来访者因为情绪长期低落，有难以排解的孤独感前来咨询。其核心问题是早期依恋关系受损，很难与他人建立稳定的关系，自我没有得到很好的发展。咨询师通过倾听、共情、镜映来访者，建立了安全、稳定的咨访关系；通过与个案一起工作梦，识别人格面具及阴影，澄清并解释深层次的无意识情感；通过识别人际关系模式，面对与修通个案恐惧疏离、厌恶孤独、感觉自己不讨人喜欢的部分；通过将无意识意识化表达，逐渐整合内在力量，提升自我意识，改善人际关系。 The client came to counseling because of his long-period depression and the sense of loneliness which could not be relieved. The core problem is that early attachment is damaged，it is difficult to establish a stable relationship with others，and the self has not been well developed. The counselor established a safe and stable relationship with client through listening，empathy and mirroring. We clarified and explained deep unconscious emotions by identifying persona and shadow through working with client's dreams，faced and repaired the feeling of fear of alienation and abomination of loneliness and inner parts of feeling unloved by recognizing interpersonal patterns. Through unconscious expression the client gradually integrated the internal strength，enhanced self-awareness and improved his interpersonal relations.
来访者因为情绪长期低落，有难以排解的孤独感前来咨询。其核心问题是早期依恋关系受损，很难与他人建立稳定的关系，自我没有得到很好的发展。咨询师通过倾听、共情、镜映来访者，建立了安全、稳定的咨访关系；通过与个案一起工作梦，识别人格面具及阴影，澄清并解释深层次的无意识情感；通过识别人际关系模式，面对与修通个案恐惧疏离、厌恶孤独、感觉自己不讨人喜欢的部分；通过将无意识意识化表达，逐渐整合内在力量，提升自我意识，改善人际关系。The client came to counseling because of his long-period depression and the sense of loneliness which could not be relieved. The core problem is that early attachment is damaged，it is difficult to establish a stable relationship with others，and the self has not been well developed. The counselor established a safe and stable relationship with client through listening，empathy and mirroring. We clarified and explained deep unconscious emotions by identifying persona and shadow through working with client's dreams，faced and repaired the feeling of fear of alienation and abomination of loneliness and inner parts of feeling unloved by recognizing interpersonal patterns. Through unconscious expression the client gradually integrated the internal strength，enhanced self-awareness and improved his interpersonal relations.
{"title":"一例有强烈孤独感的心理咨询案例——以荣格分析心理学为咨询取向","authors":"慧东 曲","doi":"10.35534/tppc/0102007","DOIUrl":"https://doi.org/10.35534/tppc/0102007","url":null,"abstract":"来访者因为情绪长期低落，有难以排解的孤独感前来咨询。其核心问题是早期依恋关系受损，很难与他人建立稳定的关系，自我没有得到很好的发展。咨询师通过倾听、共情、镜映来访者，建立了安全、稳定的咨访关系；通过与个案一起工作梦，识别人格面具及阴影，澄清并解释深层次的无意识情感；通过识别人际关系模式，面对与修通个案恐惧疏离、厌恶孤独、感觉自己不讨人喜欢的部分；通过将无意识意识化表达，逐渐整合内在力量，提升自我意识，改善人际关系。\u0000The client came to counseling because of his long-period depression and the sense of loneliness which could not be relieved. The core problem is that early attachment is damaged，it is difficult to establish a stable relationship with others，and the self has not been well developed. The counselor established a safe and stable relationship with client through listening，empathy and mirroring. We clarified and explained deep unconscious emotions by identifying persona and shadow through working with client's dreams，faced and repaired the feeling of fear of alienation and abomination of loneliness and inner parts of feeling unloved by recognizing interpersonal patterns. Through unconscious expression the client gradually integrated the internal strength，enhanced self-awareness and improved his interpersonal relations.","PeriodicalId":66915,"journal":{"name":"学术研究","volume":"74 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85506468","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}
目的：探讨团体心理咨询对大学生自尊提升的干预效果以及内在影响机制。方法：招募18 名大学生为研究对象，采用实验组与控制组前后测量的实验设计，实验组接受为期6 周的自尊提升团体心理咨询，使用自尊量表、人际关系综合诊断量表和大五人格量表进行测试。结果：团体心理咨询后，实验组被试的自尊水平提高[（32.67±3.12）vs.（29.33±3.24）， p< 0.001]，人际关系综合诊断量表总分[（6.62±3.66）vs.（12.00±5.27）， p< 0.001] 及人际关系维度分数[（2.11±1.36）vs.（4.00±1.94），p= 0.009] 下降，大五人格问卷外倾性[（3.51±0.31）vs.（3.30±0.41） ，p= 0.002] 与责任心[（3.65±0.34）vs.（3.43±0.35） ，p= 0.026] 分数提高。结论：团体心理咨询对大学生自尊提升的干预有效，这一干预效应存在潜在的长期效应，其内在机制可能是人际关系困扰的降低；自尊提升能够内化成为个体人格外倾性的一部分。 Objectives： This study is focused on a six-week group psychological guidance to enhance self-esteem and to explore its intrinsic mechanism. Methods：Totally 18 students were randomly assigned to one of two group： experimental group（n=9） and control group（n=9）. The experimental group received six-week training program to enhance self-esteem， as compared as control group who received only baseline and post-six-week measurement which included the self-esteem scale，the interpersonal relationship comprehensive diagnosis scale， and the Big Five personality scale. Results： After the training program， the experimental group’s selfesteem was improved [（32.67±3.12）vs.（29.33±3.24）]， total score[（6.62±3.66）vs.（12.00±5.27）] and inter-personal communication[（2.11±1.36） vs.（4.00±1.94）] score of the interpersonal relationship comprehensive diagnosisscale were declined， and score of extraversion[（3.51±0.31）vs.（3.30±0.41）] and conscientiousness[（3.65±0.34）vs.（3.43±0.35）] were increased. Conclusion： It proves that group psychological guidance could enhance students’ self-esteem for a long time， and self-esteem could be a part of personality. The most important is that the improvement of relationship skills could explain why group psychological guidance could enhance self-esteem.
目的：探讨团体心理咨询对大学生自尊提升的干预效果以及内在影响机制。方法：招募18 名大学生为研究对象，采用实验组与控制组前后测量的实验设计，实验组接受为期6 周的自尊提升团体心理咨询，使用自尊量表、人际关系综合诊断量表和大五人格量表进行测试。结果：团体心理咨询后，实验组被试的自尊水平提高[（32.67±3.12）vs.（29.33±3.24）， p< 0.001]，人际关系综合诊断量表总分[（6.62±3.66）vs.（12.00±5.27）， p< 0.001] 及人际关系维度分数[（2.11±1.36）vs.（4.00±1.94），p= 0.009] 下降，大五人格问卷外倾性[（3.51±0.31）vs.（3.30±0.41） ，p= 0.002] 与责任心[（3.65±0.34）vs.（3.43±0.35） ，p= 0.026] 分数提高。结论：团体心理咨询对大学生自尊提升的干预有效，这一干预效应存在潜在的长期效应，其内在机制可能是人际关系困扰的降低；自尊提升能够内化成为个体人格外倾性的一部分。Objectives： This study is focused on a six-week group psychological guidance to enhance self-esteem and to explore its intrinsic mechanism. Methods：Totally 18 students were randomly assigned to one of two group： experimental group（n=9） and control group（n=9）. The experimental group received six-week training program to enhance self-esteem， as compared as control group who received only baseline and post-six-week measurement which included the self-esteem scale，the interpersonal relationship comprehensive diagnosis scale， and the Big Five personality scale. Results： After the training program， the experimental group’s selfesteem was improved [（32.67±3.12）vs.（29.33±3.24）]， total score[（6.62±3.66）vs.（12.00±5.27）] and inter-personal communication[（2.11±1.36） vs.（4.00±1.94）] score of the interpersonal relationship comprehensive diagnosisscale were declined， and score of extraversion[（3.51±0.31）vs.（3.30±0.41）] and conscientiousness[（3.65±0.34）vs.（3.43±0.35）] were increased. Conclusion： It proves that group psychological guidance could enhance students’ self-esteem for a long time， and self-esteem could be a part of personality. The most important is that the improvement of relationship skills could explain why group psychological guidance could enhance self-esteem.
{"title":"团体心理咨询对大学生自尊提升的干预研究","authors":"童童 李, 艳阳 李, 莉 潘, 倩 黄, 喆 王","doi":"10.35534/tppc/0102009","DOIUrl":"https://doi.org/10.35534/tppc/0102009","url":null,"abstract":"目的：探讨团体心理咨询对大学生自尊提升的干预效果以及内在影响机制。方法：招募18 名大学生为研究对象，采用实验组与控制组前后测量的实验设计，实验组接受为期6 周的自尊提升团体心理咨询，使用自尊量表、人际关系综合诊断量表和大五人格量表进行测试。结果：团体心理咨询后，实验组被试的自尊水平提高[（32.67±3.12）vs.（29.33±3.24）， p< 0.001]，人际关系综合诊断量表总分[（6.62±3.66）vs.（12.00±5.27）， p< 0.001] 及人际关系维度分数[（2.11±1.36）vs.（4.00±1.94），p= 0.009] 下降，大五人格问卷外倾性[（3.51±0.31）vs.（3.30±0.41） ，p= 0.002] 与责任心[（3.65±0.34）vs.（3.43±0.35） ，p= 0.026] 分数提高。结论：团体心理咨询对大学生自尊提升的干预有效，这一干预效应存在潜在的长期效应，其内在机制可能是人际关系困扰的降低；自尊提升能够内化成为个体人格外倾性的一部分。\u0000Objectives： This study is focused on a six-week group psychological guidance to enhance self-esteem and to explore its intrinsic mechanism. Methods：Totally 18 students were randomly assigned to one of two group： experimental group（n=9） and control group（n=9）. The experimental group received six-week training program to enhance self-esteem， as compared as control group who received only baseline and post-six-week measurement which included the self-esteem scale，the interpersonal relationship comprehensive diagnosis scale， and the Big Five personality scale. Results： After the training program， the experimental group’s selfesteem was improved [（32.67±3.12）vs.（29.33±3.24）]， total score[（6.62±3.66）vs.（12.00±5.27）] and inter-personal communication[（2.11±1.36） vs.（4.00±1.94）] score of the interpersonal relationship comprehensive diagnosisscale were declined， and score of extraversion[（3.51±0.31）vs.（3.30±0.41）] and conscientiousness[（3.65±0.34）vs.（3.43±0.35）] were increased. Conclusion： It proves that group psychological guidance could enhance students’ self-esteem for a long time， and self-esteem could be a part of personality. The most important is that the improvement of relationship skills could explain why group psychological guidance could enhance self-esteem.","PeriodicalId":66915,"journal":{"name":"学术研究","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83769265","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}
本研究以一例大学生社交焦虑症来访者为例，通过严格的个案概念化形成对其认知信息加工模式的评估和理解 , 选用认知行为疗法进行咨询 , 并采用症状自评量表（SCL-90）对求助者进行咨询前后测评，评估症状改善情况。结果：有留守经历大学生在人际互动中特有的认知信息加工模式可能为：他人和世界是冷漠的，不可能获得爱和理解。咨询后求助者躯体化、抑郁、焦虑因子分均低于前测，主观困扰减少。结论：（1）认知行为疗法可以对个体的认知信息加工模式形成有效的理解。（2）有留守经历大学生因早年缺乏父母的关爱和陪伴，很难形成安全型依恋关系。（3）这种不安全型依恋关系会内化形成自己的内部工作模式，对其认知信息加工模式产生长期的负面影响。 Taking a case of a visitor who is a college student with social anxiety as an example, through the evaluation and understanding of his processing mode of cognitive information formed by strict case conceptualization, the study selects and uses cognitive behavioral therapy for counseling, and adopts SCL-90 to evaluate the patient before and after counseling, and evaluates the improved condition of symptoms. Results: In interpersonal interaction, the typical processing mode of cognitive information of college students with left-behind experience may be that others and the world are indifferent, and love and understanding are hardly gained from them. After consulting, with the reduced subjective distress, the scores of somatization, depression and anxiety factors of help seekers were lower than those of the pretest. Conclusion: (1) Cognitive behavioral therapy can form an effective understanding of processing mode of individual cognitive information; (2) College students with left-behind experience can hardly form a secure attachment relationship because they grow up without the care and company from their parents; (3) This insecure attachment relationship will internalize and form its own internal working mode, which will have a long-term negative impact on its processing mode of cognitive information.
本研究以一例大学生社交焦虑症来访者为例，通过严格的个案概念化形成对其认知信息加工模式的评估和理解 , 选用认知行为疗法进行咨询 , 并采用症状自评量表（SCL-90）对求助者进行咨询前后测评，评估症状改善情况。结果：有留守经历大学生在人际互动中特有的认知信息加工模式可能为：他人和世界是冷漠的，不可能获得爱和理解。咨询后求助者躯体化、抑郁、焦虑因子分均低于前测，主观困扰减少。结论：（1）认知行为疗法可以对个体的认知信息加工模式形成有效的理解。（2）有留守经历大学生因早年缺乏父母的关爱和陪伴，很难形成安全型依恋关系。（3）这种不安全型依恋关系会内化形成自己的内部工作模式，对其认知信息加工模式产生长期的负面影响。Taking a case of a visitor who is a college student with social anxiety as an example, through the evaluation and understanding of his processing mode of cognitive information formed by strict case conceptualization, the study selects and uses cognitive behavioral therapy for counseling, and adopts SCL-90 to evaluate the patient before and after counseling, and evaluates the improved condition of symptoms. Results: In interpersonal interaction, the typical processing mode of cognitive information of college students with left-behind experience may be that others and the world are indifferent, and love and understanding are hardly gained from them. After consulting, with the reduced subjective distress, the scores of somatization, depression and anxiety factors of help seekers were lower than those of the pretest. Conclusion: (1) Cognitive behavioral therapy can form an effective understanding of processing mode of individual cognitive information; (2) College students with left-behind experience can hardly form a secure attachment relationship because they grow up without the care and company from their parents; (3) This insecure attachment relationship will internalize and form its own internal working mode, which will have a long-term negative impact on its processing mode of cognitive information.
{"title":"留守经历对大学生社交焦虑的影响 ——以一例大学生社交焦虑症个案为例","authors":"胜杰 胡, 颖 韩","doi":"10.35534/tppc/0102008","DOIUrl":"https://doi.org/10.35534/tppc/0102008","url":null,"abstract":"本研究以一例大学生社交焦虑症来访者为例，通过严格的个案概念化形成对其认知信息加工模式的评估和理解 , 选用认知行为疗法进行咨询 , 并采用症状自评量表（SCL-90）对求助者进行咨询前后测评，评估症状改善情况。结果：有留守经历大学生在人际互动中特有的认知信息加工模式可能为：他人和世界是冷漠的，不可能获得爱和理解。咨询后求助者躯体化、抑郁、焦虑因子分均低于前测，主观困扰减少。结论：（1）认知行为疗法可以对个体的认知信息加工模式形成有效的理解。（2）有留守经历大学生因早年缺乏父母的关爱和陪伴，很难形成安全型依恋关系。（3）这种不安全型依恋关系会内化形成自己的内部工作模式，对其认知信息加工模式产生长期的负面影响。\u0000Taking a case of a visitor who is a college student with social anxiety as an example, through the evaluation and understanding of his processing mode of cognitive information formed by strict case conceptualization, the study selects and uses cognitive behavioral therapy for counseling, and adopts SCL-90 to evaluate the patient before and after counseling, and evaluates the improved condition of symptoms. Results: In interpersonal interaction, the typical processing mode of cognitive information of college students with left-behind experience may be that others and the world are indifferent, and love and understanding are hardly gained from them. After consulting, with the reduced subjective distress, the scores of somatization, depression and anxiety factors of help seekers were lower than those of the pretest. Conclusion: (1) Cognitive behavioral therapy can form an effective understanding of processing mode of individual cognitive information; (2) College students with left-behind experience can hardly form a secure attachment relationship because they grow up without the care and company from their parents; (3) This insecure attachment relationship will internalize and form its own internal working mode, which will have a long-term negative impact on its processing mode of cognitive information.","PeriodicalId":66915,"journal":{"name":"学术研究","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91377013","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}
从青少年期冒险行为的界定和大学生心理发展特点入手，从心理学视角提出大学生冒险行为的几种可能解释，然后结合实际心理咨询案例片段，分析大学生冒险行为背后的心理动力，帮助咨询师更好地理解大学生冒险行为，让其积极价值得到充分发挥，尽可能减少其消极影响。 Starting from the definition of the Adolescent risk-taking behavior and the psychological characteristics of college students，several possible explanations for college students’ risk-taking behavior were proposed from a psychological perspective. Combined with the clinical case fragments of college psychological counseling，the psychological motivation behind the risk-taking behavior of college students was analyzed. It should help the counselors to better understand the risk-taking behaviors of college students. Its positive value would be brought into full play，and its negative effects would be reduced as much as possible.
从青少年期冒险行为的界定和大学生心理发展特点入手，从心理学视角提出大学生冒险行为的几种可能解释，然后结合实际心理咨询案例片段，分析大学生冒险行为背后的心理动力，帮助咨询师更好地理解大学生冒险行为，让其积极价值得到充分发挥，尽可能减少其消极影响。Starting from the definition of the Adolescent risk-taking behavior and the psychological characteristics of college students，several possible explanations for college students’ risk-taking behavior were proposed from a psychological perspective. Combined with the clinical case fragments of college psychological counseling，the psychological motivation behind the risk-taking behavior of college students was analyzed. It should help the counselors to better understand the risk-taking behaviors of college students. Its positive value would be brought into full play，and its negative effects would be reduced as much as possible.
{"title":"大学生冒险行为的心理学解读","authors":"静 许, 秀君 杨","doi":"10.35534/tppc/0102006","DOIUrl":"https://doi.org/10.35534/tppc/0102006","url":null,"abstract":"从青少年期冒险行为的界定和大学生心理发展特点入手，从心理学视角提出大学生冒险行为的几种可能解释，然后结合实际心理咨询案例片段，分析大学生冒险行为背后的心理动力，帮助咨询师更好地理解大学生冒险行为，让其积极价值得到充分发挥，尽可能减少其消极影响。\u0000Starting from the definition of the Adolescent risk-taking behavior and the psychological characteristics of college students，several possible explanations for college students’ risk-taking behavior were proposed from a psychological perspective. Combined with the clinical case fragments of college psychological counseling，the psychological motivation behind the risk-taking behavior of college students was analyzed. It should help the counselors to better understand the risk-taking behaviors of college students. Its positive value would be brought into full play，and its negative effects would be reduced as much as possible.","PeriodicalId":66915,"journal":{"name":"学术研究","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78431389","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}
运用心理动力学理论处理一例女大学生因无法表达攻击性而产生的焦虑情绪。来访者因为不停地想周围人的不好之处而影响考研复习，感到十分焦虑，状态持续 2 个月余。咨询师从防御机制、镜像阶段、真我和假我等角度来理解来访者的核心症状，通过充当其“足够好的客体”、提供抱持环境和“镜像”反馈等方法，协助来访者释放攻击性，整合对父母好与坏的认知，形成新的自我认知。 Treating the anxiety of a college girl who is unable to express her aggression basing on the perspective of psychodynamics. Having been thinking about the shortcomings of all the people around, the client can not concentrate on preparation for the postgraduate entrance examination and then became quite anxious, which lasts for over two months. The counselor applies the concepts of defence mechanism, mirror stage, true self and false self etc. to understand the the core symptoms of the client. By acting as a good enough object, providing a holding environment and giving mirror responses, the counselor helps the client to release aggression, to integrate the good and bad cognition of her parents and to reconstruct her self-cognition
运用心理动力学理论处理一例女大学生因无法表达攻击性而产生的焦虑情绪。来访者因为不停地想周围人的不好之处而影响考研复习，感到十分焦虑，状态持续 2 个月余。咨询师从防御机制、镜像阶段、真我和假我等角度来理解来访者的核心症状，通过充当其“足够好的客体”、提供抱持环境和“镜像”反馈等方法，协助来访者释放攻击性，整合对父母好与坏的认知，形成新的自我认知。Treating the anxiety of a college girl who is unable to express her aggressionbasing on the perspective of psychodynamics. Having been thinking about theshortcomings of all the people around, the client can not concentrate on preparationfor the postgraduate entrance examination and then became quite anxious, whichlasts for over two months. The counselor applies the concepts of defence mechanism,mirror stage, true self and false self etc. to understand the the core symptoms of theclient. By acting as a good enough object, providing a holding environment and givingmirror responses, the counselor helps the client to release aggression, to integrate thegood and bad cognition of her parents and to reconstruct her self-cognition
{"title":"释放攻击性的困兽 ——一例心理动力学处理焦虑情绪的案例报告","authors":"文泽 季, 庆涛 吴","doi":"10.35534/tppc/0101001","DOIUrl":"https://doi.org/10.35534/tppc/0101001","url":null,"abstract":"运用心理动力学理论处理一例女大学生因无法表达攻击性而产生的焦虑情绪。来访者因为不停地想周围人的不好之处而影响考研复习，感到十分焦虑，状态持续 2 个月余。咨询师从防御机制、镜像阶段、真我和假我等角度来理解来访者的核心症状，通过充当其“足够好的客体”、提供抱持环境和“镜像”反馈等方法，协助来访者释放攻击性，整合对父母好与坏的认知，形成新的自我认知。\u0000Treating the anxiety of a college girl who is unable to express her aggression\u0000basing on the perspective of psychodynamics. Having been thinking about the\u0000shortcomings of all the people around, the client can not concentrate on preparation\u0000for the postgraduate entrance examination and then became quite anxious, which\u0000lasts for over two months. The counselor applies the concepts of defence mechanism,\u0000mirror stage, true self and false self etc. to understand the the core symptoms of the\u0000client. By acting as a good enough object, providing a holding environment and giving\u0000mirror responses, the counselor helps the client to release aggression, to integrate the\u0000good and bad cognition of her parents and to reconstruct her self-cognition","PeriodicalId":66915,"journal":{"name":"学术研究","volume":"2021 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74251169","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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