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Em
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In
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CC B
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Dip
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1.
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Me
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ticu
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m
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d
s
an
d
em
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tio
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p
r
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[
1
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.
R
esear
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as
s
h
o
wn
th
at
s
tu
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in
h
ea
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2
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3
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Pre
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4
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5
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H
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So
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Asi
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I
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15
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M
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20
26
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T
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o
g
r
am
,
wh
ich
ca
n
ex
ac
er
b
ate
f
ee
li
n
g
s
o
f
em
o
tio
n
al
d
is
tr
ess
an
d
lead
to
s
elf
-
in
ju
r
io
u
s
b
e
h
av
io
r
as
a
co
p
in
g
m
ec
h
an
is
m
[
7
]
.
T
h
e
p
h
en
o
m
en
o
lo
g
ical
s
tu
d
y
o
f
t
h
ese
ex
p
er
ien
ce
s
r
ev
ea
led
a
cr
itical
n
ee
d
f
o
r
s
u
p
p
o
r
tiv
e
i
n
ter
v
en
tio
n
s
an
d
a
d
ee
p
er
u
n
d
er
s
tan
d
in
g
o
f
th
e
u
n
d
er
ly
in
g
em
o
tio
n
al
s
tr
u
g
g
les f
ac
ed
b
y
th
ese
s
tu
d
en
ts
[
2
]
.
T
h
is
u
n
d
e
r
s
tan
d
in
g
is
cr
itical
to
d
ev
elo
p
i
n
g
ef
f
ec
tiv
e
p
r
ev
en
tio
n
an
d
s
u
p
p
o
r
t stra
teg
ies with
in
ac
ad
em
ic
in
s
titu
tio
n
s
[
8
]
.
T
h
e
em
o
tio
n
al
e
x
p
er
ien
ce
s
o
f
h
ea
lth
s
cien
ce
s
tu
d
en
ts
wh
o
h
av
e
en
g
a
g
ed
in
s
elf
-
h
ar
m
ar
e
co
m
p
lex
an
d
v
ar
ied
,
o
f
ten
r
o
o
te
d
in
th
e
n
ee
d
to
co
p
e
with
o
v
er
wh
el
m
in
g
em
o
tio
n
s
an
d
s
tr
ess
[
9
]
.
Self
-
h
ar
m
is
o
f
ten
u
s
ed
as
a
m
ec
h
an
is
m
f
o
r
em
o
tio
n
r
eg
u
latio
n
,
p
r
o
v
id
in
g
tem
p
o
r
ar
y
r
elief
f
r
o
m
em
o
tio
n
al
d
is
tr
ess
,
an
d
is
n
o
t
n
ec
ess
ar
ily
ass
o
ciate
d
with
s
u
icid
al
id
ea
tio
n
[
1
0
]
.
T
h
is
b
eh
av
io
r
is
p
r
e
v
alen
t
am
o
n
g
co
lleg
e
s
tu
d
e
n
ts
,
in
clu
d
in
g
i
n
th
e
h
ea
lth
s
cien
c
es,
d
u
e
to
th
e
h
ig
h
lev
els
o
f
s
tr
ess
an
d
em
o
tio
n
al
c
h
allen
g
e
s
th
ey
f
ac
e
d
u
r
in
g
th
eir
ac
ad
em
ic
jo
u
r
n
ey
[
1
1
]
.
Pre
v
io
u
s
r
esear
ch
h
as
s
h
o
wn
an
ass
o
ciatio
n
b
etwe
en
s
tr
es
s
an
d
s
elf
-
h
ar
m
.
T
h
e
r
elatio
n
s
h
ip
b
etwe
en
s
tr
ess
an
d
s
elf
-
h
ar
m
is
a
well
-
d
o
cu
m
e
n
ted
p
h
en
o
m
en
o
n
,
esp
ec
ially
am
o
n
g
h
ea
lth
s
cien
ce
s
tu
d
en
ts
wh
o
o
f
te
n
f
ac
e
s
ig
n
if
ican
t
ac
ad
em
ic
an
d
em
o
tio
n
al
s
tr
ess
[
1
2
]
.
Stre
s
s
c
an
m
an
if
est
i
n
v
ar
io
u
s
f
o
r
m
s
,
s
u
ch
as
an
x
iety
an
d
d
ep
r
ess
io
n
,
wh
ich
ar
e
clo
s
ely
lin
k
ed
to
s
elf
-
in
ju
r
io
u
s
b
eh
a
v
io
r
[
1
3
]
.
T
h
is
r
elatio
n
s
h
ip
is
p
ar
ticu
lar
ly
e
v
id
en
t
in
h
ig
h
-
s
tr
ess
en
v
ir
o
n
m
en
ts
s
u
ch
as
u
n
iv
er
s
ities
,
wh
er
e
s
tu
d
e
n
ts
m
ay
u
s
e
s
elf
-
h
ar
m
as
a
co
p
in
g
m
ec
h
an
is
m
to
m
an
ag
e
o
v
er
w
h
elm
in
g
em
o
ti
o
n
s
[
1
4
]
.
T
h
e
em
o
tio
n
al
ex
p
er
ien
ce
s
o
f
h
ea
lth
s
cien
ce
s
tu
d
en
ts
wh
o
h
av
e
en
g
ag
ed
in
s
elf
-
h
ar
m
r
ev
ea
l
th
e
co
m
p
lex
in
ter
p
lay
o
f
p
s
y
ch
o
lo
g
ical
d
is
tr
ess
an
d
th
e
n
ee
d
f
o
r
em
o
ti
o
n
al
r
elea
s
e,
h
ig
h
lig
h
tin
g
th
e
im
p
o
r
tan
ce
o
f
u
n
d
er
s
tan
d
i
n
g
an
d
ad
d
r
ess
in
g
th
ese
is
s
u
es in
ac
ad
em
ic
s
ettin
g
s
[
1
5
]
.
Ho
wev
er
,
th
e
s
u
b
jectiv
e
ex
p
er
ien
ce
s
o
f
u
n
i
v
er
s
ity
s
tu
d
en
ts
h
av
e
n
o
t
b
ee
n
wid
ely
e
x
p
lo
r
ed
.
T
h
e
em
o
tio
n
al
e
x
p
er
ien
ce
s
o
f
h
ea
l
th
s
cien
ce
s
tu
d
e
n
ts
wh
o
h
a
v
e
en
g
a
g
ed
in
s
elf
-
h
ar
m
ar
e
co
m
p
lex
a
n
d
d
iv
er
s
e,
o
f
ten
in
ter
twin
e
d
with
th
eir
a
ca
d
em
ic
an
d
p
er
s
o
n
al
liv
es
[
1
6
]
.
T
h
is
p
h
en
o
m
en
o
l
o
g
ical
s
tu
d
y
aim
s
to
ex
p
l
o
r
e
th
ese
ex
p
er
ien
ce
s
,
f
o
cu
s
in
g
o
n
th
e
em
o
tio
n
al,
co
g
n
itiv
e,
a
n
d
p
s
y
ch
o
l
o
g
ical
d
im
en
s
io
n
s
th
at
in
f
lu
en
ce
s
elf
-
in
ju
r
io
u
s
b
e
h
av
io
r
[
1
3
]
.
Hea
lth
s
cien
ce
s
tu
d
en
ts
,
lik
e
o
th
er
y
o
u
n
g
ad
u
lts
,
m
ay
e
n
g
ag
e
in
s
elf
-
h
ar
m
as
a
m
ea
n
s
o
f
co
p
in
g
with
s
tr
ess
,
em
o
tio
n
al
d
is
tr
ess
,
an
d
th
e
p
r
ess
u
r
es
o
f
t
h
eir
ac
ad
e
m
ic
en
v
ir
o
n
m
e
n
t
[
1
7
]
.
T
h
is
s
tu
d
y
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
a
d
ee
p
er
u
n
d
er
s
tan
d
i
n
g
o
f
th
ese
e
x
p
er
ien
ce
s
to
in
f
o
r
m
ef
f
ec
tiv
e
in
ter
v
en
ti
o
n
s
an
d
s
u
p
p
o
r
t m
ec
h
an
is
m
s
[
1
8
]
.
T
h
e
em
o
tio
n
al
ex
p
er
ien
ce
s
o
f
s
tu
d
en
ts
wh
o
s
elf
-
h
ar
m
ar
e
n
o
t
f
u
lly
u
n
d
er
s
to
o
d
.
T
h
e
em
o
tio
n
al
ex
p
er
ien
ce
s
o
f
h
ea
lth
s
cien
c
e
s
tu
d
en
ts
wh
o
h
av
e
e
n
g
ag
e
d
in
s
elf
-
h
ar
m
a
r
e
co
m
p
lex
an
d
d
iv
e
r
s
e,
o
f
ten
ch
ar
ac
ter
ized
b
y
s
tr
u
g
g
les
with
in
ten
s
e
em
o
tio
n
al
d
is
tr
ess
an
d
th
e
n
ee
d
f
o
r
em
o
tio
n
al
r
eg
u
latio
n
[
1
9
]
.
T
h
ese
ex
p
er
ien
ce
s
ar
e
n
o
t
o
n
ly
h
i
g
h
ly
p
er
s
o
n
al
b
u
t
also
in
f
lu
e
n
ce
d
b
y
e
x
ter
n
al
p
er
ce
p
tio
n
s
a
n
d
s
o
cieta
l
attitu
d
es
to
war
d
s
s
elf
-
h
ar
m
[
2
0
]
.
A
p
h
en
o
m
en
o
lo
g
ical
ap
p
r
o
ac
h
to
u
n
d
er
s
tan
d
i
n
g
th
ese
ex
p
er
ien
c
es
r
ev
ea
ls
th
at
s
elf
-
in
ju
r
y
s
er
v
es
m
u
ltip
le
f
u
n
ctio
n
s
,
s
u
ch
as
a
m
ea
n
s
o
f
c
o
p
in
g
with
o
v
er
wh
elm
in
g
em
o
tio
n
s
,
a
f
o
r
m
o
f
s
elf
-
p
u
n
is
h
m
en
t,
o
r
a
way
to
tak
e
co
n
tr
o
l
o
f
o
n
e'
s
life
.
T
h
is
u
n
d
er
s
tan
d
i
n
g
is
cr
itical
to
d
ev
elo
p
in
g
ef
f
ec
tiv
e
in
ter
v
en
tio
n
s
an
d
s
u
p
p
o
r
t sy
s
tem
s
f
o
r
s
tu
d
en
ts
wh
o
s
elf
-
in
ju
r
e
[
2
1
]
.
T
h
e
em
o
tio
n
al
e
x
p
er
ien
ce
s
o
f
h
ea
lth
s
cien
ce
s
tu
d
en
ts
wh
o
h
av
e
en
g
a
g
ed
in
s
elf
-
h
ar
m
ar
e
co
m
p
lex
an
d
v
ar
ied
,
o
f
ten
c
h
ar
ac
ter
i
ze
d
b
y
a
d
ee
p
s
en
s
e
o
f
is
o
latio
n
,
em
o
tio
n
al
d
is
tr
ess
,
an
d
a
s
tr
u
g
g
le
f
o
r
s
elf
-
co
n
tr
o
l
[
2
2
]
.
Desp
ite
th
e
p
r
ev
alen
ce
o
f
s
elf
-
h
ar
m
am
o
n
g
c
o
lleg
e
s
tu
d
en
ts
,
th
e
r
e
is
a
lack
o
f
in
-
d
ep
th
r
esear
ch
th
at
s
p
ec
if
ically
f
o
c
u
s
es
o
n
th
e
em
o
tio
n
al
e
x
p
er
ie
n
ce
s
o
f
h
ea
lth
s
cien
ce
s
tu
d
en
ts
wh
o
en
g
a
g
e
in
th
is
b
eh
av
io
r
[
2
3
]
.
T
h
is
g
a
p
in
r
es
ea
r
ch
is
s
ig
n
if
ican
t,
as
u
n
d
e
r
s
tan
d
in
g
th
ese
ex
p
er
ien
ce
s
is
cr
itical
to
d
ev
elo
p
in
g
ef
f
ec
tiv
e
in
ter
v
e
n
tio
n
s
an
d
s
u
p
p
o
r
t sy
s
tem
s
tailo
r
ed
to
t
h
is
d
em
o
g
r
a
p
h
ic
[
9
]
.
Stu
d
en
ts
en
g
ag
e
in
s
elf
-
h
a
r
m
f
o
r
a
v
ar
iety
o
f
co
m
p
lex
an
d
in
ter
r
elate
d
r
ea
s
o
n
s
,
o
f
ten
r
o
o
ted
i
n
em
o
tio
n
al
d
is
tr
ess
an
d
th
e
n
ee
d
f
o
r
co
p
in
g
m
ec
h
a
n
is
m
s
[
2
4
]
.
Mo
tiv
atio
n
s
f
o
r
s
elf
-
h
ar
m
am
o
n
g
th
is
d
em
o
g
r
a
p
h
ic
a
r
e
p
r
im
ar
ily
in
t
r
ap
er
s
o
n
al,
s
u
ch
as
e
m
o
tio
n
r
eg
u
latio
n
,
s
elf
-
p
u
n
is
h
m
e
n
t,
a
n
d
an
ti
-
d
is
s
o
ciatio
n
,
r
ath
er
th
a
n
in
ter
p
er
s
o
n
al
r
e
aso
n
s
s
u
ch
as
p
ee
r
b
o
n
d
i
n
g
o
r
co
m
m
u
n
icatio
n
[
2
3
]
.
T
h
ese
b
eh
av
io
r
s
ar
e
o
f
ten
ex
ac
er
b
ated
b
y
f
ac
to
r
s
s
u
ch
as
in
s
ec
u
r
e
attac
h
m
en
t,
ch
i
ld
h
o
o
d
tr
au
m
a,
a
n
d
em
o
tio
n
al
n
eg
lect,
wh
ich
co
n
tr
ib
u
te
to
th
e
d
e
v
elo
p
m
e
n
t
o
f
m
alad
ap
tiv
e
co
p
in
g
s
tr
at
eg
ies
[
1
]
.
T
h
e
em
o
tio
n
al
ex
p
er
ien
ce
s
o
f
h
ea
lth
s
cien
ce
s
tu
d
en
ts
wh
o
h
av
e
en
g
ag
ed
i
n
s
elf
-
h
a
r
m
r
e
v
ea
l
a
n
u
an
ce
d
la
n
d
s
ca
p
e
o
f
p
s
y
ch
o
lo
g
ical
ch
allen
g
es
a
n
d
u
n
m
et
n
ee
d
s
,
h
ig
h
lig
h
tin
g
th
e
im
p
o
r
tan
ce
o
f
u
n
d
e
r
s
tan
d
in
g
th
ese
m
o
tiv
atio
n
s
to
in
f
o
r
m
e
f
f
ec
tiv
e
in
ter
v
en
tio
n
s
an
d
s
u
p
p
o
r
t
s
y
s
tem
s
[
3
]
.
T
h
e
em
o
tio
n
al
e
x
p
er
ien
ce
s
o
f
h
ea
lth
s
cien
ce
s
tu
d
en
ts
wh
o
h
av
e
en
g
a
g
ed
in
s
elf
-
h
ar
m
ar
e
co
m
p
lex
an
d
v
ar
ied
,
o
f
ten
in
ter
twin
e
d
with
th
eir
ac
ad
em
ic
an
d
p
er
s
o
n
al
liv
es
[
2
5
]
.
T
h
ese
s
tu
d
en
ts
f
ac
e
u
n
iq
u
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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-
8
8
0
6
E
mo
tio
n
a
l e
xp
erien
ce
s
o
f I
n
d
o
n
esia
n
h
ea
lth
s
cien
ce
s
tu
d
e
n
ts
w
ith
s
elf
-
h
a
r
m:
…
(
Meid
ia
n
a
Dw
id
iya
n
ti)
285
ch
allen
g
es
as
th
ey
n
av
ig
ate
t
h
e
p
r
ess
u
r
es
o
f
th
eir
ed
u
ca
ti
o
n
al
en
v
ir
o
n
m
en
t
wh
ile
m
an
ag
in
g
th
eir
m
en
tal
h
ea
lth
[
2
6
]
.
Ph
en
o
m
en
o
lo
g
ic
al
s
tu
d
ies
o
f
th
ese
ex
p
er
ie
n
ce
s
r
ev
ea
l
th
at
s
elf
-
in
ju
r
y
s
er
v
es
as
a
co
p
in
g
m
ec
h
an
is
m
f
o
r
in
te
n
s
e
em
o
ti
o
n
s
,
s
tr
ess
,
an
d
t
h
e
d
e
m
an
d
s
o
f
th
eir
tr
ain
in
g
[
2
7
]
.
T
h
ese
b
eh
av
io
r
s
ar
e
o
f
te
n
a
r
esp
o
n
s
e
to
f
ee
lin
g
s
o
f
in
a
d
eq
u
ac
y
,
is
o
latio
n
,
a
n
d
th
e
n
ee
d
f
o
r
em
o
tio
n
al
r
elea
s
e
[
1
]
.
T
h
e
lo
n
g
-
ter
m
im
p
ac
t
o
f
s
elf
-
h
ar
m
ex
p
er
ien
ce
s
am
o
n
g
h
ea
l
th
s
cien
ce
s
tu
d
en
ts
is
d
iv
er
s
e,
af
f
ec
tin
g
th
eir
em
o
tio
n
al
well
-
b
ei
n
g
,
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t,
an
d
p
er
s
o
n
al
g
r
o
wth
[
2
0
]
.
E
n
g
ag
i
n
g
in
s
elf
-
h
a
r
m
ca
n
lead
to
a
co
m
p
lex
in
ter
p
lay
o
f
em
o
tio
n
al
d
is
tr
ess
,
co
p
in
g
m
ec
h
an
is
m
s
,
an
d
p
o
ten
tial
p
er
s
o
n
al
in
s
ig
h
t
an
d
r
esil
ien
ce
[
2
8
]
.
T
h
ese
ex
p
er
i
en
ce
s
o
f
ten
leav
e
a
last
in
g
im
p
r
in
t
o
n
i
n
d
iv
id
u
als,
in
f
lu
e
n
cin
g
th
eir
f
u
tu
r
e
in
ter
ac
tio
n
s
,
m
en
tal
h
ea
lth
,
an
d
p
r
o
f
ess
io
n
al
p
r
ac
tice
[
2
8
]
.
T
h
is
r
esear
ch
is
im
p
o
r
tan
t
f
o
r
u
n
d
er
s
tan
d
in
g
th
e
em
o
ti
o
n
al
f
ac
to
r
s
u
n
d
er
ly
in
g
s
elf
-
h
ar
m
.
I
t
h
ig
h
lig
h
ts
th
e
m
u
ltifa
ce
ted
n
a
tu
r
e
o
f
s
elf
-
h
a
r
m
,
wh
ich
is
o
f
t
en
a
r
esp
o
n
s
e
to
em
o
tio
n
al
d
i
s
tr
ess
an
d
a
m
ea
n
s
o
f
em
o
tio
n
r
eg
u
latio
n
[
5
]
.
T
h
e
s
tu
d
y
o
f
s
elf
-
h
ar
m
am
o
n
g
h
e
alth
s
cien
ce
s
tu
d
en
ts
m
a
y
p
r
o
v
id
e
in
s
ig
h
t
in
to
th
e
em
o
tio
n
al
e
x
p
er
ien
ce
s
th
at
d
r
iv
e
s
u
ch
b
e
h
av
io
r
,
p
o
ten
tial
ly
in
f
o
r
m
in
g
m
o
r
e
ef
f
ec
tiv
e
in
ter
v
e
n
tio
n
s
an
d
s
u
p
p
o
r
t sy
s
tem
s
[
1
]
.
T
h
is
r
esear
ch
p
r
o
v
id
es
a
n
ew
p
er
s
p
ec
tiv
e
f
o
r
m
en
tal
h
ea
lth
in
ter
v
en
tio
n
s
.
T
h
is
ap
p
r
o
ac
h
s
h
o
ws
th
at
in
ter
v
en
tio
n
s
n
o
t
o
n
ly
f
o
c
u
s
o
n
s
to
p
p
in
g
s
elf
-
in
ju
r
io
u
s
b
eh
av
io
r
b
u
t
also
ad
d
r
ess
th
e
em
o
tio
n
al
an
d
p
s
y
ch
o
lo
g
ical
n
ee
d
s
o
f
th
e
in
d
iv
id
u
al
[
2
9
]
.
T
h
is
s
tu
d
y
h
ig
h
lig
h
ts
th
e
co
m
p
lex
ity
o
f
s
elf
-
in
ju
r
y
as
a
co
p
in
g
m
ec
h
an
is
m
an
d
th
e
n
ee
d
f
o
r
t
ailo
r
ed
in
ter
v
en
tio
n
s
th
at
tak
e
in
to
ac
co
u
n
t
th
e
in
d
iv
id
u
al'
s
em
o
tio
n
al
lan
d
s
ca
p
e
an
d
p
er
s
o
n
al
ex
p
e
r
ien
ce
s
[
8
]
.
T
h
e
em
o
tio
n
al
ex
p
e
r
ien
ce
s
o
f
s
tu
d
en
ts
in
v
o
lv
ed
in
s
elf
-
h
a
r
m
ar
e
co
m
p
lex
an
d
v
ar
ie
d
,
o
f
ten
lin
k
ed
to
b
r
o
ad
e
r
m
en
tal
h
ea
lth
ch
alle
n
g
es
s
u
ch
as
d
ep
r
ess
io
n
,
an
x
iety
,
an
d
em
o
tio
n
al
d
y
s
r
eg
u
latio
n
[
3
0
]
.
T
h
ese
ex
p
er
ien
ce
s
ar
e
c
h
ar
ac
ter
ize
d
b
y
f
ee
lin
g
s
o
f
is
o
latio
n
,
m
is
u
n
d
er
s
tan
d
in
g
,
an
d
a
s
tr
u
g
g
le
to
c
o
n
tr
o
l
o
v
er
wh
elm
in
g
em
o
tio
n
s
.
Stu
d
en
ts
o
f
ten
p
e
r
ce
iv
e
s
elf
-
h
ar
m
as
a
co
p
in
g
m
ec
h
an
is
m
f
o
r
em
o
tio
n
al
p
ain
,
wh
ich
ac
ad
em
ic
p
r
ess
u
r
es
an
d
s
o
ci
al
ch
allen
g
es
ca
n
e
x
ac
er
b
at
e
[
3
1
]
.
T
h
is
p
h
en
o
m
en
o
lo
g
i
ca
l
s
tu
d
y
aim
s
to
in
v
esti
g
ate
th
ese
em
o
tio
n
al
ex
p
er
ien
ce
s
to
u
n
d
er
s
tan
d
th
e
u
n
d
er
ly
i
n
g
f
ac
to
r
s
an
d
in
f
o
r
m
s
u
p
p
o
r
tiv
e
in
ter
v
en
tio
n
s
.
2.
M
E
T
H
O
D
I
n
th
is
s
tu
d
y
,
eig
h
t
p
ar
ticip
an
ts
wer
e
r
ec
r
u
ited
u
s
in
g
s
n
o
wb
all
s
am
p
lin
g
.
T
h
is
n
u
m
b
er
was
co
n
s
id
er
ed
a
d
eq
u
ate
b
ec
au
s
e
p
h
en
o
m
en
o
lo
g
ical
s
tu
d
ies
em
p
h
asize
d
ata
d
e
p
th
,
an
d
a
s
a
m
p
le
s
ize
o
f
6
–
1
0
p
ar
ticip
an
ts
is
co
m
m
o
n
ly
u
s
ed
to
ac
h
iev
e
d
ata
s
atu
r
atio
n
.
I
n
-
d
ep
t
h
,
s
em
i
-
s
tr
u
ctu
r
e
d
in
ter
v
iews
wer
e
co
n
d
u
cte
d
v
ia
Z
o
o
m
,
last
in
g
4
5
–
7
0
m
in
u
tes in
I
n
d
o
n
esian
,
t
h
en
r
ec
o
r
d
ed
an
d
tr
a
n
s
cr
ib
ed
v
er
b
atim
.
2
.
1
.
Desig
n
a
nd
s
a
m
ple
Descr
ip
tiv
e
q
u
alitativ
e
s
tu
d
y
u
s
in
g
a
p
h
e
n
o
m
e
n
o
lo
g
ical
a
p
p
r
o
ac
h
.
T
h
e
s
tu
d
y
p
o
p
u
latio
n
c
o
n
s
is
ted
o
f
h
ea
lth
s
cien
ce
s
tu
d
en
ts
,
with
a
to
tal
o
f
eig
h
t
p
a
r
ticip
an
ts
s
elec
ted
th
r
o
u
g
h
p
u
r
p
o
s
iv
e
s
am
p
lin
g
b
ased
o
n
in
clu
s
io
n
cr
iter
ia:
i
)
u
n
d
er
g
r
a
d
u
ate
h
ea
lth
s
tu
d
e
n
ts
wh
o
h
a
d
en
g
ag
e
d
in
s
elf
-
h
a
r
m
(
b
o
th
m
ale
an
d
f
em
ale)
;
ii
)
ag
ed
b
etwe
en
1
8
an
d
2
5
y
ea
r
s
;
iii
)
co
m
m
u
n
icativ
e,
liter
ate,
an
d
ab
le
to
ex
p
r
ess
th
eir
th
o
u
g
h
ts
;
iv
)
willin
g
to
p
ar
ticip
ate
as
co
n
f
ir
m
ed
v
er
b
ally
an
d
th
r
o
u
g
h
s
ig
n
e
d
in
f
o
r
m
ed
co
n
s
en
t;
an
d
v
)
h
ad
e
n
g
a
g
ed
in
s
elf
-
h
ar
m
f
o
r
ap
p
r
o
x
im
ately
o
n
e
y
ea
r
.
2
.
2
.
I
nte
rv
iew
g
uid
elines
T
o
ex
p
lo
r
e
t
h
e
em
o
tio
n
al
ex
p
er
ien
ce
s
o
f
h
ea
lth
s
cien
ce
s
tu
d
en
ts
wh
o
en
g
a
g
e
in
s
elf
-
h
a
r
m
,
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
wer
e
co
n
d
u
cted
.
T
h
e
in
ter
v
iews
b
eg
a
n
with
o
p
en
in
g
q
u
esti
o
n
s
aim
ed
at
u
n
d
er
s
tan
d
i
n
g
p
ar
ticip
an
ts
'
ex
p
er
ien
ce
s
as
h
ea
lth
s
cien
ce
s
tu
d
en
ts
a
n
d
t
h
eir
in
ter
p
r
etatio
n
s
o
f
s
elf
-
h
ar
m
.
Fo
llo
win
g
th
is
,
ex
p
lo
r
ato
r
y
q
u
esti
o
n
s
p
r
o
m
p
t
ed
p
ar
ticip
an
ts
to
s
h
ar
e
s
p
ec
if
ic
ex
p
er
ien
ce
s
r
elate
d
to
s
elf
-
h
ar
m
an
d
to
r
e
f
lect
o
n
th
eir
em
o
tio
n
al
s
tates
b
ef
o
r
e
an
d
af
ter
th
ese
in
cid
e
n
ts
.
T
h
em
atic
q
u
esti
o
n
s
d
elv
ed
d
ee
p
e
r
in
to
p
ar
ticip
an
ts
'
p
er
ce
p
tio
n
s
o
f
s
u
p
p
o
r
t f
r
o
m
p
ee
r
s
an
d
f
ac
u
lty
r
e
g
ar
d
in
g
m
e
n
tal
h
ea
lth
,
th
eir
co
p
in
g
m
ec
h
an
is
m
s
f
o
r
ac
ad
em
ic
p
r
ess
u
r
e
an
d
em
o
tio
n
al
d
is
tr
ess
,
an
d
th
e
r
o
le
o
f
s
o
litu
d
e
in
th
eir
em
o
tio
n
al
ex
p
er
ien
c
es.
Fin
ally
,
clo
s
in
g
q
u
esti
o
n
s
en
co
u
r
ag
ed
p
ar
tici
p
an
ts
to
s
u
g
g
est
c
h
an
g
es
th
at
co
u
ld
e
n
h
an
ce
em
o
tio
n
al
well
-
b
ein
g
am
o
n
g
s
tu
d
en
ts
an
d
to
a
r
ticu
late
th
ei
r
en
v
is
io
n
ed
p
ath
s
to
r
ec
o
v
e
r
y
.
T
h
is
q
u
alitativ
e
a
p
p
r
o
ac
h
aim
ed
to
p
r
o
v
id
e
a
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
th
e
c
o
m
p
lex
em
o
tio
n
al
lan
d
s
ca
p
es
n
av
ig
ated
b
y
h
ea
lt
h
s
cien
ce
s
tu
d
en
ts
,
co
n
tr
ib
u
tin
g
v
alu
a
b
le
in
s
ig
h
ts
to
th
e
liter
atu
r
e
o
n
m
en
tal
h
ea
lth
in
ac
ad
em
ic
s
ettin
g
s
.
2
.
3
.
Da
t
a
c
o
llect
io
n
Data
wer
e
co
llected
th
r
o
u
g
h
i
n
-
d
ep
th
o
n
lin
e
in
ter
v
iews
co
n
d
u
cted
u
s
in
g
th
e
Z
o
o
m
p
latf
o
r
m
,
g
u
id
ed
b
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o
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h
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t tr
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s
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es.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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I
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1
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2
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4
.
Da
t
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a
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ly
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Data
an
aly
s
is
f
o
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C
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eswell
'
s
p
h
en
o
m
en
o
l
o
g
ical
an
al
y
s
is
s
tep
s
,
aid
ed
b
y
NViv
o
s
o
f
twar
e
f
o
r
d
ata
o
r
g
a
n
izatio
n
.
Valid
ity
w
as
s
tr
en
g
th
en
ed
th
r
o
u
g
h
r
esea
r
ch
er
tr
ian
g
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n
,
m
em
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e
r
c
h
ec
k
in
g
,
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d
au
d
it
tr
ails
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Fo
llo
win
g
th
e
d
ev
elo
p
m
en
t
o
f
th
e
tr
an
s
cr
ip
ts
,
m
em
b
er
ch
ec
k
in
g
was
co
n
d
u
cted
to
en
s
u
r
e
th
e
ac
cu
r
ac
y
o
f
th
e
n
ar
r
ativ
es
s
h
ar
ed
b
y
p
ar
ticip
an
ts
.
T
h
e
ed
ited
tr
an
s
cr
ip
ts
wer
e
r
etu
r
n
ed
to
e
ac
h
p
ar
ticip
an
t
f
o
r
v
er
if
icatio
n
,
allo
win
g
th
em
to
co
n
f
ir
m
t
h
at
th
eir
ex
p
er
ien
ce
s
wer
e
ac
cu
r
ately
r
ef
lecte
d
.
N
o
tab
ly
,
n
o
r
eq
u
ests
f
o
r
ad
j
u
s
tm
en
ts
wer
e
m
ad
e
b
y
th
e
p
ar
ticip
an
ts
.
T
wo
team
m
em
b
er
s
p
er
f
o
r
m
ed
th
em
atic
an
aly
s
is
to
ex
p
lo
r
e
th
e
em
o
tio
n
al
ex
p
e
r
ien
ce
s
o
f
h
ea
lth
s
cien
ce
s
tu
d
en
ts
wh
o
h
av
e
en
g
ag
ed
in
s
elf
-
h
a
r
m
,
u
tili
zin
g
s
ix
-
p
h
ase
ap
p
r
o
ac
h
[
5
]
.
T
h
e
f
ir
s
t
p
h
ase
in
v
o
lv
ed
f
am
iliar
izatio
n
with
th
e
d
ata,
ac
co
m
p
lis
h
ed
th
r
o
u
g
h
an
in
itial
r
ev
iew
o
f
th
e
tr
an
s
cr
ip
ts
d
u
r
in
g
tr
a
n
s
cr
ip
tio
n
an
d
a
s
u
b
s
eq
u
en
t
jo
in
t
a
n
aly
s
is
s
es
s
io
n
.
E
ac
h
r
esear
ch
ass
is
t
an
t
r
ev
iewe
d
all
tr
an
s
cr
ip
ts
to
g
en
er
ate
co
d
es
th
at
p
r
o
v
id
e
d
an
o
v
er
v
iew
o
f
th
e
d
ataset.
T
r
an
s
cr
ip
ts
wer
e
co
d
ed
b
o
th
in
d
iv
id
u
ally
a
n
d
c
o
llectiv
ely
to
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en
tify
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in
d
in
g
s
s
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ec
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ic
to
th
e
em
o
tio
n
al
ex
p
er
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ce
s
o
f
p
a
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ticip
an
ts
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ce
a
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n
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en
s
u
s
o
n
co
m
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o
n
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em
es
was
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ch
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ch
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s
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ip
t
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m
an
u
ally
co
d
ed
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d
en
ter
e
d
in
to
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c
o
lo
r
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c
o
d
ed
co
d
eb
o
o
k
.
T
h
e
team
th
e
n
co
n
v
en
e
d
to
g
en
er
ate
in
itial
c
an
d
id
ate
th
em
es
b
y
co
m
p
ilin
g
clu
s
ter
s
o
f
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elate
d
co
d
es.
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n
s
u
b
s
eq
u
en
t
p
h
ases
,
team
m
em
b
er
s
r
ev
is
ited
th
e
d
ataset
to
r
ef
in
e
an
d
r
e
v
iew
th
e
s
e
th
em
es,
en
s
u
r
in
g
th
ey
ali
g
n
ed
with
th
e
o
v
er
all
an
aly
s
is
.
E
ac
h
th
em
e
was
d
ef
i
n
ed
a
n
d
n
am
ed
ac
co
r
d
in
g
l
y
.
Fo
r
in
s
t
an
ce
,
in
itial
co
d
es
r
ef
lectin
g
f
ee
lin
g
s
o
f
h
o
p
e
a
n
d
s
elf
-
lim
itatio
n
,
p
er
c
ep
tio
n
s
o
f
lo
n
elin
ess
,
an
d
m
o
m
en
ts
o
f
r
elief
f
r
o
m
s
elf
-
h
ar
m
wer
e
u
ltima
tely
co
m
p
iled
an
d
r
en
a
m
ed
as
"T
h
e
Dilem
m
a
B
etwe
en
Ho
p
e
an
d
Self
-
L
im
itatio
n
.
"
T
h
e
f
in
al
p
h
ase
o
f
th
e
an
aly
s
is
in
v
o
lv
ed
s
y
n
t
h
esizin
g
th
e
f
in
d
in
g
s
an
d
cr
af
tin
g
th
e
wr
ite
-
u
p
,
s
elec
tin
g
illu
s
tr
ativ
e
q
u
o
tatio
n
s
th
at
h
ig
h
lig
h
ted
th
e
p
r
o
m
in
en
ce
o
f
ea
c
h
d
ev
el
o
p
ed
th
em
e.
T
h
is
r
i
g
o
r
o
u
s
p
r
o
ce
s
s
en
s
u
r
ed
th
at
th
e
f
in
d
i
n
g
s
ac
cu
r
ately
ca
p
tu
r
ed
th
e
co
m
p
lex
em
o
tio
n
al
la
n
d
s
c
ap
es n
av
ig
ated
b
y
h
ea
lth
s
cien
ce
s
tu
d
en
ts
en
g
ag
in
g
in
s
elf
-
h
ar
m
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
A
to
tal
o
f
8
p
ar
ticip
an
ts
wer
e
in
clu
d
ed
in
th
e
an
aly
s
is
;
th
e
m
ajo
r
ity
wer
e
f
em
ale,
an
d
th
eir
ag
es
r
an
g
ed
f
r
o
m
1
8
to
2
5
y
ea
r
s
.
T
h
e
d
em
o
g
r
ap
h
ic
p
r
o
f
ile
o
f
t
h
e
r
esp
o
n
d
en
ts
is
s
u
m
m
ar
ized
in
T
ab
le
1
.
T
h
is
p
h
en
o
m
en
o
lo
g
ical
s
tu
d
y
id
en
t
if
ied
f
o
u
r
m
ajo
r
th
em
es
th
at
r
ep
r
esen
t
th
e
co
m
p
lex
e
m
o
tio
n
al
ex
p
er
ien
ce
s
o
f
h
ea
lth
s
cien
ce
s
tu
d
en
ts
wh
o
h
av
e
en
g
ag
ed
in
s
elf
-
h
ar
m
:
i
)
t
h
e
d
ilem
m
a
b
etwe
en
h
o
p
es
a
n
d
s
elf
-
lim
itatio
n
,
ii
)
a
ca
lm
in
g
p
r
esen
ce
an
d
th
e
p
a
in
o
f
lo
n
elin
ess
,
iii
)
f
in
d
in
g
p
ea
ce
in
s
o
litu
d
e
an
d
s
elf
-
ex
p
r
ess
io
n
,
an
d
iv
)
s
elf
-
h
ar
m
:
a
m
o
m
e
n
tar
y
r
elief
,
a
d
ee
p
r
eg
r
et.
T
h
e
r
esear
ch
th
em
es
an
d
th
eir
u
n
d
er
ly
i
n
g
d
im
en
s
io
n
s
ar
e
s
u
m
m
ar
ized
in
T
a
b
le
2
.
T
ab
le
1
.
Par
ticip
an
t c
h
ar
ac
ter
i
s
tic
P
a
r
t
i
c
i
p
a
n
t
c
o
d
e
G
e
n
d
e
r
A
g
e
C
o
u
r
ses
M
a
r
i
t
a
l
s
t
a
t
u
s
P1
F
e
mal
e
2
1
y
e
a
r
s
o
l
d
N
u
r
si
n
g
N
o
t
m
a
r
r
i
e
d
y
e
t
P2
M
a
l
e
2
4
y
e
a
r
s
o
l
d
M
e
d
i
c
i
n
e
N
o
t
m
a
r
r
i
e
d
y
e
t
P3
F
e
mal
e
1
9
y
e
a
r
s
o
l
d
N
u
t
r
i
t
i
o
n
N
o
t
m
a
r
r
i
e
d
y
e
t
P4
F
e
mal
e
2
0
y
e
a
r
s
o
l
d
N
u
r
si
n
g
N
o
t
m
a
r
r
i
e
d
y
e
t
P5
M
a
l
e
2
3
y
e
a
r
s
o
l
d
M
e
d
i
c
i
n
e
N
o
t
m
a
r
r
i
e
d
y
e
t
P6
F
e
mal
e
2
2
y
e
a
r
s
o
l
d
N
u
t
r
i
t
i
o
n
N
o
t
m
a
r
r
i
e
d
y
e
t
P7
F
e
mal
e
1
8
y
e
a
r
s
o
l
d
N
u
r
si
n
g
N
o
t
m
a
r
r
i
e
d
y
e
t
P8
F
e
mal
e
2
5
y
e
a
r
s
o
l
d
M
e
d
i
c
i
n
e
N
o
t
m
a
r
r
i
e
d
y
e
t
T
ab
le
2
.
R
esear
ch
th
em
es a
n
d
d
im
en
s
io
n
T
h
e
m
e
s
D
i
me
n
si
o
n
Th
e
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i
l
e
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p
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i
m
i
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C
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l
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t
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e
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o
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n
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b
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r
a
t
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s
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n
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Ex
p
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c
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o
st
-
se
l
f
-
h
a
r
m e
x
p
e
r
i
e
n
c
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
E
mo
tio
n
a
l e
xp
erien
ce
s
o
f I
n
d
o
n
esia
n
h
ea
lth
s
cien
ce
s
tu
d
e
n
ts
w
ith
s
elf
-
h
a
r
m:
…
(
Meid
ia
n
a
Dw
id
iya
n
ti)
287
3
.
1
.
T
hem
e
1
:
T
he
dil
em
m
a
bet
wee
n ho
pes
a
nd
s
elf
-
lim
it
a
t
io
n
T
h
e
r
esu
lts
s
h
o
wed
a
s
ig
n
if
ican
t
em
o
tio
n
al
co
n
f
lict
b
etwe
en
th
e
ex
p
ec
tatio
n
s
an
d
lim
itatio
n
s
f
elt
b
y
s
tu
d
en
ts
.
Hig
h
ac
ad
e
m
ic
p
r
ess
u
r
e
o
f
ten
tr
ig
g
e
r
s
f
ee
lin
g
s
o
f
an
x
iety
an
d
d
is
s
atis
f
ac
tio
n
with
o
n
eself
.
T
h
is
in
d
icate
s
th
e
n
ee
d
f
o
r
p
s
y
ch
o
lo
g
ical
s
u
p
p
o
r
t
to
h
elp
s
tu
d
e
n
ts
m
an
ag
e
th
eir
e
x
p
ec
tatio
n
s
an
d
in
cr
ea
s
e
th
ei
r
s
elf
-
co
n
f
id
en
ce
.
“T
h
e
a
n
xiety
u
s
u
a
lly
co
mes
w
h
en
a
s
s
ig
n
men
ts
p
ile
u
p
a
n
d
I
feel
like
th
ere
is
n
o
t
en
o
u
g
h
time
t
o
g
et
ev
eryth
in
g
d
o
n
e
.
S
o
meti
mes
it
a
ls
o
h
a
p
p
en
s
w
h
en
I
a
m
h
a
vin
g
p
r
o
b
lems
w
ith
f
r
ien
d
s
o
r
fa
mily.
”
(
P1
)
“Y
ea
h
,
I
g
et
a
n
xio
u
s
b
ec
a
u
s
e
th
e
a
s
s
ig
n
men
ts
ke
ep
p
ilin
g
u
p
a
n
d
I
c
a
n
n
o
t
s
ee
m
to
fin
is
h
th
em.
”
(
P6
)
“An
xiety
o
ften
co
mes
w
h
en
a
s
s
ig
n
men
ts
a
r
e
o
ve
r
w
h
elm
in
g
o
r
I
a
m
a
fr
a
id
I
w
ill
n
o
t
fin
is
h
s
o
meth
in
g
o
n
time.
”
(
P8
)
Stu
d
en
ts
r
ep
o
r
ted
em
o
tio
n
al
co
n
f
lict
b
etwe
en
th
eir
ac
ad
em
i
c
asp
ir
atio
n
s
an
d
p
er
ce
iv
ed
li
m
itatio
n
s
.
Hig
h
ac
ad
em
ic
p
r
ess
u
r
e,
tim
e
co
n
s
tr
ain
ts
,
an
d
f
ea
r
o
f
f
ailu
r
e
tr
ig
g
er
e
d
f
ee
lin
g
s
o
f
an
x
iet
y
an
d
in
ad
e
q
u
ac
y
.
W
h
o
n
o
ted
th
at
ac
ad
em
ic
-
r
elate
d
s
tr
ess
ca
n
d
is
r
u
p
t
em
o
tio
n
al
b
alan
ce
an
d
lead
to
m
ala
d
a
p
tiv
e
co
p
in
g
.
T
h
ese
r
esu
lts
h
ig
h
lig
h
t
th
e
im
p
o
r
tan
ce
o
f
ea
r
ly
em
o
tio
n
al
r
eg
u
lati
o
n
tr
ain
in
g
with
in
ac
ad
e
m
ic
in
s
titu
tio
n
s
to
p
r
ev
en
t
em
o
tio
n
al
o
v
er
lo
ad
a
n
d
s
elf
-
h
ar
m
in
g
ten
d
en
cies
[
3
2
]
.
Ma
n
y
p
ar
ticip
an
ts
r
ep
o
r
ted
f
e
elin
g
o
v
er
wh
elm
e
d
b
y
th
eir
e
m
o
tio
n
al
s
tates,
o
f
ten
p
er
ce
iv
i
n
g
a
lack
o
f
co
n
tr
o
l
o
v
er
th
eir
af
f
ec
tiv
e
r
e
s
p
o
n
s
es
[
5
]
.
T
h
is
em
o
tio
n
al
t
u
r
m
o
il
co
n
t
r
ib
u
ted
to
f
ee
lin
g
s
o
f
f
r
u
s
tr
atio
n
an
d
h
o
p
eless
n
ess
,
wh
ich
,
in
s
o
m
e
ca
s
es,
cu
lm
in
ated
in
s
elf
-
h
ar
m
in
g
b
eh
av
io
r
s
as
a
m
alad
ap
tiv
e
s
tr
ateg
y
to
m
an
ag
e
p
s
y
c
h
o
lo
g
ical
d
is
tr
ess
[
3
3
]
.
Su
ch
em
o
tio
n
al
r
esp
o
n
s
es
ar
e
co
n
s
is
ten
t
with
th
e
th
eo
r
etica
l
u
n
d
er
s
tan
d
i
n
g
th
at
e
m
o
tio
n
al
s
tr
ess
ar
is
es
f
r
o
m
ch
allen
g
i
n
g
cir
cu
m
s
tan
ce
s
,
s
u
ch
as
a
ca
d
em
ic
f
ailu
r
e
o
r
in
ter
p
er
s
o
n
al
co
n
f
licts
,
wh
ich
d
is
r
u
p
t p
s
y
ch
o
lo
g
ical
eq
u
ilib
r
i
u
m
[
3
4
]
.
Aca
d
em
ic
-
r
elate
d
a
n
x
iety
—
d
r
iv
en
b
y
w
o
r
k
lo
a
d
,
tim
e
p
r
es
s
u
r
e,
an
d
f
ea
r
o
f
u
n
m
et
e
x
p
e
ctatio
n
s
—
was
id
en
tifie
d
as
a
s
ig
n
if
ican
t
s
tr
ess
o
r
[
3
5
]
.
T
h
ese
f
i
n
d
in
g
s
ar
e
in
alig
n
m
en
t
with
p
r
io
r
r
esear
ch
in
d
icatin
g
th
at
an
x
iety
is
f
r
eq
u
en
tly
tr
ig
g
er
ed
b
y
e
x
ter
n
al
s
tr
ess
o
r
s
,
in
clu
d
in
g
ac
a
d
em
ic
d
em
an
d
s
an
d
s
o
cial
co
n
f
lict,
wh
ich
co
m
p
r
o
m
is
e
p
s
y
ch
o
lo
g
ical
well
-
b
ein
g
[
3
6
]
.
Fu
r
th
e
r
m
o
r
e,
th
e
in
ab
ilit
y
to
r
eg
u
late
e
m
o
tio
n
s
ef
f
ec
tiv
ely
was
co
m
m
o
n
ly
ass
o
ciate
d
with
em
o
tio
n
al
en
tr
ap
m
en
t,
a
p
er
ce
iv
ed
lo
s
s
o
f
co
n
tr
o
l,
a
n
d
a
d
eter
io
r
atio
n
in
o
v
er
all
q
u
ality
o
f
life
[
3
7
]
.
T
h
is
alig
n
s
wi
th
th
e
liter
atu
r
e
th
at
em
p
h
asizes
th
e
d
is
r
u
p
tiv
e
im
p
ac
t
o
f
em
o
tio
n
al
an
d
ac
ad
em
ic
s
tr
ess
o
r
s
o
n
m
e
n
tal
h
ea
lth
[
3
8
]
.
3
.
2
.
T
hem
e
2
:
A
ca
l
m
ing
presence
a
nd
t
he
pa
in o
f
lo
neli
nes
s
W
h
ile
s
tu
d
en
ts
ac
k
n
o
wled
g
ed
th
e
p
r
esen
ce
o
f
s
u
p
p
o
r
tiv
e
r
e
latio
n
s
h
ip
s
,
m
an
y
s
till
ex
p
er
ie
n
ce
d
d
ee
p
lo
n
elin
ess
.
T
h
e
ab
s
en
ce
o
f
c
o
n
s
is
ten
t
em
o
tio
n
al
s
u
p
p
o
r
t
i
n
cr
ea
s
ed
v
u
l
n
er
ab
ilit
y
to
s
tr
e
s
s
an
d
s
elf
-
h
ar
m
.
So
cial
s
u
p
p
o
r
t
h
as
b
ee
n
r
ec
o
g
n
ized
as
a
p
r
o
tectiv
e
f
ac
to
r
th
at
p
r
o
m
o
tes
r
esil
ien
ce
an
d
r
ec
o
v
er
y
[
3
9
]
.
He
n
ce
,
u
n
iv
er
s
ities
s
h
o
u
ld
f
o
s
ter
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
e
n
ts
an
d
p
ee
r
-
co
u
n
s
elin
g
s
y
s
tem
s
th
at
en
c
o
u
r
ag
e
h
elp
-
s
ee
k
in
g
an
d
r
ed
u
ce
s
tig
m
a
ar
o
u
n
d
m
en
tal
h
ea
lth
[
1
8
]
.
T
h
ese
f
in
d
in
g
s
r
ein
f
o
r
ce
th
e
im
p
o
r
t
an
ce
o
f
cu
ltiv
atin
g
em
o
tio
n
ally
s
u
p
p
o
r
tiv
e
e
d
u
ca
t
io
n
al
en
v
ir
o
n
m
en
ts
to
e
n
h
an
ce
s
tu
d
en
t w
ell
-
b
ein
g
.
Alth
o
u
g
h
u
n
iv
er
s
ity
s
tu
d
e
n
ts
h
av
e
s
o
cial
r
elatio
n
s
h
ip
s
,
m
a
n
y
f
ee
l
is
o
lated
an
d
lo
n
ely
.
Su
p
p
o
r
t
f
r
o
m
f
r
ien
d
s
a
n
d
f
am
ily
b
ec
o
m
es
cr
u
cial
to
t
h
eir
em
o
tio
n
al
well
-
b
ein
g
.
T
h
is
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
cr
ea
tin
g
a
ca
m
p
u
s
en
v
i
r
o
n
m
e
n
t
th
at
s
u
p
p
o
r
ts
h
ea
lth
y
s
o
cial
in
ter
ac
tio
n
s
an
d
r
e
d
u
ce
s
th
e
s
tig
m
a
a
g
ain
s
t
talk
in
g
ab
o
u
t
m
en
tal
h
ea
lth
.
So
cial
s
u
p
p
o
r
t
r
ef
er
s
to
v
ar
i
o
u
s
f
o
r
m
s
o
f
ass
is
tan
ce
o
r
h
elp
r
ec
eiv
ed
f
r
o
m
o
th
er
s
th
at
ca
n
e
n
h
an
ce
an
in
d
iv
id
u
al’
s
p
h
y
s
ical
an
d
p
s
y
c
h
o
lo
g
ical
well
-
b
ein
g
.
As d
escr
ib
ed
b
y
p
ar
ticip
an
ts
:
“M
y
mo
m
is
a
lw
a
ys th
ere
fo
r
me,
n
o
ma
tter
w
h
a
t.”
(
P1
)
“Y
es,
th
ere
a
r
e
a
few
p
eo
p
le
w
h
o
ma
tter
to
me
a
n
d
a
r
e
a
m
a
jo
r
r
ea
s
o
n
w
h
y
I
tr
y
n
o
t
to
s
e
lf
-
h
a
r
m.
”
(
P2
)
“In
a
d
d
itio
n
to
my
mo
m,
I
a
ls
o
feel
s
u
p
p
o
r
ted
b
y
my
clo
s
e
fr
ien
d
s
.
”
(
P2
)
“I
h
a
ve
a
fr
ien
d
w
h
o
a
lw
a
ys su
p
p
o
r
ts
me
in
tr
yin
g
to
s
to
p
s
e
lf
-
h
a
r
min
g
.
”
(
P7
)
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.
15
,
No
.
1
,
M
ar
ch
20
26
:
2
8
3
-
296
288
Stu
d
en
ts
wh
o
f
ee
l
th
e
y
lack
a
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
e
n
t
o
f
t
en
s
tr
u
g
g
le
t
o
co
p
e
with
s
tr
ess
an
d
life
p
r
ess
u
r
es.
Pro
lo
n
g
ed
lo
n
elin
ess
ca
n
tr
ig
g
er
f
ee
lin
g
s
o
f
wo
r
th
less
n
ess
an
d
h
o
p
eless
n
ess
.
On
e
p
ar
ticip
an
t
ex
p
lain
ed
:
“I
o
ften
feel
a
lo
n
e,
ev
en
a
m
o
n
g
my
fr
ien
d
s
.
”
(
P3
)
T
h
is
lack
o
f
s
o
cial
s
u
p
p
o
r
t
ex
ac
er
b
ates
s
tu
d
en
ts
’
em
o
t
io
n
al
co
n
d
itio
n
s
,
m
ak
in
g
t
h
em
m
o
r
e
v
u
ln
er
ab
le
to
en
g
a
g
in
g
in
s
elf
-
h
ar
m
as
a
m
alad
ap
tiv
e
co
p
in
g
m
ec
h
a
n
is
m
.
T
h
e
p
r
o
ce
s
s
o
f
em
o
tio
n
al
r
ec
o
v
e
r
y
an
d
s
tr
ess
m
an
a
g
em
en
t
r
ef
er
s
to
th
e
ef
f
o
r
ts
in
d
iv
i
d
u
als
m
a
k
e
to
o
v
er
c
o
m
e,
r
ed
u
ce
,
a
n
d
ad
a
p
t
to
p
s
y
ch
o
lo
g
ical
p
r
ess
u
r
es
ca
u
s
ed
b
y
life
ch
all
en
g
es
o
r
tr
au
m
atic
ev
e
n
ts
.
E
m
o
tio
n
al
p
r
ess
u
r
e
m
ay
a
r
is
e
f
r
o
m
ex
ter
n
al
f
ac
to
r
s
s
u
ch
as
ac
ad
em
ic
d
em
an
d
s
,
r
e
latio
n
s
h
ip
co
n
f
licts
,
lo
s
s
,
o
r
tr
au
m
a,
as
well
as
in
ter
n
al
f
ac
to
r
s
s
u
ch
as
an
x
iety
,
g
u
ilt,
o
r
u
n
ce
r
tain
ty
.
T
h
e
r
ec
o
v
er
y
p
r
o
ce
s
s
aim
s
to
r
esto
r
e
em
o
tio
n
al
b
ala
n
ce
,
im
p
r
o
v
e
m
en
tal
h
ea
lth
,
an
d
r
eb
u
ild
a
s
en
s
e
o
f
co
n
tr
o
l o
v
e
r
o
n
eself
an
d
o
n
e’
s
cir
c
u
m
s
tan
ce
s
.
As h
ig
h
lig
h
ted
b
y
p
ar
ticip
an
ts
:
“I
th
in
k
I
n
ee
d
to
lea
r
n
tech
n
iq
u
es
like
med
ita
tio
n
o
r
jo
u
r
n
a
lin
g
,
a
n
d
ma
y
b
e
ta
lk
to
s
o
me
o
n
e
w
h
o
u
n
d
ers
ta
n
d
s
o
r
h
a
s
b
e
en
th
r
o
u
g
h
s
o
meth
in
g
s
imila
r
to
g
et
a
n
ew p
ers
p
ec
tive.
”
(
P1
)
“M
a
yb
e
if I
ca
n
lea
r
n
m
o
r
e
w
a
ys to
d
ea
l wi
th
emo
tio
n
s
.
”
(
P
2
)
Fu
r
th
er
m
o
r
e
,
th
e
h
o
p
e
f
o
r
s
o
cial
s
u
p
p
o
r
t
in
f
l
u
en
ce
s
h
o
w
i
n
d
iv
id
u
als
r
esp
o
n
d
to
e
m
o
tio
n
al
s
tr
ess
.
W
h
en
s
o
m
eo
n
e
b
eliev
es
th
e
y
h
av
e
s
u
p
p
o
r
t
f
r
o
m
th
eir
s
o
cial
en
v
ir
o
n
m
en
t,
th
ey
ar
e
m
o
r
e
l
ik
ely
to
s
ee
k
h
elp
,
ex
p
r
ess
th
eir
em
o
tio
n
s
,
an
d
u
s
e
h
ea
lth
y
co
p
in
g
s
tr
ateg
ies.
As s
h
ar
ed
b
y
o
n
e
p
ar
ticip
an
t:
“I
h
o
p
e
to
h
a
ve
a
fr
ien
d
w
h
o
c
a
n
h
elp
me…
.
”
(
P8
)
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
c
o
n
f
ir
m
th
at
s
o
cial
s
u
p
p
o
r
t
p
l
ay
s
a
cr
u
cial
r
o
le
in
m
ain
tai
n
in
g
em
o
tio
n
al
a
n
d
m
en
tal
well
-
b
ein
g
.
I
t
n
o
t
o
n
ly
s
er
v
es
as
a
p
r
o
tectiv
e
b
u
f
f
er
ag
ain
s
t
em
o
tio
n
al
s
tr
ess
ar
is
in
g
f
r
o
m
life
ch
allen
g
es b
u
t a
ls
o
ac
tiv
ely
c
o
n
tr
ib
u
tes to
th
e
em
o
tio
n
al
r
ec
o
v
er
y
p
r
o
ce
s
s
.
Hea
lth
s
cien
ce
s
tu
d
en
ts
ex
p
er
ien
ce
s
u
b
s
tan
tial
ac
ad
em
ic
an
d
p
r
o
f
ess
io
n
al
p
r
ess
u
r
es,
wh
ich
,
if
lef
t
u
n
m
an
a
g
ed
,
m
ay
escalate
to
s
tr
ess
,
an
x
iety
,
an
d
s
elf
-
in
ju
r
io
u
s
b
eh
av
io
r
[
3
]
.
R
ec
o
v
er
y
f
r
o
m
s
elf
-
h
ar
m
is
o
f
ten
f
ac
ilit
ated
b
y
th
e
p
r
esen
ce
o
f
r
o
b
u
s
t
s
o
cial
s
u
p
p
o
r
t
s
y
s
tem
s
[
4
0
]
.
So
cial
s
u
p
p
o
r
t
—
d
er
iv
ed
f
r
o
m
f
am
il
y
,
p
ee
r
s
,
an
d
ac
ad
em
ic
in
s
titu
tio
n
s
—
s
er
v
es
as
a
p
r
o
tectiv
e
f
ac
to
r
b
y
o
f
f
e
r
in
g
em
o
tio
n
al
v
alid
a
tio
n
,
p
s
y
ch
o
l
o
g
ical
r
eso
u
r
ce
s
,
an
d
a
s
en
s
e
o
f
s
ec
u
r
ity
[
1
8
]
.
A
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
en
t
en
h
an
ce
s
in
d
iv
id
u
al
r
esil
ien
ce
,
p
r
o
m
o
tes
ad
a
p
tiv
e
em
o
tio
n
al
r
eg
u
latio
n
,
an
d
r
ed
u
ce
s
th
e
lik
elih
o
o
d
o
f
r
elap
s
e
in
to
s
elf
-
h
ar
m
in
g
b
eh
av
io
r
[
4
1
]
.
So
cial
s
u
p
p
o
r
t
f
o
s
ter
s
em
o
tio
n
al
ex
p
r
ess
io
n
an
d
v
alid
atio
n
,
m
itig
ates
f
ee
lin
g
s
o
f
lo
n
elin
ess
an
d
is
o
latio
n
,
an
d
co
n
tr
ib
u
tes
to
a
s
en
s
e
o
f
ac
ce
p
tan
ce
[
4
2
]
.
W
h
en
s
tu
d
en
ts
f
ee
l
h
ea
r
d
a
n
d
s
u
p
p
o
r
ted
,
t
h
ey
ar
e
m
o
r
e
lik
ely
to
s
ee
k
p
r
o
f
ess
io
n
al
h
elp
a
n
d
en
g
ag
e
in
co
n
s
tr
u
ctiv
e
e
m
o
tio
n
al
p
r
o
ce
s
s
in
g
[
4
3
]
.
I
n
ter
p
er
s
o
n
al
r
elatio
n
s
h
ip
s
ch
ar
ac
ter
ized
b
y
em
p
ath
y
an
d
n
o
n
-
ju
d
g
m
en
tal
s
u
p
p
o
r
t
n
o
t
o
n
ly
ass
is
t
in
em
o
tio
n
al
r
eg
u
latio
n
b
u
t
also
f
ac
ilit
ate
th
e
r
ed
u
ctio
n
o
f
m
e
n
tal
h
ea
lth
s
tig
m
a
[
4
4
]
.
T
h
is
,
in
tu
r
n
,
e
n
co
u
r
a
g
es
h
elp
-
s
ee
k
in
g
b
e
h
av
io
r
a
n
d
o
p
en
n
ess
in
ex
p
r
ess
in
g
d
is
tr
ess
[
4
5
]
.
Su
p
p
o
r
t
f
r
o
m
f
am
ily
,
p
e
er
s
,
an
d
ac
ad
em
ic
n
etwo
r
k
s
co
llectiv
ely
co
n
tr
ib
u
tes
to
em
o
tio
n
al
s
tab
ilit
y
,
p
r
o
m
o
tes
h
ea
lth
ier
co
p
in
g
s
tr
ateg
ies,
an
d
s
u
p
p
o
r
ts
r
ec
o
v
er
y
f
r
o
m
s
elf
-
h
ar
m
in
g
te
n
d
en
cies
[
4
6
]
.
3
.
3
.
T
hem
e
3
:
F
ind
ing
pea
ce
in s
o
litude
a
nd
s
e
lf
-
ex
press
i
o
n
Ma
n
y
p
ar
ticip
an
ts
f
o
u
n
d
tem
p
o
r
ar
y
ca
lm
t
h
r
o
u
g
h
s
o
litu
d
e,
j
o
u
r
n
alin
g
,
o
r
lis
ten
in
g
t
o
m
u
s
i
c
—
f
o
r
m
s
o
f
ad
ap
tiv
e
co
p
in
g
th
at
p
r
o
m
o
te
em
o
tio
n
al
r
eg
u
latio
n
[4
7
]
.
Ho
wev
e
r
,
wh
en
em
o
tio
n
al
d
is
tr
ess
b
ec
am
e
o
v
er
wh
elm
in
g
,
s
o
litu
d
e
tu
r
n
ed
in
to
s
o
cial
with
d
r
awa
l,
in
ten
s
if
y
in
g
f
ee
lin
g
s
o
f
is
o
latio
n
.
T
h
is
d
u
ality
s
u
g
g
ests
th
at
s
o
litu
d
e
ca
n
b
e
b
o
t
h
a
h
ea
lin
g
s
p
ac
e
a
n
d
a
r
is
k
f
ac
to
r
d
ep
e
n
d
in
g
o
n
s
tu
d
en
ts
’
em
o
tio
n
al
s
tate.
E
m
p
h
asizin
g
th
e
n
ee
d
f
o
r
s
t
r
u
ctu
r
ed
c
r
ea
tiv
e
o
u
tlets
in
ac
ad
em
ic
s
ettin
g
s
.
Un
iv
er
s
iti
es
co
u
ld
in
teg
r
ate
m
in
d
f
u
ln
ess
an
d
ex
p
r
ess
iv
e
ar
t p
r
o
g
r
am
s
to
en
co
u
r
ag
e
h
ea
lt
h
y
em
o
tio
n
al
ex
p
r
ess
io
n
[4
8
].
R
esear
ch
f
o
u
n
d
th
at
s
o
m
e
co
lleg
e
s
tu
d
en
ts
f
in
d
p
ea
c
e
in
s
o
litu
d
e
an
d
u
s
e
cr
ea
tiv
e
ac
tiv
ities
as
a
ch
an
n
el
t
o
e
x
p
r
ess
th
em
s
elv
es.
Ho
wev
er
,
it
is
im
p
o
r
tan
t
to
b
alan
ce
alo
n
e
tim
e
with
th
e
n
ee
d
f
o
r
s
o
cial
in
ter
ac
tio
n
.
U
n
iv
er
s
ities
n
ee
d
to
p
r
o
v
id
e
s
p
ac
es
an
d
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
en
ts
to
en
g
a
g
e
i
n
cr
ea
tiv
e
ac
tiv
ities
th
at
ca
n
s
u
p
p
o
r
t r
ef
lectio
n
an
d
em
o
tio
n
al
p
r
o
ce
s
s
in
g
.
Par
ticip
an
ts
d
ev
elo
p
e
d
in
d
ep
en
d
en
t
s
tr
ateg
ies
s
u
ch
as
jo
u
r
n
alin
g
,
lis
ten
in
g
to
m
u
s
ic,
o
r
is
o
latin
g
th
em
s
elv
es
to
ca
lm
th
eir
em
o
tio
n
s
.
Alth
o
u
g
h
t
h
ese
ac
tio
n
s
wer
e
d
o
n
e
in
d
iv
id
u
ally
,
th
e
y
r
ef
lect
ef
f
o
r
ts
to
b
u
ild
in
n
er
r
esil
ien
ce
wh
ile
s
till
h
o
p
in
g
f
o
r
r
elatio
n
s
h
ip
s
th
at
o
f
f
er
em
o
tio
n
al
u
n
d
er
s
tan
d
i
n
g
an
d
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
E
mo
tio
n
a
l e
xp
erien
ce
s
o
f I
n
d
o
n
esia
n
h
ea
lth
s
cien
ce
s
tu
d
e
n
ts
w
ith
s
elf
-
h
a
r
m:
…
(
Meid
ia
n
a
Dw
id
iya
n
ti)
289
co
m
p
an
io
n
s
h
ip
.
Stu
d
en
ts
also
attem
p
ted
to
d
ir
ec
tly
ad
d
r
ess
th
eir
p
r
o
b
lem
s
b
y
s
ee
k
in
g
s
o
lu
tio
n
s
o
r
ask
in
g
f
o
r
h
elp
f
r
o
m
o
th
e
r
s
.
As ex
p
r
ess
ed
b
y
p
ar
ticip
an
ts
.
“W
h
en
I
to
ld
s
o
meo
n
e
a
b
o
u
t
t
h
e
s
tr
ess
I
w
a
s
feelin
g
o
n
ca
mp
u
s
,
th
ey
immed
ia
tely
r
ea
s
s
u
r
ed
me.
”
(
P1
)
“At
o
n
e
p
o
in
t,
I
felt
ex
tr
eme
ly
a
n
xio
u
s
a
n
d
o
ve
r
w
h
elme
d
,
b
u
t
my
mo
th
er
ca
me
a
n
d
h
u
g
g
ed
me.
”
(
P2
)
W
h
en
f
ac
in
g
e
m
o
tio
n
al
d
is
tr
ess
,
s
tu
d
en
ts
attem
p
ted
to
m
an
ag
e
th
eir
f
ee
lin
g
s
th
r
o
u
g
h
tech
n
iq
u
es
s
u
ch
as m
ed
itatio
n
,
jo
u
r
n
alin
g
,
o
r
r
elax
atio
n
to
g
ai
n
a
s
en
s
e
o
f
ca
lm
an
d
em
o
tio
n
al
co
n
tr
o
l.
T
h
is
was r
ef
lecte
d
in
th
e
f
o
llo
win
g
p
ar
ticip
a
n
t statem
en
ts
:
“S
o
metime
s
I
ta
lk
to
a
clo
s
e
fr
ien
d
,
b
u
t
n
o
t
a
lw
a
ys.
I
a
ls
o
w
r
ite
in
a
jo
u
r
n
a
l
to
clea
r
m
y
h
ea
d
.
”
(
P1
)
“S
o
metime
s
,
I
tr
y
d
o
in
g
th
in
g
s
I
en
jo
y
—
like
lis
ten
in
g
to
mu
s
i
c.
”
(
P2
)
“W
h
en
th
o
s
e
emo
tio
n
s
co
me
u
p
,
I
u
s
u
a
lly
p
r
efer
to
b
e
a
lo
n
e,
lis
ten
in
g
to
mu
s
ic
o
r
w
r
iti
n
g
in
my
d
ia
r
y.
”
(
P3
)
“I
like
lis
ten
in
g
to
mello
w
s
o
n
g
s
o
r
lyri
cs th
a
t rela
te
to
h
o
w
I
feel.
”
(
P3
)
“S
o
metime
s
,
ju
s
t lis
ten
in
g
to
mu
s
ic
h
elp
s
me
ca
lm
d
o
w
n
.
”
(
P4
)
“W
h
en
I
g
et
emo
tio
n
a
l,
I
u
s
u
a
lly
lis
ten
to
mu
s
ic
to
ca
lm
mys
elf.
”
(
P6
)
“Y
es,
I
’
ve
d
o
n
e
th
a
t
—
u
s
u
a
lly
I
ju
s
t lis
ten
to
mu
s
ic.
”
(
P7
)
T
h
ese
ar
e
ex
am
p
les
o
f
ad
a
p
tiv
e
co
p
in
g
m
ec
h
an
is
m
s
,
wh
ic
h
p
lay
a
cr
u
cial
r
o
le
in
h
elp
i
n
g
s
tu
d
en
ts
r
eg
u
late
th
eir
em
o
tio
n
s
an
d
n
av
ig
ate
life
'
s
s
tr
es
s
o
r
s
m
o
r
e
h
ea
lth
ily
.
Ho
wev
er
,
wh
en
s
tu
d
en
ts
’
em
o
tio
n
s
b
ec
o
m
e
u
n
m
an
a
g
ea
b
le,
th
e
y
t
en
d
to
s
h
if
t
to
war
d
m
alad
a
p
tiv
e
co
p
in
g
m
ec
h
a
n
is
m
s
,
wh
ich
m
ay
wo
r
s
en
th
eir
em
o
tio
n
al
s
tate
an
d
p
s
y
ch
o
lo
g
ical
well
-
b
ein
g
.
I
n
th
ese
ca
s
es,
s
tu
d
en
ts
r
ep
o
r
ted
en
g
a
g
in
g
in
s
elf
-
h
ar
m
an
d
s
o
cial
is
o
latio
n
.
Self
-
h
ar
m
,
o
r
d
elib
er
ately
in
j
u
r
in
g
o
n
eself
,
was
o
f
te
n
u
s
ed
b
y
s
tu
d
en
ts
as
a
way
to
r
eliev
e
em
o
tio
n
al
d
is
tr
ess
.
As d
escr
ib
ed
b
y
p
ar
ti
cip
an
ts
:
“Y
es,
it h
a
p
p
en
ed
.
I
o
n
ce
en
g
a
g
ed
in
s
elf
-
h
a
r
m.
”
(
P1
)
“W
h
en
I
’
m
ex
tr
eme
ly
w
o
r
r
ied
o
r
s
a
d
,
s
o
metime
s
I
feel
like
I
ca
n
’
t
c
o
n
tr
o
l
myself,
s
o
I
s
elf
-
h
a
r
m.
”
(
P2
)
“Y
es,
s
o
meti
mes wh
en
I
feel
emo
tio
n
a
l,
I
s
elf
-
h
a
r
m.
”
(
P3
)
“Y
es,
s
o
metime
s
w
h
en
I
feel
ve
r
y
a
n
g
r
y
o
r
a
n
xio
u
s
,
I
ca
n
’
t
h
o
ld
th
o
s
e
feelin
g
s
b
a
ck
,
a
n
d
I
en
d
u
p
h
u
r
tin
g
myself.”
(
P4
)
“S
o
metime
s
ye
s
,
s
o
metime
s
n
o
.
B
u
t
w
h
en
emo
tio
n
s
s
p
ir
a
l
o
u
t
o
f
c
o
n
tr
o
l,
I
’
m
mo
r
e
likely
t
o
d
o
it.”
(
P5
)
“Be
ca
u
s
e
I
d
o
n
’
t
kn
o
w
w
h
a
t
else
to
d
o
—
t
h
o
s
e
emo
tio
n
s
ju
s
t
w
o
n
’
t
co
me
o
u
t
—
s
o
I
h
u
r
t
myself.”
(
P6
)
“Y
es.
Wh
en
th
o
s
e
emo
tio
n
s
a
r
is
e
a
n
d
b
ec
o
me
u
n
c
o
n
tr
o
lla
b
le,
I
en
d
u
p
s
elf
-
h
a
r
min
g
.
”
(
P7
)
“Y
es,
I
o
ften
h
u
r
t m
yself w
h
en
I
ca
n
n
o
lo
n
g
er h
o
l
d
in
my
fee
lin
g
s
.
”
(
P8
)
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.
15
,
No
.
1
,
M
ar
ch
20
26
:
2
8
3
-
296
290
I
n
ad
d
itio
n
to
s
elf
-
h
ar
m
,
s
o
m
e
s
tu
d
en
ts
also
w
ith
d
r
ew
o
r
is
o
lated
th
em
s
elv
es.
Stu
d
en
ts
ex
p
er
ien
cin
g
s
o
cial
an
d
em
o
tio
n
al
is
o
latio
n
o
f
ten
f
elt
a
lack
o
f
s
u
p
p
o
r
t,
wh
ich
f
u
r
th
er
wo
r
s
en
e
d
th
eir
e
m
o
tio
n
al
co
n
d
itio
n
:
“W
h
en
it
g
ets
to
o
mu
ch
,
I
p
r
efer
to
b
e
a
lo
n
e
a
n
d
d
o
n
’
t
w
a
n
t
to
in
tera
ct
w
ith
a
n
yo
n
e
.
”
(
P4
)
“Us
u
a
lly,
I
feel
a
n
g
r
y,
a
n
xio
u
s
,
o
r
s
o
metime
s
ju
s
t lo
n
ely.
”
(
P5
)
“I
p
r
efer b
ein
g
a
lo
n
e
,
s
o
I
d
o
n
’
t b
o
th
er a
n
yo
n
e
else.”
(
P6
)
“I
feel
like
I
’
m
d
r
ifti
n
g
,
a
n
d
I
d
o
n
’
t k
n
o
w
w
h
o
to
ta
lk
to
a
n
y
mo
r
e.
”
(
P7
)
Alth
o
u
g
h
s
elf
-
h
a
r
m
an
d
is
o
latio
n
h
av
e
s
ig
n
if
ican
t
n
e
g
a
tiv
e
im
p
ac
ts
,
s
o
m
e
p
ar
ticip
an
ts
also
ex
p
r
ess
ed
an
em
er
g
in
g
awa
r
e
n
ess
o
f
th
e
n
ee
d
to
s
ee
k
h
elp
an
d
d
ev
el
o
p
m
o
r
e
a
d
ap
tiv
e
co
p
in
g
s
tr
ateg
ies.
Stu
d
en
ts
h
o
p
e
d
f
o
r
th
e
p
r
es
en
ce
o
f
s
o
m
eo
n
e
with
th
e
ex
p
er
tis
e
an
d
p
r
o
f
ess
io
n
al
co
m
p
eten
ce
t
o
o
f
f
er
ap
p
r
o
p
r
iate
in
ter
v
en
tio
n
s
—
s
o
m
eo
n
e
w
h
o
c
o
u
ld
h
elp
th
em
m
an
ag
e
a
n
d
r
eso
lv
e
t
h
eir
s
tr
u
g
g
les,
m
ak
in
g
th
em
f
ee
l su
p
p
o
r
te
d
an
d
ca
p
ab
le
o
f
f
in
d
in
g
p
r
ac
tical
s
o
lu
tio
n
s
.
As o
n
e
p
a
r
ticip
an
t sh
ar
ed
:
“I
h
o
p
e
to
h
a
ve
a
fr
ien
d
w
h
o
c
a
n
h
elp
me…
.
”
(
P8
)
T
h
is
s
h
if
t
in
d
icate
s
th
at,
d
esp
i
te
th
e
p
r
o
f
o
u
n
d
ad
v
e
r
s
e
ef
f
ec
ts
o
f
s
elf
-
h
ar
m
,
in
d
iv
id
u
als
s
till
h
av
e
th
e
p
o
ten
tial
to
r
ec
o
v
er
with
th
e
p
r
o
p
er
s
u
p
p
o
r
t.
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
s
h
o
w
th
at
s
tu
d
en
ts
em
p
lo
y
v
ar
io
u
s
co
p
in
g
m
ec
h
a
n
is
m
s
to
m
an
a
g
e
s
tr
ess
an
d
em
o
tio
n
al
p
r
es
s
u
r
e.
T
h
ese
m
ec
h
an
is
m
s
r
an
g
e
f
r
o
m
p
r
o
b
lem
-
f
o
cu
s
ed
c
o
p
in
g
,
wh
ich
tar
g
et
s
s
o
lv
in
g
th
e
r
o
o
t
ca
u
s
e
o
f
s
tr
ess
,
to
em
o
tio
n
-
f
o
c
u
s
ed
co
p
in
g
,
wh
ic
h
aim
s
t
o
m
an
ag
e
th
e
em
o
tio
n
al
r
esp
o
n
s
e
to
s
tr
ess
.
I
n
s
o
m
e
ca
s
es,
wh
en
em
o
tio
n
al
d
is
tr
ess
b
ec
o
m
es
o
v
er
wh
elm
in
g
an
d
u
n
m
an
a
g
ea
b
le,
s
tu
d
en
ts
ten
d
t
o
tu
r
n
to
m
alad
ap
tiv
e
c
o
p
in
g
s
tr
ateg
ies s
u
ch
as se
lf
-
h
ar
m
an
d
s
o
cial
is
o
latio
n
a
s
a
f
o
r
m
o
f
escap
e.
W
h
ile
th
es
e
b
eh
av
io
r
s
m
ay
p
r
o
v
i
d
e
tem
p
o
r
ar
y
r
elief
,
th
e
y
u
ltima
tely
wo
r
s
en
em
o
tio
n
al
d
is
tr
ess
in
th
e
l
o
n
g
ter
m
.
A
s
tr
o
n
g
ass
o
ciatio
n
was
o
b
s
er
v
ed
b
etwe
en
s
elf
-
h
ar
m
an
d
s
o
cial
is
o
latio
n
,
p
ar
ticu
lar
ly
am
o
n
g
in
d
i
v
id
u
al
s
ex
p
er
ien
cin
g
em
o
tio
n
al
d
is
tr
ess
o
r
d
y
s
r
eg
u
latio
n
[4
8
]
.
Self
-
h
ar
m
in
g
b
eh
av
i
o
r
s
ar
e
o
f
ten
em
p
l
o
y
ed
as
m
ec
h
an
is
m
s
to
m
an
ag
e
u
n
ar
ticu
la
ted
n
eg
ativ
e
em
o
tio
n
s
,
wh
ile
s
o
cial
with
d
r
awa
l
ex
ac
er
b
ates
em
o
tio
n
al
v
u
ln
e
r
ab
ilit
y
b
y
in
cr
ea
s
in
g
lo
n
elin
ess
an
d
r
ed
u
cin
g
ac
ce
s
s
to
cr
itical
s
u
p
p
o
r
t
s
y
s
tem
s
[
49
].
C
o
p
in
g
s
tr
ateg
ies
em
er
g
ed
as
a
ce
n
tr
al
d
eter
m
in
a
n
t
in
th
e
m
an
ag
em
en
t
o
f
em
o
tio
n
al
s
tr
ess
an
d
s
elf
-
in
ju
r
io
u
s
b
eh
a
v
io
r
[4
7
]
.
Ad
a
p
tiv
e
co
p
in
g
m
ec
h
an
is
m
s
—
s
u
ch
as
ex
p
r
ess
iv
e
wr
itin
g
,
v
e
r
b
al
d
is
clo
s
u
r
e,
an
d
en
g
ag
em
e
n
t
in
cr
ea
tiv
e
ac
tiv
ities
—
p
r
o
v
ed
ef
f
ec
tiv
e
in
m
itig
atin
g
th
e
u
r
g
e
to
s
elf
-
h
ar
m
an
d
p
r
o
m
o
tin
g
p
s
y
ch
o
lo
g
ical
well
-
b
ein
g
[5
0
]
.
I
n
co
n
tr
ast,
m
alad
ap
tiv
e
s
tr
ateg
ies,
in
clu
d
in
g
s
u
b
s
tan
ce
u
s
e
a
n
d
s
o
cial
with
d
r
awa
l,
wer
e
f
o
u
n
d
t
o
in
t
en
s
if
y
em
o
tio
n
al
d
is
tr
ess
an
d
p
er
p
etu
ate
th
e
c
y
cle
o
f
s
elf
-
h
a
r
m
[4
7
].
Pro
f
ess
io
n
al
p
s
y
ch
o
lo
g
ical
in
ter
v
en
tio
n
,
in
clu
d
in
g
co
g
n
itiv
e
-
b
eh
av
i
o
r
al
th
er
ap
y
(
C
B
T
)
an
d
in
d
iv
id
u
al
c
o
u
n
s
elin
g
,
h
as
b
e
en
id
en
tifie
d
as
a
p
iv
o
tal
ele
m
en
t
in
r
ec
o
v
er
y
[5
1
]
.
Su
ch
in
ter
v
en
tio
n
s
e
n
ab
le
in
d
iv
id
u
als
to
r
ec
o
g
n
ize
a
n
d
r
estru
ctu
r
e
m
alad
ap
tiv
e
c
o
g
n
iti
v
e
p
atter
n
s
,
d
e
v
elo
p
h
ea
lth
ier
co
p
in
g
s
tr
ateg
ies,
an
d
r
eb
u
ild
p
o
s
itiv
e
s
o
cial
r
el
atio
n
s
h
ip
s
.
Fam
ily
an
d
p
ee
r
s
u
p
p
o
r
t
f
u
r
th
er
r
ein
f
o
r
ce
th
e
r
ec
o
v
er
y
p
r
o
ce
s
s
b
y
f
o
s
ter
in
g
ac
ce
p
tan
ce
an
d
em
o
tio
n
al
s
ec
u
r
ity
[5
2
]
.
T
h
e
a
b
ilit
y
to
e
m
p
lo
y
ad
a
p
tiv
e
c
o
p
in
g
m
ec
h
a
n
is
m
s
s
ig
n
if
ican
tly
r
ed
u
ce
s
s
elf
-
h
a
r
m
b
eh
av
i
o
r
s
,
wh
ile
m
alad
a
p
tiv
e
co
p
in
g
i
n
cr
ea
s
es
th
e
r
is
k
o
f
em
o
tio
n
al
d
eter
io
r
atio
n
a
n
d
r
ec
u
r
r
e
n
ce
[5
3
].
3
.
4
.
Th
e
m
e
4
:
Self
-
h
a
rm:
A
m
o
m
ent
a
ry
re
lief
,
a
deep
re
g
re
t
Par
ticip
an
ts
d
escr
ib
ed
s
elf
-
h
a
r
m
as
p
r
o
v
id
in
g
s
h
o
r
t
-
ter
m
em
o
tio
n
al
r
elief
f
o
llo
wed
b
y
g
u
ilt
an
d
s
h
am
e.
W
h
o
ex
p
lain
e
d
s
elf
-
h
ar
m
as
a
m
alad
a
p
tiv
e
em
o
t
io
n
r
eg
u
latio
n
s
tr
ateg
y
th
at
t
em
p
o
r
ar
ily
r
ed
u
ce
s
d
is
tr
ess
b
u
t
p
er
p
etu
ates
em
o
t
io
n
al
d
y
s
r
eg
u
latio
n
.
T
h
e
r
es
u
lts
r
ea
f
f
ir
m
th
at
i
n
ter
v
en
tio
n
p
r
o
g
r
a
m
s
s
h
o
u
l
d
tar
g
et
em
o
tio
n
al
r
eg
u
latio
n
s
k
ills
,
in
teg
r
ate
co
g
n
itiv
e
-
b
e
h
a
v
io
r
al
ap
p
r
o
ac
h
es,
an
d
p
r
o
m
o
te
h
ea
lth
ier
co
p
in
g
m
ec
h
an
is
m
s
[5
4
]
.
Ad
d
itio
n
al
ly
,
th
ese
f
in
d
in
g
s
h
ig
h
lig
h
t
t
h
e
em
o
tio
n
al
cy
cle
o
f
r
elief
an
d
r
em
o
r
s
e
th
at
ch
ar
ac
ter
izes n
o
n
-
s
u
icid
al
s
elf
-
in
ju
r
y
a
m
o
n
g
s
tu
d
en
ts
.
Ma
n
y
r
esp
o
n
d
e
n
ts
r
ep
o
r
ted
th
at
s
elf
-
h
ar
m
p
r
o
v
id
e
d
tem
p
o
r
a
r
y
r
elief
b
u
t
was
f
o
llo
wed
b
y
r
eg
r
et
an
d
g
u
ilt.
T
h
is
s
u
g
g
ests
th
e
n
ee
d
f
o
r
a
b
etter
ap
p
r
o
ac
h
in
ad
d
r
es
s
in
g
m
en
tal
h
ea
lth
is
s
u
es
am
o
n
g
co
lleg
e
s
tu
d
en
ts
.
E
d
u
ca
tio
n
o
n
s
tr
ess
m
an
ag
em
en
t
s
tr
ateg
ies
an
d
alter
n
ativ
es
to
s
elf
-
h
ar
m
s
h
o
u
l
d
b
e
an
in
te
g
r
al
p
a
r
t
o
f
s
tu
d
en
t
s
u
p
p
o
r
t
p
r
o
g
r
am
s
.
T
h
e
em
o
ti
o
n
al
ch
a
n
g
es
ex
p
e
r
ien
ce
d
d
u
r
in
g
an
d
af
ter
s
elf
-
h
ar
m
in
d
ica
te
a
s
ig
n
if
ican
t
an
d
co
m
p
lex
e
m
o
tio
n
al
d
y
n
a
m
ic.
Du
r
in
g
th
e
ac
t
o
f
s
elf
-
h
a
r
m
,
th
e
d
o
m
in
an
t
e
m
o
tio
n
al
r
esp
o
n
s
e
is
a
s
en
s
e
o
f
tem
p
o
r
ar
y
r
elief
.
Par
ticip
an
ts
r
ep
o
r
ted
th
at
s
elf
-
in
ju
r
y
h
el
p
e
d
s
h
if
t
t
h
eir
f
o
cu
s
awa
y
f
r
o
m
in
ten
s
e
em
o
tio
n
al
p
r
ess
u
r
e,
cr
ea
tin
g
a
s
h
o
r
t
-
liv
e
d
ca
lm
in
g
s
en
s
atio
n
.
As d
escr
i
b
ed
b
y
p
ar
ticip
an
ts
:
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
E
mo
tio
n
a
l e
xp
erien
ce
s
o
f I
n
d
o
n
esia
n
h
ea
lth
s
cien
ce
s
tu
d
e
n
ts
w
ith
s
elf
-
h
a
r
m:
…
(
Meid
ia
n
a
Dw
id
iya
n
ti)
291
“At
th
a
t
time,
it
felt
like
r
elief,
a
s
if
a
ll
th
e
emo
tio
n
s
th
a
t
h
a
d
p
iled
u
p
w
ere
r
elea
s
ed
.
”
(
P1
)
“It
felt
like
I
co
u
ld
g
et
a
b
it
o
f
r
elief
a
fte
r
th
a
t,
b
u
t
n
o
t
ev
ery
time
—
o
n
ly
w
h
en
th
e
emo
tio
n
s
w
ere
to
o
mu
ch
to
h
a
n
d
le.
”
(
P2
)
“It
felt like
a
mo
men
ta
r
y
r
elief
,
b
u
t th
e
n
I
en
d
ed
u
p
feelin
g
w
o
r
s
e,
kin
d
o
f like
r
eg
r
et.
”
(
P3
)
“It
h
u
r
t,
b
u
t
s
o
meh
o
w
it
felt
a
d
d
ictive
a
n
d
r
eliev
in
g
.
Th
e
p
h
ysica
l
p
a
in
d
i
d
n
o
t
c
o
mp
a
r
e
to
th
e
emo
tio
n
a
l p
a
in
.
”
(
P4
)
“I
co
u
ld
feel
th
e
p
a
in
,
b
u
t a
fte
r
th
a
t,
it felt
like
s
o
meth
in
g
w
a
s
r
elea
s
ed
.
”
(
P5
)
“It
felt
fin
e,
kin
d
o
f
n
ice
ev
en
.
I
t
h
u
r
t,
b
u
t
n
o
t
th
a
t
b
a
d
ly.
I
t
w
a
s
mo
r
e
a
b
o
u
t
lettin
g
t
h
in
g
s
o
u
t.”
(
P6
)
“It
w
a
s
s
t
r
a
n
g
e
—
th
e
p
a
in
d
id
n
o
t fe
el
r
ea
l a
t th
e
time.
”
(
P7
)
T
h
is
p
h
en
o
m
e
n
o
n
is
lin
k
ed
t
o
n
eu
r
o
b
io
lo
g
ical
m
ec
h
an
is
m
s
,
wh
er
e
th
e
r
elea
s
e
o
f
en
d
o
r
p
h
in
s
in
r
esp
o
n
s
e
to
p
h
y
s
ical
p
ain
cr
ea
tes
a
s
en
s
atio
n
o
f
c
o
m
f
o
r
t
th
a
t
h
elp
s
r
ed
u
ce
em
o
tio
n
al
ten
s
i
o
n
,
s
u
ch
as
an
g
e
r
,
s
ad
n
ess
,
an
d
g
u
ilt.
T
h
e
em
o
tio
n
al
s
tate
af
ter
s
elf
-
h
ar
m
in
g
o
f
ten
s
h
if
ts
s
ig
n
if
ican
tly
.
W
h
il
e
a
s
en
s
e
o
f
r
elief
is
in
itially
p
r
esen
t,
m
a
n
y
p
ar
tic
ip
an
ts
ex
p
er
ie
n
ce
d
p
r
o
f
o
u
n
d
r
eg
r
et,
g
u
ilt,
a
n
d
s
h
am
e
f
o
ll
o
win
g
th
e
ac
t.
As
ex
p
r
ess
ed
b
y
p
ar
ticip
an
ts
:
“It
felt like
a
b
r
ief
r
elief,
b
u
t a
fter
w
a
r
d
,
I
felt wo
r
s
e,
kin
d
o
f
r
eg
r
etfu
l.”
(
P3
)
“After d
o
in
g
it,
I
felt a
b
it
o
f relief.
B
u
t o
ve
r
time,
I
felt a
s
h
a
med
a
n
d
r
eg
r
etfu
l….
”
(
P4
)
“Y
es,
I
’
ve
felt reg
r
et.
S
o
metim
es I
feel
like
it o
n
ly
ma
d
e
th
in
g
s
w
o
r
s
e.
.
.
”
(
P5
)
“Y
es,
I
o
ften
r
eg
r
et
it
—
b
u
t I
a
ls
o
feel
temp
o
r
a
r
y
r
elief.
”
(
P8
)
T
h
e
em
o
tio
n
al
s
h
if
ts
ex
p
er
ien
ce
d
b
y
p
ar
ticip
an
ts
d
u
r
in
g
s
elf
-
h
ar
m
ar
e
co
m
p
le
x
an
d
d
y
n
a
m
ic.
W
h
ile
th
e
ac
t
m
ay
b
r
in
g
s
h
o
r
t
-
ter
m
r
elief
,
f
u
n
ctio
n
in
g
as
a
d
is
tr
ac
ti
o
n
f
r
o
m
in
ten
s
e
em
o
tio
n
al
d
is
tr
ess
,
it
is
f
o
llo
wed
b
y
n
eg
ativ
e
em
o
tio
n
al
s
tates
s
u
ch
as
r
eg
r
et,
g
u
ilt,
s
h
am
e,
an
d
an
x
iet
y
,
wh
ic
h
m
a
y
wo
r
s
en
p
s
y
ch
o
lo
g
ical
co
n
d
itio
n
s
an
d
lead
t
o
s
o
cial
with
d
r
awa
l.
T
h
is
em
o
tio
n
al
cy
cle
s
u
g
g
ests
th
at
s
elf
-
h
ar
m
is
n
o
t
m
er
ely
a
p
h
y
s
ical
b
eh
av
i
o
r
,
b
u
t
a
m
a
n
if
estatio
n
o
f
d
if
f
icu
lty
in
a
d
a
p
tiv
ely
m
an
a
g
in
g
em
o
tio
n
s
.
I
t
r
ef
lects
an
u
n
m
et
n
ee
d
f
o
r
em
o
tio
n
al
r
eg
u
latio
n
an
d
u
n
d
er
s
co
r
es
th
e
im
p
o
r
ta
n
ce
o
f
d
e
v
elo
p
in
g
h
ea
lth
ier
c
o
p
in
g
m
ec
h
an
is
m
s
an
d
p
r
o
v
id
in
g
em
o
tio
n
al
s
u
p
p
o
r
t to
th
o
s
e
wh
o
ar
e
at
r
is
k
.
Par
ticip
an
ts
d
escr
ib
ed
en
g
ag
i
n
g
in
s
elf
-
h
ar
m
d
u
r
in
g
ep
is
o
d
es
o
f
in
ten
s
e
em
o
tio
n
al
s
tates
s
u
ch
as
an
x
iety
,
p
r
o
f
o
u
n
d
s
ad
n
ess
,
o
r
lo
s
s
o
f
em
o
tio
n
al
co
n
tr
o
l
[
5
5
]
.
T
h
e
b
eh
av
i
o
r
was
p
er
ce
iv
ed
as
a
tem
p
o
r
ar
y
o
u
tlet
f
o
r
in
to
le
r
ab
le
em
o
tio
n
al
ten
s
io
n
[
5
6
]
.
T
h
e
t
r
an
s
ien
t
r
elief
r
ep
o
r
ted
p
o
s
t
-
in
cid
e
n
t
is
r
ef
lectiv
e
o
f
a
p
s
y
ch
o
lo
g
ical
p
r
o
ce
s
s
k
n
o
wn
as
s
o
m
atiza
tio
n
,
wh
er
eb
y
em
o
tio
n
al
s
tr
ess
m
an
if
ests
as
p
h
y
s
ical
s
y
m
p
to
m
s
[
5
7
]
.
T
h
is
em
o
tio
n
al
m
o
d
u
latio
n
c
a
n
b
e
u
n
d
er
s
to
o
d
th
r
o
u
g
h
th
e
E
m
o
tio
n
R
eg
u
latio
n
Mo
d
el,
wh
ich
p
o
s
its
th
at
in
d
iv
id
u
als
with
d
e
f
icits
in
em
o
tio
n
al
awa
r
e
n
ess
,
u
n
d
er
s
tan
d
in
g
,
an
d
r
eg
u
latio
n
ar
e
m
o
r
e
p
r
o
n
e
to
ad
o
p
t
m
alad
ap
tiv
e
s
tr
ateg
ies,
s
u
ch
as
s
elf
-
h
ar
m
[
5
8
]
.
T
h
is
b
eh
a
v
io
r
also
alig
n
s
with
th
e
co
n
ce
p
t
o
f
e
x
p
er
ien
tial
av
o
id
an
ce
,
wh
e
r
ein
in
d
iv
i
d
u
al
s
attem
p
t
to
s
u
p
p
r
ess
o
r
escap
e
f
r
o
m
p
ain
f
u
l
em
o
tio
n
al
ex
p
e
r
ien
ce
s
[
5
9
]
.
T
h
ese
em
o
tio
n
al
f
lu
ctu
atio
n
s
r
ef
lect
a
p
atter
n
o
f
ch
r
o
n
ic
em
o
tio
n
al
d
y
s
r
eg
u
latio
n
,
wh
er
ein
s
elf
-
h
ar
m
f
ails
to
r
eso
lv
e
th
e
u
n
d
er
ly
i
n
g
em
o
tio
n
al
co
n
f
lict
b
u
t
in
s
tead
s
u
s
tain
s
a
p
a
th
o
lo
g
ical
cy
cle
o
f
s
tr
ess
,
m
o
m
en
tar
y
r
elief
,
an
d
r
em
o
r
s
e
[6
0
]
.
T
h
is
p
atter
n
is
co
n
s
is
ten
t
with
L
in
e
h
a
n
’
s
d
ialec
tical
b
e
h
av
io
r
th
e
r
ap
y
(
DB
T
)
,
wh
ich
co
n
ce
p
tu
alize
s
s
elf
-
h
ar
m
as
an
im
p
u
ls
iv
e
co
p
in
g
m
ec
h
an
is
m
aim
ed
at
allev
iatin
g
af
f
ec
tiv
e
d
is
tr
ess
,
p
ar
ticu
lar
ly
am
o
n
g
in
d
iv
id
u
als
with
b
o
r
d
er
lin
e
p
er
s
o
n
ality
d
is
o
r
d
er
,
f
o
r
wh
o
m
em
o
tio
n
r
eg
u
latio
n
is
esp
ec
ia
lly
p
r
o
b
lem
atic
[6
1
].
T
h
e
s
tu
d
y
’
s
f
i
n
d
in
g
s
a
r
e
co
n
s
is
ten
t
with
L
in
eh
an
’
s
DB
T
,
wh
ich
co
n
ce
p
tu
alize
s
s
elf
-
h
ar
m
as
an
im
p
u
ls
iv
e
co
p
in
g
r
esp
o
n
s
e
to
em
o
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61
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,
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atic
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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I
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26
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296
292
T
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ateg
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th
at
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,
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d
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ly
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4.
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h
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tic
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u
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ased
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ased
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Evaluation Warning : The document was created with Spire.PDF for Python.