Pub Date : 2021-09-11DOI: 10.1177/23727322211033880
Caroline P. Martin, Jaclyn M. Russo, Hayley J. Goldenthal, Carmen Holley, Karen R. Gouze, Amanda P. Williford
Every year in the United States, millions of young children under the age of 5 are exposed to potentially traumatic events that threaten their safety, security, and well-being. Decades of scientific research clearly demonstrate the pervasive negative consequences of trauma exposure on young children’s neurocognitive, psychosocial, and physical development, with adverse effects extending into adulthood. In addition, early childhood trauma is now widely recognized as a significant public health concern warranting comprehensive intervention. Federal, state, and private early care and education (ECE) programs serve a large number of the 0 to 5 population and can mitigate the harmful consequences of trauma exposure for children’s health and well-being. The literature on early childhood trauma should guide the creation of policies that strengthen ECE, enabling the delivery of high-quality, equitable, trauma-informed care to young children prior to formal school entry.
{"title":"Supporting Young Children Exposed to Potentially Traumatic Events: Implications for Early Care and Education Policy","authors":"Caroline P. Martin, Jaclyn M. Russo, Hayley J. Goldenthal, Carmen Holley, Karen R. Gouze, Amanda P. Williford","doi":"10.1177/23727322211033880","DOIUrl":"https://doi.org/10.1177/23727322211033880","url":null,"abstract":"Every year in the United States, millions of young children under the age of 5 are exposed to potentially traumatic events that threaten their safety, security, and well-being. Decades of scientific research clearly demonstrate the pervasive negative consequences of trauma exposure on young children’s neurocognitive, psychosocial, and physical development, with adverse effects extending into adulthood. In addition, early childhood trauma is now widely recognized as a significant public health concern warranting comprehensive intervention. Federal, state, and private early care and education (ECE) programs serve a large number of the 0 to 5 population and can mitigate the harmful consequences of trauma exposure for children’s health and well-being. The literature on early childhood trauma should guide the creation of policies that strengthen ECE, enabling the delivery of high-quality, equitable, trauma-informed care to young children prior to formal school entry.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"8 1","pages":"119 - 126"},"PeriodicalIF":3.8,"publicationDate":"2021-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48337635","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 : 2021-09-11DOI: 10.1177/23727322211033001
C. Daiute, Bengi Sullu, Tünde Kovács-Cerović
Social inclusion is a goal of 21st-century education and social welfare, yet research with violently displaced youth leaves gaps in its meaning. Social inclusion, a societal aim, lacks the perspectives of youth at its center. Given the pressures and power relations involved in learning how young people think and feel about social injustices and the support they need, developmental researchers must find innovative ways to study youth experiences and intentions in relation to environments, especially environments that threaten young lives. Emerging research highlights how displaced youth, peers along their journeys, and adults guiding supportive interventions make audible the meaning of social inclusion. Policy paradigms would benefit from research on sense-making in interventions rather than from emphasizing behavioral assessments and assimilation to local norms, as implied by social inclusion.
{"title":"What Is Social Inclusion? Insights From Interventions With Youth Across Migration Systems","authors":"C. Daiute, Bengi Sullu, Tünde Kovács-Cerović","doi":"10.1177/23727322211033001","DOIUrl":"https://doi.org/10.1177/23727322211033001","url":null,"abstract":"Social inclusion is a goal of 21st-century education and social welfare, yet research with violently displaced youth leaves gaps in its meaning. Social inclusion, a societal aim, lacks the perspectives of youth at its center. Given the pressures and power relations involved in learning how young people think and feel about social injustices and the support they need, developmental researchers must find innovative ways to study youth experiences and intentions in relation to environments, especially environments that threaten young lives. Emerging research highlights how displaced youth, peers along their journeys, and adults guiding supportive interventions make audible the meaning of social inclusion. Policy paradigms would benefit from research on sense-making in interventions rather than from emphasizing behavioral assessments and assimilation to local norms, as implied by social inclusion.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"8 1","pages":"143 - 151"},"PeriodicalIF":3.8,"publicationDate":"2021-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42670573","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 : 2021-03-01DOI: 10.1177/2372732220980766
Mesmin Destin, R. Rosario, Shirin Vossoughi
As colleges and universities expand the socioeconomic diversity of their student populations, many policies and practices require reconceptualization to better serve all students. Recent social psychology and learning sciences research directly informs how to support the achievement and well-being of students from lower socioeconomic status backgrounds, with attention to intersecting minoritized identities. These approaches challenge assimilationist and deficit-based views of student identities in addressing factors at multiple levels of their sociocultural contexts. Building from the evidence, recommendations emphasize committing financial resources to allow for full access and participation in higher education. Also, specific faculty practices and development opportunities can enhance teaching. Finally, community emerges as a central theme; recommendations enhance student connections within and beyond the college environment.
{"title":"Elevating the Objectives of Higher Education to Effectively Serve Students From Diverse Socioeconomic Backgrounds","authors":"Mesmin Destin, R. Rosario, Shirin Vossoughi","doi":"10.1177/2372732220980766","DOIUrl":"https://doi.org/10.1177/2372732220980766","url":null,"abstract":"As colleges and universities expand the socioeconomic diversity of their student populations, many policies and practices require reconceptualization to better serve all students. Recent social psychology and learning sciences research directly informs how to support the achievement and well-being of students from lower socioeconomic status backgrounds, with attention to intersecting minoritized identities. These approaches challenge assimilationist and deficit-based views of student identities in addressing factors at multiple levels of their sociocultural contexts. Building from the evidence, recommendations emphasize committing financial resources to allow for full access and participation in higher education. Also, specific faculty practices and development opportunities can enhance teaching. Finally, community emerges as a central theme; recommendations enhance student connections within and beyond the college environment.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"8 1","pages":"59 - 66"},"PeriodicalIF":3.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2372732220980766","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48398535","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 : 2021-03-01DOI: 10.1177/2372732220984806
Sahana Mukherjee, M. J. Perez
The United States is a nation of immigrants with significant ethnic and racial diversity. Yet, American identity is associated with European-Americans and their cultural values, defining ethnic minorities as less American. Experiences of identity denial are associated with negative mental and physical health outcomes, as well as lower political and civic engagement. Perceptions of prototypical American-ness link to a wide range of social policy about language, affirmative action, and redistribution. A cultural psychological perspective analyzes the contexts that promote exclusive conceptions of American identity, and it focuses on individual people who make up these contexts. Policies that recognize minority-group cultures and acknowledge the historical injustices against them can promote inclusive conceptions of American identity.
{"title":"All Americans are Not Perceived as “True” Americans: Implications for Policy","authors":"Sahana Mukherjee, M. J. Perez","doi":"10.1177/2372732220984806","DOIUrl":"https://doi.org/10.1177/2372732220984806","url":null,"abstract":"The United States is a nation of immigrants with significant ethnic and racial diversity. Yet, American identity is associated with European-Americans and their cultural values, defining ethnic minorities as less American. Experiences of identity denial are associated with negative mental and physical health outcomes, as well as lower political and civic engagement. Perceptions of prototypical American-ness link to a wide range of social policy about language, affirmative action, and redistribution. A cultural psychological perspective analyzes the contexts that promote exclusive conceptions of American identity, and it focuses on individual people who make up these contexts. Policies that recognize minority-group cultures and acknowledge the historical injustices against them can promote inclusive conceptions of American identity.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"8 1","pages":"34 - 41"},"PeriodicalIF":3.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2372732220984806","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44333390","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 : 2021-03-01DOI: 10.1177/2372732220980093
Catalina E Kopetz, J. Woerner
Risky behaviors represent serious threats to health and the main causes of morbidity and mortality in the developed world. Despite known negative consequences, people continue to abuse alcohol and drugs, to smoke, overeat, engage in risky sexual behavior, and drive under the influence of alcohol and drugs. This might happen because they perceive these behaviors as the best and sometimes the only means to fulfill important goals. To understand and to prevent health-risk behavior, scientists and policy-makers should consider the function that these behaviors serve. A theoretical framework based on the principles of goal pursuit helps explain (a) why health-risk behaviors become a means to people’s goals and (b) the psychological processes that facilitate initiation and maintenance of health-risk behaviors despite known negative consequences. Principles of goal pursuit could inform policy to reduce health-risk behaviors and their negative consequences.
{"title":"People Downplay Health Risks to Fulfill Their Goals: A Motivational Framework for Guiding Behavioral Policy","authors":"Catalina E Kopetz, J. Woerner","doi":"10.1177/2372732220980093","DOIUrl":"https://doi.org/10.1177/2372732220980093","url":null,"abstract":"Risky behaviors represent serious threats to health and the main causes of morbidity and mortality in the developed world. Despite known negative consequences, people continue to abuse alcohol and drugs, to smoke, overeat, engage in risky sexual behavior, and drive under the influence of alcohol and drugs. This might happen because they perceive these behaviors as the best and sometimes the only means to fulfill important goals. To understand and to prevent health-risk behavior, scientists and policy-makers should consider the function that these behaviors serve. A theoretical framework based on the principles of goal pursuit helps explain (a) why health-risk behaviors become a means to people’s goals and (b) the psychological processes that facilitate initiation and maintenance of health-risk behaviors despite known negative consequences. Principles of goal pursuit could inform policy to reduce health-risk behaviors and their negative consequences.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"8 1","pages":"92 - 100"},"PeriodicalIF":3.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2372732220980093","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45857200","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 : 2021-03-01DOI: 10.1177/2372732220984491
A. Croft, Ciara Atkinson, Alexis M. May
Progress toward gender equality has slowed or stalled in recent years, primarily because gender stereotypes and roles are changing more quickly for women than men. Women are increasingly free to behave more like men, whereas a similar freedom for men (to behave more like women) has been slower to emerge. Expectations governing men remain rigid: They are discouraged from showing weakness/vulnerability and encouraged to assert masculinity by demonstrating strength/toughness. These expectations undermine men’s emotional flexibility, which not only harms their physical health and well-being but also systematically impedes gender equality efforts. We summarize both the direct and indirect consequences of men’s relative emotional inflexibility, as well as cultural and psychological barriers to men’s emotional flexibility development. We then provide empirically based policy recommendations for cultivating emotional flexibility in men, which could in turn foster their physical and mental health, undermine traditional gender stereotypes, and promote broader gender equality in the United States.
{"title":"Promoting Gender Equality by Supporting Men’s Emotional Flexibility","authors":"A. Croft, Ciara Atkinson, Alexis M. May","doi":"10.1177/2372732220984491","DOIUrl":"https://doi.org/10.1177/2372732220984491","url":null,"abstract":"Progress toward gender equality has slowed or stalled in recent years, primarily because gender stereotypes and roles are changing more quickly for women than men. Women are increasingly free to behave more like men, whereas a similar freedom for men (to behave more like women) has been slower to emerge. Expectations governing men remain rigid: They are discouraged from showing weakness/vulnerability and encouraged to assert masculinity by demonstrating strength/toughness. These expectations undermine men’s emotional flexibility, which not only harms their physical health and well-being but also systematically impedes gender equality efforts. We summarize both the direct and indirect consequences of men’s relative emotional inflexibility, as well as cultural and psychological barriers to men’s emotional flexibility development. We then provide empirically based policy recommendations for cultivating emotional flexibility in men, which could in turn foster their physical and mental health, undermine traditional gender stereotypes, and promote broader gender equality in the United States.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"8 1","pages":"42 - 49"},"PeriodicalIF":3.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2372732220984491","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45534445","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 : 2021-03-01DOI: 10.1177/2372732220980092
C. Moss‐Racusin, Evava S. Pietri, Jojanneke Van der Toorn, L. Ashburn-Nardo
Women are missing from Science, Technology, Education, and Mathematics (STEM) fields, undermining intellectual inclusivity, meritocracy goals, national competitiveness, and high-quality advances. Solutions require not only hiring more women, but boosting their sustainable representation (i.e., their lasting, substantial presence and valued engagement). Evidence-based policies can shift organizational culture, enabling women’s full and durable participation. The present review presents (1) numerous causes of women’s underrepresentation in STEM and (2) evidence-based interventions to tackling these causes. Specific policy initiatives (derived from the scientific evidence) would promote the sustainable representation of women in STEM.
{"title":"Boosting the Sustainable Representation of Women in STEM With Evidence-Based Policy Initiatives","authors":"C. Moss‐Racusin, Evava S. Pietri, Jojanneke Van der Toorn, L. Ashburn-Nardo","doi":"10.1177/2372732220980092","DOIUrl":"https://doi.org/10.1177/2372732220980092","url":null,"abstract":"Women are missing from Science, Technology, Education, and Mathematics (STEM) fields, undermining intellectual inclusivity, meritocracy goals, national competitiveness, and high-quality advances. Solutions require not only hiring more women, but boosting their sustainable representation (i.e., their lasting, substantial presence and valued engagement). Evidence-based policies can shift organizational culture, enabling women’s full and durable participation. The present review presents (1) numerous causes of women’s underrepresentation in STEM and (2) evidence-based interventions to tackling these causes. Specific policy initiatives (derived from the scientific evidence) would promote the sustainable representation of women in STEM.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"8 1","pages":"50 - 58"},"PeriodicalIF":3.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2372732220980092","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49512270","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 : 2021-03-01DOI: 10.1177/2372732220984173
Paul A. O’Keefe, Hae Yeon Lee, Patricia Chen
Too often, students fall short of their potential. Although structural and cognitive factors can contribute to this underperformance, how students subjectively construe themselves and their educational contexts can also play significant roles. Social-psychological interventions can increase student motivation, resilience, and achievement by altering these construals. To provide general recommendations for their implementation, we focus on interventions that address common student concerns, which stem from maladaptive beliefs that (a) intelligence cannot be improved; (b) some academic topics are uninteresting and personally irrelevant; (c) learning is an unplanned, passive activity; and (d) others think that “people like me” do not have the potential for success. These interventions tend to be relatively brief, easily implemented, highly scalable, and low in cost, time, and labor. Through a partnership of psychological scientists and practitioners, these carefully contextualized, theory-driven interventions can help students achieve their potential.
{"title":"Changing Students’ Beliefs About Learning Can Unveil Their Potential","authors":"Paul A. O’Keefe, Hae Yeon Lee, Patricia Chen","doi":"10.1177/2372732220984173","DOIUrl":"https://doi.org/10.1177/2372732220984173","url":null,"abstract":"Too often, students fall short of their potential. Although structural and cognitive factors can contribute to this underperformance, how students subjectively construe themselves and their educational contexts can also play significant roles. Social-psychological interventions can increase student motivation, resilience, and achievement by altering these construals. To provide general recommendations for their implementation, we focus on interventions that address common student concerns, which stem from maladaptive beliefs that (a) intelligence cannot be improved; (b) some academic topics are uninteresting and personally irrelevant; (c) learning is an unplanned, passive activity; and (d) others think that “people like me” do not have the potential for success. These interventions tend to be relatively brief, easily implemented, highly scalable, and low in cost, time, and labor. Through a partnership of psychological scientists and practitioners, these carefully contextualized, theory-driven interventions can help students achieve their potential.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"8 1","pages":"84 - 91"},"PeriodicalIF":3.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2372732220984173","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49304377","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 : 2021-03-01DOI: 10.1177/2372732220983855
Rebecca Covarrubias
The educational landscape of the United States has shifted as more low-income, first-generation Latinx students enroll in 4-year universities. Despite this, many underlying structures and practices of these institutions still reflect the cultural norms of culturally dominant groups (e.g., White, upper-to-middle-class, continuing-generation), privileging individualism. This overlooks the cultural values of low-income, first-generation Latinx students, who often prioritize interdependent connections and obligations. When universities do not recognize familial obligations, students must decide between helping family or doing well in school—which complicates their capacity to succeed academically. To graduate diverse future leaders and build a diverse workforce, educators and policymakers must consider that investing in students means investing in their families, too. Concrete examples, from small interventions to large-scale policy changes, illustrate meaningful investment strategies.
{"title":"What We Bring With Us: Investing in Latinx Students Means Investing in Families","authors":"Rebecca Covarrubias","doi":"10.1177/2372732220983855","DOIUrl":"https://doi.org/10.1177/2372732220983855","url":null,"abstract":"The educational landscape of the United States has shifted as more low-income, first-generation Latinx students enroll in 4-year universities. Despite this, many underlying structures and practices of these institutions still reflect the cultural norms of culturally dominant groups (e.g., White, upper-to-middle-class, continuing-generation), privileging individualism. This overlooks the cultural values of low-income, first-generation Latinx students, who often prioritize interdependent connections and obligations. When universities do not recognize familial obligations, students must decide between helping family or doing well in school—which complicates their capacity to succeed academically. To graduate diverse future leaders and build a diverse workforce, educators and policymakers must consider that investing in students means investing in their families, too. Concrete examples, from small interventions to large-scale policy changes, illustrate meaningful investment strategies.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"8 1","pages":"3 - 10"},"PeriodicalIF":3.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2372732220983855","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46468292","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 : 2021-03-01DOI: 10.1177/2372732220984800
Jessica Shropshire, Kerri L. Johnson
Numerous attempts to improve diversity by way of changing the hearts of decision makers have fallen short of the desired outcome. One underappreciated factor that contributes to bias resides not in decision makers’ hearts, but instead in their minds. People possess images, or mental representations, for specific roles and professions. Which mental image or representation springs spontaneously to mind depends on the current status quo within a field. Whether or not an individual or groups’ appearance matches visual stereotypes results in perceptually mediated preferences and prejudices, both of which harbor pernicious assumptions about who belongs in a professional setting and why. Leveraging these scientific insights can enact change. Shifting visible exemplars can change people’s mental representations and their heart’s evaluative reactions to others.
{"title":"Harnessing Visible Representation to Mitigate Bias","authors":"Jessica Shropshire, Kerri L. Johnson","doi":"10.1177/2372732220984800","DOIUrl":"https://doi.org/10.1177/2372732220984800","url":null,"abstract":"Numerous attempts to improve diversity by way of changing the hearts of decision makers have fallen short of the desired outcome. One underappreciated factor that contributes to bias resides not in decision makers’ hearts, but instead in their minds. People possess images, or mental representations, for specific roles and professions. Which mental image or representation springs spontaneously to mind depends on the current status quo within a field. Whether or not an individual or groups’ appearance matches visual stereotypes results in perceptually mediated preferences and prejudices, both of which harbor pernicious assumptions about who belongs in a professional setting and why. Leveraging these scientific insights can enact change. Shifting visible exemplars can change people’s mental representations and their heart’s evaluative reactions to others.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"8 1","pages":"27 - 33"},"PeriodicalIF":3.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2372732220984800","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45256397","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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