I
nte
rna
t
io
na
l J
o
urna
l o
f
P
u
bli
c
H
ea
lt
h Science
(
I
J
P
H
S)
Vo
l.
1
3
,
No
.
4
,
Dec
em
b
er
20
24
,
p
p
.
1
7
4
9
~
1
756
I
SS
N:
2
2
5
2
-
8
8
0
6
,
DOI
: 1
0
.
1
1
5
9
1
/ijp
h
s
.
v
1
3
i
4
.
2
4
5
3
8
1749
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//
ijp
h
s
.
ia
esco
r
e.
co
m
Interv
ention
pro
g
ra
mm
e t
o
impro
v
e emotio
na
l regul
a
tion
a
mo
ng
ado
lescent wit
h
mental
diso
rders: a sy
stema
ti
c re
v
iew
Siti
K
ho
lifa
h
1,
2
,
Siti
K
hu
za
im
a
h Ahm
a
d Sha
ro
ni
1
,
Ah Y
us
uf
3
1
C
e
n
t
r
e
f
o
r
N
u
r
si
n
g
S
t
u
d
i
e
s,
F
a
c
u
l
t
y
o
f
H
e
a
l
t
h
S
c
i
e
n
c
e
s
,
U
n
i
v
e
r
s
i
t
i
T
e
k
n
o
l
o
g
i
M
A
R
A
S
e
l
a
n
g
o
r
,
S
e
l
a
n
g
o
r
,
M
a
l
a
y
s
i
a
2
F
a
c
u
l
t
y
o
f
N
u
r
si
n
g
,
I
n
st
i
t
u
t
Te
k
n
o
l
o
g
i
K
e
s
e
h
a
t
a
n
d
a
n
S
a
i
n
s W
i
y
a
t
a
H
u
sa
d
a
S
a
mari
n
d
a
,
S
a
m
a
r
i
n
d
a
,
I
n
d
o
n
e
s
i
a
3
D
e
p
a
r
t
me
n
t
o
f
N
u
r
si
n
g
,
F
a
c
u
l
t
y
o
f
N
u
r
si
n
g
,
U
n
i
v
e
r
si
t
a
s
A
i
r
l
a
n
g
g
a
,
S
u
r
a
b
a
y
a
,
I
n
d
o
n
e
si
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
J
an
2
7
,
2
0
2
4
R
ev
is
ed
Mar
17
,
2
0
2
4
Acc
ep
ted
Ap
r
24
,
2
0
2
4
Ad
o
les
c
e
n
c
e
is
a
n
imp
o
rtan
t
p
e
rio
d
f
o
r
d
e
v
e
l
o
p
i
n
g
so
c
ial
a
n
d
e
m
o
ti
o
n
a
l
h
a
b
it
s
t
h
a
t
a
re
imp
o
rtan
t
fo
r
m
e
n
t
a
l
we
ll
-
b
e
in
g
.
Th
is
re
se
a
rc
h
a
ime
d
to
k
n
o
w
th
e
e
ffe
c
ti
v
e
n
e
ss
o
f
in
ter
v
e
n
ti
o
n
p
ro
g
ra
m
s
to
imp
ro
v
e
e
m
o
ti
o
n
a
l
r
e
g
u
latio
n
in
a
d
o
les
c
e
n
ts
with
m
e
n
tal
d
iso
r
d
e
rs.
P
re
p
a
ra
ti
o
n
u
sin
g
th
e
P
ICO
a
p
p
ro
a
c
h
,
d
e
term
in
a
ti
o
n
o
f
in
c
l
u
sio
n
a
n
d
e
x
c
lu
sio
n
c
rit
e
ria,
a
n
d
a
li
tera
tu
re
re
v
iew
o
f
sc
ien
ti
fic E
n
g
li
s
h
a
rti
c
les
p
u
b
li
s
h
e
d
b
e
twe
e
n
2
0
1
6
a
n
d
2
0
2
3
we
re
c
o
n
d
u
c
ted
.
Da
ta
we
re
o
b
tain
e
d
fro
m
t
h
e
S
COPUS
,
S
c
ien
c
e
Dire
c
t,
S
p
ri
n
g
e
rLi
n
k
,
P
ro
Qu
e
st,
a
n
d
S
AG
E
d
a
tab
a
se
s.
As
se
ss
m
e
n
t
o
f
th
e
ti
tl
e
,
a
b
stra
c
t,
a
n
d
f
u
ll
tex
t
o
f
t
h
e
a
rti
c
le
with
th
e
k
e
y
wo
rd
s
"
A
d
o
les
c
e
n
t,
"
"
Ch
il
d
,
"
"
Tee
n
a
g
e
r,
"
"
Emo
ti
o
n
re
g
u
latio
n
,
"
"
Emo
t
i
o
n
e
x
p
o
su
re
,
"
"
I
n
terv
e
n
t
io
n
,
"
"
M
e
n
tal
Diso
rd
e
rs,"
"
Ra
n
d
o
m
ise
d
C
o
n
tr
o
l
Tri
a
l.
"
T
h
e
sy
ste
m
a
ti
c
re
v
iew
r
e
p
o
rt
wa
s
re
v
iew
e
d
c
rit
ica
ll
y
to
e
n
su
re
t
h
a
t
a
ll
P
RIS
M
A ste
p
s a
n
d
it
e
m
s we
re
in
c
lu
d
e
d
.
Nin
e
a
rti
c
les
m
e
t
t
h
e
i
n
c
lu
si
o
n
c
ri
teria
.
Th
e
c
h
o
ice
o
f
p
ro
g
ra
m
s
a
n
d
m
e
th
o
d
s
o
f
in
ter
v
e
n
ti
o
n
m
a
y
v
a
ry
d
e
p
e
n
d
in
g
o
n
th
e
sp
e
c
ifi
c
m
e
n
tal
d
iso
rd
e
rs
a
n
d
in
d
i
v
id
u
a
l
n
e
e
d
s
o
f
a
d
o
les
c
e
n
ts.
Nu
rsin
g
in
terv
e
n
ti
o
n
s,
in
c
l
u
d
i
n
g
c
o
g
n
i
ti
v
e
b
e
h
a
v
i
o
ra
l
t
h
e
ra
p
y
,
m
i
n
d
f
u
ln
e
ss
-
b
a
se
d
i
n
terv
e
n
t
io
n
s
,
g
ro
u
p
t
h
e
ra
p
y
,
s
u
p
p
o
rt
g
ro
u
p
s,
a
n
d
sc
h
o
o
l
-
b
a
se
d
p
r
o
g
ra
m
s,
a
re
wid
e
ly
u
se
d
to
m
a
n
a
g
e
a
n
d
trea
t
m
e
n
tal
h
e
a
lt
h
d
iso
r
d
e
rs
with
th
e
a
im
o
f
imp
ro
v
i
n
g
we
ll
-
b
e
i
n
g
a
n
d
re
c
o
v
e
ry
.
Th
e
e
ffe
c
ti
v
e
n
e
ss
o
f
in
ter
v
e
n
ti
o
n
p
r
o
g
ra
m
s
v
a
ries
,
a
n
d
se
lec
ti
o
n
sh
o
u
l
d
c
o
n
sid
e
r
a
d
o
les
c
e
n
t
n
e
e
d
s,
re
so
u
rc
e
s,
a
n
d
c
u
lt
u
ra
l
c
o
n
tex
ts.
C
o
n
su
l
ti
n
g
m
e
n
tal
h
e
a
lt
h
p
ro
fe
ss
io
n
a
ls o
r
o
rg
a
n
iza
ti
o
n
s is
re
c
o
m
m
e
n
d
e
d
.
K
ey
w
o
r
d
s
:
Ad
o
lescen
ce
E
m
o
tio
n
I
n
ter
v
en
tio
n
Me
n
tal
d
is
o
r
d
er
s
R
an
d
o
m
ized
co
n
tr
o
lled
tr
ials
R
eg
u
latio
n
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Sit
i K
h
u
za
im
ah
Ah
m
ad
Sh
ar
o
n
i
C
en
tr
e
f
o
r
Nu
r
s
in
g
Stu
d
ies,
Facu
lty
o
f
Hea
lth
Scien
ce
s
,
Un
iv
er
s
iti T
ek
n
o
lo
g
i M
AR
A
Selan
g
o
r
Pu
n
ca
k
Alam
C
am
p
u
s
,
4
2
3
0
0
,
Selan
g
o
r
,
Ma
lay
s
ia
E
m
ail:
s
itik
1
2
3
@
u
itm
.
ed
u
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
C
o
n
ce
r
n
o
v
er
th
e
h
ig
h
an
d
r
i
s
in
g
p
r
ev
alen
ce
o
f
m
en
tal
illn
ess
an
d
p
o
o
r
m
en
tal
h
ea
lth
am
o
n
g
th
e
y
o
u
n
g
er
g
en
e
r
atio
n
is
s
p
r
ea
d
in
g
ar
o
u
n
d
th
e
wo
r
ld
[
1
]
,
[
2
]
.
Yo
u
n
g
p
e
o
p
le'
s
f
u
tu
r
e
liv
es
ar
e
s
ig
n
if
ican
tly
af
f
ec
ted
b
y
p
o
o
r
m
en
tal
h
ea
lth
,
with
lo
n
g
-
ter
m
e
f
f
ec
ts
o
n
s
o
cial,
ed
u
ca
tio
n
al,
o
cc
u
p
a
tio
n
al,
an
d
h
ea
lth
o
u
tco
m
es.
T
h
e
p
r
ev
ale
n
ce
o
f
an
x
iety
an
d
d
ep
r
ess
io
n
in
cr
ea
s
es
s
ig
n
if
ican
tly
b
etwe
en
m
id
d
le
ad
o
lescen
ce
an
d
ea
r
ly
ad
u
lth
o
o
d
[
3
]
–
[
5
]
.
Ad
o
l
escen
ce
is
an
im
p
o
r
tan
t
p
er
io
d
f
o
r
d
ev
elo
p
in
g
s
o
cial
an
d
e
m
o
tio
n
al
h
ab
its
th
at
ar
e
im
p
o
r
tan
t
f
o
r
m
en
tal
well
-
b
ein
g
[
6
]
.
Ad
o
lescen
ts
ar
e
at
g
r
ea
ter
r
is
k
o
f
m
e
n
tal
h
ea
lth
p
r
o
b
lem
s
b
ec
au
s
e
o
f
th
eir
liv
in
g
co
n
d
itio
n
s
,
s
tig
m
a,
d
is
cr
im
in
atio
n
o
r
ex
cl
u
s
io
n
,
an
d
lack
o
f
ac
ce
s
s
to
q
u
ality
s
u
p
p
o
r
t
an
d
s
er
v
ice
s
[
7
]
.
An
x
iety
is
m
o
s
t
co
m
m
o
n
in
th
is
ag
e
g
r
o
u
p
an
d
is
m
o
r
e
co
m
m
o
n
in
o
l
d
er
teen
s
th
a
n
in
y
o
u
n
g
er
teen
s
[
8
]
.
An
x
iety
d
is
o
r
d
er
s
an
d
d
ep
r
e
s
s
io
n
ca
n
g
r
ea
tly
a
f
f
ec
t
s
ch
o
o
l
atten
d
an
ce
an
d
wo
r
k
.
W
ith
d
r
awa
l
f
r
o
m
th
is
ass
o
ciatio
n
ca
n
ex
ac
er
b
ate
is
o
latio
n
an
d
lo
n
elin
ess
.
Dep
r
ess
io
n
ca
n
also
lead
to
s
u
icid
e
[
9
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
0
6
I
n
t J Pu
b
lic
Hea
lth
Sci
,
Vo
l.
1
3
,
No
.
4
,
Dec
em
b
er
20
24
:
1
7
4
9
-
1
7
5
6
1750
E
m
o
tio
n
al
well
-
b
ein
g
in
a
d
o
l
escen
ts
r
ef
er
s
to
th
eir
o
v
er
all
m
en
tal
an
d
e
m
o
tio
n
al
s
tates,
in
clu
d
in
g
th
eir
ab
ilit
y
to
u
n
d
e
r
s
tan
d
an
d
m
an
a
g
e
em
o
tio
n
s
,
co
p
e
with
s
tr
ess
,
b
u
ild
p
o
s
itiv
e
r
elatio
n
s
h
ip
s
,
an
d
ex
p
er
ien
ce
a
s
en
s
e
o
f
well
-
b
ein
g
[
1
0
]
.
E
m
o
tio
n
al
well
-
b
ei
n
g
in
clu
d
es
a
p
o
s
itiv
e
b
alan
c
e
b
etwe
en
p
leasan
t
an
d
u
n
p
leasan
t
f
ee
lin
g
s
a
n
d
c
o
g
n
itiv
e
ass
ess
m
en
ts
o
f
g
en
e
r
al
life
s
atis
f
ac
tio
n
[
1
1
]
.
E
m
o
tio
n
al
wellb
ein
g
is
a
co
m
p
o
n
en
t
o
f
p
o
s
itiv
e
m
en
tal
h
ea
lth
[
1
2
]
.
Pro
m
o
tin
g
p
o
s
itiv
e
m
en
tal
h
ea
lth
an
d
well
-
b
ein
g
d
u
r
in
g
ad
o
lescen
ce
ca
n
co
n
tr
ib
u
te
t
o
d
ev
elo
p
m
e
n
t,
r
esil
ien
ce
,
an
d
t
h
e
o
v
er
all
q
u
ality
o
f
life
[
1
3
]
.
E
m
o
tio
n
r
eg
u
latio
n
in
v
o
lv
es
c
o
n
tr
o
llin
g
em
o
tio
n
al
s
tates
an
d
b
eh
a
v
io
r
s
to
ex
p
r
ess
em
o
tio
n
s
th
at
f
it
in
to
th
e
s
u
r
r
o
u
n
d
i
n
g
e
n
v
ir
o
n
m
en
t
[
1
4
]
.
As
p
ar
t
o
f
th
e
f
o
r
m
atio
n
o
f
p
s
y
ch
o
lo
g
ical
asp
e
cts
in
ad
o
lescen
ts
,
em
o
tio
n
al
r
eg
u
latio
n
is
in
f
lu
e
n
ce
d
b
y
f
am
ily
f
ac
t
o
r
s
th
at
d
eter
m
in
e
th
e
n
e
x
t
s
tag
e
o
f
lif
e
[
1
5
]
.
T
ee
n
s
with
em
o
tio
n
r
e
g
u
latio
n
s
k
ills
ca
n
ch
o
o
s
e
th
eir
em
o
tio
n
s
an
d
wh
en
an
d
h
o
w
to
ex
p
er
ien
ce
a
n
d
ex
p
r
ess
th
em
[
1
6
]
.
Ad
o
lescen
ts
wh
o
ca
n
co
n
tr
o
l
th
eir
em
o
tio
n
s
an
d
ef
f
o
r
ts
ac
co
r
d
in
g
to
th
eir
g
o
als
an
d
s
itu
atio
n
s
ar
e
s
aid
to
h
av
e
a
d
ap
tiv
e
e
m
o
tio
n
al
r
eg
u
latio
n
.
C
o
n
v
e
r
s
ely
,
teen
s
wh
o
ex
p
er
ie
n
ce
em
o
tio
n
al
d
y
s
r
eg
u
latio
n
o
f
ten
f
ac
e
ch
allen
g
es in
co
n
t
r
o
llin
g
a
n
g
e
r
,
f
r
u
s
tr
atio
n
,
o
r
s
tr
ess
,
an
d
m
a
y
ten
d
to
r
ea
ct
im
p
u
ls
iv
ely
[
1
7
]
.
E
m
o
tio
n
Dy
s
r
eg
u
latio
n
ca
n
le
ad
to
d
elin
q
u
e
n
t
b
eh
av
io
r
as
an
u
n
h
ea
lth
y
co
p
in
g
m
ec
h
an
is
m
,
s
u
ch
as
p
h
y
s
ical
ag
g
r
ess
io
n
,
d
r
u
g
u
s
e
,
d
ev
ia
n
t
ac
ts
,
o
r
r
is
k
y
s
ex
u
a
l
b
eh
av
i
o
r
,
to
r
ed
u
ce
em
o
tio
n
al
ten
s
io
n
o
r
s
ee
k
u
n
f
u
lf
illed
s
en
s
atio
n
s
[
1
8
]
.
S
tu
d
ies
h
av
e
s
h
o
wn
a
lin
k
b
e
twee
n
em
o
tio
n
al
d
y
s
r
eg
u
lati
o
n
a
n
d
d
elin
q
u
en
t
b
eh
av
io
r
in
j
u
v
en
iles
.
Ad
o
lescen
ts
wh
o
ex
p
er
ien
ce
h
ig
h
le
v
els
o
f
em
o
tio
n
al
d
y
s
r
eg
u
lati
o
n
ten
d
to
h
av
e
a
h
ig
h
er
r
is
k
o
f
in
v
o
lv
em
e
n
t
i
n
th
e
j
u
s
tice
s
y
s
tem
,
p
s
y
ch
ia
tr
ic
s
y
m
p
to
m
s
,
p
o
o
r
ed
u
ca
tio
n
al
o
u
tc
o
m
es,
an
d
d
elin
q
u
en
t
b
eh
av
i
o
r
in
clu
d
in
g
v
io
len
ce
,
c
o
n
f
lict
with
th
e
la
w,
o
r
d
r
u
g
u
s
e
[
1
9
]
.
I
t
is
im
p
o
r
tan
t
to
r
e
m
em
b
er
th
at
ju
v
en
ile
d
elin
q
u
en
cy
r
es
u
lts
f
r
o
m
a
c
o
m
p
lex
in
ter
ac
t
io
n
b
etwe
en
m
a
n
y
f
ac
to
r
s
,
a
n
d
th
at
em
o
tio
n
al
d
y
s
r
eg
u
latio
n
is
ju
s
t o
n
e
f
ac
to
r
th
at
m
ay
p
lay
a
r
o
le.
I
n
th
e
co
n
tex
t
o
f
ad
o
lescen
t
m
en
tal
h
ea
lth
c
h
allen
g
es,
p
a
r
ticu
lar
ly
in
th
e
ar
ea
o
f
em
o
tio
n
r
eg
u
latio
n
,
it
is
im
p
o
r
tan
t
to
d
ev
elo
p
th
e
r
ap
eu
tic
ap
p
r
o
ac
h
es
th
at
ca
n
p
r
o
v
id
e
ef
f
ec
tiv
e
s
u
p
p
o
r
t
[
2
0
]
.
Su
p
p
o
r
tiv
e
th
e
r
ap
y
is
em
er
g
in
g
as
a
p
r
o
m
is
in
g
s
o
lu
tio
n
to
h
elp
a
d
o
lescen
ts
with
m
en
tal
d
is
o
r
d
er
s
m
an
ag
e
an
d
im
p
r
o
v
e
th
eir
em
o
tio
n
r
eg
u
latio
n
[
2
1
]
,
[
2
2
]
.
Fo
cu
s
in
g
o
n
p
r
o
v
id
i
n
g
em
o
tio
n
al
s
u
p
p
o
r
t,
th
ese
th
er
a
p
ies
ar
e
d
esig
n
ed
to
b
u
ild
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
th
er
ap
is
ts
an
d
ad
o
lescen
ts
,
cr
ea
te
an
en
v
ir
o
n
m
e
n
t
th
a
t
s
u
p
p
o
r
ts
h
ea
lth
y
em
o
tio
n
al
ex
p
r
ess
io
n
s
,
an
d
h
e
lp
ad
o
lescen
ts
d
ev
elo
p
b
etter
e
m
o
tio
n
r
e
g
u
latio
n
s
k
ills
[
2
3
]
.
T
h
is
s
tu
d
y
aim
ed
to
f
in
d
an
ef
f
ec
tiv
e
in
ter
v
en
tio
n
p
r
o
g
r
am
to
im
p
r
o
v
e
em
o
ti
o
n
al
r
e
g
u
latio
n
in
ad
o
lescen
ts
with
m
en
tal
d
is
o
r
d
er
s
.
T
h
e
n
o
v
elty
o
f
th
is
s
tu
d
y
is
th
at
it
f
o
cu
s
es
s
p
ec
if
ically
o
n
ad
o
lescen
ts
with
m
en
tal
d
is
o
r
d
er
s
an
d
th
eir
e
m
o
tio
n
al
r
eg
u
latio
n
.
I
n
ad
d
itio
n
,
it
is
h
o
p
ed
th
at
th
is
r
es
ea
r
ch
will
p
r
o
v
id
e
v
alu
ab
le
in
s
ig
h
ts
in
to
ef
f
ec
ti
v
e
s
tr
ateg
ies
f
o
r
im
p
r
o
v
i
n
g
e
m
o
tio
n
al
r
eg
u
latio
n
in
ad
o
les
ce
n
ts
with
m
en
tal
d
is
o
r
d
er
s
.
2.
M
E
T
H
O
D
T
h
e
lack
o
f
r
esear
ch
th
at
ex
am
in
es
an
d
co
m
b
in
es
r
esear
ch
o
n
th
e
ef
f
ec
tiv
en
ess
o
f
in
ter
v
en
tio
n
p
r
o
g
r
a
m
s
to
im
p
r
o
v
e
em
o
tio
n
al
r
eg
u
latio
n
in
ad
o
lescen
ts
with
m
en
tal
d
is
o
r
d
e
r
s
is
a
p
r
o
b
l
em
in
th
is
r
esear
ch
an
d
en
c
o
u
r
a
g
es
r
esear
ch
er
s
to
co
n
d
u
ct
a
r
e
v
iew
o
f
s
ev
er
al
p
r
e
v
io
u
s
ly
p
u
b
lis
h
ed
s
tu
d
ies
s
o
th
at
co
m
p
r
eh
e
n
s
iv
e
co
n
clu
s
io
n
s
ca
n
b
e
d
r
aw
n
in
th
is
ar
ea
.
T
h
is
r
esear
ch
is
a
r
ev
iew
s
tu
d
y
th
at
u
s
es
f
iv
e
elec
tr
o
n
ic
d
atab
ases
wer
e
s
y
s
tem
atica
lly
s
ea
r
ch
ed
f
o
r
s
tu
d
ies
p
u
b
lis
h
ed
b
etwe
en
J
an
u
ar
y
2
0
1
6
a
n
d
Sep
tem
b
er
2
0
2
3
.
T
h
ese
in
clu
d
e
SC
OPUS,
Scie
n
ce
Dir
ec
t,
Sp
r
in
g
er
L
in
k
,
Pr
o
Qu
est,
an
d
SAGE
,
s
ee
Fig
u
r
e
1
.
T
ab
le
1
s
h
o
ws
th
e
PICOS
f
r
am
ewo
r
k
s
tu
d
i
es
f
o
cu
s
in
g
o
n
s
p
ec
if
ic
p
o
p
u
latio
n
s
(
ad
o
lescen
ts
with
m
en
tal
d
is
o
r
d
e
r
s
)
,
in
ter
v
en
tio
n
s
(
in
te
r
v
en
tio
n
p
r
o
g
r
am
s
aim
ed
at
im
p
r
o
v
in
g
em
o
tio
n
r
eg
u
latio
n
)
,
c
o
m
p
a
r
is
o
n
s
(
d
if
f
er
e
n
t ty
p
es o
f
in
ter
v
en
tio
n
p
r
o
g
r
a
m
s
f
o
r
em
o
tio
n
r
eg
u
latio
n
)
,
o
u
tco
m
es
(
i
n
cr
ea
s
ed
em
o
tio
n
al
r
eg
u
latio
n
am
o
n
g
a
d
o
lescen
ts
with
m
en
tal
d
is
o
r
d
er
s
)
,
an
d
s
tu
d
y
d
esig
n
(
r
an
d
o
m
ized
c
o
n
tr
o
lled
tr
ials
)
.
I
t
p
r
o
v
id
es
a
clea
r
s
tr
u
ctu
r
e
f
o
r
co
n
d
u
ctin
g
s
y
s
tem
atic
r
ev
iews
to
ev
alu
ate
in
ter
v
en
tio
n
p
r
o
g
r
a
m
s
to
im
p
r
o
v
e
em
o
tio
n
r
eg
u
latio
n
an
d
to
co
m
p
ar
e
o
th
e
r
in
ter
v
e
n
tio
n
s
o
r
s
tan
d
ar
d
tr
ea
tm
en
ts
th
at
m
ay
im
p
r
o
v
e
e
m
o
tio
n
r
e
g
u
latio
n
am
o
n
g
ad
o
lescen
ts
with
m
en
tal
d
is
o
r
d
e
r
s
.
On
ly
f
u
ll
-
tex
t
E
n
g
lis
h
a
r
ticles
wer
e
in
clu
d
ed
in
th
e
s
ea
r
ch
.
As
th
er
e
wer
e
f
ew
ar
ticles
o
n
em
o
tio
n
r
eg
u
latio
n
th
er
a
p
y
f
o
r
ad
o
lescen
ts
with
m
e
n
tal
illn
ess
in
n
u
r
s
in
g
p
u
b
li
ca
tio
n
s
,
th
e
s
ea
r
c
h
ex
p
an
d
e
d
to
in
cl
u
d
e
jo
u
r
n
als o
n
p
s
y
ch
o
l
o
g
y
,
h
ea
lth
,
a
n
d
h
ea
l
th
p
r
o
m
o
tio
n
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
Featu
r
ed
I
tem
R
ep
o
r
tin
g
I
n
s
tr
u
ctio
n
s
f
o
r
s
y
s
tem
atic
r
ev
i
ew
an
d
m
eta
-
an
al
y
s
is
(
PR
I
S
MA
)
wer
e
f
o
llo
wed
wh
en
p
er
f
o
r
m
in
g
a
d
ig
ital
s
ea
r
ch
.
T
h
e
f
l
o
w
ch
ar
t
f
o
r
s
tu
d
y
s
elec
tio
n
is
s
h
o
wn
in
,
s
ee
Fig
u
r
e
1
.
Fiv
e
d
atab
ases
in
itially
id
en
tifie
d
5
9
1
item
s
.
T
h
e
titl
es,
ab
s
tr
ac
ts
,
an
d
k
ey
wo
r
d
s
wer
e
e
v
alu
ated
as
p
ar
t
o
f
th
e
s
ea
r
ch
p
r
o
ce
s
s
.
T
h
e
ar
ticle
will
b
e
in
clu
d
ed
in
a
f
u
r
th
e
r
r
e
v
iew
if
th
e
titl
e
an
d
ab
s
tr
ac
t
ar
e
r
elev
an
t
to
th
e
p
u
r
p
o
s
e
o
f
th
e
s
tu
d
y
.
On
ly
f
u
ll
ar
ticles
wer
e
ch
ec
k
ed
af
ter
th
e
s
cr
ee
n
in
g
p
r
o
ce
s
s
an
d
a
r
ticles
th
at
m
et
th
e
in
clu
s
io
n
cr
iter
ia
wer
e
s
ea
r
ch
ed
.
T
h
e
in
t
r
o
d
u
ctio
n
,
m
et
h
o
d
o
lo
g
y
,
r
esu
lts
,
d
is
cu
s
s
io
n
,
an
d
co
n
clu
s
io
n
s
h
av
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J Pu
b
lic
Hea
lth
Sci
I
SS
N:
2252
-
8
8
0
6
I
n
terven
tio
n
p
r
o
g
r
a
mme
to
imp
r
o
ve
emo
tio
n
a
l
r
eg
u
la
ti
o
n
a
mo
n
g
a
d
o
lescen
t
…
(
S
iti K
h
o
lifa
h
)
1751
b
ee
n
in
clu
d
ed
in
th
e
ev
alu
atio
n
o
f
t
h
e
co
n
te
n
t
o
f
t
h
e
ar
ticle.
W
e
ex
am
in
ed
o
n
ly
r
a
n
d
o
m
ized
co
n
tr
o
lled
tr
ials
.
T
wen
ty
p
u
b
licatio
n
s
wer
e
o
m
itted
f
r
o
m
co
n
s
id
er
atio
n
b
e
ca
u
s
e
th
ey
d
id
n
o
t
in
v
o
lv
e
n
u
r
s
in
g
in
ter
v
e
n
tio
n
s
,
r
eh
ab
ilit
ativ
e
in
ter
v
en
tio
n
s
,
p
r
o
to
co
l c
r
ea
tio
n
,
n
o
n
ex
p
er
im
en
tal
in
v
esti
g
atio
n
s
,
o
r
ev
id
en
ce
-
b
ased
p
r
ac
tice.
s
ix
s
tu
d
ies
wer
e
co
n
d
u
cted
in
E
u
r
o
p
e
[
2
4
]
–
[
2
9
]
,
o
n
e
in
th
e
Un
ited
States
[
3
0
]
,
o
n
e
in
Af
r
ica
[
3
1
]
,
an
d
o
n
e
in
Au
s
tr
alia
[
3
2
]
.
Fo
u
r
in
ter
v
en
t
io
n
p
r
o
g
r
am
s
(
c
o
g
n
itiv
e
b
eh
a
v
io
r
al
th
er
a
p
y
,
m
i
n
d
f
u
ln
ess
-
b
ased
in
ter
v
en
tio
n
,
g
r
o
u
p
th
er
a
p
y
,
an
d
s
ch
o
o
l
-
b
ased
p
r
o
g
r
am
s
u
p
p
o
r
t
g
r
o
u
p
s
)
a
n
d
f
o
u
r
ap
p
r
o
ac
h
es
(
m
en
tal
h
ea
lth
clin
ics,
s
ch
o
o
l
h
ea
lth
s
ettin
g
s
,
co
m
m
u
n
ity
m
en
tal
h
ea
lth
in
s
titu
tes,
an
d
o
n
lin
e
p
latf
o
r
m
s
)
wer
e
u
s
ed
to
im
p
r
o
v
e
a
d
o
lescen
t
em
o
tio
n
r
e
g
u
latio
n
s
k
ills
,
s
ee
T
ab
le
2
.
Nu
r
s
in
g
in
ter
v
en
tio
n
s
p
lay
a
n
im
p
o
r
tan
t
r
o
le
in
th
e
m
a
n
a
g
em
en
t
an
d
tr
ea
tm
e
n
t
o
f
m
e
n
tal
h
ea
lth
d
is
o
r
d
er
s
.
Nu
r
s
in
g
in
te
r
v
en
tio
n
s
aim
to
im
p
r
o
v
e
th
e
well
-
b
ein
g
an
d
r
ec
o
v
er
y
o
f
in
d
iv
id
u
als
wh
o
ex
p
er
ien
ce
m
en
tal
h
ea
lth
ch
allen
g
es.
So
m
e
n
u
r
s
in
g
i
n
ter
v
en
tio
n
s
ar
e
co
m
m
o
n
l
y
u
s
ed
to
tr
ea
t
in
d
iv
id
u
als
with
m
en
tal
illn
ess
es.
I
n
th
is
r
ev
iew,
th
e
m
o
s
t
wid
ely
u
s
ed
n
o
n
-
p
h
ar
m
a
co
lo
g
ical
in
ter
v
e
n
tio
n
s
wer
e
c
o
g
n
itiv
e
b
e
h
av
io
r
al
th
er
ap
y
(
CBT
)
,
m
in
d
f
u
ln
ess
-
b
ased
in
ter
v
en
tio
n
s
,
g
r
o
u
p
th
er
ap
y
,
s
u
p
p
o
r
t g
r
o
u
p
s
,
an
d
s
ch
o
o
l
-
b
ased
p
r
o
g
r
a
m
s
.
Fig
u
r
e
1
.
R
esear
ch
f
lo
w
c
h
ar
t
(
PR
I
SMA)
T
ab
le
1
.
PICOS f
r
am
ewo
r
k
V
a
r
i
a
b
l
e
I
n
c
l
u
s
i
o
n
c
r
i
t
e
r
i
a
Ex
c
l
u
si
o
n
c
r
i
t
e
r
i
a
P
o
p
u
l
a
t
i
o
n
Te
e
n
,
y
o
u
n
g
C
h
i
l
d
r
e
n
,
a
d
u
l
t
s,
se
n
i
o
r
s
I
n
t
e
r
v
e
n
t
i
o
n
C
o
g
n
i
t
i
v
e
b
e
h
a
v
i
o
r
a
l
t
h
e
r
a
p
y
G
r
o
u
p
t
h
e
r
a
p
y
a
n
d
su
p
p
o
r
t
g
r
o
u
p
s
S
c
h
o
o
l
-
b
a
se
d
p
r
o
g
r
a
ms
O
t
h
e
r
i
n
t
e
r
v
e
n
t
i
o
n
s
P
a
r
a
b
l
e
D
i
f
f
e
r
e
n
t
t
y
p
e
s
o
f
i
n
t
e
r
v
e
n
t
i
o
n
p
r
o
g
r
a
ms
f
o
r
e
mo
t
i
o
n
r
e
g
u
l
a
t
i
o
n
N
o
i
n
t
e
r
v
e
n
t
i
o
n
o
r
st
a
n
d
a
r
d
c
a
r
e
R
e
s
u
l
t
I
n
c
r
e
a
se
d
e
m
o
t
i
o
n
a
l
r
e
g
u
l
a
t
i
o
n
R
e
s
u
l
t
s
i
mp
r
o
v
e
d
r
e
g
u
l
a
t
i
o
n
o
f
o
t
h
e
r
e
mo
t
i
o
n
s
S
t
u
d
y
d
e
si
g
n
R
a
n
d
o
m
i
z
e
d
c
o
n
t
r
o
l
l
e
d
t
r
i
a
l
s
N
u
r
si
n
g
i
n
t
e
r
v
e
n
t
i
o
n
s
,
r
e
h
a
b
i
l
i
t
a
t
i
o
n
i
n
t
e
r
v
e
n
t
i
o
n
s
,
p
r
o
t
o
c
o
l
d
e
v
e
l
o
p
me
n
t
,
n
o
t
e
x
p
e
r
i
me
n
t
a
l
st
u
d
i
e
s,
a
n
d
e
v
i
d
e
n
c
e
-
b
a
se
d
p
r
a
c
t
i
c
e
A
r
t
i
c
l
e
s
i
d
e
n
t
i
f
i
e
d
a
f
t
e
r
d
a
t
a
b
a
s
e
s
e
a
r
c
h
(
n
=
5
9
1
)
S
C
O
P
U
S
=
1
1
7
D
i
r
e
c
t
S
c
i
e
n
c
e
=
1
6
3
S
p
r
i
n
g
e
r
Li
n
k
=
1
0
1
P
r
o
Q
u
e
s
t
=
1
1
2
S
a
g
e
Jo
u
r
n
a
l
=
9
8
D
u
p
l
i
c
a
t
e
A
r
t
i
c
l
e
r
e
mo
v
e
d
(
n
=
5
9
1
)
F
u
l
l
-
t
e
x
t
a
r
t
i
c
l
e
s
a
sse
sse
d
f
o
r
n
o
t
a
b
i
l
i
t
y
(
n
=
3
4
)
N
ar
r
at
i
v
e
sy
n
t
h
esi
s
b
ase
d
o
n
a
n
a
l
y
s
i
s
(
n
=
9
)
Ex
c
l
u
d
e
d
f
u
l
l
-
t
e
x
t
a
r
t
i
c
l
e
s,
o
n
t
h
e
g
r
o
u
n
d
s
o
f
n
o
t
b
e
i
n
g
a
N
u
r
si
n
g
i
n
t
e
r
v
e
n
t
i
o
n
n
=
2
0
P
r
o
t
o
c
o
l
d
e
v
e
l
o
p
m
e
n
t
=
2
N
o
t
a
s
c
i
e
n
t
i
f
i
c
e
x
p
e
r
i
me
n
t
=
1
Ev
i
d
e
n
c
e
-
b
a
se
d
p
r
a
c
t
i
c
e
=
1
R
e
h
a
b
i
l
i
t
a
t
i
o
n
i
n
t
e
r
v
e
n
t
i
o
n
=
1
F
i
l
t
e
r
e
d
A
r
t
i
c
l
e
(
n
=
5
9
1
)
Ex
c
l
u
d
e
A
r
t
i
c
l
e
(
n
=
5
5
7
)
Id
e
n
t
i
f
i
c
a
t
i
o
n
S
c
r
e
e
n
i
n
g
Fe
a
s
i
b
i
l
i
t
y
In
c
l
u
d
e
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
0
6
I
n
t J Pu
b
lic
Hea
lth
Sci
,
Vo
l.
1
3
,
No
.
4
,
Dec
em
b
er
20
24
:
1
7
4
9
-
1
7
5
6
1752
T
ab
le
2
.
L
iter
atu
r
e
s
u
m
m
ar
y
A
u
t
h
o
r,
c
o
u
n
t
r
y
T
y
p
es
o
f
t
h
era
p
y
Sam
p
l
e
Set
t
i
n
g
s
D
u
ra
t
i
o
n
o
f
fo
l
l
o
w
-
u
p
a
n
d
i
n
s
t
r
u
me
n
t
Res
u
l
t
s
[2
4
]
Sw
e
d
e
n
Co
g
n
i
t
i
v
e
b
e
h
a
v
i
o
r
al
t
h
era
p
y
(C
B
T
)
A
g
e
1
0
-
1
7
yr
N
=
1
0
3
5
2
(IG
)
,
5
1
(CG
)
Men
t
a
l
h
e
al
t
h
c
l
i
n
i
c
s
;
o
n
l
i
n
e
t
rea
t
m
en
t
;
1
0
m
o
d
u
l
e
s
,
5
p
are
n
t
mo
d
u
l
es
,
a
n
d
3
v
i
d
eo
cal
l
s
e
s
s
i
o
n
s
3
mo
n
t
h
s
–
2
y
ear
s
;
In
s
t
r
u
me
n
t
u
s
e
d
:
cl
i
n
i
c
i
a
n
s
e
v
er
i
t
y
rat
i
n
g
(CS
R)
CBT
d
el
i
v
er
ed
o
v
e
r
t
h
e
I
n
t
er
n
e
t
i
s
an
effe
ct
i
v
e
a
n
d
co
s
t
-
eff
ec
t
i
v
e
i
n
t
er
v
e
n
t
i
o
n
fo
r
c
h
i
l
d
re
n
an
d
ad
o
l
es
ce
n
t
s
w
i
t
h
s
o
c
i
a
l
a
n
x
i
et
y
d
i
s
o
r
d
er
.
I
m
p
l
e
m
e
n
t
a
t
i
o
n
i
n
c
l
i
n
i
c
a
l
p
r
a
c
t
i
c
e
c
a
n
m
a
r
k
e
d
l
y
i
n
c
r
e
a
s
e
t
h
e
a
v
a
i
l
a
b
i
l
i
t
y
o
f
e
f
f
e
c
t
i
v
e
i
n
t
e
r
v
e
n
t
i
o
n
s
f
o
r
s
o
c
i
a
l
a
n
x
i
e
t
y
d
i
s
o
r
d
e
r
.
[2
5
]
Ro
m
an
i
a
G
ro
u
p
t
h
er
ap
y
an
d
s
u
p
p
o
r
t
g
r
o
u
p
s
A
g
e
s
1
0
-
16
yr
N
=
1
6
5
N
=
5
6
i
n
w
a
i
t
l
i
s
t
co
n
d
i
t
i
o
n
;
N
=
5
5
i
n
c
o
n
d
i
t
i
o
n
s
o
f
rat
i
o
n
a
l
em
o
t
i
o
n
a
l
b
e
h
a
v
i
o
r
al
t
h
er
ap
y
;
N
=
5
4
i
n
r
at
i
o
n
al
emo
t
i
o
n
a
l
t
h
era
p
y
co
n
d
i
t
i
o
n
s
;
Sch
o
o
l
h
ea
l
t
h
s
e
t
t
i
n
g
s
;
G
ro
u
p
i
n
t
er
v
e
n
t
i
o
n
;
7
s
e
s
s
i
o
n
s
Si
x
m
o
n
t
h
s
;
In
s
t
r
u
me
n
t
s
u
s
e
d
:
1.
SD
Q
2.
E
RI
CA
3.
E
A
T
Q
-
R
4.
FD
-
CMS
R
E
T
(
R
a
t
i
o
n
a
l
E
m
o
t
i
v
e
T
h
e
r
a
p
y
)
i
n
t
e
r
v
e
n
t
i
o
n
s
a
r
e
t
h
o
u
g
h
t
t
o
h
a
v
e
a
s
i
g
n
i
f
i
c
a
n
t
i
m
p
a
c
t
o
n
e
m
o
t
i
o
n
a
l
s
y
m
p
t
o
m
s
.
R
E
T
t
h
i
n
k
i
n
g
i
s
e
f
f
i
c
a
c
i
o
u
s
i
n
e
q
u
i
p
p
i
n
g
c
h
i
l
d
r
e
n
w
i
t
h
e
m
o
t
i
o
n
r
e
g
u
l
a
t
i
o
n
s
k
i
l
l
s
(
e
m
o
t
i
o
n
a
l
a
w
a
r
e
n
e
s
s
a
n
d
e
m
o
t
i
o
n
a
l
c
o
n
t
r
o
l
)
,
h
i
g
h
l
i
g
h
t
i
n
g
i
t
s
r
o
l
e
i
n
i
n
c
r
e
a
s
i
n
g
a
d
o
l
e
s
c
e
n
t
r
e
s
i
l
i
e
n
c
e
.
[2
6
]
E
n
g
l
a
n
d
CBT
A
g
e
s
1
6
-
22
yr
N
=
2
1
4
2
Pu
b
l
i
c
h
ea
l
t
h
s
e
t
t
i
n
g
s
;
O
n
l
i
n
e
t
re
at
me
n
t
;
4
s
e
s
s
i
o
n
s
3
-
1
2
m
o
n
t
h
s
;
1.
W
E
M
W
BS
2.
PH
Q
-
9
3.
GAD
-
7
4.
W
S
A
S
5.
G
E
R
T
-
S
T
h
i
s
k
n
o
w
l
e
d
g
e
w
i
l
l
b
e
u
s
ed
t
o
d
e
v
e
l
o
p
a
n
d
d
i
s
s
em
i
n
at
e
i
n
n
o
v
a
t
i
v
e
,
e
v
i
d
en
ce
-
b
a
s
e
d
,
feas
i
b
l
e,
an
d
effe
ct
i
v
e
Mo
b
i
l
e
-
h
ea
l
t
h
p
u
b
l
i
c
h
ea
l
t
h
s
t
ra
t
e
g
i
es
t
o
p
re
v
e
n
t
i
l
l
me
n
t
al
h
eal
t
h
a
n
d
i
m
p
r
o
v
e
w
e
l
l
-
b
ei
n
g
.
[2
7
]
G
erma
n
y
Sch
o
o
l
-
b
as
e
d
p
r
o
g
ram
s
A
g
e
s
1
2
-
18
yr
N
=
2
6
5
8
8
(IG
)
9
0
(CG
)
8
7
(
W
L
)
Pl
a
t
f
o
rm
o
n
l
i
n
e
;
O
n
l
i
n
e
t
re
at
me
n
t
;
2
s
e
s
s
i
o
n
s
6
mo
n
t
h
s
;
In
s
t
r
u
me
n
t
s
u
s
e
d
:
1.
PSS
2.
PSQ
3.
D
A
SS
4.
E
R
Q
5.
SC
S
-
SF
Co
g
n
i
t
i
v
e
re
as
s
e
s
s
me
n
t
a
s
a
b
ri
ef
o
n
l
i
n
e
i
n
t
e
rv
en
t
i
o
n
ca
n
r
el
i
e
v
e
acu
t
e
s
t
re
s
s
a
n
d
s
t
re
n
g
t
h
e
n
t
h
e
men
t
a
l
h
e
al
t
h
o
f
o
l
d
er
p
e
o
p
l
e
i
n
acu
t
e
cr
i
s
es
.
[2
8
]
N
e
t
h
er
l
a
n
d
T
h
e
Ra
p
&
;
Si
n
g
M
T
p
r
o
t
o
c
o
l
i
s
i
m
p
l
eme
n
t
e
d
an
d
b
u
i
l
t
aro
u
n
d
t
h
e
co
m
p
o
n
e
n
t
s
o
f
CBT
A
g
e
8
-
12
yr
N
=
4
5
Sch
o
o
l
g
ro
u
p
s
e
t
t
i
n
g
s
;
G
ro
u
p
i
n
t
er
v
e
n
t
i
o
n
;
1
6
s
es
s
i
o
n
s
Fo
u
r
mo
n
t
h
s
9
o
r
1
2
mo
n
t
h
s
;
In
s
t
r
u
me
n
t
s
u
s
e
d
:
SD
Q
,
D
E
RS,
SPP
C
T
h
e
r
a
p
y
o
f
r
a
p
m
u
s
i
c
a
n
d
s
i
n
g
i
n
g
c
a
n
b
e
a
n
e
f
f
e
c
t
i
v
e
a
p
p
r
o
a
c
h
t
o
i
m
p
r
o
v
i
n
g
e
m
o
t
i
o
n
a
l
r
e
g
u
l
a
t
i
o
n
i
n
a
d
o
l
e
s
c
e
n
t
s
i
n
a
s
c
h
o
o
l
s
e
t
t
i
n
g
.
T
h
e
u
s
e
o
f
m
u
s
i
c
a
s
a
m
e
a
n
s
o
f
e
x
p
r
e
s
s
i
o
n
a
n
d
c
h
a
n
n
e
l
i
n
g
e
m
o
t
i
o
n
s
c
a
n
h
a
v
e
a
p
o
s
i
t
i
v
e
i
m
p
a
c
t
i
n
h
e
l
p
i
n
g
a
d
o
l
e
s
c
e
n
t
s
m
a
n
a
g
e
s
t
r
e
s
s
a
n
d
i
m
p
r
o
v
e
t
h
e
i
r
w
e
l
l
-
b
e
i
n
g
.
[2
9
]
N
e
t
h
er
l
a
n
d
CBT
A
g
e
1
2
-
15
yr
N
=
1
0
8
Sch
o
o
l
G
r
o
u
p
Set
t
i
n
g
s
;
G
ro
u
p
i
n
t
er
v
e
n
t
i
o
n
;
5
S
es
s
i
o
n
s
8
mo
n
t
h
s
;
In
s
t
r
u
me
n
t
s
u
s
e
d
:
1
.
E
x
t
er
n
a
l
i
za
t
i
o
n
p
r
o
b
l
e
ms
2
.
D
E
R
S
E
m
o
t
i
o
n
r
eg
u
l
a
t
i
o
n
t
ra
i
n
i
n
g
h
a
s
a
p
o
s
i
t
i
v
e
i
m
p
a
ct
o
n
a
d
a
p
t
i
v
e
emo
t
i
o
n
re
g
u
l
a
t
i
o
n
s
t
ra
t
e
g
i
es
o
f
ad
o
l
es
ce
n
t
s
w
i
t
h
e
x
t
e
rn
al
i
z
i
n
g
p
r
o
b
l
e
ms
.
E
m
o
t
i
o
n
r
eg
u
l
a
t
i
o
n
t
ra
i
n
i
n
g
d
e
l
i
v
er
ed
(
i
.
e
.
,
t
h
r
o
u
g
h
co
g
n
i
t
i
v
e
o
r
b
e
h
a
v
i
o
r
al
a
p
p
ro
ac
h
e
s
)
i
s
n
o
t
e
s
s
e
n
t
i
a
l
.
[3
0
]
U
n
i
t
e
d
St
a
t
e
s
G
ro
u
p
t
h
er
ap
y
an
d
s
u
p
p
o
r
t
g
r
o
u
p
s
A
g
e
1
2
-
15
yr
N
=
8
0
Sch
o
o
l
G
r
o
u
p
Set
t
i
n
g
s
;
G
ro
u
p
i
n
t
er
v
e
n
t
i
o
n
;
4
S
es
s
i
o
n
s
4
mo
n
t
h
s
;
In
s
t
r
u
me
n
t
s
u
s
e
d
:
1.
A
cc
ep
t
a
b
i
l
i
t
y
an
d
f
ea
s
i
b
i
l
i
t
y
(p
o
s
t
i
n
t
er
v
e
n
t
i
o
n)
2.
Scal
e
o
f
d
i
s
r
eg
u
l
a
t
i
o
n
3.
Sex
u
a
l
r
i
s
k
:
k
n
o
w
l
e
d
g
e
a
n
d
at
t
i
t
u
d
es
T
h
e
V
i
r
t
u
al
Rea
l
i
t
y
U
s
e
St
u
d
y
p
r
o
v
i
d
e
s
p
re
l
i
m
i
n
ar
y
e
v
i
d
en
ce
t
h
at
u
s
i
n
g
v
i
r
t
u
a
l
r
eal
i
t
y
e
n
v
i
r
o
n
m
en
t
s
t
o
i
m
p
ro
v
e
t
h
e
d
e
v
el
o
p
m
en
t
o
f
emo
t
i
o
n
a
l
re
g
u
l
a
t
i
o
n
s
k
i
l
l
s
i
n
ri
s
k
y
s
i
t
u
a
t
i
o
n
s
i
s
acce
p
t
a
b
l
e
a
n
d
w
o
r
t
h
d
e
l
i
v
er
i
n
g
.
T
h
i
s
h
as
a
p
o
s
i
t
i
v
e
i
m
p
ac
t
o
n
t
h
e
a
b
i
l
i
t
y
o
f
e
m
o
t
i
o
n
reg
u
l
at
i
o
n
.
[3
2
]
A
u
s
t
ra
l
i
a
Mi
n
d
fu
l
n
e
s
s
-
b
a
s
e
d
i
n
t
er
v
e
n
t
i
o
n
s
A
g
e
1
2
-
18
yr
N
=
6
4
3
3
(IG
)
,
3
1
(CG
)
Co
m
m
u
n
i
t
y
me
n
t
a
l
h
ea
l
t
h
i
n
s
t
i
t
u
t
e
;
G
ro
u
p
i
n
t
er
v
e
n
t
i
o
n
;
8
s
e
s
s
i
o
n
s
4
mo
n
t
h
s
In
s
t
r
u
me
n
t
s
u
s
e
d
:
1.
D
A
SS
-
21
2.
SD
Q
3.
DEQ
-
A
4.
A
U
D
I
T
Fam
i
l
y
t
h
era
p
y
c
an
re
d
u
ce
d
e
p
re
s
s
i
o
n
i
n
a
d
o
l
e
s
c
en
t
s
a
n
d
c
an
i
m
p
r
o
v
e
t
h
e
m
en
t
a
l
h
e
al
t
h
o
f
ad
o
l
es
ce
n
t
s
an
d
p
a
re
n
t
s
.
SD
Q
(
St
r
en
g
t
h
s
an
d
D
i
ff
i
c
u
l
t
i
e
s
Q
u
es
t
i
o
n
n
a
i
re)
,
D
E
RS
(D
i
ff
i
c
u
l
t
i
e
s
i
n
E
m
o
t
i
o
n
Re
g
u
l
a
t
i
o
n
S
ca
l
e),
SPP
C
(
T
h
e
S
el
f
-
Perc
ep
t
i
o
n
Pro
fi
l
e
fo
r
Ch
i
l
d
r
en
)
,
PSS
(P
erce
i
v
e
d
St
r
es
s
Sc
al
e
),
PS
Q
(Pa
t
i
e
n
t
S
at
i
s
fac
t
i
o
n
Q
u
es
t
i
o
n
n
a
i
r
e),
E
R
Q
(
T
h
e
E
m
o
t
i
o
n
Re
g
u
l
a
t
i
o
n
Q
u
es
t
i
o
n
n
ai
re),
S
CS
-
S
F
(
Se
l
f
-
Co
m
p
a
s
s
i
o
n
Sca
l
e
-
S
h
o
r
t
F
o
r
m)
,
W
E
M
W
B
S
(
W
a
rw
i
c
k
-
E
d
i
n
b
u
r
g
h
Me
n
t
a
l
W
e
l
l
-
Bei
n
g
S
ca
l
e),
P
H
Q
-
9
(
T
h
e
Pa
t
i
e
n
t
H
e
al
t
h
Q
u
es
t
i
o
n
n
a
i
re)
,
G
A
D
-
7
(G
en
er
al
i
s
e
d
A
n
x
i
e
t
y
D
i
s
o
rd
er
A
s
s
es
s
men
t
)
,
W
S
A
S
(
T
h
e
W
o
rk
a
n
d
S
o
c
i
a
l
A
d
j
u
s
t
me
n
t
Sc
al
e),
G
E
RT
-
S
(G
en
ev
a
E
m
o
t
i
o
n
Rec
o
g
n
i
t
i
o
n
T
e
s
t
),
D
A
SS
-
2
1
(
D
e
p
re
s
s
i
o
n
A
n
x
i
e
t
y
St
res
s
Scal
es
2
1
),
D
E
Q
-
A
(
D
e
l
i
v
ery
E
x
p
ec
t
a
n
c
y
Q
u
es
t
i
o
n
n
a
i
),
A
U
D
I
T
(
A
l
c
o
h
o
l
U
s
e
D
i
s
o
r
d
e
rs
I
d
e
n
t
i
fi
cat
i
o
n
T
e
s
t
),
E
RIC
A
(
E
m
o
t
i
o
n
R
eg
u
l
a
t
i
o
n
I
n
d
e
x
f
o
r
C
h
i
l
d
re
n
a
n
d
A
d
o
l
e
s
c
en
t
s
),
E
A
T
Q
-
R
(
E
ar
l
y
A
d
o
l
es
ce
n
t
T
em
p
er
ame
n
t
Q
u
e
s
t
i
o
n
n
a
i
r
e
-
Re
v
i
s
ed
),
F
D
-
CMS
(T
h
e
F
u
n
ct
i
o
n
al
a
n
d
D
y
s
f
u
n
c
t
i
o
n
a
l
C
h
i
l
d
M
o
o
d
Sca
l
e
s
)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J Pu
b
lic
Hea
lth
Sci
I
SS
N:
2252
-
8
8
0
6
I
n
terven
tio
n
p
r
o
g
r
a
mme
to
imp
r
o
ve
emo
tio
n
a
l
r
eg
u
la
ti
o
n
a
mo
n
g
a
d
o
lescen
t
…
(
S
iti K
h
o
lifa
h
)
1753
Nu
r
s
in
g
in
ter
v
en
tio
n
s
ca
n
b
e
i
m
p
lem
en
ted
f
o
r
ad
o
lescen
ts
with
m
en
tal
d
is
o
r
d
er
s
i
n
s
ch
o
o
ls
,
m
en
tal
h
ea
lth
clin
ics,
an
d
c
o
m
m
u
n
ities
.
C
B
T
ca
n
b
en
e
f
it
teen
ag
er
s
with
m
e
n
tal
d
is
o
r
d
e
r
s
.
Mu
s
ic
th
er
ap
y
is
b
ased
o
n
a
co
m
p
o
n
en
t
o
f
CBT
th
at
h
el
p
s
ad
o
lescen
ts
r
ec
o
g
n
ize
n
eg
ativ
e
th
o
u
g
h
ts
th
at
ca
n
wo
r
s
en
th
eir
m
e
n
tal
s
tate
[
2
8
]
.
I
t
s
h
o
u
ld
b
e
n
o
ted
t
h
a
t
ad
o
lescen
ce
is
a
tr
a
n
s
itio
n
al
p
er
io
d
ch
ar
ac
ter
ized
b
y
s
ig
n
if
ican
t
p
h
y
s
ical,
p
s
y
ch
o
lo
g
ical
,
an
d
s
o
cial
c
h
an
g
es.
Ma
n
y
in
ter
v
en
tio
n
s
in
clu
d
e
e
m
o
tio
n
r
eg
u
latio
n
tr
ain
in
g
(
an
g
er
m
an
ag
em
en
t
a
n
d
co
g
n
itiv
e
p
r
o
b
lem
-
s
o
lv
in
g
)
[
2
9
]
.
Fro
m
th
e
co
m
m
u
n
ity
'
s
p
o
in
t
o
f
v
iew,
C
B
T
ca
n
s
av
e
co
s
ts
,
in
cr
ea
s
e
s
ch
o
o
l
p
r
o
d
u
ctiv
ity
f
o
r
ad
o
lescen
ts
,
an
d
r
ed
u
ce
d
r
u
g
u
s
e
[
2
4
]
.
CBT
m
ay
p
r
o
v
id
e
s
ig
n
if
ican
t
b
en
ef
its
[
2
6
]
,
[
3
1
]
,
[
3
3
]
.
Gr
o
u
p
t
h
er
ap
y
an
d
s
u
p
p
o
r
t
g
r
o
u
p
s
ar
e
two
f
o
r
m
s
o
f
t
h
er
ap
y
th
at
in
v
o
l
v
e
p
a
r
ticip
atio
n
in
g
r
o
u
p
s
with
in
d
iv
id
u
als
wh
o
h
a
v
e
s
im
ilar
ex
p
er
ien
ce
s
o
r
p
r
o
b
lem
s
.
T
h
e
jo
u
r
n
al
an
aly
s
is
,
s
ee
T
ab
le
2
s
h
o
wed
th
at
g
r
o
u
p
th
er
ap
y
an
d
s
u
p
p
o
r
t
g
r
o
u
p
s
w
er
e
ap
p
lied
in
s
ch
o
o
ls
a
g
ed
b
e
twee
n
1
0
-
1
8
y
ea
r
s
.
T
h
e
b
en
ef
i
ts
o
f
g
r
o
u
p
th
e
r
ap
y
in
clu
d
e
g
ai
n
in
g
p
er
s
p
ec
tiv
es
f
r
o
m
o
th
er
in
d
i
v
id
u
als,
b
u
ild
in
g
s
o
cial
r
elatio
n
s
h
i
p
s
,
g
ain
in
g
s
u
p
p
o
r
t
a
n
d
u
n
d
er
s
tan
d
i
n
g
,
an
d
lear
n
in
g
h
ea
lth
y
in
ter
p
er
s
o
n
al
s
k
ills
.
Gr
o
u
p
th
e
r
ap
y
ca
n
ef
f
ec
tiv
ely
a
d
d
r
ess
a
v
ar
iety
o
f
p
r
o
b
lem
s
s
u
ch
as
an
x
iety
d
is
o
r
d
er
s
,
d
ep
r
ess
io
n
,
ea
tin
g
d
is
o
r
d
er
s
,
ad
d
ictio
n
,
an
d
tr
au
m
a.
S
u
p
p
o
r
t
g
r
o
u
p
s
ca
n
p
r
o
v
id
e
b
e
n
ef
its
s
u
ch
as
em
o
tio
n
al
s
u
p
p
o
r
t,
p
r
ac
tical
in
f
o
r
m
atio
n
an
d
ad
v
ice,
r
e
d
u
cin
g
f
ee
lin
g
s
o
f
is
o
latio
n
,
an
d
f
ee
lin
g
h
ea
r
d
an
d
u
n
d
er
s
to
o
d
b
y
p
e
o
p
le
g
o
in
g
th
r
o
u
g
h
th
e
s
am
e
th
in
g
.
Stru
ctu
r
ed
m
u
ltifa
m
ily
g
r
o
u
p
in
ter
v
en
tio
n
s
f
o
r
ad
o
lescen
t
d
ep
r
ess
io
n
ca
n
im
p
r
o
v
e
th
e
m
e
n
tal
h
ea
lth
s
y
m
p
to
m
s
o
f
ad
o
l
escen
ts
an
d
p
ar
en
ts
[
3
2
]
.
T
o
a
d
d
r
ess
th
e
lack
o
f
ef
f
ec
tiv
e
tr
ea
tm
e
n
ts
f
o
r
p
eo
p
le
with
n
o
n
-
s
u
icid
al
s
elf
-
in
j
u
r
y
,
s
ix
in
d
iv
id
u
al
em
o
tio
n
r
e
g
u
latio
n
t
h
er
ap
ies
h
av
e
b
ee
n
d
ev
el
o
p
ed
f
o
r
ad
o
l
escen
ts
[
3
4
]
.
T
h
er
ef
o
r
e,
th
er
e
is
a
n
ee
d
to
e
x
p
lo
r
e
ev
id
en
ce
-
b
ased
p
r
e
v
en
tio
n
alter
n
ativ
es
f
o
r
ch
ild
r
e
n
an
d
ad
o
lescen
ts
.
On
e
o
u
tr
ea
ch
s
tr
ateg
y
to
in
c
r
ea
s
e
ac
ce
s
s
to
m
en
tal
h
ea
lth
p
r
o
m
o
tio
n
p
r
o
g
r
am
s
is
to
u
s
e
th
er
ap
eu
tic
p
lay
,
wh
ich
h
as
b
ee
n
s
tu
d
ie
d
as
in
d
iv
id
u
al
an
d
g
r
o
u
p
p
s
y
c
h
o
th
er
a
p
y
[
3
5
]
.
E
m
o
tio
n
r
e
g
u
latio
n
(
E
R
)
s
k
ills
an
d
r
is
k
r
ed
u
ctio
n
i
n
ter
v
en
ti
o
n
s
ca
n
b
e
lear
n
e
d
th
r
o
u
g
h
teac
h
in
g
an
d
m
o
d
elin
g
,
m
ak
in
g
th
em
e
x
ce
llen
t ta
r
g
ets f
o
r
in
ter
v
e
n
tio
n
[
3
0
]
.
Sch
o
o
l
-
b
ased
t
h
er
ap
y
p
r
o
g
r
a
m
s
f
o
r
a
d
o
lescen
ts
ar
e
th
e
r
ap
e
u
tic
ap
p
r
o
ac
h
es
ap
p
lied
in
s
ch
o
o
l
s
ettin
g
s
to
h
elp
ad
o
lescen
ts
co
p
e
with
th
e
em
o
tio
n
al,
b
eh
a
v
io
r
al,
an
d
m
en
tal
p
r
o
b
lem
s
th
e
y
f
ac
e.
Acc
o
r
d
in
g
to
r
esear
ch
[
2
8
]
,
m
u
s
ic,
as
a
n
ef
f
ec
tiv
e
s
elf
-
r
eg
u
latio
n
to
o
l
f
o
r
em
o
tio
n
s
an
d
b
e
h
av
i
o
r
al
ad
a
p
tatio
n
s
in
ad
o
lescen
ts
,
ca
n
im
p
r
o
v
e
em
o
tio
n
-
r
elate
d
s
k
ills
.
T
ee
n
s
wh
o
ex
p
e
r
ien
ce
Po
s
t
-
tr
au
m
atic
s
tr
ess
d
is
o
r
d
er
m
ay
ex
p
er
ien
ce
d
if
f
icu
lties
with
th
eir
p
ee
r
s
an
d
ca
r
eg
iv
e
r
s
,
wea
k
er
s
ch
o
o
l
p
e
r
f
o
r
m
an
ce
,
a
n
d
b
e
h
av
io
r
al
p
r
o
b
lem
s
[
3
1
]
.
E
C
o
W
eB
s
elf
-
h
elp
in
ter
v
en
tio
n
v
ia
a
m
o
b
ile
ap
p
with
s
ch
o
o
l
-
b
ased
m
en
tal
h
ea
lth
p
r
o
g
r
am
s
in
co
r
p
o
r
atin
g
e
m
o
tio
n
r
eg
u
l
atio
n
in
ter
v
e
n
tio
n
s
ca
n
ef
f
e
ctiv
ely
s
u
p
p
o
r
t
ad
o
lescen
ts
[
3
1
]
.
Sch
o
o
ls
an
d
ed
u
ca
tio
n
al
en
v
i
r
o
n
m
e
n
ts
ar
e
id
ea
l
f
o
r
im
p
lem
en
tin
g
em
o
ti
o
n
r
eg
u
latio
n
tr
ain
in
g
p
r
o
g
r
a
m
s
f
o
r
ch
ild
r
en
a
n
d
ad
o
lescen
ts
[
3
5
]
.
I
n
clu
d
in
g
s
u
ch
tr
ain
in
g
i
n
th
e
s
ch
o
o
l
c
u
r
r
i
cu
lu
m
o
r
as
p
ar
t
o
f
co
u
n
s
elin
g
s
er
v
ices
ca
n
r
e
ac
h
a
wid
e
r
an
g
e
o
f
s
tu
d
en
ts
an
d
im
p
r
o
v
e
th
eir
em
o
tio
n
al
well
-
b
ein
g
in
an
e
d
u
ca
tio
n
al
co
n
te
x
t
[
3
6
]
.
E
m
o
tio
n
al
r
eg
u
latio
n
tr
ain
in
g
ca
n
b
e
im
p
lem
en
ted
in
v
a
r
io
u
s
s
ettin
g
s
d
ep
en
d
in
g
o
n
t
h
e
n
ee
d
s
a
n
d
c
h
ar
ac
ter
is
tics
o
f
th
e
tar
g
et
p
o
p
u
latio
n
[
3
7
]
.
E
m
o
tio
n
r
eg
u
latio
n
a
m
o
n
g
a
d
o
lescen
ts
is
an
im
p
o
r
tan
t
to
p
i
c
b
ec
au
s
e
it
in
v
o
lv
es
u
n
d
er
s
ta
n
d
in
g
an
d
m
an
ag
in
g
em
o
tio
n
s
d
u
r
in
g
c
h
allen
g
in
g
ad
o
lescen
t
p
er
io
d
s
[
2
9
]
.
E
m
o
tio
n
r
eg
u
latio
n
r
ef
er
s
to
th
e
ab
ilit
y
to
r
ec
o
g
n
ize,
u
n
d
er
s
tan
d
,
an
d
m
an
ag
e
em
o
tio
n
s
ef
f
ec
tiv
ely
[
3
8
]
.
C
o
m
m
o
n
s
tr
ateg
ies
ca
n
h
e
lp
p
r
o
m
o
te
e
m
o
tio
n
r
e
g
u
l
a
t
i
o
n
a
m
o
n
g
t
e
e
n
a
g
e
r
s
.
E
m
o
t
i
o
n
a
l
a
w
a
r
e
n
ess
e
n
c
o
u
r
a
g
e
s
t
e
e
n
a
g
e
r
s
t
o
r
e
c
o
g
n
i
z
e
a
n
d
la
b
e
l
t
h
e
i
r
e
m
o
ti
o
n
s
.
T
h
is
s
elf
-
awa
r
en
ess
h
elp
s
th
em
u
n
d
er
s
tan
d
th
eir
f
ee
lin
g
s
an
d
tr
ig
g
er
s
[
3
9
]
.
Hea
lth
y
co
p
in
g
m
ec
h
an
is
m
s
teen
s
h
ea
lth
y
way
s
to
co
p
e
with
s
tr
ess
an
d
r
eg
u
late
e
m
o
tio
n
s
[
4
0
]
.
T
h
ese
m
ay
i
n
clu
d
e
en
g
a
g
in
g
i
n
p
h
y
s
i
c
a
l
a
ct
i
v
i
t
y
,
p
r
ac
ticin
g
r
elax
atio
n
tech
n
i
q
u
es,
jo
u
r
n
alin
g
,
an
d
s
ee
k
in
g
s
u
p
p
o
r
t f
r
o
m
t
r
u
s
ted
in
d
iv
i
d
u
als
[
2
6
]
.
E
m
o
tio
n
r
eg
u
latio
n
am
o
n
g
ad
o
lescen
ts
v
ar
ies
b
etwe
en
co
u
n
tr
ies
an
d
ca
n
b
e
in
f
l
u
en
ce
d
b
y
v
ar
io
u
s
f
ac
to
r
s
,
in
clu
d
in
g
cu
ltu
r
al,
s
o
cial,
an
d
en
v
i
r
o
n
m
e
n
tal
asp
ec
ts
.
I
t
is
im
p
o
r
tan
t
to
n
o
te
th
at
th
e
s
p
ec
if
ic
d
u
r
atio
n
o
f
f
o
llo
w
-
u
p
a
n
d
e
v
alu
atio
n
in
p
s
y
ch
o
e
d
u
ca
tio
n
al
s
u
p
p
o
r
t
g
r
o
u
p
s
s
h
o
u
ld
b
e
tailo
r
e
d
t
o
th
e
n
ee
d
s
o
f
th
e
p
ar
ticip
an
ts
an
d
p
r
o
g
r
a
m
g
o
al
s
.
T
im
e
f
lex
ib
ilit
y
an
d
o
n
g
o
in
g
ev
alu
atio
n
ca
n
h
elp
en
s
u
r
e
th
at
s
u
p
p
o
r
t
g
r
o
u
p
s
ef
f
ec
tiv
ely
m
ee
t th
e
n
ee
d
s
o
f
a
d
o
lescen
ts
an
d
d
eliv
er
b
en
e
f
its
.
T
h
e
s
tu
d
y
r
ev
iewe
d
in
th
is
ar
ticle
u
s
ed
s
ev
er
al
m
ea
s
u
r
es
o
f
em
o
tio
n
al
co
n
tr
o
l.
Qu
esti
o
n
n
air
es
ar
e
th
e
m
ain
r
esear
ch
t
o
o
ls
u
s
ed
b
y
m
o
s
t
r
esear
ch
e
r
s
.
Self
-
r
ep
o
r
ted
q
u
esti
o
n
n
air
es
lack
p
r
e
cisi
o
n
,
ar
e
p
r
o
n
e
to
class
if
icatio
n
er
r
o
r
s
,
an
d
h
av
e
is
s
u
es w
ith
v
alid
ity
.
T
h
e
r
esu
lts
d
if
f
er
ed
d
ep
e
n
d
in
g
o
n
th
e
to
o
l u
s
ed
to
m
ea
s
u
r
e
th
e
s
am
e.
Fo
r
ex
am
p
le,
p
r
e
v
io
u
s
s
tu
d
ies
h
av
e
u
s
ed
th
e
d
if
f
icu
lty
in
em
o
tio
n
r
e
g
u
latio
n
s
ca
le
to
ass
es
s
em
o
tio
n
r
e
g
u
latio
n
[
2
8
]
,
[
2
9
]
,
[
3
4
]
,
wh
e
r
ea
s
o
th
er
s
tu
d
ies
h
av
e
u
s
ed
th
e
em
o
tio
n
r
eg
u
l
atio
n
q
u
esti
o
n
n
air
e
[
2
7
]
.
T
h
e
Dif
f
icu
lty
in
E
m
o
tio
n
R
eg
u
latio
n
Scale
is
a
wid
ely
u
s
ed
s
elf
-
r
ep
o
r
t
m
ea
s
u
r
e
th
at
ass
es
s
es
v
ar
io
u
s
d
if
f
icu
lties
in
em
o
tio
n
r
e
g
u
lat
io
n
[
4
1
]
,
[
4
2
]
.
T
h
e
em
o
tio
n
r
eg
u
latio
n
q
u
esti
o
n
n
air
e
is
a
s
elf
-
r
ep
o
r
t
m
ea
s
u
r
e
th
at
ass
es
s
es
two
em
o
tio
n
r
eg
u
latio
n
s
tr
ateg
ies:
co
g
n
itiv
e
r
ea
s
s
es
s
m
en
t
an
d
ex
p
r
ess
iv
e
s
u
p
p
r
ess
io
n
.
I
t
co
n
s
is
ts
o
f
ten
item
s
,
with
s
ix
item
s
m
ea
s
u
r
in
g
r
ea
s
s
ess
m
en
t
an
d
f
o
u
r
item
s
m
ea
s
u
r
in
g
o
p
p
r
ess
io
n
.
T
h
e
E
R
Q
ca
p
tu
r
es in
d
iv
id
u
al
d
if
f
e
r
en
ce
s
in
h
ab
its
u
s
in
g
th
is
s
tr
ateg
y
[
4
1
]
E
m
o
tio
n
r
eg
u
latio
n
is
an
alter
atio
n
ass
o
ciate
d
with
em
o
tio
n
al
ac
tiv
atio
n
.
T
h
ese
in
clu
d
e
c
h
an
g
es
in
em
o
tio
n
al
an
d
p
s
y
ch
o
lo
g
ical
p
r
o
ce
s
s
es.
I
n
d
iv
id
u
als
with
em
o
tio
n
r
eg
u
latio
n
ca
n
ch
o
o
s
e
th
e
em
o
tio
n
s
th
ey
f
ee
l,
wh
en
,
an
d
h
o
w
t
o
ex
p
e
r
ien
ce
an
d
e
x
p
r
ess
th
em
[
4
3
]
,
[
4
4
]
.
T
h
is
p
r
o
ce
s
s
o
f
em
o
tio
n
r
eg
u
latio
n
ca
n
o
cc
u
r
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
0
6
I
n
t J Pu
b
lic
Hea
lth
Sci
,
Vo
l.
1
3
,
No
.
4
,
Dec
em
b
er
20
24
:
1
7
4
9
-
1
7
5
6
1754
au
to
m
atica
lly
o
r
u
n
d
e
r
co
n
t
r
o
l,
co
n
s
cio
u
s
ly
o
r
u
n
c
o
n
s
cio
u
s
ly
,
an
d
h
as
an
im
p
ac
t
o
n
o
n
e
o
r
m
o
r
e
asp
ec
ts
in
th
e
p
r
o
ce
s
s
o
f
g
en
e
r
alizin
g
em
o
tio
n
s
[
4
5
]
.
E
m
o
tio
n
r
eg
u
latio
n
is
an
in
tr
in
s
ic
an
d
ex
tr
in
s
ic
p
r
o
ce
s
s
r
esp
o
n
s
ib
le
f
o
r
m
o
n
ito
r
in
g
,
ev
alu
atin
g
,
an
d
m
o
d
if
y
in
g
e
m
o
tio
n
al
r
e
ac
tio
n
s
to
ac
h
iev
e
a
g
o
al
[
4
6
]
,
[
4
7
]
.
E
m
o
tio
n
r
eg
u
latio
n
is
th
e
p
r
o
ce
s
s
b
y
w
h
ich
an
in
d
iv
id
u
al
r
e
g
u
lates
a
n
d
ch
an
g
es
h
im
s
elf
o
r
o
th
er
s
[
2
9
]
.
I
n
d
iv
id
u
als
ca
n
r
em
ain
ca
lm
wh
en
u
n
d
er
s
tr
ess
b
y
p
o
s
s
ess
in
g
em
o
tio
n
-
r
eg
u
l
atio
n
s
k
ills
[
4
8
]
.
Gr
o
u
p
t
h
er
ap
y
an
d
s
u
p
p
o
r
t
g
r
o
u
p
s
p
r
o
v
id
e
teen
s
with
a
s
af
e
s
p
ac
e
to
s
h
a
r
e
th
eir
ex
p
e
r
ien
c
es,
r
ec
eiv
e
v
alid
atio
n
,
an
d
lear
n
f
r
o
m
th
ei
r
p
ee
r
s
[
4
9
]
.
Su
p
p
o
r
t
g
r
o
u
p
s
f
o
r
teen
ag
e
r
s
with
m
en
tal
d
is
o
r
d
er
s
ca
n
p
r
o
v
id
e
a
v
alu
ab
le
p
latf
o
r
m
to
co
n
n
ec
t
with
p
ee
r
s
wh
o
s
h
ar
e
s
im
ilar
ex
p
er
ien
ce
s
,
g
ain
s
u
p
p
o
r
t,
an
d
lear
n
co
p
in
g
s
tr
ateg
ies
[
5
0
]
.
T
h
ese
in
ter
v
e
n
tio
n
s
ca
n
im
p
r
o
v
e
em
o
tio
n
r
eg
u
latio
n
s
k
ills
th
r
o
u
g
h
p
ee
r
lear
n
in
g
a
n
d
s
h
a
r
e
d
lear
n
in
g
.
Su
p
p
o
r
t
g
r
o
u
p
s
b
r
i
n
g
to
g
eth
er
in
d
i
v
id
u
als
with
s
h
ar
ed
ex
p
er
ie
n
ce
s
,
s
u
ch
as
s
p
e
cif
ic
m
en
tal
h
ea
lth
co
n
d
itio
n
s
,
g
r
ie
f
,
ad
d
ictio
n
r
ec
o
v
er
y
,
o
r
tr
au
m
a
.
T
h
ey
p
r
o
v
id
ed
a
s
af
e
s
p
ac
e
f
o
r
p
ar
t
icip
an
ts
to
ex
p
r
ess
th
em
s
elv
es,
o
b
tain
p
r
ac
tical
a
d
v
ice,
r
ec
eiv
e
e
m
p
ath
y
,
an
d
r
e
d
u
ce
f
ee
lin
g
s
o
f
is
o
latio
n
[
5
1
]
.
4.
CO
NCLU
SI
O
N
I
n
ter
v
en
tio
n
p
r
o
g
r
am
s
d
if
f
er
in
th
eir
ef
f
icac
y
,
a
n
d
n
o
t
ev
e
r
y
p
r
o
g
r
am
wo
r
k
s
f
o
r
e
v
er
y
p
er
s
o
n
o
r
cu
ltu
r
al
s
ettin
g
.
Pro
g
r
am
s
f
o
r
in
ter
v
e
n
tio
n
s
h
o
u
ld
b
e
c
h
o
s
en
with
co
n
s
id
er
atio
n
o
f
el
em
en
ts
s
u
ch
as
th
e
u
n
iq
u
e
n
ee
d
s
o
f
teen
ag
e
r
s
,
th
e
r
eso
u
r
ce
s
at
h
an
d
,
an
d
cu
ltu
r
al
co
n
s
id
er
atio
n
s
.
Ad
o
l
escen
ts
'
em
o
tio
n
al
r
eg
u
latio
n
d
if
f
er
s
d
ep
en
d
i
n
g
o
n
th
eir
cir
cu
m
s
tan
ce
s
an
d
is
a
f
f
ec
ted
b
y
a
r
an
g
e
o
f
en
v
ir
o
n
m
en
tal,
s
o
cial,
an
d
cu
ltu
r
al
elem
en
ts
.
Nu
r
s
in
g
in
ter
v
en
tio
n
s
ar
e
cr
u
cial
f
o
r
th
e
m
an
ag
em
en
t
an
d
tr
ea
tm
e
n
t
o
f
m
en
tal
-
h
ea
lt
h
illn
ess
es.
T
o
f
in
d
s
u
itab
le
in
ter
v
en
tio
n
p
r
o
g
r
a
m
s
,
it
is
ad
v
is
ab
le
to
s
p
ea
k
with
m
en
tal
h
ea
lth
s
p
ec
ialis
t
s
,
ed
u
ca
to
r
s
,
an
d
o
r
g
an
izatio
n
s
th
at
f
o
cu
s
o
n
teen
ag
e
m
en
tal
h
ea
lth
.
R
ec
o
m
m
en
d
atio
n
B
ased
o
n
th
e
u
n
iq
u
e
n
ee
d
s
o
f
teen
a
g
er
s
,
av
ailab
l
e
r
eso
u
r
ce
s
,
an
d
cu
ltu
r
al
c
o
n
s
id
er
atio
n
s
,
it
is
r
ec
o
m
m
en
d
ed
to
p
r
io
r
itize
in
ter
v
en
tio
n
p
r
o
g
r
am
s
th
at
h
o
lis
tically
ad
d
r
ess
em
o
tio
n
al
r
eg
u
latio
n
.
T
h
ese
p
r
o
g
r
am
s
s
h
o
u
ld
in
co
r
p
o
r
ate
a
co
m
b
in
atio
n
o
f
in
d
i
v
id
u
al
th
er
ap
y
,
g
r
o
u
p
s
u
p
p
o
r
t,
a
n
d
e
d
u
ca
tio
n
al
wo
r
k
s
h
o
p
s
t
o
p
r
o
v
i
d
e
co
m
p
r
eh
e
n
s
iv
e
s
u
p
p
o
r
t
f
o
r
ad
o
lescen
ts
'
m
en
tal
h
ea
lth
.
Ad
d
itio
n
ally
,
it
is
im
p
o
r
tan
t
to
r
eg
u
lar
l
y
e
v
alu
a
te
an
d
ad
ap
t
th
ese
in
ter
v
en
tio
n
p
r
o
g
r
am
s
b
ased
o
n
f
ee
d
b
ac
k
f
r
o
m
b
o
th
th
e
te
en
ag
er
s
an
d
th
e
p
r
o
f
ess
io
n
als
in
v
o
lv
ed
to
en
s
u
r
e
th
eir
ef
f
ec
tiv
en
ess
in
ad
d
r
ess
in
g
th
e
s
p
ec
if
ic
c
h
allen
g
es f
ac
e
d
b
y
th
is
p
o
p
u
latio
n
.
RE
F
E
R
E
NC
E
S
[
1
]
L.
K
n
i
f
t
o
n
a
n
d
G
.
I
n
g
l
i
s,
“
P
o
v
e
r
t
y
a
n
d
m
e
n
t
a
l
h
e
a
l
t
h
:
p
o
l
i
c
y
,
p
r
a
c
t
i
c
e
a
n
d
r
e
sea
r
c
h
i
m
p
l
i
c
a
t
i
o
n
s
,
”
BJ
Psy
c
h
B
u
l
l
e
t
i
n
,
v
o
l
.
4
4
,
n
o
.
5
,
p
p
.
1
9
3
–
1
9
6
,
O
c
t
.
2
0
2
0
,
d
o
i
:
1
0
.
1
1
9
2
/
b
j
b
.
2
0
2
0
.
7
8
.
[
2
]
P
.
C
i
a
n
c
o
n
i
,
S
.
B
e
t
r
ò
,
a
n
d
L
.
J
a
n
i
r
i
,
“
Th
e
i
mp
a
c
t
o
f
c
l
i
ma
t
e
c
h
a
n
g
e
o
n
m
e
n
t
a
l
h
e
a
l
t
h
:
a
s
y
st
e
ma
t
i
c
d
e
s
c
r
i
p
t
i
v
e
r
e
v
i
e
w
,
”
Fr
o
n
t
i
e
rs
i
n
Psy
c
h
i
a
t
ry
,
v
o
l
.
1
1
,
M
a
r
.
2
0
2
0
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
sy
t
.
2
0
2
0
.
0
0
0
7
4
.
[
3
]
M
.
B
a
s
t
a
e
t
a
l
.
,
“
D
e
p
r
e
ssi
o
n
a
n
d
a
n
x
i
e
t
y
s
y
mp
t
o
ms
i
n
a
d
o
l
e
s
c
e
n
t
s
a
n
d
y
o
u
n
g
a
d
u
l
t
s
i
n
G
r
e
e
c
e
:
P
r
e
v
a
l
e
n
c
e
a
n
d
a
sso
c
i
a
t
e
d
f
a
c
t
o
r
s,”
J
o
u
rn
a
l
o
f
Af
f
e
c
t
i
v
e
D
i
s
o
rd
e
rs R
e
p
o
r
t
s
,
v
o
l
.
8
,
p
.
1
0
0
3
3
4
,
A
p
r
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
j
a
d
r
.
2
0
2
2
.
1
0
0
3
3
4
.
[
4
]
F
.
d
e
C
a
st
r
o
,
C
.
C
a
p
p
a
,
a
n
d
J
.
M
a
d
a
n
s,
“
A
n
x
i
e
t
y
a
n
d
d
e
p
r
e
s
si
o
n
si
g
n
s
a
m
o
n
g
a
d
o
l
e
sc
e
n
t
s
i
n
2
6
l
o
w
-
a
n
d
m
i
d
d
l
e
-
i
n
c
o
me
c
o
u
n
t
r
i
e
s:
p
r
e
v
a
l
e
n
c
e
a
n
d
a
ss
o
c
i
a
t
i
o
n
w
i
t
h
f
u
n
c
t
i
o
n
a
l
d
i
f
f
i
c
u
l
t
i
e
s,
”
J
o
u
r
n
a
l
o
f
A
d
o
l
e
s
c
e
n
t
H
e
a
l
t
h
,
v
o
l
.
7
2
,
n
o
.
1
,
p
p
.
S
7
9
–
S
8
7
,
2
0
2
3
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
j
a
d
o
h
e
a
l
t
h
.
2
0
2
2
.
0
3
.
0
2
2
.
[
5
]
S
.
S
i
k
s
t
r
ö
m
,
B
.
K
e
l
me
n
d
i
,
a
n
d
N
.
P
e
r
sso
n
,
“
A
ss
e
ssm
e
n
t
o
f
d
e
p
r
e
ss
i
o
n
a
n
d
a
n
x
i
e
t
y
i
n
y
o
u
n
g
a
n
d
o
l
d
w
i
t
h
a
q
u
e
s
t
i
o
n
-
b
a
s
e
d
c
o
m
p
u
t
a
t
i
o
n
a
l
l
a
n
g
u
a
g
e
a
p
p
r
o
a
c
h
,
”
n
p
j
Me
n
t
a
l
H
e
a
l
t
h
R
e
se
a
rc
h
,
v
o
l
.
2
,
n
o
.
1
,
p
.
1
1
,
J
u
l
.
2
0
2
3
,
d
o
i
:
1
0
.
1
0
3
8
/
s4
4
1
8
4
-
0
2
3
-
0
0
0
3
2
-
z.
[
6
]
W
o
r
l
d
H
e
a
l
t
h
O
r
g
a
n
i
z
a
t
i
o
n
,
“
M
e
n
t
a
l
h
e
a
l
t
h
o
f
a
d
o
l
e
s
c
e
n
t
s
.
”
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s
:
/
/
w
w
w
.
w
h
o
.
i
n
t
/
n
e
w
s
-
r
o
o
m
/
f
a
c
t
-
sh
e
e
t
s
/
d
e
t
a
i
l
/
a
d
o
l
e
sce
n
t
-
me
n
t
a
l
-
h
e
a
l
t
h
[
7
]
A
.
Ja
v
e
d
e
t
a
l
.
,
“
R
e
d
u
c
i
n
g
t
h
e
st
i
g
ma
o
f
m
e
n
t
a
l
h
e
a
l
t
h
d
i
s
o
r
d
e
r
s
w
i
t
h
a
f
o
c
u
s
o
n
l
o
w
-
a
n
d
mi
d
d
l
e
-
i
n
c
o
m
e
c
o
u
n
t
r
i
e
s,
”
Asi
a
n
J
o
u
rn
a
l
o
f
Psy
c
h
i
a
t
ry
,
v
o
l
.
5
8
,
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
a
j
p
.
2
0
2
1
.
1
0
2
6
0
1
.
[
8
]
J.
S
.
Y
a
r
r
i
n
g
t
o
n
e
t
a
l
.
,
“
I
mp
a
c
t
o
f
t
h
e
C
O
V
I
D
-
1
9
p
a
n
d
e
m
i
c
o
n
me
n
t
a
l
h
e
a
l
t
h
a
mo
n
g
1
5
7
,
2
1
3
A
meri
c
a
n
s,
”
J
o
u
rn
a
l
o
f
A
f
f
e
c
t
i
v
e
D
i
so
r
d
e
rs
,
v
o
l
.
2
8
6
,
p
p
.
6
4
–
7
0
,
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
j
a
d
.
2
0
2
1
.
0
2
.
0
5
6
.
[
9
]
C
.
M
o
t
i
l
l
o
n
-
T
o
u
d
i
c
,
M
.
W
a
l
t
e
r
,
M
.
S
é
g
u
i
n
,
J.
-
D
.
C
a
r
r
i
e
r
,
S
.
B
e
r
r
o
u
i
g
u
e
t
,
a
n
d
C
.
Le
m
e
y
,
“
S
o
c
i
a
l
i
so
l
a
t
i
o
n
a
n
d
su
i
c
i
d
e
r
i
sk
:
Li
t
e
r
a
t
u
r
e
r
e
v
i
e
w
a
n
d
p
e
r
sp
e
c
t
i
v
e
s,
”
Eu
r
o
p
e
a
n
Psy
c
h
i
a
t
ry
,
v
o
l
.
6
5
,
n
o
.
1
,
2
0
2
2
,
d
o
i
:
1
0
.
1
1
9
2
/
j
.
e
u
r
p
s
y
.
2
0
2
2
.
2
3
2
0
.
[
1
0
]
P
.
F
u
sar
-
P
o
l
i
e
t
a
l
.
,
“
W
h
a
t
i
s
g
o
o
d
m
e
n
t
a
l
h
e
a
l
t
h
?
A
sc
o
p
i
n
g
r
e
v
i
e
w
,
”
E
u
r
o
p
e
a
n
N
e
u
ro
p
sy
c
h
o
p
h
a
rm
a
c
o
l
o
g
y
,
v
o
l
.
3
1
,
p
p
.
3
3
–
4
6
,
F
e
b
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
e
u
r
o
n
e
u
r
o
.
2
0
1
9
.
1
2
.
1
0
5
.
[
1
1
]
M.
-
Y
.
K
u
a
n
,
J.
-
H
.
W
a
n
g
,
Y
.
-
C
.
Li
o
u
,
a
n
d
L.
-
P
.
P
e
n
g
,
“
E
x
p
l
o
r
i
n
g
t
h
e
a
ss
o
c
i
a
t
i
o
n
b
e
t
w
e
e
n
l
i
f
e
p
e
r
c
e
p
t
i
o
n
s
a
n
d
e
mo
t
i
o
n
a
l
p
r
o
f
i
l
e
s
i
n
Ta
i
w
a
n
:
e
m
p
i
r
i
c
a
l
e
v
i
d
e
n
c
e
f
r
o
m
t
h
e
n
a
t
i
o
n
a
l
w
e
l
l
-
b
e
i
n
g
i
n
d
i
c
a
t
o
r
s
su
r
v
e
y
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
E
n
v
i
ro
n
m
e
n
t
a
l
R
e
se
a
rc
h
a
n
d
Pu
b
l
i
c
H
e
a
l
t
h
,
v
o
l
.
1
7
,
n
o
.
1
2
,
p
.
4
2
0
9
,
J
u
n
.
2
0
2
0
,
d
o
i
:
1
0
.
3
3
9
0
/
i
j
e
r
p
h
1
7
1
2
4
2
0
9
.
[
1
2
]
A
.
H
.
A
s
l
a
n
y
a
n
,
L.
R
.
A
v
e
t
i
sy
a
n
,
N
.
Z.
K
h
a
c
h
i
k
y
a
n
,
J.
S
a
r
o
y
a
n
,
a
n
d
K
.
V
.
G
a
sp
a
r
y
a
n
,
“
D
o
t
h
e
so
c
i
a
l
a
n
d
e
m
o
t
i
o
n
a
l
b
e
h
a
v
i
o
r
s
o
f
h
i
g
h
s
c
h
o
o
l
a
d
o
l
e
s
c
e
n
t
s
i
n
Y
e
r
e
v
a
n
d
e
t
e
r
m
i
n
e
me
n
t
a
l
a
n
d
e
mo
t
i
o
n
a
l
w
e
l
l
-
b
e
i
n
g
?
,
”
C
h
i
l
d
I
n
d
i
c
a
t
o
rs
Re
s
e
a
rc
h
,
v
o
l
.
1
4
,
n
o
.
3
,
p
p
.
1
0
5
5
–
1
0
7
4
,
Ju
n
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
2
1
8
7
-
0
2
0
-
0
9
7
9
6
-
8.
[
1
3
]
E.
M
e
sm
a
n
,
A
.
V
r
e
e
k
e
r
,
a
n
d
M
.
H
i
l
l
e
g
e
r
s
,
“
R
e
s
i
l
i
e
n
c
e
a
n
d
me
n
t
a
l
h
e
a
l
t
h
i
n
c
h
i
l
d
r
e
n
a
n
d
a
d
o
l
e
sc
e
n
t
s:
A
n
u
p
d
a
t
e
o
f
t
h
e
r
e
c
e
n
t
l
i
t
e
r
a
t
u
r
e
a
n
d
f
u
t
u
r
e
d
i
r
e
c
t
i
o
n
s,
”
C
u
rr
e
n
t
O
p
i
n
i
o
n
i
n
Psy
c
h
i
a
t
r
y
,
v
o
l
.
3
4
,
n
o
.
6
,
p
p
.
5
8
6
–
5
9
2
,
2
0
2
1
,
d
o
i
:
1
0
.
1
0
9
7
/
Y
C
O
.
0
0
0
0
0
0
0
0
0
0
0
0
0
7
4
1
.
[
1
4
]
E.
B
r
u
n
d
i
n
,
F
.
Li
u
,
a
n
d
T.
C
y
r
o
n
,
“
Emo
t
i
o
n
i
n
s
t
r
a
t
e
g
i
c
m
a
n
a
g
e
me
n
t
:
A
r
e
v
i
e
w
a
n
d
f
u
t
u
r
e
r
e
se
a
r
c
h
a
g
e
n
d
a
,
”
L
o
n
g
Ra
n
g
e
Pl
a
n
n
i
n
g
,
v
o
l
.
5
5
,
n
o
.
4
,
2
0
2
2
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
l
r
p
.
2
0
2
1
.
1
0
2
1
4
4
.
[
1
5
]
G
.
Q
i
a
n
e
t
a
l
.
,
“
P
a
r
e
n
t
a
l
p
s
y
c
h
o
l
o
g
i
c
a
l
c
o
n
t
r
o
l
a
n
d
a
d
o
l
e
sc
e
n
t
so
c
i
a
l
p
r
o
b
l
e
ms
:
T
h
e
me
d
i
a
t
i
n
g
e
f
f
e
c
t
o
f
e
m
o
t
i
o
n
r
e
g
u
l
a
t
i
o
n
,
”
Fro
n
t
i
e
rs
i
n
Ps
y
c
h
i
a
t
r
y
,
v
o
l
.
1
3
,
O
c
t
.
2
0
2
2
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
s
y
t
.
2
0
2
2
.
9
9
5
2
1
1
.
[
1
6
]
A
.
Za
l
e
w
sk
a
a
n
d
M
.
M
a
t
y
si
a
k
,
“
M
e
n
t
a
l
h
e
a
l
t
h
a
n
d
t
h
e
C
O
V
I
D
-
1
9
p
a
n
d
e
m
i
c
,
”
K
w
a
r
t
a
l
n
i
k
N
a
u
k
o
w
y
Fi
d
e
s
e
t
R
a
t
i
o
,
v
o
l
.
3
,
n
o
.
5
1
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J Pu
b
lic
Hea
lth
Sci
I
SS
N:
2252
-
8
8
0
6
I
n
terven
tio
n
p
r
o
g
r
a
mme
to
imp
r
o
ve
emo
tio
n
a
l
r
eg
u
la
ti
o
n
a
mo
n
g
a
d
o
lescen
t
…
(
S
iti K
h
o
lifa
h
)
1755
p
p
.
1
4
6
–
1
5
1
,
2
0
2
2
,
d
o
i
:
1
0
.
3
4
7
6
6
/
f
e
t
r
.
v
3
i
5
1
.
1
1
1
8
.
[
1
7
]
F
.
W
.
P
a
u
l
u
s,
S
.
O
h
ma
n
n
,
E.
M
ö
h
l
e
r
,
P
.
P
l
e
n
e
r
,
a
n
d
C
.
P
o
p
o
w
,
“
Emo
t
i
o
n
a
l
d
y
sr
e
g
u
l
a
t
i
o
n
i
n
c
h
i
l
d
r
e
n
a
n
d
a
d
o
l
e
sce
n
t
s
w
i
t
h
p
sy
c
h
i
a
t
r
i
c
d
i
s
o
r
d
e
r
s:
a
n
a
r
r
a
t
i
v
e
r
e
v
i
e
w
,
”
Fr
o
n
t
i
e
rs
i
n
Ps
y
c
h
i
a
t
r
y
,
v
o
l
.
1
2
,
2
0
2
1
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
sy
t
.
2
0
2
1
.
6
2
8
2
5
2
.
[
1
8
]
N
.
M
.
D
u
m
o
r
n
a
y
e
t
a
l
.
,
“
I
mp
r
o
v
e
d
e
mo
t
i
o
n
r
e
g
u
l
a
t
i
o
n
f
o
l
l
o
w
i
n
g
a
t
r
a
u
ma
-
i
n
f
o
r
me
d
C
B
T
-
b
a
se
d
i
n
t
e
r
v
e
n
t
i
o
n
a
ss
o
c
i
a
t
e
s
w
i
t
h
r
e
d
u
c
e
d
r
i
sk
f
o
r
r
e
c
i
d
i
v
i
sm
i
n
j
u
s
t
i
c
e
-
i
n
v
o
l
v
e
d
e
mer
g
i
n
g
a
d
u
l
t
s,”
Fr
o
n
t
i
e
rs
i
n
Ps
y
c
h
i
a
t
ry
,
v
o
l
.
1
3
,
p
.
9
5
1
4
2
9
,
O
c
t
.
2
0
2
2
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
s
y
t
.
2
0
2
2
.
9
5
1
4
2
9
.
[
1
9
]
S
.
F
r
i
s
b
y
-
O
sman
a
n
d
J.
L.
W
o
o
d
,
“
R
e
t
h
i
n
k
i
n
g
h
o
w
w
e
v
i
e
w
g
a
n
g
mem
b
e
r
s
:
a
n
e
x
a
m
i
n
a
t
i
o
n
i
n
t
o
a
f
f
e
c
t
i
v
e
,
b
e
h
a
v
i
o
r
a
l
,
a
n
d
me
n
t
a
l
h
e
a
l
t
h
p
r
e
d
i
c
t
o
r
s
o
f
U
K
g
a
n
g
-
i
n
v
o
l
v
e
d
y
o
u
t
h
,
”
Y
o
u
t
h
J
u
s
t
i
c
e
,
v
o
l
.
2
0
,
n
o
.
1
–
2
,
p
p
.
9
3
–
1
1
2
,
2
0
2
0
,
d
o
i
:
1
0
.
1
1
7
7
/
1
4
7
3
2
2
5
4
1
9
8
9
3
7
7
9
.
[
2
0
]
A
.
B
.
D
e
f
a
y
e
t
t
e
e
t
a
l
.
,
“
A
d
o
l
e
sc
e
n
t
d
e
p
r
e
ss
e
d
m
o
o
d
a
n
d
d
i
f
f
i
c
u
l
t
i
e
s
w
i
t
h
e
mo
t
i
o
n
r
e
g
u
l
a
t
i
o
n
:
C
o
n
c
u
r
r
e
n
t
t
r
a
j
e
c
t
o
r
i
e
s
o
f
c
h
a
n
g
e
,
”
J
o
u
rn
a
l
o
f
Ad
o
l
e
sc
e
n
c
e
,
v
o
l
.
9
1
,
p
p
.
1
–
1
4
,
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
a
d
o
l
e
sc
e
n
c
e
.
2
0
2
1
.
0
7
.
0
0
1
.
[
2
1
]
M
.
C
o
l
i
z
z
i
,
A
.
La
s
a
l
v
i
a
,
a
n
d
M
.
R
u
g
g
e
r
i
,
“
P
r
e
v
e
n
t
i
o
n
a
n
d
e
a
r
l
y
i
n
t
e
r
v
e
n
t
i
o
n
i
n
y
o
u
t
h
m
e
n
t
a
l
h
e
a
l
t
h
:
i
s
i
t
t
i
m
e
f
o
r
a
mu
l
t
i
d
i
s
c
i
p
l
i
n
a
r
y
a
n
d
t
r
a
n
s
-
d
i
a
g
n
o
s
t
i
c
m
o
d
e
l
f
o
r
c
a
r
e
?
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
M
e
n
t
a
l
H
e
a
l
t
h
S
y
st
e
m
s
,
v
o
l
.
1
4
,
n
o
.
1
,
p
.
2
3
,
D
e
c
.
2
0
2
0
,
d
o
i
:
1
0
.
1
1
8
6
/
s
1
3
0
3
3
-
0
2
0
-
0
0
3
5
6
-
9.
[
2
2
]
A
.
B
a
u
e
r
e
t
a
l
.
,
“
M
o
b
i
l
i
si
n
g
s
o
c
i
a
l
s
u
p
p
o
r
t
t
o
i
m
p
r
o
v
e
me
n
t
a
l
h
e
a
l
t
h
f
o
r
c
h
i
l
d
r
e
n
a
n
d
a
d
o
l
e
s
c
e
n
t
s
:
A
sy
s
t
e
ma
t
i
c
r
e
v
i
e
w
u
si
n
g
p
r
i
n
c
i
p
l
e
s
o
f
r
e
a
l
i
st
sy
n
t
h
e
si
s,
”
PLo
S
O
N
E
,
v
o
l
.
1
6
,
n
o
.
5
M
a
y
,
2
0
2
1
,
d
o
i
:
1
0
.
1
3
7
1
/
j
o
u
r
n
a
l
.
p
o
n
e
.
0
2
5
1
7
5
0
.
[
2
3
]
M
.
S
a
l
o
k
i
v
i
,
S
.
S
a
l
a
n
t
e
r
a
,
S
.
S
a
a
r
i
k
a
l
l
i
o
,
a
n
d
E
.
A
l
a
-
R
u
o
n
a
,
“
P
r
o
m
o
t
i
n
g
e
mo
t
i
o
n
a
l
s
k
i
l
l
s
i
n
e
a
r
l
y
a
d
o
l
e
s
c
e
n
t
s
w
i
t
h
me
n
t
a
l
h
e
a
l
t
h
c
o
n
d
i
t
i
o
n
s
i
n
m
u
si
c
t
h
e
r
a
p
y
–
a
c
o
n
t
e
n
t
a
n
a
l
y
s
i
s
o
f
f
o
c
u
s
g
r
o
u
p
i
n
t
e
r
v
i
e
w
s,
”
N
o
rd
i
c
J
o
u
r
n
a
l
o
f
M
u
si
c
T
h
e
r
a
p
y
,
v
o
l
.
3
2
,
n
o
.
5
,
p
p
.
4
2
3
–
4
4
4
,
2
0
2
3
,
d
o
i
:
1
0
.
1
0
8
0
/
0
8
0
9
8
1
3
1
.
2
0
2
3
.
2
1
6
9
3
3
6
.
[
2
4
]
M
.
N
o
r
d
h
e
t
a
l
.
,
“
Th
e
r
a
p
i
st
-
G
u
i
d
e
d
I
n
t
e
r
n
e
t
-
D
e
l
i
v
e
r
e
d
C
o
g
n
i
t
i
v
e
B
e
h
a
v
i
o
r
a
l
Th
e
r
a
p
y
v
s
I
n
t
e
r
n
e
t
-
D
e
l
i
v
e
r
e
d
S
u
p
p
o
r
t
i
v
e
T
h
e
r
a
p
y
f
o
r
C
h
i
l
d
r
e
n
a
n
d
A
d
o
l
e
s
c
e
n
t
s
w
i
t
h
S
o
c
i
a
l
A
n
x
i
e
t
y
D
i
so
r
d
e
r
:
A
R
a
n
d
o
mi
z
e
d
C
l
i
n
i
c
a
l
Tr
i
a
l
,
”
J
AM
A
Ps
y
c
h
i
a
t
r
y
,
v
o
l
.
7
8
,
n
o
.
7
,
p
p
.
7
0
5
–
7
1
3
,
2
0
2
1
,
d
o
i
:
1
0
.
1
0
0
1
/
j
a
ma
p
s
y
c
h
i
a
t
r
y
.
2
0
2
1
.
0
4
6
9
.
[
2
5
]
O
.
A
.
D
a
v
i
d
,
R
.
A
.
I
.
C
a
r
d
o
ș,
a
n
d
S
.
M
a
t
u
,
“
I
s
R
ETh
i
n
k
t
h
e
r
a
p
e
u
t
i
c
g
a
me
e
f
f
e
c
t
i
v
e
i
n
p
r
e
v
e
n
t
i
n
g
e
m
o
t
i
o
n
a
l
d
i
s
o
r
d
e
r
s
i
n
c
h
i
l
d
r
e
n
a
n
d
a
d
o
l
e
sce
n
t
s?
O
u
t
c
o
m
e
s
o
f
a
r
a
n
d
o
mi
z
e
d
c
l
i
n
i
c
a
l
t
r
i
a
l
,
”
Eu
r
o
p
e
a
n
C
h
i
l
d
&
A
d
o
l
e
sce
n
t
Psy
c
h
i
a
t
r
y
,
v
o
l
.
2
8
,
n
o
.
1
,
p
p
.
1
1
1
–
1
2
2
,
Jan
.
2
0
1
9
,
d
o
i
:
1
0
.
1
0
0
7
/
s0
0
7
8
7
-
018
-
1
1
9
2
-
2.
[
2
6
]
A
.
N
e
w
b
o
l
d
e
t
a
l
.
,
“
P
r
o
m
o
t
i
o
n
o
f
me
n
t
a
l
h
e
a
l
t
h
i
n
y
o
u
n
g
a
d
u
l
t
s
v
i
a
m
o
b
i
l
e
p
h
o
n
e
a
p
p
:
S
t
u
d
y
p
r
o
t
o
c
o
l
o
f
t
h
e
E
C
o
W
e
B
(
e
mo
t
i
o
n
a
l
c
o
m
p
e
t
e
n
c
e
f
o
r
w
e
l
l
-
b
e
i
n
g
i
n
Y
o
u
n
g
a
d
u
l
t
s)
c
o
h
o
r
t
m
u
l
t
i
p
l
e
r
a
n
d
o
mi
s
e
d
t
r
i
a
l
s,”
BM
C
Ps
y
c
h
i
a
t
r
y
,
v
o
l
.
2
0
,
n
o
.
1
,
2
0
2
0
,
d
o
i
:
1
0
.
1
1
8
6
/
s
1
2
8
8
8
-
0
2
0
-
0
2
8
5
7
-
w.
[
2
7
]
H
.
P
r
e
u
ss,
K
.
C
a
p
i
t
o
,
R
.
L.
v
a
n
E
i
c
k
e
l
s,
M
.
Z
e
mp
,
a
n
d
D
.
R
.
K
o
l
a
r
,
“
C
o
g
n
i
t
i
v
e
r
e
a
p
p
r
a
i
sa
l
a
n
d
s
e
l
f
-
c
o
mp
a
ssi
o
n
a
s
e
m
o
t
i
o
n
r
e
g
u
l
a
t
i
o
n
s
t
r
a
t
e
g
i
e
s
f
o
r
p
a
r
e
n
t
s
d
u
r
i
n
g
C
O
V
I
D
-
1
9
:
A
n
o
n
l
i
n
e
r
a
n
d
o
mi
z
e
d
c
o
n
t
r
o
l
l
e
d
t
r
i
a
l
,
”
I
n
t
e
rn
e
t
I
n
t
e
rv
e
n
t
i
o
n
s
,
v
o
l
.
2
4
,
p
.
1
0
0
3
8
8
,
A
p
r
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
i
n
v
e
n
t
.
2
0
2
1
.
1
0
0
3
8
8
.
[
2
8
]
S
.
U
h
l
i
g
,
E
.
J
a
n
se
n
,
a
n
d
E
.
S
c
h
e
r
d
e
r
,
“
‘
B
e
i
n
g
a
b
u
l
l
y
i
s
n
’
t
v
e
r
y
c
o
o
l
…’
:
R
a
p
&
a
m
p
;
S
i
n
g
M
u
si
c
Th
e
r
a
p
y
f
o
r
e
n
h
a
n
c
e
d
e
mo
t
i
o
n
a
l
sel
f
-
r
e
g
u
l
a
t
i
o
n
i
n
a
n
a
d
o
l
e
sc
e
n
t
s
c
h
o
o
l
se
t
t
i
n
g
–
a
r
a
n
d
o
m
i
z
e
d
c
o
n
t
r
o
l
l
e
d
t
r
i
a
l
,
”
Ps
y
c
h
o
l
o
g
y
o
f
Mu
si
c
,
v
o
l
.
4
6
,
n
o
.
4
,
p
p
.
5
6
8
–
5
8
7
,
Ju
l
.
2
0
1
8
,
d
o
i
:
1
0
.
1
1
7
7
/
0
3
0
5
7
3
5
6
1
7
7
1
9
1
5
4
.
[
2
9
]
L.
W
.
t
e
B
r
i
n
k
e
,
A
.
T
.
A
.
M
e
n
t
i
n
g
,
H
.
D
.
S
c
h
u
i
r
i
n
g
a
,
M
.
D
e
k
o
v
i
ć
,
J
.
R
.
W
e
i
sz,
a
n
d
B
.
O
.
d
e
C
a
s
t
r
o
,
“
Em
o
t
i
o
n
r
e
g
u
l
a
t
i
o
n
t
r
a
i
n
i
ng
a
s
a
t
r
e
a
t
m
e
n
t
e
l
e
me
n
t
f
o
r
e
x
t
e
r
n
a
l
i
z
i
n
g
p
r
o
b
l
e
m
s
i
n
a
d
o
l
e
sc
e
n
c
e
:
A
r
a
n
d
o
mi
z
e
d
c
o
n
t
r
o
l
l
e
d
mi
c
r
o
-
t
r
i
a
l
,
”
Be
h
a
v
i
o
u
r
Re
s
e
a
rc
h
a
n
d
T
h
e
r
a
p
y
,
v
o
l
.
1
4
3
,
p
.
1
0
3
8
8
9
,
A
u
g
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
b
r
a
t
.
2
0
2
1
.
1
0
3
8
8
9
.
[
3
0
]
W
.
H
a
d
l
e
y
,
C
.
H
o
u
c
k
,
L
.
K
.
B
r
o
w
n
,
J
.
S
.
S
p
i
t
a
l
n
i
c
k
,
M
.
F
e
r
r
e
r
,
a
n
d
D
.
B
a
r
k
e
r
,
“
M
o
v
i
n
g
b
e
y
o
n
d
R
o
l
e
-
P
l
a
y
:
Ev
a
l
u
a
t
i
n
g
t
h
e
U
se
o
f
V
i
r
t
u
a
l
R
e
a
l
i
t
y
t
o
Te
a
c
h
Emo
t
i
o
n
R
e
g
u
l
a
t
i
o
n
f
o
r
t
h
e
P
r
e
v
e
n
t
i
o
n
o
f
A
d
o
l
e
s
c
e
n
t
R
i
s
k
B
e
h
a
v
i
o
r
W
i
t
h
i
n
a
R
a
n
d
o
m
i
z
e
d
P
i
l
o
t
Tr
i
a
l
,
”
J
o
u
rn
a
l
o
f
Pe
d
i
a
t
r
i
c
Psy
c
h
o
l
o
g
y
,
v
o
l
.
4
4
,
n
o
.
4
,
p
p
.
4
2
5
–
4
3
5
,
2
0
1
9
,
d
o
i
:
1
0
.
1
0
9
3
/
j
p
e
p
s
y
/
j
s
y
0
9
2
.
[
3
1
]
J.
R
o
sso
u
w
,
E
.
Y
a
d
i
n
,
D
.
A
l
e
x
a
n
d
e
r
,
a
n
d
S
.
S
e
e
d
a
t
,
“
P
r
o
l
o
n
g
e
d
e
x
p
o
su
r
e
t
h
e
r
a
p
y
a
n
d
su
p
p
o
r
t
i
v
e
c
o
u
n
s
e
l
l
i
n
g
f
o
r
p
o
st
t
r
a
u
ma
t
i
c
st
r
e
ss
d
i
s
o
r
d
e
r
i
n
a
d
o
l
e
s
c
e
n
t
s
i
n
a
c
o
mm
u
n
i
t
y
-
b
a
s
e
d
sam
p
l
e
,
i
n
c
l
u
d
i
n
g
e
x
p
e
r
i
e
n
c
e
s
o
f
st
a
k
e
h
o
l
d
e
r
s:
S
t
u
d
y
p
r
o
t
o
c
o
l
f
o
r
a
c
o
m
p
a
r
a
t
i
v
e
r
a
n
d
o
m
i
z
e
d
c
o
n
t
r
o
l
l
e
d
t
r
i
a
l
u
s
i
n
g
t
a
s
k
-
s
h
i
f
t
i
n
g
,
”
B
M
C
P
s
y
c
h
i
a
t
r
y
,
v
o
l
.
1
8
,
n
o
.
1
,
2
0
1
8
,
d
o
i
:
1
0
.
1
1
8
6
/
s
1
2
8
8
8
-
0
1
8
-
1
8
7
3
-
x.
[
3
2
]
L.
A
.
P
o
o
l
e
,
T.
K
n
i
g
h
t
,
J.
W
.
T
o
u
m
b
o
u
r
o
u
,
D
.
I
.
Lu
b
m
a
n
,
M
.
D
.
B
e
r
t
i
n
o
,
a
n
d
A
.
J
.
Le
w
i
s
,
“
A
R
a
n
d
o
mi
z
e
d
C
o
n
t
r
o
l
l
e
d
Tr
i
a
l
o
f
t
h
e
I
mp
a
c
t
o
f
a
F
a
mi
l
y
-
B
a
s
e
d
A
d
o
l
e
s
c
e
n
t
D
e
p
r
e
ssi
o
n
I
n
t
e
r
v
e
n
t
i
o
n
o
n
b
o
t
h
Y
o
u
t
h
a
n
d
P
a
r
e
n
t
M
e
n
t
a
l
H
e
a
l
t
h
O
u
t
c
o
mes,
”
J
o
u
r
n
a
l
o
f
Ab
n
o
rm
a
l
C
h
i
l
d
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
4
6
,
n
o
.
1
,
p
p
.
1
6
9
–
1
8
1
,
2
0
1
8
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
0
8
0
2
-
0
1
7
-
0
2
9
2
-
7.
[
3
3
]
M
.
N
a
k
a
o
,
K
.
S
h
i
r
o
t
su
k
i
,
a
n
d
N
.
S
u
g
a
y
a
,
“
C
o
g
n
i
t
i
v
e
–
b
e
h
a
v
i
o
r
a
l
t
h
e
r
a
p
y
f
o
r
m
a
n
a
g
e
me
n
t
o
f
me
n
t
a
l
h
e
a
l
t
h
a
n
d
st
r
e
s
s
-
r
e
l
a
t
e
d
d
i
s
o
r
d
e
r
s:
R
e
c
e
n
t
a
d
v
a
n
c
e
s
i
n
t
e
c
h
n
i
q
u
e
s
a
n
d
t
e
c
h
n
o
l
o
g
i
e
s,
”
Bi
o
Ps
y
c
h
o
S
o
c
i
a
l
Me
d
i
c
i
n
e
,
v
o
l
.
1
5
,
n
o
.
1
,
p
.
1
6
,
D
e
c
.
2
0
2
1
,
d
o
i
:
1
0
.
1
1
8
6
/
s
1
3
0
3
0
-
0
2
1
-
0
0
2
1
9
-
w.
[
3
4
]
J.
B
j
u
r
e
b
e
r
g
e
t
a
l
.
,
“
E
x
t
e
n
d
i
n
g
r
e
se
a
r
c
h
o
n
Em
o
t
i
o
n
R
e
g
u
l
a
t
i
o
n
I
n
d
i
v
i
d
u
a
l
T
h
e
r
a
p
y
f
o
r
A
d
o
l
e
sc
e
n
t
s
(
ER
I
TA
)
w
i
t
h
n
o
n
s
u
i
c
i
d
a
l
sel
f
-
i
n
j
u
r
y
d
i
s
o
r
d
e
r
:
O
p
e
n
p
i
l
o
t
t
r
i
a
l
a
n
d
m
e
d
i
a
t
i
o
n
a
n
a
l
y
s
i
s
o
f
a
n
o
v
e
l
o
n
l
i
n
e
v
e
r
si
o
n
,
”
BM
C
Psy
c
h
i
a
t
r
y
,
v
o
l
.
1
8
,
n
o
.
1
,
2
0
1
8
,
d
o
i
:
1
0
.
1
1
8
6
/
s
1
2
8
8
8
-
0
1
8
-
1
8
8
5
-
6.
[
3
5
]
O
.
A
.
D
a
v
i
d
,
R
.
A
.
I
.
C
a
r
d
o
ș
.
a
n
d
S
.
M
a
t
u
,
“
I
s
R
ETh
i
n
k
t
h
e
r
a
p
e
u
t
i
c
g
a
me
e
f
f
e
c
t
i
v
e
i
n
p
r
e
v
e
n
t
i
n
g
e
m
o
t
i
o
n
a
l
d
i
s
o
r
d
e
r
s
i
n
c
h
i
l
d
r
e
n
a
n
d
a
d
o
l
e
s
c
e
n
t
s
?
O
u
t
c
o
mes
o
f
a
r
a
n
d
o
mi
z
e
d
c
l
i
n
i
c
a
l
t
r
i
a
l
,
”
E
u
ro
p
e
a
n
C
h
i
l
d
a
n
d
Ad
o
l
e
sc
e
n
t
Ps
y
c
h
i
a
t
r
y
,
n
o
.
1
:
p
p
.
11
1
–
12
2
,
2
0
1
8
,
d
o
i
:
1
0
.
1
0
0
7
/
s
0
0
7
8
7
-
018
-
1
1
9
2
-
2
.
[
3
6
]
M
.
S
u
t
o
e
t
a
l
.
,
“
O
v
e
r
v
i
e
w
o
f
Ev
i
d
e
n
c
e
C
o
n
c
e
r
n
i
n
g
S
c
h
o
o
l
-
B
a
se
d
I
n
t
e
r
v
e
n
t
i
o
n
s
f
o
r
I
mp
r
o
v
i
n
g
t
h
e
H
e
a
l
t
h
o
f
S
c
h
o
o
l
-
A
g
e
d
C
h
i
l
d
r
e
n
a
n
d
A
d
o
l
e
s
c
e
n
t
s
,
”
J
o
u
r
n
a
l
o
f
S
c
h
o
o
l
H
e
a
l
t
h
,
v
o
l
.
9
1
,
n
o
.
6
,
p
p
.
4
9
9
–
5
1
7
,
2
0
2
1
,
d
o
i
:
1
0
.
1
1
1
1
/
j
o
s
h
.
1
3
0
2
1
.
[
3
7
]
S
.
S
.
H
e
l
l
a
n
d
e
t
a
l
.
,
“
E
l
e
m
e
n
t
s
i
n
M
e
n
t
a
l
H
e
a
l
t
h
I
n
t
e
r
v
e
n
t
i
o
n
s
A
ss
o
c
i
a
t
e
d
w
i
t
h
Ef
f
e
c
t
s
o
n
Em
o
t
i
o
n
R
e
g
u
l
a
t
i
o
n
i
n
A
d
o
l
e
s
c
e
n
t
s
:
A
M
e
t
a
-
A
n
a
l
y
si
s
,
”
A
d
m
i
n
i
st
r
a
t
i
o
n
a
n
d
Po
l
i
c
y
i
n
Me
n
t
a
l
H
e
a
l
t
h
a
n
d
M
e
n
t
a
l
H
e
a
l
t
h
S
e
r
v
i
c
e
s
R
e
se
a
rc
h
,
v
o
l
.
4
9
,
n
o
.
6
,
p
p
.
1
0
0
4
–
1
0
1
8
,
2
0
2
2
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
0
4
8
8
-
0
2
2
-
0
1
2
1
3
-
2.
[
3
8
]
S
.
V
.
Jo
s
h
i
,
N
.
Jass
i
m,
a
n
d
N
.
M
a
n
i
,
“
Y
o
u
t
h
D
e
p
r
e
ssi
o
n
i
n
S
c
h
o
o
l
S
e
t
t
i
n
g
s,”
C
h
i
l
d
a
n
d
A
d
o
l
e
s
c
e
n
t
Ps
y
c
h
i
a
t
ri
c
C
l
i
n
i
c
s
o
f
N
o
r
t
h
Am
e
ri
c
a
,
v
o
l
.
2
8
,
n
o
.
3
,
p
p
.
3
4
9
–
3
6
2
,
Ju
l
.
2
0
1
9
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
h
c
.
2
0
1
9
.
0
2
.
0
1
7
.
[
3
9
]
R
.
D
.
La
n
e
a
n
d
R
.
S
m
i
t
h
,
“
Le
v
e
l
s
o
f
e
mo
t
i
o
n
a
l
a
w
a
r
e
n
e
ss
:
T
h
e
o
r
y
a
n
d
me
a
su
r
e
me
n
t
o
f
a
s
o
c
i
o
‐
e
m
o
t
i
o
n
a
l
sk
i
l
l
,
”
J
o
u
r
n
a
l
o
f
I
n
t
e
l
l
i
g
e
n
c
e
,
v
o
l
.
9
,
n
o
.
3
,
2
0
2
1
,
d
o
i
:
1
0
.
3
3
9
0
/
j
i
n
t
e
l
l
i
g
e
n
c
e
9
0
3
0
0
4
2
.
[
4
0
]
D
.
V
u
c
e
n
o
v
i
c
,
G
.
S
i
p
e
k
,
a
n
d
K
.
Je
l
i
c
,
“
T
h
e
R
o
l
e
o
f
E
mo
t
i
o
n
a
l
S
k
i
l
l
s
(
C
o
m
p
e
t
e
n
c
e
)
a
n
d
C
o
p
i
n
g
S
t
r
a
t
e
g
i
e
s
i
n
A
d
o
l
e
s
c
e
n
t
D
e
p
r
e
ss
i
o
n
,
”
Eu
r
o
p
e
a
n
J
o
u
r
n
a
l
o
f
I
n
v
e
st
i
g
a
t
i
o
n
i
n
H
e
a
l
t
h
,
Psy
c
h
o
l
o
g
y
a
n
d
Ed
u
c
a
t
i
o
n
,
v
o
l
.
1
3
,
n
o
.
3
,
p
p
.
5
4
0
–
5
5
2
,
2
0
2
3
,
d
o
i
:
1
0
.
3
3
9
0
/
e
j
i
h
p
e
1
3
0
3
0
0
4
1
.
[
4
1
]
D
.
A
.
P
r
e
e
c
e
,
K
.
P
e
t
r
o
v
a
,
A
.
M
e
h
t
a
,
a
n
d
J.
J.
G
r
o
ss,
“
Th
e
Em
o
t
i
o
n
R
e
g
u
l
a
t
i
o
n
Q
u
e
st
i
o
n
n
a
i
r
e
-
S
h
o
r
t
F
o
r
m
(
E
R
Q
-
S
)
:
A
6
-
i
t
e
m
mea
s
u
r
e
o
f
c
o
g
n
i
t
i
v
e
r
e
a
p
p
r
a
i
sa
l
a
n
d
e
x
p
r
e
ss
i
v
e
s
u
p
p
r
e
ss
i
o
n
,
”
J
o
u
r
n
a
l
o
f
Af
f
e
c
t
i
v
e
D
i
so
r
d
e
rs
,
v
o
l
.
3
4
0
,
p
p
.
8
5
5
–
8
6
1
,
2
0
2
3
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
j
a
d
.
2
0
2
3
.
0
8
.
0
7
6
.
[
4
2
]
P
.
G
o
u
v
e
i
a
,
C
.
R
a
m
o
s,
J.
B
r
i
t
o
,
T.
C
.
A
l
me
i
d
a
,
a
n
d
J.
C
a
r
d
o
s
o
,
“
T
h
e
D
i
f
f
i
c
u
l
t
i
e
s
i
n
Em
o
t
i
o
n
R
e
g
u
l
a
t
i
o
n
S
c
a
l
e
–
S
h
o
r
t
F
o
r
m
(
D
ER
S
-
S
F
)
:
p
s
y
c
h
o
me
t
r
i
c
p
r
o
p
e
r
t
i
e
s
a
n
d
i
n
v
a
r
i
a
n
c
e
b
e
t
w
e
e
n
g
e
n
d
e
r
s,”
Psi
c
o
l
o
g
i
a
:
R
e
f
l
e
x
a
o
e
C
r
i
t
i
c
a
,
v
o
l
.
3
5
,
n
o
.
1
,
2
0
2
2
,
d
o
i
:
1
0
.
1
1
8
6
/
s
4
1
1
5
5
-
0
2
2
-
0
0
2
1
4
-
2.
[
4
3
]
M
.
T
o
r
n
q
u
i
s
t
a
n
d
E
.
M
i
l
e
s
,
“
Tr
a
i
t
s
e
l
f
-
c
o
n
t
r
o
l
a
n
d
b
e
l
i
e
f
s
a
b
o
u
t
t
h
e
u
t
i
l
i
t
y
o
f
e
m
o
t
i
o
n
s
a
n
d
e
m
o
t
i
o
n
r
e
g
u
l
a
t
i
o
n
i
n
s
e
l
f
-
c
o
n
t
r
o
l
p
e
r
f
o
r
m
a
n
c
e
,
”
S
e
l
f
a
n
d
I
d
e
n
t
i
t
y
,
v
o
l
.
2
2
,
n
o
.
4
,
p
p
.
6
3
9
–
6
6
8
,
2
0
2
3
,
d
o
i
:
1
0
.
1
0
8
0
/
1
5
2
9
8
8
6
8
.
2
0
2
2
.
2
1
4
6
1
8
3
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
0
6
I
n
t J Pu
b
lic
Hea
lth
Sci
,
Vo
l.
1
3
,
No
.
4
,
Dec
em
b
er
20
24
:
1
7
4
9
-
1
7
5
6
1756
[
4
4
]
H
.
W
a
n
g
,
I
.
B
u
r
i
ć
,
M
.
-
L
.
C
h
a
n
g
,
a
n
d
J.
J.
G
r
o
ss
,
“
Te
a
c
h
e
r
s’
e
m
o
t
i
o
n
r
e
g
u
l
a
t
i
o
n
a
n
d
r
e
l
a
t
e
d
e
n
v
i
r
o
n
m
e
n
t
a
l
,
p
e
r
s
o
n
a
l
,
i
n
s
t
r
u
c
t
i
o
n
a
l
,
a
n
d
w
e
l
l
-
b
e
i
n
g
f
a
c
t
o
r
s:
A
m
e
t
a
-
a
n
a
l
y
si
s
,
”
S
o
c
i
a
l
Ps
y
c
h
o
l
o
g
y
o
f
E
d
u
c
a
t
i
o
n
,
v
o
l
.
2
6
,
n
o
.
6
,
p
p
.
1
6
5
1
–
1
6
9
6
,
D
e
c
.
2
0
2
3
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
1
2
1
8
-
0
2
3
-
0
9
8
1
0
-
1.
[
4
5
]
M
.
K
a
z
e
mi
t
a
b
a
r
,
S
.
P
.
La
j
o
i
e
,
a
n
d
T
.
D
o
l
e
c
k
,
“
A
n
a
l
y
si
s
o
f
e
m
o
t
i
o
n
r
e
g
u
l
a
t
i
o
n
u
s
i
n
g
p
o
st
u
r
e
,
v
o
i
c
e
,
a
n
d
a
t
t
e
n
t
i
o
n
:
A
q
u
a
l
i
t
a
t
i
v
e
c
a
se
st
u
d
y
,
”
C
o
m
p
u
t
e
rs
a
n
d
Ed
u
c
a
t
i
o
n
O
p
e
n
,
v
o
l
.
2
,
p
.
1
0
0
0
3
0
,
D
e
c
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
a
e
o
.
2
0
2
1
.
1
0
0
0
3
0
.
[
4
6
]
Z.
V
a
l
l
y
a
n
d
K
.
A
h
me
d
,
“
Em
o
t
i
o
n
r
e
g
u
l
a
t
i
o
n
st
r
a
t
e
g
i
e
s
a
n
d
p
s
y
c
h
o
l
o
g
i
c
a
l
w
e
l
l
b
e
i
n
g
:
E
x
a
m
i
n
i
n
g
c
o
g
n
i
t
i
v
e
r
e
a
p
p
r
a
i
sa
l
a
n
d
e
x
p
r
e
ss
i
v
e
su
p
p
r
e
ss
i
o
n
i
n
a
n
Em
i
r
a
t
i
c
o
l
l
e
g
e
sam
p
l
e
,
”
N
e
u
r
o
l
o
g
y
,
Ps
y
c
h
i
a
t
ry
a
n
d
Br
a
i
n
R
e
se
a
rc
h
,
v
o
l
.
3
8
,
p
p
.
2
7
–
3
2
,
D
e
c
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
n
p
b
r
.
2
0
2
0
.
0
9
.
0
0
1
.
[
4
7
]
A
.
M
a
ssarw
e
a
n
d
N
.
C
o
h
e
n
,
“
U
n
d
e
r
st
a
n
d
i
n
g
t
h
e
b
e
n
e
f
i
t
s
o
f
e
x
t
r
i
n
si
c
e
m
o
t
i
o
n
r
e
g
u
l
a
t
i
o
n
i
n
d
e
p
r
e
ss
i
o
n
,
”
Fro
n
t
i
e
r
s
i
n
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
1
4
,
A
p
r
.
2
0
2
3
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
sy
g
.
2
0
2
3
.
1
1
2
0
6
5
3
.
[
4
8
]
Y
.
S
.
C
a
n
e
t
a
l
.
,
“
H
o
w
t
o
r
e
l
a
x
i
n
s
t
r
e
ssf
u
l
s
i
t
u
a
t
i
o
n
s
:
a
smar
t
s
t
r
e
ss
r
e
d
u
c
t
i
o
n
s
y
s
t
e
m
,
”
H
e
a
l
t
h
c
a
r
e
,
v
o
l
.
8
,
n
o
.
2
,
p
.
1
0
0
,
A
p
r
.
2
0
2
0
,
d
o
i
:
1
0
.
3
3
9
0
/
h
e
a
l
t
h
c
a
r
e
8
0
2
0
1
0
0
.
[
4
9
]
C
.
L.
M
a
r
maro
s
h
,
S
.
S
a
n
d
a
g
e
,
N
.
W
a
d
e
,
L.
E.
C
a
p
t
a
r
i
,
a
n
d
S
.
C
r
a
b
t
r
e
e
,
“
N
e
w
h
o
r
i
z
o
n
s
i
n
g
r
o
u
p
p
s
y
c
h
o
t
h
e
r
a
p
y
r
e
se
a
r
c
h
a
n
d
p
r
a
c
t
i
c
e
f
r
o
m
t
h
i
r
d
w
a
v
e
p
o
s
i
t
i
v
e
p
sy
c
h
o
l
o
g
y
:
a
p
r
a
c
t
i
c
e
-
f
r
i
e
n
d
l
y
r
e
v
i
e
w
,
”
Re
se
a
rc
h
i
n
Ps
y
c
h
o
t
h
e
r
a
p
y
:
Ps
y
c
h
o
p
a
t
h
o
l
o
g
y
,
Pr
o
c
e
s
s
a
n
d
O
u
t
c
o
m
e
,
N
o
v
.
2
0
2
2
,
d
o
i
:
1
0
.
4
0
8
1
/
r
i
p
p
p
o
.
2
0
2
2
.
6
4
3
.
[
5
0
]
K
.
L
o
n
g
e
s
t
a
n
d
J.
-
A
.
K
a
n
g
,
“
S
o
c
i
a
l
med
i
a
,
s
o
c
i
a
l
s
u
p
p
o
r
t
,
a
n
d
me
n
t
a
l
h
e
a
l
t
h
o
f
y
o
u
n
g
a
d
u
l
t
s
d
u
r
i
n
g
C
O
V
I
D
-
1
9
,
”
Fr
o
n
t
i
e
rs
i
n
C
o
m
m
u
n
i
c
a
t
i
o
n
,
v
o
l
.
7
,
F
e
b
.
2
0
2
2
,
d
o
i
:
1
0
.
3
3
8
9
/
f
c
o
mm
.
2
0
2
2
.
8
2
8
1
3
5
.
[
5
1
]
L.
J.
B
r
e
e
n
,
D
.
G
r
e
e
n
e
,
C
.
S
.
R
e
e
s
,
A
.
B
l
a
c
k
,
M
.
C
a
w
t
h
o
r
n
e
,
a
n
d
S
.
J
.
Eg
a
n
,
“
A
c
o
-
d
e
s
i
g
n
e
d
s
y
st
e
ma
t
i
c
r
e
v
i
e
w
a
n
d
m
e
t
a
-
a
n
a
l
y
s
i
s
o
f
t
h
e
e
f
f
i
c
a
c
y
o
f
g
r
i
e
f
i
n
t
e
r
v
e
n
t
i
o
n
s
f
o
r
a
n
x
i
e
t
y
a
n
d
d
e
p
r
e
ss
i
o
n
i
n
y
o
u
n
g
p
e
o
p
l
e
,
”
J
o
u
r
n
a
l
o
f
Af
f
e
c
t
i
v
e
D
i
s
o
rd
e
rs
,
v
o
l
.
3
3
5
,
p
p
.
2
8
9
–
2
9
7
,
2
0
2
3
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
j
a
d
.
2
0
2
3
.
0
5
.
0
3
2
.
B
IOG
R
A
PHI
E
S
OF
A
U
T
HO
R
S
S
iti
K
h
o
li
f
a
h
is
a
g
ra
d
u
a
te
o
f
Airlan
g
g
a
Un
iv
e
rsity
,
m
a
ste
r'
s
d
e
g
re
e
in
n
u
rsin
g
i
n
2
0
1
9
.
Ba
c
h
e
lo
r'
s
d
e
g
r
e
e
in
n
u
rsi
n
g
fr
o
m
th
e
Jo
m
b
a
n
g
d
istri
c
t
g
o
v
e
rn
m
e
n
t
in
2
0
1
2
.
N
o
w
wo
r
k
i
n
g
a
t
th
e
W
iy
a
ta
Hu
sa
d
a
S
a
m
in
d
a
He
a
lt
h
a
n
d
S
c
ie
n
c
e
In
stit
u
te
(n
u
rsi
n
g
lec
tu
re
r)
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
v
ia em
a
il
:
siti
k
h
o
li
fa
h
.
b
lu
e
s9
0
@g
m
a
il
.
c
o
m
.
S
iti
K
h
u
z
a
i
m
a
h
Ah
m
a
d
S
h
a
r
o
n
i
is cu
rre
n
tl
y
wo
r
k
in
g
a
s th
e
h
e
a
d
o
f
th
e
stu
d
y
c
e
n
ter
a
n
d
se
n
io
r
lec
tu
re
r
o
f
th
e
n
u
rsin
g
d
e
p
a
rtme
n
t
a
t
Un
iv
e
rsiti
Tek
n
o
l
o
g
i
M
ARA
.
S
h
e
c
o
m
p
lete
d
h
e
r
D
o
c
to
r
o
f
P
h
i
lo
so
p
h
y
a
t
t
h
e
Un
i
v
e
rsiti
P
u
tra
M
a
lay
sia
.
S
h
e
sp
e
c
ialize
d
in
n
u
rsi
n
g
a
n
d
m
e
d
ica
l
e
d
u
c
a
ti
o
n
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
at
e
m
a
il
:
siti
k
1
2
3
@
u
it
m
.
e
d
u
.
m
y
.
Ah
Yusu
f
is
a
Ba
c
h
e
lo
r'
s
g
ra
d
u
a
te,
Un
i
v
e
rsitas
P
a
d
jaja
ra
n
Ba
n
d
u
n
g
In
d
o
n
e
sia
.
P
h
D,
U
n
iv
e
rsitas
Ai
rlan
g
g
a
S
u
ra
b
a
y
a
I
n
d
o
n
e
sia
.
M
a
ste
r,
Un
iv
e
rsitas
Airlan
g
g
a
S
u
ra
b
a
y
a
In
d
o
n
e
sia
.
He
is
a
lso
a
p
ro
fe
ss
o
r
in
th
e
n
u
rsin
g
d
e
p
a
rtme
n
t
a
t
Airlan
g
g
a
U
n
iv
e
rsit
y
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
ah
-
y
u
su
f@f
k
p
.
u
n
a
ir.
a
c
.
i
d
.
Evaluation Warning : The document was created with Spire.PDF for Python.