This study examined the cost of implementing the Cultivating Awareness and Resilience in Education (CARE) for Teachers professional development program during a randomized controlled trial targeting a diverse sample of public elementary school teachers in New York City. Detailed budget information collected during the study was used to identify the cost of all necessary resources associated with program implementation. The largest expense category was opportunity costs associated with teacher participation, accounting for over 40% of the total cost. This was closely followed by the program-required costs related to coordination, facilitation, and supplies for the program (31.8%). Finally, ancillary costs related to facilitator travel, room rental, and food for the program implementations encompassed 11% of the total cost. Across all three program implementations, 118 teachers were trained; the average cost per teacher was US$1217 when accounting for all categories. In future cost projections for a training with 30 teachers, the price per teacher is only US$515 when considering program-required and indirect costs. The costs for implementing the CARE for Teachers program are similar to those reported for other mindfulness-based interventions (MBIs). This paper provides a detailed analysis of the full cost of providing an evidence-based MBI to teachers in a public education setting. This research can help inform communities interested in funding future CARE for Teachers program implementations, provide an example for cost reporting for other MBIs, and provide a basis for future cost-effectiveness and benefit-cost analyses.
This study examined the cost of implementing the Cultivating Awareness and Resilience in Education (CARE) for Teachers professional development program during a randomized controlled trial targeting a diverse sample of public elementary school teachers in New York City. Detailed budget information collected during the study was used to identify the cost of all necessary resources associated with program implementation. The largest expense category was opportunity costs associated with teacher participation, accounting for over 40% of the total cost. This was closely followed by the program-required costs related to coordination, facilitation, and supplies for the program (31.8%). Finally, ancillary costs related to facilitator travel, room rental, and food for the program implementations encompassed 11% of the total cost. Across all three program implementations, 118 teachers were trained; the average cost per teacher was US$1217 when accounting for all categories. In future cost projections for a training with 30 teachers, the price per teacher is only US$515 when considering program-required and indirect costs. The costs for implementing the CARE for Teachers program are similar to those reported for other mindfulness-based interventions (MBIs). This paper provides a detailed analysis of the full cost of providing an evidence-based MBI to teachers in a public education setting. This research can help inform communities interested in funding future CARE for Teachers program implementations, provide an example for cost reporting for other MBIs, and provide a basis for future cost-effectiveness and benefit-cost analyses.
This study examined the cost of implementing the Cultivating Awareness and Resilience in Education (CARE) for Teachers professional development program during a randomized controlled trial targeting a diverse sample of public elementary school teachers in New York City. Detailed budget information collected during the study was used to identify the cost of all necessary resources associated with program implementation. The largest expense category was opportunity costs associated with teacher participation, accounting for over 40% of the total cost. This was closely followed by the program-required costs related to coordination, facilitation, and supplies for the program (31.8%). Finally, ancillary costs related to facilitator travel, room rental, and food for the program implementations encompassed 11% of the total cost. Across all three program implementations, 118 teachers were trained; the average cost per teacher was US$1217 when accounting for all categories. In future cost projections for a training with 30 teachers, the price per teacher is only US$515 when considering program-required and indirect costs. The costs for implementing the CARE for Teachers program are similar to those reported for other mindfulness-based interventions (MBIs). This paper provides a detailed analysis of the full cost of providing an evidence-based MBI to teachers in a public education setting. This research can help inform communities interested in funding future CARE for Teachers program implementations, provide an example for cost reporting for other MBIs, and provide a basis for future cost-effectiveness and benefit-cost analyses.
This study examined the cost of implementing the Cultivating Awareness and Resilience in Education (CARE) for Teachers professional development program during a randomized controlled trial targeting a diverse sample of public elementary school teachers in New York City. Detailed budget information collected during the study was used to identify the cost of all necessary resources associated with program implementation. The largest expense category was opportunity costs associated with teacher participation, accounting for over 40% of the total cost. This was closely followed by the program-required costs related to coordination, facilitation, and supplies for the program (31.8%). Finally, ancillary costs related to facilitator travel, room rental, and food for the program implementations encompassed 11% of the total cost. Across all three program implementations, 118 teachers were trained; the average cost per teacher was US$1217 when accounting for all categories. In future cost projections for a training with 30 teachers, the price per teacher is only US$515 when considering program-required and indirect costs. The costs for implementing the CARE for Teachers program are similar to those reported for other mindfulness-based interventions (MBIs). This paper provides a detailed analysis of the full cost of providing an evidence-based MBI to teachers in a public education setting. This research can help inform communities interested in funding future CARE for Teachers program implementations, provide an example for cost reporting for other MBIs, and provide a basis for future cost-effectiveness and benefit-cost analyses.
AIM: To determine if yoga as a complementary and alternative therapy was associated with enhanced health and treatment-related side effects in patients with breast cancer. This systematic review examines whether yoga practice provides any measurable benefit, both physically and psychologically, for women with breast cancer. METHODS: PubMed, EMBASE and the Cochrane Library for randomized controlled trials (RCTs) throughout June 2013. We evaluated the quality of the included studies by the Cochrane Handbook 5.2 standards and analyzed the data using the Stata software, version 10.0. Meta-regression and subgroup analysis were also performed to identify additional predictors of outcome and to assess heterogeneity. RESULTS: Sixteen RCTs with a total of 930 participants were included. Comparing yoga groups to control groups, there was a statistically significant difference in overall health-related quality of life, depression, anxiety and gastrointestinal symptoms. Meta-regression analyses revealed that the duration of yoga practice and type of control group partly explained the heterogeneity. Subgroup analyses revealed that yoga had a positive effect on anxiety only when it had been practiced for longer than 3 months. Only the wait-list control group showed an effect of yoga on physical well-being. CONCLUSION: The current evidence demonstrates that yoga practice could be effective in enhancing health and managing some treatment-related side effects for patients recovering from breast cancer. In future clinical studies, clinicians should consider the patient's wishes along with the current best evidence of the effects of yoga practice in their clinical decision-making.
The human brain and skull are three dimensional (3D) anatomical structures with complex surfaces. However, medical images are often two dimensional (2D) and provide incomplete visualization of structural morphology. To overcome this loss in dimension, we developed and validated a freely available, semi-automated pathway to build 3D virtual reality (VR) and hand-held, stereolithograph models. To evaluate whether surface visualization in 3D was more informative than in 2D, undergraduate students (n = 50) used the Gillespie scale to rate 3D VR and physical models of both a living patient-volunteer's brain and the skull of Phineas Gage, a historically famous railroad worker whose misfortune with a projectile tamping iron provided the first evidence of a structure-function relationship in brain. Using our processing pathway, we successfully fabricated human brain and skull replicas and validated that the stereolithograph model preserved the scale of the VR model. Based on the Gillespie ratings, students indicated that the biological utility and quality of visual information at the surface of VR and stereolithograph models were greater than the 2D images from which they were derived. The method we developed is useful to create VR and stereolithograph 3D models from medical images and can be used to model hard or soft tissue in living or preserved specimens. Compared to 2D images, VR and stereolithograph models provide an extra dimension that enhances both the quality of visual information and utility of surface visualization in neuroscience and medicine.
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Creating Safe and Supportive Schools and Fostering Students' Mental Health -- Title -- Copyright -- Dedication -- Contents -- Preface -- Acknowledgments -- PART I Creating Safe and Emotionally Healthy Schools -- 1 The Evolving Role of Educators -- Creating Safe Schools and Fostering Students' Mental Health -- The Evolving Role of Educators in Public Education -- School-based Mental Health -- School Safety and Violence Prevention -- Expert Interview 1.1 with Kevin Dwyer -- Expert Interview 1.2 with Eric Rossen -- The Role of Educators Transforming School Communities and Engaging Every Educator -- Working Together: Educators and Mental Health Professionals -- Safe Schools and Student Mental Health: A-Z -- The Structure of the Book -- Conclusion -- References -- 2 Safe and Supportive Schools -- Efforts to Promote Safe and Supportive Schools -- Expert Interview 2.1 with Michele Gay -- Expert Interview 2.2 with Ken Trump -- Promoting Psychological Safety -- Conclusion -- References -- PART II Fostering Students' Mental Health -- 3 The Importance of Providing Mental Health Services in Schools -- The Scope of the Problem The Impact of Adverse Childhood Experiences on Children's Mental Health -- Supporting Students' Mental Health and Emotional Well-Being -- The Roles of School-based Mental Health Professionals -- Addressing Shortages of School-based Mental Health Professionals -- Moving From a Two- to a Three-Component Approach -- A Public Health Approach as a Way to Provide Essential Services -- Conclusion -- Note -- References -- 4 The Promise of Social-Emotional Learning -- Defining Social-Emotional Learning -- Need for Social-Emotional Learning -- Applications of Social-Emotional Learning Barriers to Implementing SEL and Ways to Overcome These Barriers -- Social-Emotional Learning Teams -- Data Collection and Evaluation -- Implementing SEL -- Programming at the Elementary School Level -- Programming at the Middle School Level -- Programming at the High School Level -- Expert Interview 4.1 with Maurice J. Elias -- Conclusion -- References -- 5 Universal Interventions to Support the Mental Health of All Students -- Types of School-based Mental Health Interventions: Universal Interventions-Tier I -- Conclusion -- References 6 Resilient Classrooms and Targeted and Intensive Interventions -- Fostering Resilience -- Fostering Resilience in Students -- Expert Interview 6.1 with Sam Goldstein -- Resilient Classrooms and Classroom Supports -- Expert Interview 6.2 with Beth Doll -- Targeted Interventions: Tier II -- Intensive Interventions: Tier III -- Non-Responders to Intensive Interventions -- Conclusion -- References -- PART III Supporting Nurturing Learning Environments -- 7 School Climate and Social Supports -- Enhancing School Climate -- The Influence of School Climate -- The Phenomenology of School Climate
Creating Safe and Supportive Schools and Fostering Students' Mental Health -- Title -- Copyright -- Dedication -- Contents -- Preface -- Acknowledgments -- PART I Creating Safe and Emotionally Healthy Schools -- 1 The Evolving Role of Educators -- Creating Safe Schools and Fostering Students' Mental Health -- The Evolving Role of Educators in Public Education -- School-based Mental Health -- School Safety and Violence Prevention -- Expert Interview 1.1 with Kevin Dwyer -- Expert Interview 1.2 with Eric Rossen -- The Role of Educators Transforming School Communities and Engaging Every Educator -- Working Together: Educators and Mental Health Professionals -- Safe Schools and Student Mental Health: A-Z -- The Structure of the Book -- Conclusion -- References -- 2 Safe and Supportive Schools -- Efforts to Promote Safe and Supportive Schools -- Expert Interview 2.1 with Michele Gay -- Expert Interview 2.2 with Ken Trump -- Promoting Psychological Safety -- Conclusion -- References -- PART II Fostering Students' Mental Health -- 3 The Importance of Providing Mental Health Services in Schools -- The Scope of the Problem The Impact of Adverse Childhood Experiences on Children's Mental Health -- Supporting Students' Mental Health and Emotional Well-Being -- The Roles of School-based Mental Health Professionals -- Addressing Shortages of School-based Mental Health Professionals -- Moving From a Two- to a Three-Component Approach -- A Public Health Approach as a Way to Provide Essential Services -- Conclusion -- Note -- References -- 4 The Promise of Social-Emotional Learning -- Defining Social-Emotional Learning -- Need for Social-Emotional Learning -- Applications of Social-Emotional Learning Barriers to Implementing SEL and Ways to Overcome These Barriers -- Social-Emotional Learning Teams -- Data Collection and Evaluation -- Implementing SEL -- Programming at the Elementary School Level -- Programming at the Middle School Level -- Programming at the High School Level -- Expert Interview 4.1 with Maurice J. Elias -- Conclusion -- References -- 5 Universal Interventions to Support the Mental Health of All Students -- Types of School-based Mental Health Interventions: Universal Interventions-Tier I -- Conclusion -- References 6 Resilient Classrooms and Targeted and Intensive Interventions -- Fostering Resilience -- Fostering Resilience in Students -- Expert Interview 6.1 with Sam Goldstein -- Resilient Classrooms and Classroom Supports -- Expert Interview 6.2 with Beth Doll -- Targeted Interventions: Tier II -- Intensive Interventions: Tier III -- Non-Responders to Intensive Interventions -- Conclusion -- References -- PART III Supporting Nurturing Learning Environments -- 7 School Climate and Social Supports -- Enhancing School Climate -- The Influence of School Climate -- The Phenomenology of School Climate
In this article, Lodro Rinzler reflects on a discussion with Rev. angel Kyodo Williams on how meditation can be used as a tool to work with oneself, and thereby positively influence the world around them.
PURPOSE: To review the available literature on the use of complementary and alternative medicine (CAM) treatments for cancer-related fatigue with an aim to develop directions for future research. METHODS: PubMed, EMBASE, CINAHL, PsycINFO, and SPORTDiscus were searched for relevant studies. Original clinical trials reporting on the use of CAM treatments for cancer-related fatigue were abstracted and critically reviewed. RESULTS: CAM interventions tested for cancer-related fatigue include acupuncture, aromatherapy, adenosine triphosphate infusions, energy conservation and activity management, healing touch, hypnosis, lectin-standardized mistletoe extract, levocarnitine, massage, mindfulness-based stress reduction, polarity therapy, relaxation, sleep promotion, support group, and Tibetan yoga. Several of these interventions seem promising in initial studies. CONCLUSION: Currently, insufficient data exist to recommend any specific CAM modality for cancer-related fatigue. Therefore, potentially effective CAM interventions ready for further study in large, randomized clinical trials (eg, acupuncture, massage, levocarnitine, and the use of mistletoe) should be pursued. Other interventions should be tested in well-designed feasibility and phase II trials.
PURPOSE: To review the available literature on the use of complementary and alternative medicine (CAM) treatments for cancer-related fatigue with an aim to develop directions for future research. METHODS: PubMed, EMBASE, CINAHL, PsycINFO, and SPORTDiscus were searched for relevant studies. Original clinical trials reporting on the use of CAM treatments for cancer-related fatigue were abstracted and critically reviewed. RESULTS: CAM interventions tested for cancer-related fatigue include acupuncture, aromatherapy, adenosine triphosphate infusions, energy conservation and activity management, healing touch, hypnosis, lectin-standardized mistletoe extract, levocarnitine, massage, mindfulness-based stress reduction, polarity therapy, relaxation, sleep promotion, support group, and Tibetan yoga. Several of these interventions seem promising in initial studies. CONCLUSION: Currently, insufficient data exist to recommend any specific CAM modality for cancer-related fatigue. Therefore, potentially effective CAM interventions ready for further study in large, randomized clinical trials (eg, acupuncture, massage, levocarnitine, and the use of mistletoe) should be pursued. Other interventions should be tested in well-designed feasibility and phase II trials.
<p>The article is a review by Stephen L. Mikesell of Robert I. Levy's <em>Mesocosm, Hinduism, and the Organization of a Traditional Newar City in Nepal</em>. It is a critique of Levi's theory of the urban mesocosm.</p>
Cued spatial attention modulates functionally relevant alpha rhythms in visual cortices in humans. Here, we present evidence for analogous phenomena in primary somatosensory neocortex (SI). Using magnetoencephalography, we measured changes in the SI mu rhythm containing mu-alpha (7–14 Hz) and mu-beta (15–29 Hz) components. We found that cued attention impacted mu-alpha in the somatopically localized hand representation in SI, showing decreased power after attention was cued to the hand and increased power after attention was cued to the foot, with significant differences observed 500–1100 ms after cue. Mu-beta showed differences in a time window 800–850 ms after cue. The visual cue also drove an early evoked response beginning ∼70 ms after cue with distinct peaks modulated with cued attention. Distinct components of the tactile stimulus-evoked response were also modulated with cued attention. Analysis of a second dataset showed that, on a trial-by-trial basis, tactile detection probabilities decreased linearly with prestimulus mu-alpha and mu-beta power. These results support the growing consensus that cue-induced alpha modulation is a functionally relevant sensory gating mechanism deployed by attention. Further, while cued attention had a weaker effect on the allocation of mu-beta, oscillations in this band also predicted tactile detection.
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<p>Abstract. We explore the role of meditative practice in cultivating experiences of compassion, empathy, and altruism and address an apparent paradox: Meditation often is associated with solitary retreat, if not preoccupation with one's own concerns. How, then, does such a practice promote compassion for others? We propose a two-stage model. The first stage involves disengagement from usual preoccupation with self-reinforcing, self-defeating, or self-indulgent behaviors and reactions; the second involves a focused engagement with a universal human capacity for altruistic experience, love, and compassion. Reference is made to the limited research literature and to clinical applications of loving kindness (metta) meditation in cultivating these processes.</p>
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There has been great interest in determining if mindfulness can be cultivated and if this cultivation leads to well-being. The current study offers preliminary evidence that at least one aspect of mindfulness, measured by the Mindful Attention and Awareness Scale (MAAS; K. W. Brown & R. M. Ryan, 2003), can be cultivated and does mediate positive outcomes. Further, adherence to the practices taught during the meditation-based interventions predicted positive outcomes. College undergraduates were randomly allocated between training in two distinct meditation-based interventions, Mindfulness Based Stress Reduction (MBSR; J. Kabat-Zinn, 1990; n=15) and E. Easwaran's (1978/1991) Eight Point Program (EPP; n=14), or a waitlist control (n=15). Pretest, posttest, and 8-week follow-up data were gathered on self-report outcome measures. Compared to controls, participants in both treatment groups (n=29) demonstrated increases in mindfulness at 8-week follow-up. Further, increases in mindfulness mediated reductions in perceived stress and rumination. These results suggest that distinct meditation-based practices can increase mindfulness as measured by the MAAS, which may partly mediate benefits. Implications and future directions are discussed. © 2008 Wiley Periodicals, Inc. J Clin Psychol 64: 1–23, 2008.
Demands faced by health care professionals include heavy caseloads, limited control over the work environment, long hours, as well as organizational structures and systems in transition. Such conditions have been directly linked to increased stress and symptoms of burnout, which in turn, have adverse consequences for clinicians and the quality of care that is provided to patients. Consequently, there exists an impetus for the development of curriculum aimed at fostering wellness and the necessary self-care skills for clinicians. This review will examine the potential benefits of mindfulness-based stress reduction (MBSR) programs aimed at enhancing well-being and coping with stress in this population. Empirical evidence indicates that participation in MBSR yields benefits for clinicians in the domains of physical and mental health. Conceptual and methodological limitations of the existing studies and suggestions for future research are discussed.
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Demands faced by health care professionals include heavy caseloads, limited control over the work environment, long hours, as well as organizational structures and systems in transition. Such conditions have been directly linked to increased stress and symptoms of burnout, which in turn, have adverse consequences for clinicians and the quality of care that is provided to patients. Consequently, there exists an impetus for the development of curriculum aimed at fostering wellness and the necessary self-care skills for clinicians. This review will examine the potential benefits of mindfulness-based stress reduction (MBSR) programs aimed at enhancing well-being and coping with stress in this population. Empirical evidence indicates that participation in MBSR yields benefits for clinicians in the domains of physical and mental health. Conceptual and methodological limitations of the existing studies and suggestions for future research are discussed.
Demands faced by health care professionals include heavy caseloads, limited control over the work environment, long hours, as well as organizational structures and systems in transition. Such conditions have been directly linked to increased stress and symptoms of burnout, which in turn, have adverse consequences for clinicians and the quality of care that is provided to patients. Consequently, there exists an impetus for the development of curriculum aimed at fostering wellness and the necessary self-care skills for clinicians. This review will examine the potential benefits of mindfulness-based stress reduction (MBSR) programs aimed at enhancing well-being and coping with stress in this population. Empirical evidence indicates that participation in MBSR yields benefits for clinicians in the domains of physical and mental health. Conceptual and methodological limitations of the existing studies and suggestions for future research are discussed.
The effects of randomization to a workplace mindfulness training (WMT) or a waitlist control condition on teachers’ well-being (moods and satisfaction at work and home), quantity of sleep, quality of sleep, and sleepiness during the day were examined in 2 randomized, waitlist controlled trials (RCTs). The combined sample of the 2 RCTs, conducted in Canada and the United States, included 113 elementary and secondary school teachers (89% female). Measures were collected at baseline, postprogram, and 3-month follow-up; teachers were randomly assigned to condition after baseline assessment. Results showed that teachers randomized to WMT reported less frequent bad moods at work and home, greater satisfaction at work and home, more sleep on weekday nights, better quality sleep, and decreased insomnia symptoms and daytime sleepiness. Training-related group differences in mindfulness and rumination on work at home at postprogram partially mediated the reductions in negative moods at home and increases in sleep quality at follow-up.
The effects of randomization to a workplace mindfulness training (WMT) or a waitlist control condition on teachers’ well-being (moods and satisfaction at work and home), quantity of sleep, quality of sleep, and sleepiness during the day were examined in 2 randomized, waitlist controlled trials (RCTs). The combined sample of the 2 RCTs, conducted in Canada and the United States, included 113 elementary and secondary school teachers (89% female). Measures were collected at baseline, postprogram, and 3-month follow-up; teachers were randomly assigned to condition after baseline assessment. Results showed that teachers randomized to WMT reported less frequent bad moods at work and home, greater satisfaction at work and home, more sleep on weekday nights, better quality sleep, and decreased insomnia symptoms and daytime sleepiness. Training-related group differences in mindfulness and rumination on work at home at postprogram partially mediated the reductions in negative moods at home and increases in sleep quality at follow-up.
The effects of randomization to a workplace mindfulness training (WMT) or a waitlist control condition on teachers’ well-being (moods and satisfaction at work and home), quantity of sleep, quality of sleep, and sleepiness during the day were examined in 2 randomized, waitlist controlled trials (RCTs). The combined sample of the 2 RCTs, conducted in Canada and the United States, included 113 elementary and secondary school teachers (89% female). Measures were collected at baseline, postprogram, and 3-month follow-up; teachers were randomly assigned to condition after baseline assessment. Results showed that teachers randomized to WMT reported less frequent bad moods at work and home, greater satisfaction at work and home, more sleep on weekday nights, better quality sleep, and decreased insomnia symptoms and daytime sleepiness. Training-related group differences in mindfulness and rumination on work at home at postprogram partially mediated the reductions in negative moods at home and increases in sleep quality at follow-up.
The development of effective treatments for Asian Americans is important because treatment disparities continue to exist for this population. Because of their theoretical grounding in East Asian philosophies, mindfulness and acceptance-based psychotherapies appear to constitute promising ways to provide culturally responsive mental health care to Asian Americans. However, in practice these approaches often reflect conceptions of mental health that are more consistent with Western world views. We review points of intersection and divergence between Western-based mindfulness and acceptance psychotherapies and Asian American cultural values. We then propose a culturally syntonic approach that accentuates certain components of mindfulness and acceptance psychotherapies and adapts other components of these approaches to be more consistent with Asian American cultural values.
African Americans experience a disproportionate rate of stress-related health conditions compared to European Americans. Mindfulness meditation has been shown to be effective for managing stress and various stress-related health conditions. This study explored the cultural relevance of mindfulness meditation training for African Americans adults. Fifteen African American adults with past or current experience with mindfulness meditation training were interviewed. Participants felt that mindfulness meditation helped them with enhanced stress management, direct health improvement, and enhanced self-awareness and purposefulness. They felt that they would recommend it and that other African Americans would be open to the practice but suggested that its presentation may need to be adapted. They suggested emphasizing the health benefits, connecting it to familiar spiritual ideology and cultural practices, supplementing the reading material with African American writers, increasing communication (education, instructor availability, "buddy system," etc.), and including African Americans as instructors and participants. By implementing minor adaptations that enhance cultural relevance, mindfulness meditation can be a beneficial therapeutic intervention for this population.
African Americans experience a disproportionate rate of stress-related health conditions compared to European Americans. Mindfulness meditation has been shown to be effective for managing stress and various stress-related health conditions. This study explored the cultural relevance of mindfulness meditation training for African Americans adults. Fifteen African American adults with past or current experience with mindfulness meditation training were interviewed. Participants felt that mindfulness meditation helped them with enhanced stress management, direct health improvement, and enhanced self-awareness and purposefulness. They felt that they would recommend it and that other African Americans would be open to the practice but suggested that its presentation may need to be adapted. They suggested emphasizing the health benefits, connecting it to familiar spiritual ideology and cultural practices, supplementing the reading material with African American writers, increasing communication (education, instructor availability, "buddy system," etc.), and including African Americans as instructors and participants. By implementing minor adaptations that enhance cultural relevance, mindfulness meditation can be a beneficial therapeutic intervention for this population.
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