UNIVERSITY OF NEVADA - RENO SCHOOL OF SOCIAL WORK BSW PROGRAM

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1 UNIVERSITY OF NEVADA - RENO SCHOOL OF SOCIAL WORK BSW PROGRAM Course Number and Title: SW 424 Social Work Methods with Couples and Families Instructor: Contact Information Office Hours On-line Office Hours Credits 3 credits Meeting Times: Location: Prerequisite Admission to the Professional Sequence COURSE DESCRIPTION SW 424 is one of a four-course sequence that emphasizes the competent application of skills, knowledge and values to social work practice. This course focuses on developing competency in intervening with couples and families. Students will learn how to engage in each stage of the social work intervention process with couples and families, including: rapport building, exploration, assessment, planning, implementation, goal attainment, evaluation and termination. This course furthers students understanding of the strengthsbased, generalist social work perspective. Special emphasis is placed on analyzing the ways in which client characteristics (i.e., biological, psychological and socioeconomic factors as well as class, gender, ethnicity, culture, and sexual orientation) interact with the resources and demands of the environment in identifying appropriate intervention strategies. Students will be asked to use critical thinking skills to identify and implement interventions with couples and families that are evidenced-informed, as well as contextually and culturally relevant. COURSE LINKAGES 1

2 This course is designed to build upon the knowledge, values and skills you acquired in SW 321 Basics of Professional Communication. To facilitate your understanding of evidenced-informed practice, it is taken with or after completion of SW 440 Principals of Evidenced Informed Practice I. This course also draws upon the knowledge you have gained in previous theory courses (e.g., SW 310 HBSE I, SW 311 HBSE II, Psychology 101, and so forth). Ultimately, it fosters your development as a generalist practitioner who utilizes a variety of social work theories and approaches in working with micro client systems. Relevant BSW Program Competencies In accordance with the Council on Social Work Education s (CSWE) 2008 Educational Policy and Accreditation Standards (EPAS), the program prepares BSW students who: Identify themselves as professional social workers and conduct themselves accordingly (2.1.1) Apply social work ethical principles to guide their professional practice (2.1.2) Apply critical thinking to inform and communicate professional judgments (2.1.3) Engage diversity and difference in practice (2.1.4) Advance human rights and social and economic justice (2.1.5) Engage in research-informed practice and practice-informed research (2.1.6) Apply knowledge of human behavior and the social environment (2.1.7) Engage in policy practice to advance social and economic well-being and to deliver effective social work services (2.1.8) Respond to contexts that shape practice (2.1.9) Engage, assess, intervene and evaluate their interactions with individuals, families, groups, organizations and communities (2.1.10) Course Objectives / Educational Outcomes: At the conclusion of this course, students will be able to: Enact the generalist social work roles in work with couples and families (Practice Behaviors: f3, f29) Maintain healthy professional boundaries in all professional interactions (Practice Behaviors: f3) Incorporate feedback to alter and improve interventions with couples and families (Practice Behaviors: f2, f6) Apply models of ethical reasoning to explore complex ethical dilemmas in practice (Practice Behaviors: f8, f9, f10) 2

3 424.5 Explore of how personal beliefs and cultural practices in relation to families shape our understandings and interventions with clients. (Practice Behaviors: f2, f7, f15, f16) Apply basic communication principles to effectively engage, assess, intervene and terminate with couples and families (Practice Behaviors: f4, f13, f30) Analyze the influence of power, professional role and diverse statuses in work with couples and families (Practice Behaviors: f1, f14, f18, f20) Prepare accurate and non-biased written assessments, reports, caseplans and documentation (Practice Behaviors: f13, f35, f36) Apply the principles of cultural humility to build rapport, conduct thorough assessments and identify cultural-appropriate interventions with diverse client groups (Practice Behaviors: f15, f16, f17) Identify evidence-based practices for work with couples and families (Practice Behaviors: (Practice Behaviors: f11, f12, f22) Support assessments, case plans and intervention strategies with empirical evidence (Practice Behaviors: f11) Identify theoretical assumptions influencing understandings of families (Practice Behaviors: f11, f12, f23, f31) Analyze the influence of organizational culture and policy on service delivery (Practice Behaviors: f9, f20, f31) Articulate the purpose of and role within helping relationships with couples and families (Practice Behaviors: f31) Identify mutually agreed-upon goals with couples and families (Practice Behaviors: f31, f35) Use assessment tools to elicit relevant client information (Practice Behaviors: f33) Provide accurate and clear documentation for work with couples and families (Practice Behaviors: f13) Complete written assessment, including family timelines, genograms, and ecomaps with a family (Practice Behaviors: f13, f33) 3

4 Prepare a case plan with goals, tasks, roles, and timelines (Practice Behaviors: f13, f34, f35, f36) Provide opportunities for closure upon terminating with couples and families (Practice Behaviors: f40) Engage in evaluation of outcomes in work with couples and families (Practice Behaviors: f12) Instructional Methods This course will implement a variety of collaborative learning techniques. Some of these techniques will include: lecture, class discussion, small group activities, role plays, fishbowl activities and videos. Course Policies Class Attendance and Participation: As much of the learning in this class is dependent upon class member contributions, you will be expected to come prepared and ready to actively participate in every class meeting. Active participation will include: involvement in class activities and discussions, timeliness to class, and collegial conduct. Students who miss 4 hours of a Sunday (face-to-face) Lab class will drop a grade (e.g. A- to B+), and forfeit the participation points for the day. Students who miss a full Sunday session (8 hrs) will drop a full letter grade (e.g. A- to B-), and forfeit participation points. If a student misses more than 8 hrs of face-to-face class time, she/he will receive a final grade of F, and will therefore not pass the course. In the event of illness, a doctor s note will be required; In the event of family emergency, please talk to me personally about the situation. The consequences of missing face-to-face class time will be at the discretion of the instructor, but the above policy will be adhered to. The reason is that the labs are designed to be experiential, and cannot be recreated for make-up purposes. Disabilities: Students who have documented disabilities that may affect their learning or performance in this class should contact the UNR Disability Services Office (Thompson Student Services Building, room 101). The instructor will make all those accommodations that are requested in writing by the aforementioned office. Academic Success Services: Your student fees cover usage of the Math Center ( or Tutoring Center ( or and University Writing Center ( or These centers support your classroom learning; it is your responsibility to take advantage of their services. Keep in mind that seeking help outside of class is the sign of a responsible and successful student. Academic Dishonesty: Cheating, plagiarism or otherwise obtaining grades under false pretenses" constitute academic dishonesty according to the code of this university. Academic dishonesty will not be tolerated and penalties can include canceling 4

5 a student's enrollment without a grade, giving an F for the course or for the assignment. For more details, see the UNR General Catalog. Audio and Video Recordings: To protect the privacy of other class members, students may not record class lectures or labs without consent from the Instructor. Consent will only be given to those students who request accommodations for a disability and show evidence of the need for said accommodation from the DRC. A central component of this class entails pre-professional simulations. To enhance learning and skill growth these simulations will be recorded by the Instructor. The Instructor and classmates may view these recordings to provide students feedback on skill use. All recordings will be destroyed upon the conclusion of the class and recordings will be used only for the purposes of feedback within this class. Students will be asked to sign a release to record at the start of the first class. Course Requirements Required You will be expected to have completed all assigned readings prior to the class session. Assigned readings can be found in the Semester-at-a-Glance calendar, and on WebCampus. Gladding, S. T. (2011). Family Therapy: History, Theory, and Practice. Upper Saddle, New Jersey, Pearson Education, In. Tomlison, B (2010). Family Assessment Handbook: An Introduction and Practical Guide to Family Assessment. Belmont, California, Brooks/Cole. Selected List of Family and Systemic Therapy Journals (Alphabetical Order) American Journal of Family Therapy Australian and New Zealand Family Therapy Journal Contemporary Family Therapy Journal of Couple & Relationship Therapy Journal of Family Therapy (Full Access through Healey Library) Family Process (paid subscription full access) Family Systems & Health Human Systems: The Journal of Systemic Consultation and Management 5

6 Journal of Family Psychology Journal of Family Psychotherapy Journal of Family Therapy Journal of Feminist Family Therapy Journal of Marital and Family Therapy (Healey Library Full Access) Journal of Systemic Therapies The Family Journal: Counseling and Therapy for Couples and Families Assignments Course & Lab Participation - In-Class Activities (50 pts) As this class focuses largely on skill development, you will be graded on your demonstration of these skills in class. Examples of activities include: provision of peer feedback, accurate reporting of a brief exchange, use of open-ended questioning, ability to paraphrase or summarize, identification feelings in interaction, use of a level four empathetic response, and cultural humility. Students must be present in the class to complete the assignments. Additionally, the instructor will identify selected exercises from the Family Assessment Handbook that are to be completed and turned in. Make-up assignments will not be provided. Weekly Chapter Assignments (12) (25 pts each for a total of 300 pts) These assignments will come from the Family Assessment Handbook, and will be due each week. Student will type out the responses to the questions at the end of the chapter, and submit them through WebCampus as an attachment. Please observe the due dates on the schedule provided. Mini-Case Assignments (3) (50 pts each for a total of 150 pts) Students will complete three case assignments from the Family Assessment Handbook. Students will read the case, address the questions asked in the case, and be able to discuss the case during Lab sessions. Family Assessment and Case plan (200 pts) Students will complete a thorough assessment a family case from the Family Assessment Handbook, using several empirically validated tools as well as traditional genograms, family timelines and eco-maps. Students will incorporate theoretical and research findings to support their assessments. The assessment should form the basis of a thorough case plan. The case plan should include evidence-informed intervention strategies. This graded assignment will be based upon clarity of writing, correct use of APA, and correct grammar, punctuation and spelling. Presentation (100 pts) Students will present their Family Assessment and Case Plan (assignment described above) to their instructor and classmates in the final class session. 6

7 Final Exam (200 pts) A final exam will be given in the final class session. It will include a combination of multiple choice and open-ended questions, and will involve a family case, where students can demonstrate their learning about family assessment and case planning. Much of the information students are tested on will come from the primary text Family Therapy. Grading Grading: Grades will be awarded based upon your performance on the aforementioned course requirements. Course & Lab participation Weekly Chapter Assignments (12) Mini-Case Assignments (3) Family Assessment & Case Plan Case Plan Presentation Final Exam Total points for the course = 50 pts = 300 pts = 150 pts = 200 pts = 100 pts = 200 pts = 1000 pts TOTAL POINTS for the COURSE = 1000 pts. Grading Scale: A C A C B D B D B D C Any grade below a 600 is 7

8 References Anderson, C., & Stewart, S. (1983). Mastering resistance: a practical guide to family therapy. New York: The Guilford Press. Anderson, C. M. (1999). Dilemmas and challenges of the new millennium [editorial]. Family Process, 38(1), 1-3. Anderson, C. M. (2000). Views retrospective and prospective. Family Process, 39(1), 1-2. Auerswald, E. H. (1972). Thinking about thinking in family therapy. Family Process, 10, Becker, D., & Liddle, H. A. (2001). Family therapy with unmarried African American mothers and their adolescents. Family Process, 40(4), Becvar, D. S., & Becvar, R. J. (2006). Family therapy : a systemic integration (6th ed.). Boston: Pearson A & B. Beels, C. C. (2002). Notes for a cultural history of family therapy. Family Process, 41(1), Bertrando, P. (2006). The evolution of family interventions for schizophrenia. A Tribute to Gianfranco Cecchin Journal of Family Therapy, 28, Boyd-Franklin, N. (1989). Black families in therapy: a multisystems approach. New York, NY: The Guilford Press. Brock, G. W. (Ed.). (1998). Ethics casebook (2nd ed.). Washington DC: American Association for Marriage and Family Therapy. Burr, W. R. (1991). Rethinking levels of abstraction in family systems theories. Family Process, 30(4), Carter, E. A., & McGoldrick, M. (2005). The expanded family life cycle : Individual, family, and social perspectives (3rd ed.). New York: Pearson Allyn & Bacon. Colon, F. (1998). The discovery of my multicultural identity. In M. McGoldrick (Ed.), Re-visioning family therapy: race, culture, and gender in clinical practice (pp ). New York: The Guilford Press. Coontz, S. (2000, June 21). Inventing today's families: an historian's view of the challenge. Paper presented at the American Family Therapy Academy 22nd Annual Meeting, San Diego, CA. Coontz, S. (Ed.). (1992). The way we never were: American families and the 8

9 nostalgia trap. New York: Basic Books. Cowan, P. A., & Cowan, C. P. (2003). Normative family transitions, normal family process, and healthy child development. In F. Walsh (Ed.), Normal family processes (Third ed., pp ). New York, NY: The Guilford Press. Dell, P. F. (1982a). Beyond homeostasis: toward a concept of coherence. Family Process, 21(1), Dell, P. F. (1982b). In search of truth: on the way to clinical epistemology. Family Process, 21(4), Doherty, W. J., & Carroll, J. S. (2002). The families and democracy project. Family Process, 41(4), Falicov, C. J. (2005). Emotional transnationalism and family identities. Family Process, 44(4), Fiese, B. H., & Wamboldt, F. S. (2003). Coherent accounts of coping with a chronic illness: Convergences and divergences in family measurement using a narrative analysis. Family Process, 42(4), Fine, M. (1995). Family school intervention. In R. H. Mikesell, D.-D. Lusterman & S. H. McDaniel (Eds.), Integrating family therapy: Handbook of family psychology and systems theory (pp ). Washington DC: American Psychological Association. Fishbane, M. D. (2001). Relational narratives of the self. Family Process, 40(3), Frisch, K. (2000). Managed care and family therapy. AFTA Newsletter, 79. Hampson, R. B., & Beavers, W. R. (1996). Measuring family therapy outcome in a clinical setting: families that do better or do worse in therapy. Family Process, 35(3), Hines, M. (1996). Follow-up survey of graduates from accredited degreegranting marriage and family therapy training programs. Journal of Marital and Family Therapy, 22(2), Hirschhorn, D. S. (1999). Postmodern ethics and our theories: Doing therapy versus being therapists. Journal of Systemic Therapies, 18(4), Hoffman, L. (1981). Foundations of family therapy. New York, NY: Basic Books, Inc. Hoffman, L. (1990). Constructing realities: An art of lenses. Family Process, 29, Hoffman, L. (2002). Family therapy: An intimate history. New York, NY: W.W. Norton. 9

10 Imber-Black, E. (1988). Families and larger systems: a family therapist's guide through the labyrinth. New York, NY: Guilford. Imber-Black, E. (1990). Multiple embedded systems. In M. P. Mirkin (Ed.), The social and political contexts of family therapy (pp. 3-18). Boston, MA: Allyn & Bacon. Jones, E. (2003). Working with the "self' of the therapist in consultation. Human Systems: The Journal of Systemic Consultation & Management(14), Karpel, M. A. (1980). Family secrets: I. Conceptual and ethical issues in the relational context. II. Ethical and practical considerations in therapeutic management. Family Process, 19(3), Lyddon, W. (1989). Root metaphor theory: a philosophical framework for counseling and psychotherapy. Journal of Counseling and Development, 67, Madsen, W. (1999). Collaborative therapy with multi-stressed families: From old problems to new futures. New York, NY: Guilford Press. Margolin, G., Chien, D., Duman, S. E., Fauchier, A., Gordis, E. B., Oliver, P. H., et al. (2005). Ethical issues in couple and family research. Journal of Family Psychology, 19(1), McGoldrick, M., Gerson, R., & Shellenberger, S. (1999). Genograms: assessment and intervention (2 ed.). New York: Norton. Monk, G., & Gehart, D. R. (2003). Sociopolitical activist or conversational partner? Distinguishing the position of the therapist in narrative and collaborative therapies. Family Process, 42(1), Newfield, S. A., Newfield, N. A., Sperry, J. A., & Smith, T. E. (2000). Ethical decision making among family therapists and individual therapists. Family Process, 39(2), Owusu-Bempah, K. (2002). Uncertainty, risk-taking, and ethics in therapy. In B. Mason & A. Sawyerr (Eds.), Culture, self, and cross-ethnic therapy (pp ). London: H. Karnac (Books) Ltd. Pakman, M. (2004a). The epistemology of witnessing: memory, testimony, and ethics in family therapy. Fam Process, 43(2), Pakman, M. (2004b). On imagination: Reconciling Knowledge and life, or what does "Gregory Bateson" stand for? Family Process, 43(4), Pare, D. A. (1996). Culture and meaning: Expanding the metaphorical repertoire of family therapy. Family Process, 35(1), Paris, E., Linville, D., & Rosen, K. (2006). Marriage and family therapist interns' 10

11 experiences of growth. J Marital Family Therapy, 32(1), Pulleyblank, E. (2004a). The heart of the matter 2: Integration of ecosystemic family therapy practices with systems of care mental health services for children and families. Family Process, 43(2), Pulleyblank, E. (2004b). The heart of the matter: An essay about the effects of managed care on family therapy with children. Family Process, 40(4), Rober, P. (1999). The therapist's inner conversation in family therapy practice: some ideas about the self of the therapist, therapeutic impasse, and the process of reflection. Fam Process, 38(2), Roberts, J. (2005). Transparency and self-disclosure in family therapy: dangers and possibilities. Family Process, 44(1), Rojano, R. (2004). The practice of community family therapy. Family Process, 43(1), Rosenbaum, R., & Dyckman, J. (1995). Integrating self and system: An empty intersection? Family Process, 34(1), Rosenblatt, P. C. (1994). Metaphors of family systems theory: Towards new reconstructions. New York: The Guilford Press. Sadler, J. Z., & Hulgus, Y. F. (1991). Clinical controversy and the domains of scientific evidence. Family Process, 30(1), Scanzoni, J. (1993). New action theory and contemporary families. Journal of Family Issues, 14(1), Scheinkman, M. (1988). Graduate student marriages: An organizational view. Family Process, 27, Scheinkman, M. (2005). Beyond the trauma of betrayal: reconsidering affairs in couples therapy. Family Process, 44(2), Schwartzman, J. (1982). Creativity, pathology, and family structure: a cybernetic metaphor. Family Process, 21(1), Shadish, W. R., & Baldwin, S. A. (2003). Meta-analysis of MFT interventions. Journal of Marital & Family Therapy, 29(4), Sluzki, C. (1983). Process, structure and world views: Toward an integrated view of systemic models in family therapy. Family Process, 22, Sluzki, C. (1987). Mapping the journey over twenty-five years. Family Process, 26(2), Snyder, M. (1995). "Becoming": a method for expanding systemic thinking and deepening empathic accuracy. Family Process, 34(2),

12 Sprenkle, D. H. (2003). Effectiveness research in marriage and family therapy: Introduction. Journal of Marital & Family Therapy, 29(1), Sprenkle, D. H., & Blow, A. J. (2004). Common factors and our sacred models. Journal of Marital & Family Therapy, 30(2), Stone, E., Gomez, E., Hotzoglou, D., & Lipnitsky, J. Y. (2005). Transnationalism s a motif in family stories. Family Process, 44(4), Sveaass, N., & Reichelt, S. (2001). Refugee families in therapy: from referrals to herapeutic conversations. Journal of Family Therapy, 25(1), Szapocznik, J., Hervis, O., Schwartz, S. J., & National Institute on Drug Abuse. (2003). Brief strategic family therapy for adolescent drug abuse. Bethesda, Md.: U.S. Dept. of Health and Human Services, National Institutes of Health, National Institute of Drug Abuse. Umbarger, C. (1983). Structural family therapy. New York: Grune & Stratton. Walsh, F. (1996). The concept of family resilience: crisis and challenge. Family Process, 35(3), Walsh, F. (2003). Family resilience: a framework for clinical practice. Family Process, 42(1), Walsh, F. (Ed.). (2003). Normal family processes (Third ed.). New York, NY: The Guilford Press. Watts-Jones, D. (1997). Toward an African American genogram. Family Process, 36(4), Watts-Jones, D. (2002). Healing internalized racism: the role of a within-group sanctuary among people of African descent. Family Process, 41(4), Watts-Jones, D. (2004). The evidence of things seen and not seen: The legacy of race and racism. Family Process, 43(4), Weine, S., Muzurovic, N., Kulauzovic, Y., Besic, S., Lezic, A., Mujagic, A., et al. (2004). Family consequences of refugee trauma. Family Process, 43(2), Weingarten, K. (1991). The discourses of intimacy: Adding a social constructionist and feminist view. Family Process, 30(3), Wendorf, D. J., & Wendorf, R. J. (1985). A systemic view of family therapy ethics. Family Process, 24(4), Zoloth-Dorfman, L., & Rubin, S. (1995). The patient as commodity: Managed care and the question of ethics. The Journal of Clinical Ethics, 6(4),

13 Sample Week by Week Schedule SW 424 Wk Dates (2013) Lab (full day) Topics & Reading Assignments 1 8/26 to 9/1 Topics: Intro to the course & syllabus Family Life Cycles Gladding Text Chapter 1 2 9/2 to 9/8 Sunday, Sept. Topics: 8 th, 9:00am Healthy & Dysfunctional Families 5pm Family Contexts for Providing SW Services Assignments Due Assign #1: Handbook Chapter 1 (Family Contexts) Lab - Practice Interviews; Ecomaps & Genograms Gladding Text Chapter 2 Thomlison Handbook Chapter 1 3 9/9 to 9/15 Topics: Working with Culturally Diverse Families Frameworks for Understanding Families Gladding Text Chapter 3 Thomlison Handbook Chapter 2 4 9/16 to 9/22 Topics: Working with Single-parent Families Family Systems Gladding Text Chapter 4 Thomlison Handbook Chapter 3 Assign #2: Handbook Chapter 2 (Framework) Assign #3: Handbook Chapter 3 (Family System) Wk Dates Lab Topics & Reading Assignments Assignments Due 13

14 (2013) (full day) (SW 424) 5 9/23 to 9/29 Topics: Working with Blended Families Intergenerational Family Systems Assign #4: Handbook Chapter 4 (Intergenerational) 6 9/30 to 10/6 Sunday, Oct. 6 th, 9:00am 5pm Gladding Text Chapter 5 Thomlison Handbook Chapter 4 Topics: History & Process of Family Therapy Family Assessment Gladding Text Chapters 6 & 7 Thomlison Handbook Chapter 5 Assign #5: Handbook Chapter 5 (Assessment) Lab: Case Exploration, Assessment, Planning Case Assign #1: Handbook Chapter 14 (The Sherman Family Applying for Adoption) 7 10/7 to 10/13 Topics: Planning and Implementing Change Designing Family Interventions Assign #6: Handbook Chapter 6 (Intervention) Gladding Text Chapter 8 Thomlison Handbook Chapter /14 to 10/20 Topics Psychodynamic & Bowen Therapies Evaluation Assign #7: Handbook Chapter 7 (Evaluation) Case Assign #2: Handbook Chapter 15 (The Fernandez Family: Supporting an Older Adult) Gladding Text Chapter 9 Thomlison Handbook Chapter 7 Wk Dates (2013) Lab (full day) Topics & Reading Assignments (SW 424) Assignments Due 14

15 9 10/21 to 10/27 Topics: Experiential Family Therapy Evidence-Based Practices Strengths Perspective Assign #8: Handbook Chapter 8 (EBP & Stengths) Gladding Text Chapter 10 Thomlison Handbook Chapter /28 to 11/3 Sunday, Nov. 3nd, 9:00am 5pm (guest: Valeri Bianchi-Wood custody mediation) Topics: Behavioral & CBT Therapies Critical & Reflective Thinking Gladding Text Chapter 11 Thomlison Handbook Chapter /4 to 11/10 Topics: Structural Family Therapy Use of Narratives in Family Therapy Gladding Text Chapter 12 Thomlison Text Chapter /11 to 11/17 Topics: Strategic Family Therapies Exploring our own Family Systems Gladding Text Chapter 13 Thomlison Text Chapter /18 to 11/24 Topics: Solution-Focused Family Therapies Pulling it all together Assign #9: Handbook Chapter 9 (Reflection) Case Assign #3: Handbook Chapter 17 (The McCoy Family: Coping with Role Change and Parenting Concerns) Assign #10: Handbook Chapter 10 (Narratives) Assign #11: Handbook Chapter 11 (Your Family) Assign #12: Handbook Chapter 16 (Del Sol Family) Gladding Text Chapter 14 Thomlison Handbook Chapter 16 (case) 14 11/25 to 12/1 Happy Thanksgiving! 15

16 15 12/2 to 12/8 Sunday, Dec.8th, 9:00am 5pm Topics: Professional Issues Working with Substance abuse, Domestic Violence & Child Abuse Research & Assessment in Family Therapy Gladding Text Chapters 15, 16, & 17 Lab - Student Family Case Presentations Lab Final Exam (The Foxx Family) Final 12/9 to 12/15 Due by midnight 12/15 Family Assessment & Case Plan Due 16

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