises children’s rights and perpetuates racial inequalities that begin in preschool. This paper describes the use of culturally responsive early childhood consultation that may be used to reduce preschool suspension and expulsion, focusing on increasing early childhood teachers’ cultural competence and use of instructional strategies to counter the racist educational practices inherent in early childhood educational systems. School psychologists are poised to engage in culturally responsive early childhood consultation given their training in cultural diversity and their expanding role to indirectly and proactively support early educators. Specific competencies are presented for school psychologists to target during culturally responsive consultation with early childhood teachers. While complex and difficult, culturally responsive early childhood consultation has the potential to support early educators to reflect on their own cultural identity, shift their perspectives about Black and Brown children and families, and decrease the likelihood that they will use harsh discipline practices.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":" 1","pages":"244 - 265"},"PeriodicalIF":1.7,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41252369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-08DOI: 10.1080/10474412.2021.1959338
Lyndsie A. Erdy, Rachel A. Eisenberg, Tamara Acuna-Wika, Lisa M. Stash
ABSTRACT Implementation of multi-tiered frameworks for supporting staff behavior in preschools requires collaboration with skilled professionals. Given their training and skillset, school psychologists are uniquely equipped to fill this role; however, limited existing research guides practitioners in maximizing their potential as systems-level consultants in preschools, specifically through the application of systems-level behavioral consultation (BC). This paper provides a detailed description of how two school psychologists applied systems-level BC to address the needs of one preschool, resulting in the implementation of a classroom coaching intervention. Coaching, which focused on staff’s use of Pyramid Model practices in the classroom, consisted of systematic observations and performance feedback across 10 classrooms. Three skills were targeted for improvement: Teaching Expectations, Praise, and Teaching Social Skills. A multiple baseline design showed increases in staff’s skill implementation, and consultees found systems-level BC acceptable. Implications for school psychologists’ role as consultants in preschools are discussed.
{"title":"School Psychologists as Preschool Consultants: Scaling up Classroom-Based Program-Wide Positive Behavior Supports","authors":"Lyndsie A. Erdy, Rachel A. Eisenberg, Tamara Acuna-Wika, Lisa M. Stash","doi":"10.1080/10474412.2021.1959338","DOIUrl":"https://doi.org/10.1080/10474412.2021.1959338","url":null,"abstract":"ABSTRACT Implementation of multi-tiered frameworks for supporting staff behavior in preschools requires collaboration with skilled professionals. Given their training and skillset, school psychologists are uniquely equipped to fill this role; however, limited existing research guides practitioners in maximizing their potential as systems-level consultants in preschools, specifically through the application of systems-level behavioral consultation (BC). This paper provides a detailed description of how two school psychologists applied systems-level BC to address the needs of one preschool, resulting in the implementation of a classroom coaching intervention. Coaching, which focused on staff’s use of Pyramid Model practices in the classroom, consisted of systematic observations and performance feedback across 10 classrooms. Three skills were targeted for improvement: Teaching Expectations, Praise, and Teaching Social Skills. A multiple baseline design showed increases in staff’s skill implementation, and consultees found systems-level BC acceptable. Implications for school psychologists’ role as consultants in preschools are discussed.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"294 - 314"},"PeriodicalIF":1.7,"publicationDate":"2021-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48184518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-02DOI: 10.1080/10474412.2021.1954528
Stephen D. Truscott, D. Truscott, M. Washington, K. McLendon
ABSTRACT The central purpose of school-based consultation is making psychological and educational knowledge accessible to teachers, parents, systems, and communities so that it becomes standard practice. Current research methods based on limited scientific paradigms have not adequately addressed that purpose. Applied research based on engineering is a better model to study the complex problems at the interface of psychoeducational science, indirect service, and classroom practice in a diverse, pluralistic society. Such research requires a mix of methods focused on producing usable knowledge about the practices and processes of school-based consultation. Mixed method research may be particularly well suited to that task because it a) recognizes the composite expertise of the participants; b) features pragmatic approaches to merge education science with application and implementation realities; and c) acknowledges that educational systems are inherently relational. We provide additional considerations that may be useful as researchers tackle the thorny problems of applied school-based consultation research.
{"title":"Understanding School-Based Consultation as Engineering Using a Mix of Methods","authors":"Stephen D. Truscott, D. Truscott, M. Washington, K. McLendon","doi":"10.1080/10474412.2021.1954528","DOIUrl":"https://doi.org/10.1080/10474412.2021.1954528","url":null,"abstract":"ABSTRACT The central purpose of school-based consultation is making psychological and educational knowledge accessible to teachers, parents, systems, and communities so that it becomes standard practice. Current research methods based on limited scientific paradigms have not adequately addressed that purpose. Applied research based on engineering is a better model to study the complex problems at the interface of psychoeducational science, indirect service, and classroom practice in a diverse, pluralistic society. Such research requires a mix of methods focused on producing usable knowledge about the practices and processes of school-based consultation. Mixed method research may be particularly well suited to that task because it a) recognizes the composite expertise of the participants; b) features pragmatic approaches to merge education science with application and implementation realities; and c) acknowledges that educational systems are inherently relational. We provide additional considerations that may be useful as researchers tackle the thorny problems of applied school-based consultation research.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"106 - 123"},"PeriodicalIF":1.7,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2021.1954528","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47556218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-16DOI: 10.1080/10474412.2021.1939704
Jenna M. Klaft, Robin S. Codding
ABSTRACT Management of classroom behavior is one of the primary responsibilities of teachers, yet teachers report they receive little to no training in this area. Research demonstrates that classrooms with poor behavior management lead to negative outcomes for students and teachers. Behavioral Skills Training (BST) may be an effective model for supporting teachers on the use of the Good Behavior Game (GBG), which is a simple intervention encompassing many recommended evidence-based classroom management practices. The purpose of this study was to use a multiple-probe design to examine the impact of BST on teacher adherence and quality of GBG implementation. Results indicated that BST effectively trained teachers to implement the GBG with high levels of adherence that were maintained for the duration of the study with no follow-up supports needed. Modest changes were observed for quality of implementation. Student outcomes, participant responsiveness, self-efficacy, correlational analyses, and implications for future research are discussed.
{"title":"Promoting Teachers’ Implementation Adherence and Quality of the Good Behavior Game Using Behavioral Skills Training","authors":"Jenna M. Klaft, Robin S. Codding","doi":"10.1080/10474412.2021.1939704","DOIUrl":"https://doi.org/10.1080/10474412.2021.1939704","url":null,"abstract":"ABSTRACT Management of classroom behavior is one of the primary responsibilities of teachers, yet teachers report they receive little to no training in this area. Research demonstrates that classrooms with poor behavior management lead to negative outcomes for students and teachers. Behavioral Skills Training (BST) may be an effective model for supporting teachers on the use of the Good Behavior Game (GBG), which is a simple intervention encompassing many recommended evidence-based classroom management practices. The purpose of this study was to use a multiple-probe design to examine the impact of BST on teacher adherence and quality of GBG implementation. Results indicated that BST effectively trained teachers to implement the GBG with high levels of adherence that were maintained for the duration of the study with no follow-up supports needed. Modest changes were observed for quality of implementation. Student outcomes, participant responsiveness, self-efficacy, correlational analyses, and implications for future research are discussed.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"156 - 184"},"PeriodicalIF":1.7,"publicationDate":"2021-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2021.1939704","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45815335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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