Prevention Science最新文献

{"title":"Predictors of the Onset of Sexual Violence Perpetration in Adolescence and Emerging Adulthood.","authors":"Michele L Ybarra, Hanno Petras, Kimberly L Goodman, Kimberly J Mitchell","doi":"10.1007/s11121-024-01747-x","DOIUrl":"10.1007/s11121-024-01747-x","url":null,"abstract":"<p><p>To identify factors in adolescence that predict the onset of sexual violence in adolescence and young adulthood. Data were analyzed from six survey waves of the longitudinal Growing up with Media Study (2008-2018) conducted in the USA. Participants were 778 youth 13-18 years old at baseline, who completed online surveys assessing sexual violence behaviors and predictors. Sexual violence perpetration behaviors included sexual assault, rape, attempted rape, and coercive sex. Only 2% of females and 3% of males reported their first sexual violence perpetration by age 14. In contrast, by age 18, 6% of females and 12% of males had perpetrated their first sexual violence. For both males and females, the rate of the onset seems to plateau by age 22. Predictors of the onset of sexually violent behavior for those who began perpetrating when they were 14-17 years old were largely similar to those who began perpetrating when they were 18-25 years old. Alcohol plus other substance use, aggressive and delinquent behavior, caregiver monitoring, behavior problems at school, externalizing peers, exposure to community violence, and exposure to violent media were all implicated. Early prevention-well before college and perhaps even before high school-is needed to have an impact on the onset of sexual violence perpetration, as most perpetrators of sexual violence will have acted for the first time by age 23. Several modifiable risk factors observed in adolescence could signal the opportunity for targeted prevention to reduce the odds of onset of sexual violence.</p>","PeriodicalId":48268,"journal":{"name":"Prevention Science","volume":" ","pages":"1284-1297"},"PeriodicalIF":3.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142710963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Parent Outreach Efforts Extend the Sustained Benefits of a Preschool Classroom Intervention: Adolescent Follow-Up of a Randomized Controlled Trial.","authors":"Rebecca Slotkin, Karen L Bierman, Brenda S Heinrichs, Janet A Welsh","doi":"10.1007/s11121-024-01758-8","DOIUrl":"10.1007/s11121-024-01758-8","url":null,"abstract":"<p><p>The Research-based Developmentally Informed (REDI) program enriched Head Start classrooms with teacher-delivered curriculum components designed to enhance child social-emotional learning and language-literacy skills. Parents received information about the program via backpack express, including weekly handouts about program topics and three DVDs illustrating REDI interactive strategies and suggesting home learning activities. In addition to effects on child skill acquisition and school performance (reported previously), positive effects emerged on a family-based outcome: parents of children in REDI-enriched classrooms reported higher quality preschool parent-child conversations than parents in the randomized control group (usual practice) classrooms. This study examined the long-term benefits associated with intervention-related improvements in preschool conversations. The original sample included 356 children (58% White, 24% Black, and 18% Latinx; 54% girls, 46% boys); 77% had the high school follow-up data used in this study. Longitudinal GLM analyses documented significant REDI intervention effects on parent-adolescent communication quality (assessed in the 7th and 9th grades) and on parent- and youth-reported high school behavior problems (assessed in 11th grade). Path analyses revealed significant serial mediation from intervention-related improvements in preschool conversations to parent-adolescent communication quality (grades 7-9) to reductions in later youth-reported (but not parent-reported) behavior problems (grade 11). The findings suggest that including \"light touch\" parent engagement materials with preschool classroom interventions can contribute to long-term program benefits.</p>","PeriodicalId":48268,"journal":{"name":"Prevention Science","volume":" ","pages":"1217-1227"},"PeriodicalIF":3.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142787300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investing in Custodial Grandparents: Cost Analysis of the Social Intelligence Program.","authors":"D Max Crowley, Ashley M Tate, Yoon Sun Hur, Saul Castro, Carol M Musil, Megan L Dolbin-MacNab, Patrick O'Neill, Frank J Infurna, Gregory Smith","doi":"10.1007/s11121-024-01745-z","DOIUrl":"10.1007/s11121-024-01745-z","url":null,"abstract":"<p><p>Rising child welfare costs and a desire to keep kids out of the system have encouraged the use of kinship care-of which custodial grandparents make up the majority of caregivers. Unfortunately, custodial grandparents report greater needs for social and emotional support to successfully care for their grandchildren. Yet, the resources required to provide preventive social-emotional support to these families are unknown. In the wake of the Family First Act and other policy actions to expand preventive services, we undertake a cost analysis of the social intelligence training (SIT) within a randomized controlled trial spanning 48 states of the United States of America. Estimated implementation costs were $90,638 (CI $45,254-186,998) which equated to $255 (CI $127-526) per participant. This dual-generation online approach offers key lessons into not only how to resource social-emotional learning (SEL) prevention for custodial grandparents-but also sheds light on how we might provide universal supports to this population. Child welfare system costs have risen to over $33 billion dollars a year-with nearly half of all spending being the result of out-of-home placement (Rosinsky et al., 2021) Child Welfare Financing SFY 2018: A survey of federal, state, and local expenditures. https://www.childtrends.org/wp-content/uploads/2021/05/ChildWelfareFinancing_ChildTrends_March2021.pdf ). Practitioners, policymakers, and child advocates are seeking solutions for how to both better protect children and manage these growing public costs (Ringel et al., 2018). Improving child welfare outcomes: Balancing investments in prevention and treatment. Rand health quarterly, 7(4)). Further, many extended families seek ways to keep children out of the \"system\" when parents are unable to care for their offspring (Lin, Children and Youth Services Review 93:203-216, 2018). A strategy used by all of these groups is the use of kinship care arrangements where extended family provides formal or informal care of children. Several important benefits are recognized from kinship care, including providing connections to family members, communities, and culture. Yet, little is known about how social-emotional supports could enhance kinship arrangements, and to date, no studies have systematically evaluated the costs of such supports. In this context, we conduct a cost analysis of such a program-known as social intelligence training.</p>","PeriodicalId":48268,"journal":{"name":"Prevention Science","volume":" ","pages":"1310-1319"},"PeriodicalIF":3.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11740439/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142819402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Intolerance of Uncertainty as a Central Influence on Social Media Use: A School-Based Program for Adolescents.","authors":"Danielle A Einstein, Anne McMaugh, Ronald M Rapee, Peter McEvoy, Madeleine I Fraser, Maree Abbott, Warren Mansell, Eyal Karin","doi":"10.1007/s11121-024-01738-y","DOIUrl":"10.1007/s11121-024-01738-y","url":null,"abstract":"<p><p>This study evaluated a classroom program to address Intolerance of uncertainty (IU) in secondary school students in Australia. IU is a transdiagnostic vulnerability factor for a range of psychological difficulties. A universal classroom program aimed to increase student understanding of feelings of uncertainty and explored socioemotional factors that could influence behaviors when facing uncertainty. Classroom teachers in two high schools were trained to deliver an 18-lesson program under naturalistic classroom conditions. Relative to the control group, the intervention lowered IU at post-test, but not at a later follow-up. The only socioemotional outcome measure to demonstrate a concurrent change was social media use. Limitations of the study were associated with the naturalistic classroom intervention, including the high level of attrition. Future studies may need to address broader factors in the students' context that could influence intolerance of uncertainty.</p>","PeriodicalId":48268,"journal":{"name":"Prevention Science","volume":" ","pages":"1238-1249"},"PeriodicalIF":3.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11652582/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142510479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Heterogeneous Treatment Effects in the Incredible Years Teacher Classroom Management Programme - A Latent Profile Approach.","authors":"Håvard Horndalen Tveit, Frode Stenseng","doi":"10.1007/s11121-024-01733-3","DOIUrl":"10.1007/s11121-024-01733-3","url":null,"abstract":"<p><p>Heterogeneous effects from interventions often remain hidden in between-group analyses, risking overgeneralized conclusions of treatment effects. In this exploratory study, we performed latent profile analysis to unveil differential treatment effects among children in The Incredible Years Teacher Classroom Management Programme (IY TCMP). This program has previously been shown to reduce behavioral problems in preschools and schools in total samples and subgroups. A total of 726 children (48.7% girls; M_age = 4.21 years; SD_age = 0.86) from 92 childcare centers in Norway participated in either the intervention (n = 338) or the matched control condition (n = 388). First, by conducting latent profile analysis on baseline levels of child-teacher relationship (closeness, conflict), behavioral problems, and social competence, three distinct profiles were identified: High Risk (26.4%), Moderate Risk (42.8%), and Low Risk (30.7%) - each profile with unique characteristics. Second, we tested for within-profile, condition-by-time interactions following the intervention, showing distinct treatment responses for each profile. High-risk profiles profited most from the IY TCMP, with a substantial decrease in externalizing problems, more teacher closeness, and less teacher conflict. Moderate-risk profiles also gained better teacher-child relationships and improved social competence. The Low-Risk profiles showed no effects from the intervention. It is argued that latent profile analysis presents a feasible approach for examining within-sample heterogeneity in intervention research. It also reveals crucial information on treatment variability, as demonstrated in the Incredible Years Programme.</p>","PeriodicalId":48268,"journal":{"name":"Prevention Science","volume":" ","pages":"1207-1216"},"PeriodicalIF":3.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11652402/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142308802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Factors Associated with the Rate of Initial Parental Engagement in a Parenting Program Aimed at Preventing Children's Behavioural Problems.","authors":"Julie Murray, Charlie Rioux, Sophie Parent, Jean R Séguin, Michelle Pinsonneault, William D Fraser, Natalie Castellanos-Ryan","doi":"10.1007/s11121-024-01739-x","DOIUrl":"10.1007/s11121-024-01739-x","url":null,"abstract":"<p><p>Parenting programs have been shown to be effective in preventing and reducing externalising problems in young children. Despite their efficacy, the low rate of initial parental engagement in these programs is a major challenge for clinicians and researchers. Few studies have examined factors associated with rates of initial engagement in parenting prevention programs, most probably due to limited data on families refusing intervention. The purpose of this study was to examine the sociodemographic characteristics as well as child and parent characteristics in the prediction of parents' refusal to engage in a randomised control trial (RCT) evaluating the parenting program ÉQUIPE (French version of COPE) offered as a prevention intervention to families with preschool children (4-5 years) who showed low self-control at the age of 2 years. A total of 268 families were recruited from a longitudinal community sample followed from pregnancy (3D study), with 162 parents accepting to be randomised to a control or intervention group and 106 families refusing to engage in the RCT. Of the 83 families randomised to the intervention condition, 32 accepted, and 51 refused to participate in the intervention before or during the transition to formal schooling. ANOVAs and logistic regressions were used to examine factors associated with parents' refusal to engage in (1) the RCT and (2) the intervention. Results showed that parents who reported lower scores on perceived parental efficacy and higher perceived relationship quality had higher odds of refusing to participate in the study. Also, participating parents who refused to participate in the intervention were more likely parents of girls and reported significantly higher parental efficacy and impact. The findings of the current study could guide clinicians and researchers in improving parental recruitment strategies.</p>","PeriodicalId":48268,"journal":{"name":"Prevention Science","volume":" ","pages":"1250-1261"},"PeriodicalIF":3.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142510478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"It's Like Making Reflective Practice More of the Heart of Who We Are\": An Exploration of Facilitators and Barriers to Implementing Reflective Supervision in State Pre-K.","authors":"Lindsay Huffhines, Isai Ramirez, Rebecca B Silver, Christine M Low, Stephanie H Parade, A Rani Elwy","doi":"10.1007/s11121-024-01744-0","DOIUrl":"10.1007/s11121-024-01744-0","url":null,"abstract":"<p><p>High-quality supervision for teachers in early care and education (ECE) is essential for building positive teacher-child relationships and enhancing ECE program quality, which in turn promotes healthy social-emotional and academic development in young children. Reflective supervision (RS) is a process-oriented and relationship-centered supervisory approach that has growing empirical evidence supporting its use. As the evidence base for RS continues to expand, and early childhood-serving settings-including ECE-increasingly consider this approach, understanding whether RS is likely to be routinely used in ECE settings and what helps or hinders use of this approach is critically important. Thus, the aims of this study were to assess the feasibility, acceptability, and appropriateness of RS in state-funded pre-Kindergarten (state pre-K) programs, as well as delineate the implementation determinants that either advanced or challenged the use of RS in state pre-K. This study was informed and guided by the updated Consolidated Framework for Implementation Research (CFIR) and the CFIR Outcomes Addendum. Participants included 11 state pre-K program supervisors who had been trained in RS. Participants completed brief measures of feasibility, acceptability, and appropriateness of RS, and semi-structured interviews. Descriptive analyses of quantitative measures revealed that participants perceived RS as feasible to implement in their programs, highly acceptable, and highly appropriate, thereby suggesting that RS is likely to be implemented successfully in this setting. Qualitative data obtained from interviews and coded using the updated CFIR lent greater nuance to these results by specifying the facilitators and barriers affecting implementation. All participants reported great need for RS at the supervisor, teacher, and child/family level, and identified numerous other facilitating factors within four CFIR domains (i.e., Innovation, Outer Setting, Inner Setting, and Individuals), ranging from the relative advantage of RS to individual supervisor motivation and capability. Participants also cited barriers to using RS, most notably staffing difficulties, competing demands, and lack of policy and leadership support. Through theory-driven implementation frameworks applied to a real-world ECE setting, these findings extend prior research suggesting that RS may be an effective supervisory approach by highlighting the contextual factors that make RS more or less likely to be adopted, used, and sustained in state pre-K.</p>","PeriodicalId":48268,"journal":{"name":"Prevention Science","volume":" ","pages":"1262-1274"},"PeriodicalIF":3.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11652265/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142607035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Finding Solutions to Scaling Parenting Programs That Work: a Systems-Contextual Approach.","authors":"Karen M T Turner, Matthew R Sanders","doi":"10.1007/s11121-024-01755-x","DOIUrl":"https://doi.org/10.1007/s11121-024-01755-x","url":null,"abstract":"<p><p>Prevention science has now encompassed decades of research exploring risk and protective factors and effective programs for the prevention and treatment of childhood behavioral, emotional, and developmental concerns. This paper shares our experience over the last 40 years as program developers and researchers in responding to contemporary needs and finding solutions to barriers preventing access to evidence-based parenting support. We propose a systems-contextual approach to designing and implementing programs that meet families' needs and preferences and promote self-regulatory capacity across the lifespan. Key areas discussed are innovations to improve the reach of evidence-based parenting support (e.g., online program delivery, cultural adaptation, and tailored programs to engage vulnerable children and families), innovations to improve professional training outcomes (e.g., competency-based training, peer supervision and support, implementation support, and workforce development), and innovations to meet future needs (e.g., embracing new technology, standing by science, and considering global issues). It is incumbent on program developers, researchers, and clinicians to continue to evolve our practices and service systems in response to new evidence, societal changes, and technical advances to remain relevant and impactful in shifting prevalence rates of conduct problems and promoting child, family, and community well-being.</p>","PeriodicalId":48268,"journal":{"name":"Prevention Science","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142733413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Targeted Child Mental Health Prevention and Parenting Support Within a Canadian Context: A Randomized Controlled Trial Evaluating the U.S.-Developed Family Check-Up®.","authors":"Teresa Bennett, Katholiki Georgiades, Andrea Gonzalez, Magdalena Janus, Ellen Lipman, Paulo Pires, Heather Prime, Eric Duku, Marc Jambon, John D McLennan, Julie Gross","doi":"10.1007/s11121-024-01741-3","DOIUrl":"10.1007/s11121-024-01741-3","url":null,"abstract":"<p><p>Canada lacks an approach to early childhood mental health prevention aimed at decreasing barriers to care among highest-needs families. In this Canadian randomized controlled trial, we aimed to evaluate whether participation in the Family Check-Up® (FCU®) would be associated with lower severity of child behavior problems (primary outcome) and caregiver psychological distress and daily parenting stress (secondary outcomes). Eligible caregivers of children aged 2-4 years with (i) high severity of behavior problems and/or (ii) above-average severity plus ≥ 1 family psychosocial risk factor were recruited from early education, community, and clinical settings in Hamilton, Ontario. Randomization: either the FCU® or a community comparison arm (206 analyzed of 207 enrolled). Caregiver reports on their child's behavior problems (primary outcome, Child Behavior Checklist Externalizing Problems Scale), caregiver psychological distress, and daily parenting stress (secondary) were obtained 12 months after study enrolment, and rates of change were modeled over 0, 6, and 12 months. FCU® participants reported lower child behavior problem severity scores 12 months post-enrolment than did community comparison participants (d = 0.38, p < 0.01). Caregiver psychological distress (d = 0.17, p = 0.3) and parenting stress (d = .05, p = 0.8) did not differ significantly between arms. FCU® participants reported improvements in the severity of child behavior problems, relative to a community comparison group, but not in caregiver distress or parenting stress at 12 months. Positive results for primary outcome indicate the FCU's® promise as an effective child mental health prevention program in Canada. Further evaluation of intensified caregiver mental health supports may be warranted. Trial registered at Clinicaltrials.gov (#NCT02800603).</p>","PeriodicalId":48268,"journal":{"name":"Prevention Science","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142689124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Inhibitory Control in Late Childhood as a Predictor of Antisocial Behavior in Adolescence and the Role of Social Context.","authors":"Gabriela L Suarez, Daniel S Shaw, Melvin N Wilson, Kathryn Lemery-Chalfant, Luke W Hyde","doi":"10.1007/s11121-024-01754-y","DOIUrl":"10.1007/s11121-024-01754-y","url":null,"abstract":"<p><p>Understanding the factors contributing to adolescent antisocial behavior is crucial for effective interventions. Protracted development of cognitive control systems supporting inhibitory control may be linked to increases in adolescent antisocial behavior, suggesting the promotion of inhibitory control as a potential preventative strategy. Concurrently, social contextual factors, including peer relationships, parent-child dynamics, and the neighborhood environment, may exacerbate or buffer the risk posed by low inhibitory control. In a large, longitudinal sample of youth from racially and ethnically diverse low-income families (N = 731), we examined the association between inhibitory control (age 10.5) and antisocial behavior (age 14) and explored contextual factors (neighborhood, peer relationships, parent-child relationship) as potential moderators. Lastly, we investigated whether a randomized controlled trial of the Family Check-Up (FCU) intervention started at age 2 predicted a decreased youth report of antisocial behavior in adolescence via increased inhibitory control in late childhood. We found that lower inhibitory control in late childhood predicted increased antisocial behavior in adolescence. For youth with low inhibitory control, living in a dangerous neighborhood or associating more with deviant peers increased the risk for adolescent antisocial behavior. Finally, the FCU intervention indirectly reduced youth-reported adolescent antisocial behavior via enhancing inhibitory control in late childhood, and the indirect effect was strongest for youth in risky contexts (e.g., low parental knowledge and control). Although risky contexts can exacerbate individual risks related to deficits in inhibitory control, greater inhibitory control may be a protective factor. Additionally, early childhood interventions can improve inhibitory skills and decrease the risk of adolescent antisocial behavior, particularly for youth within risky contexts.</p>","PeriodicalId":48268,"journal":{"name":"Prevention Science","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142677320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}