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the scientific study of abnormal behavior to describe, predict, explain, and change abnormal patterns of functioning |
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The "4 D's" of Abnormality |
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Deviance – The person’s behaviors differ from societal norms Distress – The disorder causes distress or discomfort to the individual Dysfunction – The disorder must disturb daily functioning Danger – The person may harm his/her self or others (not to stigmatize) |
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Prehistoric View of Mental Illness |
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Evil spirits inhabit a person’s body or mind Trephination – Using a sharp object to cut into the inhabited person’s skull to let evil spirits escape |
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View of Mental Illness in Christ's Era |
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Mark 5 - "Unclean Spirits" |
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View of Mental Illness in Greek and Roman Era |
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Natural causes of disease -- Hippocrates – Disease is from an imbalance of the four humors (black bile, yellow bile, phlegm, blood) Treatments – More rest, celibacy, exercise |
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View of Mental Illness in Middle Ages |
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Recurrence of evil spirits Exorcisms become common -- tormenting the evil spirit to come out of the person |
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View of Mental Illness During the Renaissance |
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Believed to be from natural causes -- the brain is susceptible to illness Improvements in care of “patients” Asylums – A place for people to “hide out” and be “made well” -- staff shortages and lack of funding turned them into overcrowded “prisons” where patients were chained to walls and locked in rooms |
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View of Mental Illness in the 1800s |
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Rise of moral treatment (humane techniques) People with mental illnesses were not seen as damaged goods, but merely broken down from stresses of life, etc. Staff shortages and lack of funding again caused moral treatment to decline |
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View of Mental Illness in the 1900s |
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Somatogenic Perspective Mental illness starts from within the body General paresis and syphilis -- people saw commonalities (physical illness can cause mental disorders) Psychogenic Perspective Disease starts from within the mind Mesmerism/Hypnotism – Made people worse and better -- therefore, disorder must start in the brain Psychoanalysis – Freud – Unconscious forces affect mind and behavior |
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Today's Views of Abnormal Psychology |
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Biological – From natural causes Psychoanalytic – Unconscious mental processes Behavioral – Learned “abnormalities” Cognitive – Thoughts/perceptions affect behavior Humanistic – Existential “philosophy on life” Sociocultural – Social context and culture affects Biopsychosocial – “All inclusive” |
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Outpatient Care – Person lives at home or in a community and sees a psychologist as needed or scheduled Psychotropic Medications/Drugs – “Fix” people Talk Therapy – In combination with medication, has the greatest impact in helping patients. Patients talk through their problems, how they’re feeling, etc. |
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Mental illness starts within (natural causes) Chief organ that is inspected is the brain Anatomy – Structures of the brain; improper development/formation Chemistry – Profound effect on behavior |
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Cell body – The cell’s life support center Dendrites – Receive messages from other cells Axon – Passes messages away from the cell body to other neurons, muscles, or glands Neural Impulse (Action Potential) – Electrical signal traveling down the axon Terminal Branches of Axon – Passes on information to other cells Myelin Sheath – Covers the axon of some neurons and helps speed up impulses (Send) Cell body -> Axon -> Terminal branches -> -> (Receive) Dendrites -> Cell body |
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Chemical messengers that make sure cell signals get across synaptic gap Too much or too little can result in psychological disorders Not enough serotonin released – Depression Deficiency in Gamma Aminobutyric Acid (GABA) – Anxiety |
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Genes and inheritance Depression, anxiety, schizophrenia Viral infections Schizophrenia (in mid 20s) Mothers who contract influenza while pregnant are at greater risk for children who will develop schizophrenia Evolution Adaptive traits such as anxiety – Good thing that some people are afraid of bad/dangerous things |
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Drugs – SSRIs (Selective Serotonin Reuptake Inhibitors) Allows more serotonin left in the synaptic cleft to balance out depressive symptoms Usually body reabsorbs left over serotonin Electro convulsive therapy Two electrodes connected to either side of head sends electrical waves through the brain (mini seizure) Proven effective for depression not treatable with drugs Psychosurgery (rare) Surgery done to try and relieve symptoms |
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Id – Impulses, spur of moment decisions Operates on the pleasure principle; immediate gratification Gratifies basic drives Ego – Reality principle Grows out of Id Balancing between Id and Superego Superego Grows out of ego Reflection of values from parents and society What you should and shouldn’t do OUR CONSCIENCE |
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Repression – Block out undesirable/unwanted thoughts and desires Regression – Revert to earlier patterns of behavior Reaction formation – Say/do the opposite of what you think (because what you think may not be acceptable) Projection – Place onto an object or someone else your undesired thoughts or wishes Rationalization – Using logic to defend actions/thoughts Displacement – Acting out undesirable thoughts/feelings onto a safer target (don’t snap at boss, but go home and kick dog or yell at spouse Denial – Denying the existence of the thought/action |
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Get a person to the point where they have insight; bring peoples unconsciousness into light and release emotion |
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Let a client talk about ANYTHING to allow stream of consciousness come out Therapist’s job is to interpret |
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Therapist interprets dreams Manifest – What occurred in the dream More important is latent content – What the dream actually means Looking for symbols, patterns, etc. to “decode” |
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Client transfers feeling toward people in past onto therapist (projection) |
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Nothing is accidental – everything has meaning when it comes to someone’s psychological state (dreams, Freudian slips, etc.) |
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Association between events that occur closely together (if one occurs, you know the next one is coming) |
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Learning to engage in certain behaviors because of rewards received |
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Giving a reward for a desired action |
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Removing something that is unwanted |
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Behavioral Therapy -- Systematic Desensitization |
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Relaxation – Learning how to relax (breathing, etc) Hierarchy of fear – Therapist leads client through hierarchy of fears Client has to be relaxed in order to pass onto the next step |
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Behavioral Therapy -- Aversive Conditioning |
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Having a negative response to something that used to be pleasant/pleasing Uses temporal association |
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"All or Nothing" Thinking Process |
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Everything is always good or always bad; no in between |
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"Catastrophizing" Thinking Process |
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Exaggerating the negative in every situation/event |
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"Comparing" Thinking Process |
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Judge yourself by someone else’s standards, compare self to others, competing with others, never develop your own values |
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"Emotional Reasoning" Thinking Process |
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Allow self to be lead or dominated by emotions; staying in bad relationship for love |
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"Fortune Telling" Thinking Process |
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Feel as if you should be able to see what will happen in the future; upset when you “didn’t see it coming” |
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"Mind Reading" Thinking Process |
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Get in a habit of thinking you know what other people are thinking, or other people know what you are thinking |
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"Overgeneralization" Thinking Process |
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If happens once, it will always happen that way |
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"Perfectionism" Thinking Process |
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Requiring oneself to be perfect or not make mistakes |
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"Unquestioning Acceptance of Critics" Thinking Process |
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Believe any criticism (even constructive) to be true; other people know you better than you know yourself |
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Challenge the illogical thought process of the client Pointing out inconsistencies of logic or thought process Teach healthier ways to think of things |
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Cognitive-Behavioral Therapy (CBT) |
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Teaching someone to think of things in healthier ways and how to practice healthier behaviors instead |
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Self-actualization – Everyone can become their “best self” Accept self – Both good and bad Develop values that will guide their life |
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Humanistic -- 3 Necessities for Client Centered Therapy |
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Unconditional positive regard – Accept client as they are Empathy – Feel for AND with the client See things from their perspective Genuineness – Be honest and real within the professional relationship |
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A philosophy – Give meaning to existence What is your purpose? Authenticity Self awareness Existential Therapy Take responsibility for your life and your problems to live a life of meaning Place ownership back on the client – they can take control of their life |
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Examine behavior from the individual’s cultural context Some things that are “abnormal” in the dominant culture may be perfectly acceptable in other cultures Emphasis on how experiences of minorities affect their mental health Racism, discrimination, prejudice, poverty Can lead to depression, suicidal ideation, anxiety, etc |
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How consistent a particular tool or measurement is |
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Whether or not the test measures what it is supposed to be measuring |
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Does the test look like or appear to measure what it says it is going to measure? |
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the assessment predict future behavior? (SATs/ACT) |
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Is the tool/test in agreement with a similar tool for the same symptoms? |
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Having an open conversation with the client and allowing the client to lead the process; “open-ended” Easier to build a relationship and develop report; more “human” or personal May not get as much information as you would with other forms—only what the person gives you |
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Systematic and standardized A series of questions asked in particular order; no deviation from questions A lot of information is gained if the client is willing to participate Can seem like an interview and prevent the client from opening up |
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Semi-Structured Interview |
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“The best of both worlds” Therapist starts with a set list of questions, but OK with the conversation going in a different direction |
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Client is presented with a neutral stimuli and gives a response to it Ink blot tests, etc. Problems with these due to psychologist bias and interpretation |
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Ask client to answer questions about themselves based on certain disorders |
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Diagnostic and Statistical Manual, Fourth Edition, Text Revision “The Bible of Disorders” Classification book of disorders Multi-axial system |
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Axis I – What they are coming to treatment for (anxiety disorders, depression, somatoform disorder, etc.) Axis II – Chronic conditions (mental retardation, personality disorders) Axis III – Medical conditions (cancer, diabetes, etc. --- anything impacting initial disorder) Axis IV – Relevant information about home life, work, school, legal issues, family issues, social issues, natural disasters, etc. Axis V – GAF (Global Assessment of Functioning) score from 0-100 Indication of how well/poorly a person is doing |
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Gives those in psychology a way to talk about disorders Makes sense to most |
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Labeling and stigmas, especially with mental illnesses Risk of self-fulfilling prophecy where the client becomes what you say they are. Emphasis on what is wrong or the negatives of the person – what is wrong? Assumption that disorders must fall into discrete categories and there is no overlap Makes it seem as if mental illnesses are placed into categories |
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Normally busy bodies, so we must use caution not to quickly diagnose “Driven by a motor” |
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ADHD in School Age Children |
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Normally diagnosed then since they’re expected to sit still in school or pay attention Hyperactive is noticed more often May start to learn ways to cope with symptoms |
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Can generally sit still, but merely feel restless Masked better because they can choose their career path |
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Biological Causes of ADHD |
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Abnormal activity of excess dopamine (chemical) Brain structure -- abnormal frontal Striatial |
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Associated Features of ADHD |
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Definition
Behavior problems and additional diagnoses Learning disorder also diagnosed Poor peer relationships Child with ADHD is seen as annoying Low self-esteem Not easy, especially when you’re expected to sit still, memorize, be perfect, get criticized by teacher, etc. Blame child for disorder, “Why can’t you just sit still?” School problems Not getting along well with teacher/other students Family problems Preexisting problems can make disorder worse Diagnosis itself can cause problems Misunderstanding, different perspectives of behavior/disorder |
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Prevalence, Course and Family Problems of ADHD |
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More often occurs in males than females 3-7% of school children meet diagnostic criteria Do people outgrow ADHD? People gain better control of symptoms, find “tricks” for dealing with problems Some outgrow the criteria for the disorder (ADHD in partial remission) Strong genetic link |
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Help them stay organized Planners, “where things should go,” etc. Therapy to address: Interpersonal issues - Social skills training to interact with peers Self esteem Behavioral therapies - Operant conditioning – Reward child for getting/doing something right Psychoeducation and training for parents - Helping them understand and how to help Drugs- Ritalin |
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Associated Features of Oppositional Defiant Disorder |
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Conflicts with adults Sometimes they seek it out, sometimes it comes to them Family disruptions Serious marital discord – Greater risk for development of disorder Disruption of care giving (foster system) Harsh or inconsistent parenting style Low self esteem Cocky and “over the top” is usually a façade for how they actually feel More likely to engage in substance use and abuse at an early age ADHD and/or learning disorders commonly diagnosed with this |
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Prevalence, Course, and Family Pattern of Oppositional Defiant Disorder |
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More common in males pre-puberty; common in both after puberty 2-16% of population Gradual onset Genetic link Especially antisocial personality disorder Maternal depression Possibility for development if mother was depressed during childbearing |
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Associated Features of Conduct Disorder |
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Lack of empathy Higher accident rates More possibility for risky behavior, substance use, risky sexual behavior Misread others intentions/facial expressions School and work problems Angry at teachers/bosses, stop attending Poor academic achievement Learning disorders and ADHD also diagnosed with these Family disruptions History of physical or sexual abuse |
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Prevalence, Course, and Family Pattern of Conduct Disorder |
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Males more than females >1-10% of population meet criteria Behaviors decline in adulthood Genetic link Role of environment Neighborhoods with constant violence Link to antisocial personality disorder (most severe) |
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Ways to Help Young Children with ODD/CD |
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Parent-child interaction therapy Teaching realistic expectations, how the parent can be more effective and set appropriate boundaries, how to discipline child |
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Ways to Help School Age Children with ODD/CD |
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Parent management training Family therapy is involved, behavioral therapies, coming up with goals and how to track them, what rewards will be |
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Ways to Help Teens with ODD/CD |
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Enrollment in anger management groups Problem solving training Teaching adaptive, healthy ways to deal with issues Use role-playing to learn better ways Behavioral therapies Operant conditioning -- Rewards for positive behaviors |
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Definition
Genetics Chromosomal abnormalities Up to 10% diagnosed with autism have these Birth complications Prenatal difficulties Brain structure Abnormalities in cerebellum (responsible for motor movements and ability to read facial and social cues) Increased brain volume and white matter Possible link to vaccines?? |
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Associated Features of Autism |
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Mental retardation (for some) Special gifts Ability to focus on one specialized topic/area Self injurious behaviors Head banging, etc. Sensitive to sensory stimuli Bright lights, loud noises, touch (too much OR not enough) |
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Prevalence, Course, and Familial Pattern of Autism |
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More common in males 1/600 has the diagnostic criteria Strong genetic link Especially seen in siblings |
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Ways to Help Autistic Children |
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Intensive behavioral therapies and treatments The sooner the better Intensive – Usually in-home therapist, and parents are also trained (expensive and time consuming) - Not guaranteed to work Trained in basic social skills |
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No delay or problems with communication or speech Interested in friendships and social relationships, but may be inappropriate with others and have difficulty with social cues Take words at face value, don’t take in other non-verbal cues |
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