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McLaren H, Patmisari E, Huang Y. Professional Quality of Life of Foster and Kinship Carers in Australia, United Kingdom, and the United States: A Scoping Review. TRAUMA, VIOLENCE & ABUSE 2024; 25:2390-2406. [PMID: 38041424 PMCID: PMC11155225 DOI: 10.1177/15248380231213322] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/03/2023]
Abstract
Professional quality of life (ProQOL) refers to workers' subjective feelings associated with work involved in helping others who have experienced trauma. It consists of positive and negative aspects, that is, subscales of compassion satisfaction, and burnout and secondary traumatic stress. Foster and kinship caring inherently involves risks associated with exposure to the trauma responses of children in their care. This exposure can lead to poor ProQOL, carer attrition, and placement instability. While limited studies specifically explore ProQOL of carers, many studies have examined factors and interventions related to ProQOL. However, there is a lack of synthesis of these studies. To fill such a research gap, we undertook a scoping review of 70 empirical studies from Australia, the United Kingdom, and the United States, published from 2012 to 2022 reporting on ProQOL, and its related factors and concepts. We applied a multilevel ecosocial construct to examine complex interrelationships between private and governance settings to better understand factors related to ProQOL of carers and interventions aimed to improve it in these dynamic systems. In our review, some studies showed positive outcomes for carers, such as reduced stress or burnout associated with training. However, there was insufficient attention to factors associated with ProQOL at relational and sociopolitical levels. It is crucial to improve carers' ProQOL or well-being to ensure their retention and placement stability. Long-term systemic improvements require interventions across different levels of the system.
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Chiu HY, McGuire AB, Jackson Y, Stoolmiller ML, Rodriguez AM. Maneuvering through Life with Positivity: Estimating the Effects of Foster Youth's Appraisal on Coping Styles. CHILDREN AND YOUTH SERVICES REVIEW 2023; 155:107159. [PMID: 38143934 PMCID: PMC10735240 DOI: 10.1016/j.childyouth.2023.107159] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/26/2023]
Abstract
Youth in foster care tend to experience a disproportional number of adverse life experiences and demonstrate high rates of emotional and behavioral difficulties. According to the transactional model of stress and coping, how youth appraise their experiences influences the type of coping strategies they use in response to adversity, and these relations are key components to understanding later adjustment. However, few studies have examined potential effects of appraisal on coping for youth in foster care. Furthermore, it is not well understood if or how such interaction may vary across age. To address this gap, this study examined potential age moderation of contemporaneous primary, threat-based appraisal effects on coping in a large sample of 490 youth in foster care (48% female, ages 8 to 18) using a series of statistical models which were capable of detecting very general forms of effect moderation. Results indicated that primary appraisal positively predicted direct and prosocial coping, and negatively predicted asocial coping. The linear effects of appraisal on coping did not vary based on age of the youth. The findings suggest that primary appraisals of life events for youth in foster care does have a unique influence on certain coping styles, suggesting perhaps new directions for research on youth exposed to multiple adversities. To promote wider use of the non-parametric time-varying effect model in R, the analysis syntax is also included in the appendix.
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Affiliation(s)
- Hsin-Yao Chiu
- Department of Psychology, The Pennsylvania State University
| | | | - Yo Jackson
- Department of Psychology, The Pennsylvania State University
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Phillips AR, Halligan SL, Denne M, Hamilton‐Giachritsis C, MacLeod JAA, Wilkins D, Hiller RM. Secondary data analysis of social care records to examine the provision of mental health support for young people in care. JCPP ADVANCES 2023; 3:e12161. [PMID: 37753160 PMCID: PMC10519729 DOI: 10.1002/jcv2.12161] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2022] [Accepted: 03/01/2023] [Indexed: 09/28/2023] Open
Abstract
Background Young people in care are much more likely to experience mental health difficulties than the general population, yet little is known about the provision of mental health support for this group in the United Kingdom. Methods Using routinely collected social care data, we explored the provision of mental health support for 112 young people in care in the UK. We identified young people experiencing elevated internalising or externalising difficulties in their first year in care (based on strengths and difficulties questionnaire scores) and extracted data on mental health referrals and provision. We generated descriptive statistics relating to provision of mental health support and used regressions to examine predictors of mental health provision, and associations between support and mental health outcomes one and 2 years later. Results Eighty-one percent of the children (n = 79) were referred to mental health services in their first year of being in care. Referrals were usually for emotional or conduct problems. Those with higher externalising symptoms were more likely to be referred than those with higher internalising symptoms (OR = 1.2, (95% confidence interval (CI): 1.01, 1.38)). Females were more likely to access support than males (OR = 3.82 (95% CI: 1.2, 13.3)). Sixty-eight percent of children (n = 66) accessed mental health services in their first year of being in care. Of those who accessed services, support ended prematurely for 29 (44%) of them, often due to placement instability or disengagement. Accessing support in the first year of care was not associated with changes in mental health 1 year (OR: 2.14 (95% CI: 0.62,7.29)), or 2 years after entering care (OR: 0.72-8.57, (95% CI: 0.72, 8.57)), although methodological limitations are noted. Conclusions Mental health difficulties for children in care are recognised quickly, but mental health support may be difficult to access, with issues evident in retention and engagement.
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Affiliation(s)
| | | | - Megan Denne
- Department of PsychologyUniversity of BathBathUK
| | | | - John A. A. MacLeod
- The National Institute for Health Research Applied Research Collaboration West (NIHR ARC West)University Hospitals Bristol and Weston NHS Foundation TrustBathUK
- Centre for Academic Primary CareBristol Medical SchoolThe University of BristolBristolUK
| | - David Wilkins
- Children's Social Care Research and Development CentreSchool of Social SciencesCardiff UniversityCardiffUK
| | - Rachel M. Hiller
- Division of Psychology & Language SciencesUniversity College LondonLondonUK
- Anna Freud Centre for Children and FamiliesLondonUK
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Blakeslee JE, Kothari BH, Miller RA. Intervention development to improve foster youth mental health by targeting coping self-efficacy and help-seeking. CHILDREN AND YOUTH SERVICES REVIEW 2023; 144:106753. [PMID: 36712385 PMCID: PMC9879089 DOI: 10.1016/j.childyouth.2022.106753] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
This study articulates the iterative development of an intervention called Strengthening Youth Networks and Coping (SYNC), which is designed to target coping self-efficacy and help-seeking intentions and behaviors among youth in foster care. The overarching goal is to design an intervention that will be a feasible and acceptable enhancement to existing child welfare services, and that will address modifiable determinants among adolescents involved in child welfare system that are related to elevated risk for mental health challenges, limited support network capacity, and service disengagement after exiting foster care. In this paper, we describe our initial needs assessment, explain how we selected proximal intervention mechanisms (i.e., intermediate outcomes) to target, and outline the preliminary intervention development process, including ongoing insights we received from a research advisory group including members with lived experience. Next, we report and discuss the initial acceptability pre-testing data collected from youth (N = 30) as well as feasibility data collected from providers (N = 82), results from which were used to refine the SYNC intervention framework prior to robust efficacy testing. Findings highlight the need and importance of targeting youth coping and help-seeking, integrating programming within existing transition services, delivering this content in a group-based format that includes near-peer mentors and facilitators with lived experience, and developing options that work for the heterogeneous population of young people in foster care. The results also highlight the key objective of capturing youth's interests prior to enrolling in the program (e.g., language used in recruitment materials), holding their interest throughout the program (e.g., creating opportunities for youth to engage with other youth with similar experiences), and suggestions to encourage youth's engagement and participation. This paper articulates the value of this intervention development approach, and the sequential phases of this intervention development process as well as the results, which may be useful to applied researchers and practitioners working with youth in foster care and other priority populations.
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Huang L, Huang J, Chen Z, Jiang W, Zhu Y, Chi X. Psychometric Properties of the Chinese Version of the Brief Interpersonal Competence Questionnaire for Adolescents. CHILDREN (BASEL, SWITZERLAND) 2022; 10:children10010059. [PMID: 36670610 PMCID: PMC9857256 DOI: 10.3390/children10010059] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/11/2022] [Revised: 12/14/2022] [Accepted: 12/15/2022] [Indexed: 12/29/2022]
Abstract
This study aimed to evaluate the psychometric properties of the Brief Interpersonal Competence Questionnaire (ICQ-15) administered to Chinese adolescents. A sample of 1705 adolescents (Mean age = 14.08, SD = 3.22, 46.5% male) completed a questionnaire including the Chinese version of the ICQ-15, as well as measurements of well-being, psychological resilience, and depression. To examine the psychometric properties of the ICQ-15, item analyses (item-total correlation and normality test), confirmatory factor analysis, concurrent validity analyses, multi-group analyses, and internal consistency analyses were performed. The results of the item analyses suggested a good item-total correlation, and the item scores were distributed approximately normally. The confirmatory factor analysis showed that the five-factor model had acceptable fit indices. The concurrent validity analyses indicated that the Chinese version of the ICQ-15 had a satisfactory concurrent validity. The multi-group analyses proved the measurement invariance across females and males, as well as participants in early, middle, and late adolescence. The ICQ-15 demonstrated satisfactory internal consistency reliability among Chinese adolescents. The ICQ-15 presents good psychometric properties and can be used to assess interpersonal competence in Chinese adolescents.
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Affiliation(s)
- Liuyue Huang
- Department of Psychology, Faculty of Social Sciences, University of Macau, Macao 999078, China
- Center for Cognitive and Brain Sciences, Institute of Collaborative Innovation, University of Macau, Macao 999078, China
| | - Junrun Huang
- School of Psychology, Shenzhen University, Shenzhen 518060, China
| | - Zhichao Chen
- School of Psychology, Shenzhen University, Shenzhen 518060, China
| | - Weiwei Jiang
- School of Psychology, Shenzhen University, Shenzhen 518060, China
| | - Yi Zhu
- School of Early-Childhood Education, Nanjing Xiaozhuang University, Nanjing 210017, China
- Correspondence: (Y.Z.); (X.C.)
| | - Xinli Chi
- School of Psychology, Shenzhen University, Shenzhen 518060, China
- The Shenzhen Humanities & Social Sciences Key Research Bases of the Center for Mental Health, Shenzhen 518060, China
- Correspondence: (Y.Z.); (X.C.)
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McTavish JR, McKee C, Tanaka M, MacMillan HL. Child Welfare Reform: A Scoping Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph192114071. [PMID: 36360960 PMCID: PMC9655914 DOI: 10.3390/ijerph192114071] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/20/2022] [Revised: 10/20/2022] [Accepted: 10/24/2022] [Indexed: 06/01/2023]
Abstract
While there have been ongoing calls to reform child welfare so that it better meets children's and families' needs, to date there have been no comprehensive summaries of child welfare reform strategies. For this systematic scoping review, we summarized authors' recommendations for improving child welfare. We conducted a systematic search (2010 to 2021) and included published reviews that addressed authors' recommendations for improving child welfare for children, youth, and families coming into contact with child welfare in high-income countries. A total of 4758 records was identified by the systematic search, 685 full-text articles were screened for eligibility, and 433 reviews were found to be eligible for this scoping review. Reviews were theoretically divided, with some review authors recommending reform efforts at the macro level (e.g., addressing poverty) and others recommending reform efforts at the practice level (e.g., implementing evidence-based parenting programs). Reform efforts across socioecological levels were summarized in this scoping review. An important next step is to formulate what policy solutions are likely to lead to the greatest improvement in safety and well-being for children and families involved in child welfare.
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Affiliation(s)
- Jill R. McTavish
- Offord Centre for Child Studies, Department of Psychiatry and Behavioural Neurosciences, McMaster University, 293 Wellington Street North, Hamilton, ON L8L 8E7, Canada
| | - Christine McKee
- Offord Centre for Child Studies, Department of Psychiatry and Behavioural Neurosciences, McMaster University, 293 Wellington Street North, Hamilton, ON L8L 8E7, Canada
| | - Masako Tanaka
- Offord Centre for Child Studies, Department of Psychiatry and Behavioural Neurosciences, McMaster University, 293 Wellington Street North, Hamilton, ON L8L 8E7, Canada
| | - Harriet L. MacMillan
- Offord Centre for Child Studies, Department of Psychiatry and Behavioural Neurosciences, McMaster University, 293 Wellington Street North, Hamilton, ON L8L 8E7, Canada
- Department of Pediatrics, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4K1, Canada
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McCauley EJ. How do academic and career services affect employment, education, and disability benefit receipt in the transition to adulthood for youth with disabilities who have aged out of foster care? JOURNAL OF PUBLIC CHILD WELFARE 2022; 17:894-923. [PMID: 37680893 PMCID: PMC10482393 DOI: 10.1080/15548732.2022.2118932] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/16/2022] [Revised: 07/19/2022] [Accepted: 07/29/2022] [Indexed: 09/09/2023]
Abstract
The transition to adulthood is an important process with implications for inequality. Both those with disabilities and those who age of out of foster care are vulnerable during this transition. This project examines the intersection of these groups, exploring employment, education, and disability benefit receipt, the supports these youth receive, and how these supports may mitigate risk in this transition. Findings suggest that those with emotional or mental disabilities face employment risks in the transition to adulthood, and that services may mitigate some of this risk and present unique benefits for youth with disabilities. For example, the odds of employment are greater and the odds of receiving disability benefits are lower among those who receive academic supports (orFTE=1.3, orSSI/SSDI==0.7), post-secondary supports (orFTE=1.3, orSSI/SSDI=0.8), education financial assistance (orPTE=1.3, orSSI/SSDI=0.7), and career services (orPTE=1.3, orSSI/SSDI=0.8). These services should be prioritized for funding, especially education financial assistance as a lower proportion of youth with disabilities receive than their non-disabled peers.
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Affiliation(s)
- Erin J McCauley
- Department of Social and Behavioral Sciences, University of California San Francisco
- Philip R. Lee Institute for Health Policy Studies (Affiliated Faculty), University of California San Francisco
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Munson MR, Raghavan R, Shimizu R, Rodwin AH, Jaccard J. Methodologies to Advance a "Science of How": Identifying and Engaging Intervention Targets and Outcomes. Psychiatr Serv 2022; 73:1039-1046. [PMID: 35172593 DOI: 10.1176/appi.ps.202100202] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
OBJECTIVE Although implementation science has taken hold in many areas of psychiatric services research, a need remains for developing effective, low-cost interventions for specific subpopulations with mental health conditions. The experimental therapeutics approach has gained momentum as a framework for developing effective interventions. However, few studies have taken steps to rigorously apply experimental therapeutics. This article provides a blueprint for applying this approach. METHODS A focused literature review was conducted to document the frequency of the application of experimental therapeutics among articles published between 2011 and 2021 in some of the American Psychiatric Association's journals. Independently of the review, the authors delineated a four-component approach for applying experimental therapeutics in research and present practical, innovative strategies to advance psychiatric services research. RESULTS The four-component approach includes outlining prerequisites, identifying target mechanisms, proposing intervention strategies to address target mechanisms, and using advanced analytic methods. The strategies described for each component are not exhaustive; rather, they suggest promising avenues for research that can lead to more effective interventions and deeper understanding of how, and for whom, an intervention works. CONCLUSIONS The application of experimental therapeutics in psychiatric services research can lead to increased development, refinement, and implementation of effective interventions for specific populations or conditions.
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Affiliation(s)
- Michelle R Munson
- Silver School of Social Work, New York University, New York City (Munson, Raghavan, Rodwin, Jaccard); School of Social Work, University of Alaska, Anchorage (Shimizu)
| | - Ramesh Raghavan
- Silver School of Social Work, New York University, New York City (Munson, Raghavan, Rodwin, Jaccard); School of Social Work, University of Alaska, Anchorage (Shimizu)
| | - Rei Shimizu
- Silver School of Social Work, New York University, New York City (Munson, Raghavan, Rodwin, Jaccard); School of Social Work, University of Alaska, Anchorage (Shimizu)
| | - Aaron H Rodwin
- Silver School of Social Work, New York University, New York City (Munson, Raghavan, Rodwin, Jaccard); School of Social Work, University of Alaska, Anchorage (Shimizu)
| | - James Jaccard
- Silver School of Social Work, New York University, New York City (Munson, Raghavan, Rodwin, Jaccard); School of Social Work, University of Alaska, Anchorage (Shimizu)
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Shdaimah C, Zhao L. Adaptive responsivity: a Youth-Driven Model for Thriving in Foster Care. CHILD & ADOLESCENT SOCIAL WORK JOURNAL : C & A 2022:1-12. [PMID: 35966571 PMCID: PMC9362491 DOI: 10.1007/s10560-022-00869-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/02/2022] [Indexed: 06/15/2023]
Abstract
With notable and growing exceptions, there is a dearth of research on mechanisms by which youth in foster care build resilience and achieve positive outcomes. We report on data from an interview study with young adults exiting or recently exited foster care in Maryland (N=15) designed to understand what facilitates their engagement with courts. Our findings indicate that despite challenges of ?being in foster care?, youth found ways to pursue their goals and make their voices heard through developing stable relationships with supportive adults (including judges, caseworkers, or lawyers) and demanding that child welfare professionals ?speak to me not at me.? Youth indicated that their needs, capabilities, and goals changed as they matured and as their circumstances changed. Such changes helped them find their voices but also created tensions within their child welfare system interactions. This led us to develop the theory of adaptive responsivity, according to which child welfare stakeholders should respond appropriately to developmental and circumstantial changes to help child-welfare involved youth face difficult circumstances and thrive. Such responses include providing developmentally and situationally appropriate information and decision-making power to youth in their own cases as well as opportunities to weigh in on systems change.
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Affiliation(s)
- Corey Shdaimah
- University of Maryland School of Social Work, 525 W. Redwood Street, 21201 Baltimore, MD USA
| | - Lucy Zhao
- University of Maryland School of Social Work, 525 W. Redwood Street, 21201 Baltimore, MD USA
- Johns Hopkins University Bloomberg School of Public Health, Baltimore, USA
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Waid J, Kothari BH, Dahlgren JA, McBeath B, Bank L. Exploring mechanisms of change in a dyadic relationship intervention for siblings in foster care. CHILD & FAMILY SOCIAL WORK 2021; 26:507-517. [PMID: 36381198 PMCID: PMC9648628 DOI: 10.1111/cfs.12833] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/15/2023]
Abstract
There is increasing recognition of the potential for sibling relationships to promote the well-being of youth in out-of-home care. Efficacious interventions now exist to strengthen the sibling relationships for youth in out-of-home care, yet the processes through which these interventions work to enhance sibling relationships remains largely speculative. The current study therefore aimed to identify the critical components of an efficacious dyadic relationship enhancement intervention for siblings in foster care through a secondary analysis of fidelity of implementation and trial outcome data. Data for 168 youth from the treatment condition of the Supporting Siblings in Foster Care study were analysed. Fidelity of implementation was assessed across seven intervention domains: Sibs 4 Life, Positive/Sib Thinking, Activity Planning, Problem Solving, Cooperation, Managing Feelings and Adult Allies. Trial outcome data were drawn from efficacy test results and included a multi-agent construct of sibling relationship quality. Descriptive statistics detailed intervention implementation, and hierarchical linear models examined associations between intervention coverage, comprehension, and engagement, and 18-month improvements to the sibling relationship. Results indicate high fidelity to implementation, and Positive/Sib Thinking was the primary intervention domain associated with sibling relationship improvements. Considerations for future mechanisms-based intervention research with siblings in out-of-home care are provided.
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Affiliation(s)
- Jeffrey Waid
- School of Social Work, University of Minnesota–Twin Cities, Saint Paul, Minnesota, USA
| | - Brianne H. Kothari
- Human Development and Family Sciences, Oregon State University, Corvallis, Oregon, USA
| | - Jessica A. Dahlgren
- Human Development and Family Sciences, Oregon State University, Corvallis, Oregon, USA
| | - Bowen McBeath
- School of Social Work, Portland State University, Portland, Oregon, USA
| | - Lew Bank
- School of Social Work, Portland State University, Portland, Oregon, USA
- Oregon Social Learning Center, Eugene, Oregon, USA
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Kothari BH, Godlewski B, Lipscomb ST, Jaramillo J. Educational resilience among youth in foster care. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22478] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
Affiliation(s)
- Brianne H. Kothari
- Human Development and Family Sciences Oregon State University—Cascades Campus Bend Oregon USA
| | | | - Shannon T. Lipscomb
- Human Development and Family Sciences Oregon State University—Cascades Campus Bend Oregon USA
| | - Jamie Jaramillo
- Oregon State University Corvallis Oregon USA
- Oregon Social Learning Center Eugene Oregon USA
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