I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
14
,
No
.
5
,
Octo
b
er
20
25
,
p
p
.
3
9
4
6
~
3
9
5
9
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
14
i
5
.
3
1
9
2
4
3946
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Understa
nding
e
mo
tion reg
ula
tion
strategies
in
f
em
a
le
a
do
lescents wi
th
depress
iv
e sy
mpt
o
ms
:
a
quali
tativ
e
study
Siti
Ra
s
hid
a
h Y
us
o
f
f
1
,
K
ha
irul F
a
rha
h K
ha
irudd
i
n
2
,
Su
z
a
na
M
o
hd
H
o
esn
i
1
,
Nur
Af
ri
na
Ro
s
ha
rudin
1
,
T
uti
I
ry
a
ni M
o
h
d Da
ud
3
,
No
o
r
Azim
a
h M
uh
a
m
m
a
d
4
,
M
a
nis
a
h M
o
hd
Ali
2
,
M
o
ha
m
a
d O
m
a
r
I
hs
a
n Ra
zm
a
n
1
,
Dha
ra
t
un
Nis
s
a
P
ua
d M
o
h
d K
a
ri
5
,
M
o
h
d P
ilu
s
A
bd
ul
la
h
6
1
C
e
n
t
r
e
f
o
r
R
e
s
e
a
r
c
h
i
n
P
sy
c
h
o
l
o
g
y
a
n
d
H
u
m
a
n
W
e
l
l
-
B
e
i
n
g
,
F
a
c
u
l
t
y
o
f
S
o
c
i
a
l
S
c
i
e
n
c
e
s
a
n
d
H
u
ma
n
i
t
i
e
s,
U
n
i
v
e
r
si
t
i
K
e
b
a
n
g
s
a
a
n
M
a
l
a
y
si
a
,
B
a
n
g
i
,
M
a
l
a
y
si
a
2
C
e
n
t
r
e
f
o
r
R
e
s
e
a
r
c
h
i
n
E
d
u
c
a
t
i
o
n
a
n
d
C
o
mm
u
n
i
t
y
W
e
l
l
b
e
i
n
g
,
F
a
c
u
l
t
y
o
f
E
d
u
c
a
t
i
o
n
,
U
n
i
v
e
r
si
t
i
K
e
b
a
n
g
s
a
a
n
M
a
l
a
y
s
i
a
,
B
a
n
g
i
,
M
a
l
a
y
s
i
a
3
D
e
p
a
r
t
me
n
t
o
f
P
sy
c
h
i
a
t
r
y
,
F
a
c
u
l
t
y
o
f
M
e
d
i
c
i
n
e
,
U
n
i
v
e
r
s
i
t
i
K
e
b
a
n
g
saa
n
M
a
l
a
y
si
a
,
K
u
a
l
a
Lu
m
p
u
r
,
M
a
l
a
y
si
a
4
D
e
p
a
r
t
me
n
t
o
f
F
a
m
i
l
y
M
e
d
i
c
i
n
e
,
F
a
c
u
l
t
y
o
f
M
e
d
i
c
i
n
e
,
U
n
i
v
e
r
s
i
t
i
K
e
b
a
n
g
s
a
a
n
M
a
l
a
y
si
a
,
K
u
a
l
a
Lu
m
p
u
r
,
M
a
l
a
y
s
i
a
5
D
e
p
a
r
t
me
n
t
o
f
C
o
u
n
s
e
l
o
r
E
d
u
c
a
t
i
o
n
a
n
d
C
o
u
n
se
l
i
n
g
P
sy
c
h
o
l
o
g
y
,
F
a
c
u
l
t
y
o
f
E
d
u
c
a
t
i
o
n
a
l
S
t
u
d
i
e
s
,
U
n
i
v
e
r
si
t
i
P
u
t
r
a
M
a
l
a
y
s
i
a
,
S
e
r
d
a
n
g
,
M
a
l
a
y
si
a
6
C
o
u
n
se
l
l
i
n
g
a
n
d
S
t
u
d
e
n
t
C
a
r
e
e
r
M
a
n
a
g
e
me
n
t
U
n
i
t
,
S
t
u
d
e
n
t
A
f
f
a
i
r
s M
a
n
a
g
e
me
n
t
S
e
c
t
o
r
,
S
c
h
o
o
l
M
a
n
a
g
e
m
e
n
t
D
i
v
i
s
i
o
n
,
M
i
n
i
s
t
r
y
o
f
Ed
u
c
a
t
i
o
n
,
P
u
t
r
a
j
a
y
a
,
M
a
l
a
y
s
i
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
J
u
l
3
,
2
0
2
4
R
ev
is
ed
Ap
r
16
,
2
0
2
5
Acc
ep
ted
J
u
n
12
,
2
0
2
5
In
M
a
lay
sia
,
a
d
o
les
c
e
n
ts
a
r
e
a
t
a
h
i
g
h
r
i
s
k
f
o
r
d
e
p
r
e
s
s
i
o
n
,
w
i
t
h
t
h
e
p
r
e
v
a
l
e
n
c
e
r
i
s
i
n
g
f
r
o
m
1
8
.
3
%
i
n
2
0
1
7
t
o
2
6
.
9
%
i
n
2
0
2
2
.
Ad
d
it
io
n
a
ll
y
,
t
h
e
p
r
o
p
o
rti
o
n
o
f
fe
m
a
le
a
d
o
les
c
e
n
ts
a
ffe
c
ted
is
sig
n
ifi
c
a
n
tl
y
h
i
g
h
e
r
t
h
a
n
m
a
le
a
d
o
les
c
e
n
ts,
with
3
6
.
1
%
o
f
fe
m
a
les
e
x
p
e
rie
n
c
in
g
d
e
p
re
ss
io
n
c
o
m
p
a
re
d
to
1
7
.
7
%
o
f
m
a
les
.
T
h
u
s
,
a
q
u
a
l
i
t
a
t
i
v
e
s
t
u
d
y
w
a
s
c
o
n
d
u
c
t
e
d
t
o
e
x
p
l
o
r
e
t
h
e
e
m
o
t
i
o
n
r
e
g
u
l
a
t
i
o
n
s
t
r
a
t
e
g
ie
s
u
se
d
b
y
f
e
m
a
l
e
a
d
o
l
e
sc
e
n
t
s
e
x
p
e
r
i
e
n
c
i
n
g
d
e
p
r
e
s
s
i
v
e
s
y
m
p
t
o
m
s
.
S
e
m
i
-
s
t
r
u
c
t
u
r
e
d
i
n
t
e
r
v
i
e
w
s
we
r
e
p
e
r
f
o
rm
e
d
w
i
t
h
1
5
f
e
m
a
l
e
a
d
o
l
e
s
c
e
n
t
s
,
a
g
e
d
1
4
t
o
1
6
y
e
a
r
s
,
w
h
o
h
a
d
s
e
v
e
r
e
d
e
p
r
e
ss
i
o
n
s
c
o
r
e
s
a
s
a
ss
e
s
s
e
d
b
y
t
h
e
D
A
S
S
-
2
1
.
Us
in
g
p
u
rp
o
siv
e
sa
m
p
li
n
g
,
a
ll
1
5
fe
m
a
le
a
d
o
les
c
e
n
ts
we
re
se
lec
ted
fro
m
six
p
u
b
li
c
se
c
o
n
d
a
ry
sc
h
o
o
ls
in
th
e
Kla
n
g
Va
ll
e
y
,
M
a
lay
sia
.
Th
e
Kla
n
g
Va
ll
e
y
,
wh
ich
i
n
c
lu
d
e
s th
e
two
m
a
in
sta
tes
o
f
S
e
lan
g
o
r
a
n
d
Ku
a
la
Lu
m
p
u
r
,
wa
s
c
h
o
se
n
d
u
e
t
o
i
ts
r
a
n
k
in
g
a
m
o
n
g
t
h
e
to
p
t
h
re
e
sta
tes
in
2
0
2
2
with
t
h
e
h
i
g
h
e
st
ra
tes
o
f
d
e
p
re
ss
i
o
n
s
y
m
p
to
m
s.
Al
l
re
sp
o
n
se
s
we
re
re
c
o
rd
e
d
a
n
d
a
n
a
ly
z
e
d
u
sin
g
a
t
h
e
m
a
ti
c
a
n
a
ly
sis
a
p
p
ro
a
c
h
.
T
h
e
fi
n
d
i
n
g
s
re
v
e
a
led
th
a
t
fe
m
a
le
a
d
o
les
c
e
n
ts
e
m
p
lo
y
e
d
fi
v
e
e
m
o
ti
o
n
re
g
u
lati
o
n
stra
teg
ies
:
s
u
p
p
re
ss
in
g
e
x
p
re
ss
io
n
,
p
a
m
p
e
ri
n
g
th
e
m
se
lv
e
s,
se
e
k
in
g
s
u
p
p
o
rt,
re
o
r
g
a
n
i
z
in
g
th
e
i
r
th
o
u
g
h
ts,
a
n
d
e
n
g
a
g
i
n
g
in
n
e
g
a
ti
v
e
a
c
ti
o
n
s.
T
h
is
st
u
d
y
e
x
p
lo
re
s
th
e
e
m
o
ti
o
n
a
l
e
x
p
e
rien
c
e
s
o
f
fe
m
a
le
a
d
o
les
c
e
n
ts
to
d
e
sig
n
fe
a
sib
le
a
n
d
flex
ib
le
in
terv
e
n
t
io
n
s th
a
t
a
d
d
re
ss
a
wid
e
ra
n
g
e
o
f
in
d
iv
i
d
u
a
l
n
e
e
d
s.
K
ey
w
o
r
d
s
:
Ad
o
lescen
ce
E
m
o
tio
n
r
e
g
u
latio
n
Fem
ales
Me
n
tal
h
ea
lth
Qu
alitativ
e
m
eth
o
d
s
Stra
teg
ies
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Kh
air
u
l Far
h
ah
Kh
ai
r
u
d
d
in
C
en
tr
e
f
o
r
R
esear
ch
in
E
d
u
ca
t
io
n
an
d
C
o
m
m
u
n
ity
W
ellb
ein
g
,
Facu
lty
o
f
E
d
u
ca
tio
n
Un
iv
er
s
iti Ke
b
an
g
s
aa
n
Ma
lay
s
ia
4
3
6
0
0
B
an
g
i,
Selan
g
o
r
,
Ma
lay
s
ia
E
m
ail: k
f
k
@
u
k
m
.
ed
u
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
Dep
r
ess
io
n
is
a
wid
esp
r
ea
d
p
s
y
ch
o
lo
g
ical
d
is
o
r
d
er
o
b
s
er
v
e
d
in
c
h
ild
r
en
an
d
ad
o
lescen
ts
,
n
o
tab
l
y
in
cr
ea
s
es
in
o
cc
u
r
r
en
ce
d
u
r
in
g
th
e
p
u
b
er
ty
p
e
r
io
d
[
1
]
.
I
t
is
ch
ar
ac
ter
ized
b
y
p
er
s
is
ten
t
s
ad
n
ess
,
f
r
u
s
tr
atio
n
,
an
d
h
el
p
less
n
ess
,
o
f
ten
ac
co
m
p
an
ied
b
y
a
lo
s
s
o
f
in
ter
es
t
in
ac
tiv
ities
an
d
d
is
r
u
p
tio
n
s
in
s
leep
,
ap
p
etite,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Un
d
ers
ta
n
d
in
g
emo
tio
n
r
eg
u
l
a
tio
n
s
tr
a
teg
ies in
fema
le
a
d
o
l
escen
ts
w
ith
d
ep
r
es
s
ive
…
(
S
iti R
a
s
h
id
a
h
Yu
s
o
ff
)
3947
co
n
ce
n
tr
atio
n
,
an
d
o
v
er
all
we
ll
-
b
ein
g
[
2
]
,
[
3
]
.
T
h
ese
c
h
alle
n
g
es
g
r
ea
tly
af
f
ec
t
em
o
tio
n
al
well
-
b
ein
g
,
s
o
cial
r
elatio
n
s
h
ip
s
,
an
d
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
[
3
]
.
M
o
r
eo
v
e
r
,
am
o
n
g
th
e
v
ar
io
u
s
em
o
tio
n
al
d
is
o
r
d
er
s
in
d
ev
elo
p
m
e
n
tal
p
s
y
ch
o
lo
g
y
,
d
ep
r
ess
io
n
h
as
em
er
g
e
d
as
a
f
o
r
m
id
ab
le
t
h
r
ea
t
to
t
h
e
h
ea
lt
h
y
d
e
v
elo
p
m
e
n
t
o
f
ad
o
lescen
ts
.
Acc
o
r
d
in
g
to
th
e
W
o
r
ld
Hea
lth
Or
g
an
izatio
n
(
W
HO)
,
th
e
p
r
e
v
alen
ce
o
f
d
ep
r
ess
io
n
am
o
n
g
ad
o
lescen
ts
ag
ed
1
0
-
1
4
y
ea
r
s
i
s
esti
m
ated
to
b
e
ap
p
r
o
x
im
ately
1
.
1
%,
wh
ile
th
e
r
ate
is
h
ig
h
e
r
at
ap
p
r
o
x
im
ately
2
.
8
%
am
o
n
g
o
l
d
er
ad
o
lesce
n
ts
ag
ed
1
5
-
1
8
y
ea
r
s
[
4
]
.
F
u
r
th
er
m
o
r
e,
d
ata
f
r
o
m
th
e
Natio
n
al
Hea
lth
an
d
Mo
r
b
id
ity
Su
r
v
ey
(
NHM
S)
[
5
]
in
d
icate
s
a
s
h
ar
p
r
is
e
in
d
ep
r
ess
io
n
am
o
n
g
Ma
lay
s
ian
a
d
o
l
escen
ts
,
in
cr
ea
s
in
g
f
r
o
m
1
8
.
3
%
in
2
0
1
7
to
2
6
.
9
%
in
2
0
2
2
.
N
o
tab
ly
,
f
em
ale
ad
o
lescen
ts
ex
h
ib
it
a
s
ig
n
if
ican
tly
h
ig
h
er
p
r
e
v
alen
ce
,
with
3
6
.
1
%
ex
p
er
ien
cin
g
d
ep
r
ess
io
n
co
m
p
ar
ed
to
1
7
.
7
%
o
f
m
ale
ad
o
lescen
ts
.
Pa
s
t
s
tu
d
ies
also
s
h
o
wed
th
at
f
em
ale
ad
o
lescen
ts
r
ep
o
r
t
m
o
r
e
s
y
m
p
to
m
s
o
f
d
e
p
r
ess
io
n
co
m
p
ar
ed
t
o
m
ale
a
d
o
lescen
ts
[
6
]
,
[
7
]
.
Ad
d
itio
n
ally
,
f
em
ale
ad
o
lescen
ts
f
r
o
m
Asi
a
ar
e
at
th
e
h
ig
h
est r
is
k
o
f
d
e
v
el
o
p
in
g
d
ep
r
ess
io
n
[
8
]
.
W
h
ile
th
e
s
tatis
tics
in
Ma
lay
s
ia
p
r
o
v
id
e
a
clea
r
p
ictu
r
e
o
f
d
e
p
r
ess
io
n
’
s
p
r
e
v
alen
ce
,
esp
ec
ially
am
o
n
g
f
em
ale
ad
o
lescen
ts
,
u
n
d
e
r
s
tan
d
in
g
h
o
w
f
em
ale
ad
o
lescen
ts
r
eg
u
late
th
eir
em
o
tio
n
s
is
eq
u
ally
cr
u
cial
f
o
r
a
co
m
p
r
eh
e
n
s
iv
e
v
iew
o
f
th
e
is
s
u
e.
E
m
o
tio
n
al
r
e
g
u
latio
n
is
a
cr
u
cial
s
k
ill
th
at
s
u
p
p
o
r
ts
em
o
tio
n
al
well
-
b
ein
g
an
d
s
er
v
es
as
a
k
e
y
f
o
cu
s
o
f
p
r
ev
en
tio
n
s
tr
ateg
ies
aim
ed
at
p
r
o
m
o
tin
g
h
ea
lth
y
h
a
b
its
th
at
ca
n
last
a
life
tim
e
[
9
]
.
Fem
ale
ad
o
lescen
ts
ar
e
p
a
r
ticu
lar
ly
v
u
ln
e
r
ab
le
to
n
e
g
ativ
e
em
o
tio
n
al
s
tates
d
u
e
to
in
ten
s
e
an
d
f
lu
ctu
atin
g
em
o
tio
n
s
,
d
if
f
icu
lties
in
ac
cu
r
ately
id
en
tify
in
g
th
eir
f
ee
lin
g
s
,
an
d
ad
d
itio
n
al
p
r
e
s
s
u
r
es
f
r
o
m
p
ee
r
r
elatio
n
s
h
ip
s
,
ac
ad
em
ic
e
x
p
e
ctatio
n
s
,
an
d
i
d
en
tity
e
x
p
lo
r
atio
n
[
9
]
–
[
1
1
]
.
T
h
ese
ch
alle
n
g
es
em
p
h
asize
t
h
e
s
ig
n
if
ican
ce
o
f
em
o
tio
n
al
r
eg
u
latio
n
,
wh
ich
h
as
co
n
s
is
ten
tly
b
ee
n
r
ec
o
g
n
ized
as
a
k
e
y
f
a
cto
r
in
t
h
e
o
n
s
et
an
d
p
r
o
g
r
ess
io
n
o
f
d
ep
r
ess
iv
e
s
y
m
p
to
m
s
[
1
2
]
.
E
m
o
tio
n
r
eg
u
l
atio
n
is
d
ef
in
e
d
as
a
c
o
m
p
le
x
an
d
m
u
ltifa
ce
ted
p
r
o
ce
s
s
in
v
o
lv
in
g
in
ter
n
al
an
d
ex
ter
n
al
m
ec
h
an
is
m
s
.
I
t
h
elp
s
in
d
iv
id
u
als
r
eg
u
late
th
e
in
ten
s
ity
,
ex
p
r
ess
io
n
,
an
d
d
is
p
lay
,
u
s
in
g
v
a
r
io
u
s
s
tr
ateg
ies to
m
o
d
if
y
h
o
w
em
o
tio
n
s
ar
e
ex
p
er
ien
ce
d
an
d
ex
p
r
ess
ed
[
1
3
]
.
E
m
o
tio
n
r
eg
u
latio
n
is
o
f
ten
m
is
tak
en
ly
eq
u
ated
with
c
o
p
in
g
;
h
o
wev
er
,
th
e
two
c
o
n
ce
p
ts
a
r
e
d
is
tin
ct
f
r
o
m
o
n
e
an
o
th
er
.
C
o
p
in
g
r
e
f
er
s
ex
p
licitly
to
h
o
w
i
n
d
iv
id
u
als
r
esp
o
n
d
to
s
tr
ess
,
wh
er
ea
s
em
o
tio
n
r
e
g
u
latio
n
ap
p
lies
to
m
an
ag
in
g
em
o
tio
n
s
in
v
ar
io
u
s
s
itu
atio
n
s
an
d
r
e
s
p
o
n
s
es
to
a
b
r
o
ad
er
ar
r
ay
o
f
s
tim
u
li
[
1
4
]
.
T
h
is
d
is
tin
ctio
n
u
n
d
er
s
co
r
es
th
e
v
er
s
atility
o
f
em
o
tio
n
r
eg
u
latio
n
,
wh
ich
ex
ten
d
s
to
a
wid
e
r
an
g
e
o
f
em
o
tio
n
al
ex
p
er
ien
ce
s
an
d
s
itu
atio
n
s
.
Fem
ale
ad
o
lescen
ts
r
ely
o
n
v
ar
io
u
s
s
tr
ateg
ies
to
r
eg
u
late
an
d
ex
p
r
ess
th
eir
em
o
tio
n
s
ef
f
ec
tiv
ely
.
Fem
ale
ad
o
lescen
ts
o
f
ten
u
s
e
em
o
t
io
n
r
eg
u
latio
n
s
tr
ateg
ies,
in
clu
d
in
g
r
ea
p
p
r
aisal,
d
is
tr
ac
tio
n
,
s
o
cial
s
h
ar
in
g
,
p
r
o
b
lem
-
s
o
lv
in
g
,
ac
ce
p
ta
n
ce
,
s
u
p
p
r
ess
io
n
,
av
o
id
an
ce
,
s
elf
-
b
lam
e,
b
lam
in
g
o
th
er
s
,
an
d
r
u
m
in
atio
n
[
1
5
]
–
[
1
9
]
.
So
m
e
r
esear
ch
er
s
ar
g
u
e
t
h
at
th
e
way
we
r
eg
u
late
o
u
r
em
o
tio
n
s
d
ep
en
d
s
o
n
f
ac
to
r
s
lik
e
th
e
s
itu
atio
n
,
in
ten
s
ity
o
f
th
e
em
o
tio
n
,
in
d
i
v
id
u
al
d
if
f
e
r
en
ce
s
,
an
d
th
e
ty
p
e
o
f
em
o
tio
n
in
v
o
lv
e
d
[
1
6
]
.
B
u
ild
in
g
o
n
th
is
id
ea
,
Gr
o
s
s
[
1
6
]
d
ev
elo
p
e
d
a
f
r
am
ewo
r
k
t
h
at
ca
teg
o
r
izes
em
o
tio
n
r
eg
u
l
atio
n
s
tr
ateg
ies
in
to
f
iv
e
ty
p
es.
T
h
e
f
i
r
s
t
is
s
itu
atio
n
s
elec
tio
n
,
wh
er
e
p
eo
p
le
ch
o
o
s
e
to
ap
p
r
o
ac
h
o
r
av
o
i
d
s
itu
a
tio
n
s
b
ased
o
n
th
e
em
o
tio
n
s
th
ey
ex
p
e
ct
to
f
ee
l.
Seco
n
d
,
s
itu
atio
n
m
o
d
if
icatio
n
in
v
o
lv
es
ch
a
n
g
in
g
asp
ec
t
s
o
f
a
s
itu
atio
n
to
in
f
lu
en
ce
its
em
o
tio
n
al
im
p
ac
t
.
T
h
e
th
ir
d
,
atten
tio
n
d
e
p
lo
y
m
en
t,
is
ab
o
u
t
f
o
cu
s
in
g
o
r
s
h
if
tin
g
atten
tio
n
to
war
d
o
r
awa
y
f
r
o
m
an
em
o
tio
n
al
s
tim
u
lu
s
.
T
h
e
f
o
u
r
th
,
c
o
g
n
itiv
e
c
h
an
g
e,
in
v
o
lv
es
r
ein
ter
p
r
etin
g
th
e
m
ea
n
in
g
o
f
an
em
o
tio
n
al
s
itu
atio
n
.
Fin
ally
,
r
esp
o
n
s
e
m
o
d
u
latio
n
in
v
o
lv
es
co
n
s
cio
u
s
ly
m
an
a
g
in
g
em
o
tio
n
al
r
esp
o
n
s
es
s
u
ch
as su
p
p
r
ess
in
g
o
r
am
p
lify
in
g
th
em
.
Pre
v
io
u
s
s
tu
d
ies r
ev
ea
l
ed
th
at
d
ep
r
ess
io
n
am
o
n
g
f
em
ale
ad
o
l
escen
ts
is
a
m
ajo
r
p
u
b
lic
h
ea
lth
co
n
ce
r
n
wo
r
ld
wid
e,
in
clu
d
in
g
in
Ma
lay
s
ia,
u
n
d
er
s
co
r
i
n
g
th
e
c
r
u
cial
r
o
le
o
f
e
m
o
tio
n
r
eg
u
latio
n
s
tr
ateg
ies
in
m
an
ag
in
g
em
o
tio
n
s
an
d
r
ed
u
cin
g
d
ep
r
es
s
iv
e
s
y
m
p
to
m
s
[
1
1
]
,
[
1
2
]
.
Ho
wev
er
,
f
e
m
ale
ad
o
lescen
ts
ar
e
m
o
r
e
v
u
ln
er
ab
le
to
d
ep
r
ess
io
n
d
u
e
to
d
is
tin
ct
em
o
tio
n
al
p
atter
n
s
an
d
o
f
ten
r
ely
o
n
em
o
tio
n
r
eg
u
latio
n
s
tr
ateg
ies
s
u
ch
as
r
u
m
in
atio
n
,
s
elf
-
b
la
m
in
g
,
an
d
ca
tast
r
o
p
h
izin
g
[
1
2
]
,
[
1
9
]
.
N
u
m
er
o
u
s
s
tu
d
ies
h
av
e
f
o
u
n
d
a
s
tr
o
n
g
ass
o
ciatio
n
b
etwe
en
d
ep
r
ess
iv
e
s
y
m
p
to
m
s
an
d
th
e
u
s
e
o
f
em
o
tio
n
r
e
g
u
latio
n
s
tr
ateg
ies
th
at
em
p
h
asize
th
e
p
r
o
f
o
u
n
d
in
f
lu
en
ce
o
f
d
e
p
r
ess
io
n
o
n
h
o
w
in
d
iv
id
u
als
r
e
g
u
late
th
eir
em
o
tio
n
s
[
1
0
]
–
[
1
2
]
.
Alth
o
u
g
h
th
ese
f
in
d
in
g
s
ar
e
well
-
estab
lis
h
ed
,
r
esear
ch
ex
p
lo
r
in
g
g
en
d
er
d
if
f
e
r
en
ce
s
in
em
o
tio
n
r
eg
u
latio
n
s
tr
ateg
ies
r
em
ain
s
in
co
n
s
is
ten
t.
So
m
e
s
tu
d
ies s
u
g
g
est th
at
f
em
ale
ad
o
lescen
ts
ar
e
m
o
r
e
lik
ely
to
em
p
lo
y
c
o
g
n
itiv
e
r
e
ap
p
r
a
is
al
to
r
eg
u
late
th
eir
em
o
tio
n
s
wh
en
e
x
p
er
ien
ci
n
g
d
ep
r
ess
io
n
[
2
0
]
.
I
n
co
n
tr
ast,
o
th
er
s
ar
e
p
r
o
n
e
to
s
tr
ateg
ies
li
k
e
r
u
m
in
atio
n
an
d
s
elf
-
b
lam
e
[
1
9
]
.
Ad
d
itio
n
ally
,
s
tu
d
ies
o
n
f
em
ale
ad
o
lesce
n
ts
in
Ma
lay
s
ia
s
h
o
wed
th
at
th
ey
r
eg
u
late
th
eir
em
o
tio
n
s
b
y
e
x
p
r
ess
in
g
th
eir
f
ee
lin
g
s
[
2
1
]
.
T
h
ese
in
co
n
s
is
ten
cies
h
ig
h
lig
h
t
th
e
n
ee
d
f
o
r
f
u
r
t
h
er
r
esear
ch
,
s
p
ec
if
ically
ex
p
lo
r
i
n
g
h
o
w
f
e
m
ale
ad
o
lescen
ts
r
eg
u
late
em
o
tio
n
s
wh
en
e
x
p
er
ie
n
cin
g
d
ep
r
ess
iv
e
s
y
m
p
to
m
s
in
th
e
Ma
lay
s
ian
co
n
tex
t.
T
o
co
n
clu
d
e
,
wh
ile
p
r
ev
io
u
s
s
tu
d
ies
h
av
e
ex
ten
s
iv
ely
ex
a
m
in
ed
em
o
tio
n
r
eg
u
latio
n
a
n
d
its
r
o
le
in
ad
o
lescen
t
d
ep
r
ess
io
n
[
1
0
]
–
[
1
2
]
,
[
1
9
]
,
[
2
0
]
,
m
o
s
t
s
tu
d
ies
h
a
v
e
r
elied
o
n
q
u
an
titativ
e
m
eth
o
d
s
an
d
f
o
cu
s
ed
o
n
g
en
er
al
a
d
o
lescen
t
p
o
p
u
latio
n
s
o
n
ly
[
9
]
–
[
1
2
]
,
[
1
9
]
–
[
2
1
]
.
Simu
ltan
eo
u
s
ly
,
th
er
e
h
as
also
b
ee
n
lim
ited
ex
p
lo
r
atio
n
o
f
g
e
n
d
er
-
s
p
ec
if
ic
ex
p
er
ie
n
ce
s
in
e
m
o
tio
n
r
eg
u
l
atio
n
[
9
]
,
[
1
7
]
,
[
2
0
]
,
[
2
1
]
.
Mo
r
eo
v
er
,
th
e
ex
is
tin
g
q
u
alitativ
e
s
tu
d
ies
in
Ma
lay
s
ia
r
elate
d
to
em
o
tio
n
r
eg
u
latio
n
h
a
v
e
lar
g
ely
ce
n
ter
ed
o
n
s
p
ec
if
ic
s
u
b
p
o
p
u
latio
n
s
,
s
u
ch
as
ad
o
le
s
ce
n
ts
with
d
r
u
g
ab
u
s
e
is
s
u
es
[
2
2
]
,
p
ar
en
ts
an
d
teac
h
er
s
[
2
3
]
,
r
ef
u
g
ee
s
tu
d
en
ts
[
2
4
]
,
ad
o
lescen
ts
with
th
eir
t
ea
ch
er
s
[
2
5
]
,
h
ea
lth
ca
r
e
p
r
o
f
e
s
s
io
n
als
[
2
6
]
,
an
d
teac
h
er
s
[
2
7
]
.
W
h
ile
p
r
e
v
io
u
s
s
tu
d
ies
p
r
o
v
id
e
v
alu
a
b
le
in
s
ig
h
ts
,
th
ey
f
ail
to
ca
p
tu
r
e
th
e
s
p
ec
if
ic
s
tr
ateg
ies
em
p
lo
y
ed
b
y
f
em
ale
ad
o
lescen
ts
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
3
9
4
6
-
3959
3948
ex
p
er
ien
cin
g
d
e
p
r
ess
iv
e
s
y
m
p
to
m
s
.
T
h
u
s
,
t
h
is
s
tu
d
y
aim
s
to
f
ill
th
is
g
ap
b
y
q
u
alitativ
ely
ex
am
in
in
g
h
o
w
f
em
ale
ad
o
lescen
ts
r
eg
u
late
th
eir
em
o
tio
n
s
wh
en
ex
p
e
r
ien
cin
g
d
ep
r
ess
iv
e
s
y
m
p
to
m
s
.
B
y
f
o
cu
s
in
g
o
n
th
is
u
n
d
er
r
ep
r
esen
ted
g
r
o
u
p
,
th
e
s
tu
d
y
o
f
f
er
s
n
o
v
el
in
s
ig
h
ts
i
n
to
th
e
g
en
d
e
r
-
s
p
ec
if
ic
ch
all
en
g
es
o
f
e
m
o
tio
n
r
eg
u
latio
n
.
I
t
co
n
tr
ib
u
tes
to
t
h
e
b
r
o
ad
er
u
n
d
er
s
tan
d
in
g
o
f
ad
o
lescen
t
m
en
tal
h
ea
lth
in
Ma
lay
s
ia.
T
h
e
k
ey
r
esear
ch
q
u
esti
o
n
g
u
id
in
g
t
h
is
s
tu
d
y
is
:
W
h
at
ar
e
th
e
s
tr
at
eg
ies
th
at
f
em
ale
ad
o
lescen
ts
em
p
lo
y
to
r
e
g
u
late
th
eir
em
o
tio
n
s
wh
e
n
ex
p
e
r
ien
cin
g
d
ep
r
ess
iv
e
s
y
m
p
to
m
s
?
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
Sa
m
ple a
nd
s
a
m
pli
ng
pro
ce
du
re
T
h
is
q
u
alitativ
e
ar
ticle
is
p
a
r
t
o
f
a
lar
g
e
-
s
ca
le
s
tu
d
y
in
v
o
l
v
in
g
d
if
f
icu
lties
in
r
e
g
u
latin
g
em
o
tio
n
s
am
o
n
g
ad
o
lescen
ts
in
Ma
lay
s
i
a
[
2
8
]
.
Acc
o
r
d
in
g
to
th
e
Ad
o
l
escen
t
Hea
lth
Su
r
v
ey
(
AHS)
b
y
th
e
I
n
s
titu
te
f
o
r
Pu
b
lic
Hea
lth
,
Min
is
tr
y
o
f
Hea
lth
Ma
lay
s
ia,
2
6
.
9
%
o
f
ad
o
lescen
ts
r
ep
o
r
t
f
ee
lin
g
d
ep
r
es
s
ed
[
5
]
.
T
h
e
Klan
g
Valley
,
wh
ich
in
cl
u
d
es
th
e
m
ajo
r
s
tates
o
f
Selan
g
o
r
a
n
d
K
u
ala
L
u
m
p
u
r
,
h
as
a
n
o
tab
ly
h
ig
h
p
r
ev
alen
ce
o
f
d
ep
r
ess
io
n
s
y
m
p
to
m
s
.
I
t
r
an
k
s
am
o
n
g
th
e
to
p
th
r
ee
r
e
g
io
n
s
in
Ma
lay
s
ia
wi
th
th
e
h
ig
h
est
r
ep
o
r
ted
r
ates
o
f
d
ep
r
ess
io
n
.
Ad
d
itio
n
ally
,
th
e
s
u
r
v
ey
r
e
v
ea
ls
th
at
d
ep
r
ess
io
n
is
m
o
r
e
co
m
m
o
n
am
o
n
g
f
em
al
e
ad
o
lescen
ts
,
with
3
6
.
1
%
af
f
ec
te
d
co
m
p
a
r
ed
to
1
7
.
7
%
o
f
m
ale
ad
o
lescen
ts
.
T
h
er
ef
o
r
e
,
th
is
s
tu
d
y
r
ec
r
u
ited
f
em
ale
ad
o
lescen
ts
f
r
o
m
s
ix
p
u
b
lic
s
ec
o
n
d
a
r
y
s
ch
o
o
ls
in
th
e
Klan
g
Valley
,
Ma
lay
s
ia.
T
h
e
s
tu
d
y
in
ter
v
iewe
d
f
em
ale
ad
o
lescen
ts
ag
ed
1
4
to
1
6
y
ea
r
s
o
ld
.
T
h
is
ag
e
r
an
g
e
was
s
elec
ted
b
ec
au
s
e
it
is
m
ar
k
e
d
b
y
s
ig
n
if
ica
n
t
b
i
o
lo
g
ical,
c
o
g
n
itiv
e
,
an
d
s
o
cio
-
em
o
tio
n
al
ch
a
n
g
es [
1
1
]
.
A
p
u
r
p
o
s
iv
e
s
am
p
lin
g
tec
h
n
i
q
u
e
was
u
s
ed
to
r
ec
r
u
it
all
t
h
e
f
em
ale
ad
o
lescen
ts
.
T
h
e
s
tu
d
en
ts
wer
e
s
cr
ee
n
ed
ac
co
r
d
in
g
to
t
h
e
in
clu
s
io
n
cr
iter
ia,
in
clu
d
i
n
g
th
o
s
e
wh
o
p
ar
ticip
ated
in
a
la
r
g
e
-
s
ca
le
s
tu
d
y
o
n
d
if
f
icu
lties
in
r
eg
u
latin
g
em
o
tio
n
am
o
n
g
ad
o
lescen
ts
[
2
8
]
,
f
em
ale
ad
o
lescen
ts
o
n
ly
a
n
d
th
o
s
e
with
s
ev
er
e
s
co
r
es
o
n
th
e
d
ep
r
ess
io
n
co
n
s
tr
u
ct
in
DASS
-
2
1
.
T
h
e
cu
t
-
o
f
f
s
co
r
e
f
o
r
d
ep
r
ess
io
n
is
1
4
an
d
ab
o
v
e
[
2
9
]
.
Stu
d
en
ts
wh
o
wer
e
id
en
tifie
d
as
h
av
in
g
lear
n
in
g
d
is
ab
ilit
ies,
co
g
n
itiv
e
im
p
air
m
e
n
ts
,
an
d
d
iag
n
o
s
ed
m
e
n
tal
h
ea
lth
d
is
o
r
d
er
s
wer
e
n
o
t
in
c
lu
d
ed
in
th
e
s
tu
d
y
.
Fem
ale
ad
o
lescen
ts
wh
o
m
et
th
e
in
clu
s
io
n
cr
iter
ia
wer
e
in
v
ited
to
p
ar
ticip
ate
in
an
o
n
lin
e
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew.
T
h
u
s
,
1
5
f
em
ale
ad
o
lescen
ts
b
etwe
en
1
4
an
d
1
6
ag
r
ee
d
t
o
b
e
in
ter
v
iewe
d
.
All o
f
th
em
also
h
ad
o
b
tain
ed
p
a
r
en
tal
in
f
o
r
m
ed
co
n
s
en
t.
Af
ter
co
llectin
g
d
ata
f
r
o
m
th
ese
1
5
f
e
m
ale
ad
o
lescen
ts
,
d
ata
s
atu
r
atio
n
was
ac
h
iev
e
d
.
All
th
e
f
em
ale
ad
o
lescen
ts
ag
ed
1
4
y
ea
r
s
o
ld
(
n
=5
)
,
1
5
y
ea
r
s
o
ld
(
n
=8
)
,
an
d
1
6
y
ea
r
s
o
ld
(
n
=2
)
.
2
.
2
.
P
ro
ce
du
re
Data
co
llectio
n
was
co
n
d
u
ct
ed
in
Ma
y
2
0
2
3
a
n
d
co
n
tin
u
ed
u
n
til
Sep
tem
b
er
2
0
2
3
.
T
h
e
s
elec
ted
f
em
ale
ad
o
lescen
ts
wh
o
p
ass
ed
th
e
in
clu
s
io
n
cr
iter
ia
a
n
d
ag
r
ee
d
to
b
e
i
n
ter
v
iewe
d
wer
e
c
o
n
tacte
d
b
y
s
o
cial
m
ess
ag
in
g
ap
p
licatio
n
s
s
u
c
h
as
W
h
atsAp
p
an
d
T
ele
g
r
am
.
T
h
en
,
t
h
e
r
esear
ch
e
r
s
s
et
u
p
in
ter
v
iew
s
ess
io
n
s
with
th
o
s
e
wh
o
ag
r
ee
d
to
b
e
i
n
ter
v
iewe
d
.
I
n
t
h
e
f
ir
s
t
p
ar
t
o
f
th
e
in
ter
v
iew,
p
a
r
ticip
an
ts
wer
e
b
r
ief
e
d
r
e
g
ar
d
in
g
th
e
r
esear
ch
to
p
ic,
co
n
s
en
t,
a
n
d
th
e
c
o
n
f
i
d
en
tiality
o
f
th
eir
id
en
tity
.
T
h
ey
wer
e
also
in
f
o
r
m
ed
t
h
at
th
e
d
ata
was
r
eser
v
ed
o
n
ly
f
o
r
an
al
y
s
is
p
u
r
p
o
s
es.
T
h
e
in
ter
v
iews
wer
e
co
n
d
u
cted
o
n
lin
e
v
ia
G
o
o
g
le
Me
et
u
s
in
g
a
p
r
o
to
co
l
in
ter
v
iew
th
at
h
ad
b
ee
n
s
et
u
p
.
T
h
e
d
u
r
atio
n
o
f
e
ac
h
in
ter
v
iew
was
ab
o
u
t
4
5
t
o
9
0
m
i
n
u
tes.
T
h
e
p
ar
ticip
an
ts
s
p
o
k
e
f
r
ee
ly
a
n
d
in
f
o
r
m
ally
ab
o
u
t
th
eir
e
m
o
t
io
n
al
ex
p
e
r
ien
ce
s
an
d
h
o
w
t
h
ey
r
e
g
u
lated
th
eir
em
o
tio
n
s
.
I
n
ter
v
iew
q
u
esti
o
n
s
wer
e
ask
ed
in
Ma
lay
,
in
clu
d
in
g
,
“
Hav
e
y
o
u
e
v
er
h
ad
em
o
tio
n
al
ex
p
er
ie
n
ce
s
with
in
d
iv
id
u
als
s
u
ch
as
p
ar
e
n
ts
,
s
ib
lin
g
s
,
p
ee
r
s
,
o
r
teac
h
e
r
s
?
I
f
s
o
,
h
o
w
d
i
d
y
o
u
r
eg
u
late
y
o
u
r
em
o
tio
n
s
d
u
r
in
g
th
o
s
e
in
cid
en
ts
?
”
All
in
ter
v
iews
wer
e
r
ec
o
r
d
e
d
with
th
e
co
n
s
en
t
o
f
t
h
e
p
ar
t
icip
an
ts
.
Af
ter
th
eir
in
ter
v
iew
s
ess
io
n
en
d
ed
,
ea
c
h
p
ar
ticip
an
t r
ec
eiv
e
d
a
ca
s
h
r
e
war
d
o
f
R
M2
0
(
USD4
.
2
5
)
f
o
r
th
eir
p
ar
ticip
atio
n
.
2
.
3
.
Da
t
a
a
na
ly
s
is
R
esear
ch
team
m
em
b
er
s
ag
r
e
ed
th
at
th
e
d
ata
m
u
s
t
h
av
e
r
e
ac
h
ed
s
atu
r
atio
n
b
ef
o
r
e
t
h
e
d
ata
an
aly
s
is
p
r
o
ce
s
s
co
u
ld
b
eg
in
[
3
0
]
.
T
o
k
ee
p
th
e
d
ata
a
n
d
i
n
f
o
r
m
atio
n
p
r
iv
ate
a
n
d
c
o
n
f
i
d
en
ti
al,
ea
ch
o
f
th
e
1
5
p
ar
ticip
an
ts
was
r
ep
r
esen
ted
b
y
a
p
s
eu
d
o
n
y
m
,
a
f
alse
n
am
e
p
r
o
v
id
e
d
b
y
t
h
e
r
esear
ch
e
r
to
b
e
d
is
tin
ct
f
r
o
m
t
h
e
ac
tu
al
n
am
es
o
f
t
h
e
p
ar
ticip
a
n
ts
[
3
1
]
.
Par
ticip
an
ts
ag
e
d
1
4
wer
e
g
iv
en
p
s
eu
d
o
n
y
m
s
s
tar
tin
g
with
th
e
letter
A,
an
d
p
ar
ticip
a
n
ts
ag
ed
1
5
an
d
1
6
wer
e
g
iv
e
n
p
s
eu
d
o
n
y
m
s
s
tar
tin
g
with
B
an
d
C
,
r
esp
ec
tiv
el
y
.
Fo
llo
win
g
th
e
m
eth
o
d
o
lo
g
y
p
r
o
p
o
s
ed
b
y
B
r
au
n
a
n
d
C
lar
k
e
[
3
2
]
,
t
h
e
th
em
atic
an
aly
s
is
p
r
o
ce
s
s
wa
s
u
s
ed
,
wh
ich
c
o
n
s
is
ted
o
f
s
ix
s
tep
s
.
First,
r
esear
ch
er
s
s
tar
ted
b
y
f
am
iliar
izin
g
th
e
m
s
elv
es
with
th
e
d
ata.
R
esear
ch
er
s
tr
an
s
cr
ib
ed
all
th
e
au
d
io
r
ec
o
r
d
in
g
s
an
d
s
av
ed
th
em
in
M
icr
o
s
o
f
t
W
o
r
d
.
T
h
e
tr
an
s
cr
ip
ts
wer
e
th
en
s
h
ar
ed
in
Go
o
g
le
Dr
iv
e.
T
h
e
r
esear
ch
e
r
s
f
am
iliar
ized
t
h
em
s
elv
es
with
th
e
d
ata
b
y
ca
r
ef
u
lly
r
ea
d
in
g
th
e
tr
an
s
cr
ip
ts
an
d
ex
tr
ac
tin
g
m
ea
n
in
g
f
u
l
id
ea
s
an
d
c
o
n
ten
t.
Du
r
in
g
th
is
s
tep
,
in
itial
p
atter
n
s
an
d
p
o
ten
tial
id
ea
s
in
th
e
tr
an
s
cr
ip
ts
wer
e
wr
itten
an
d
im
p
o
r
ted
in
to
Go
o
g
le
Sp
r
ea
d
s
h
ee
t
to
en
ab
le
au
to
-
s
y
n
ch
r
o
n
ized
s
h
ar
in
g
am
o
n
g
t
h
e
r
esear
ch
e
r
s
.
T
h
e
s
ec
o
n
d
s
tep
in
v
o
lv
ed
g
en
er
a
tin
g
co
d
es
f
o
r
th
e
en
tire
d
ataset.
A
d
ed
u
ctiv
e
ap
p
r
o
ac
h
was
em
p
l
o
y
ed
f
o
r
c
o
d
in
g
p
u
r
p
o
s
es.
Af
ter
ca
r
ef
u
lly
r
ea
d
i
n
g
t
h
e
in
itial
p
atter
n
s
a
n
d
p
o
ten
tial
id
ea
s
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Un
d
ers
ta
n
d
in
g
emo
tio
n
r
eg
u
l
a
tio
n
s
tr
a
teg
ies in
fema
le
a
d
o
l
escen
ts
w
ith
d
ep
r
es
s
ive
…
(
S
iti R
a
s
h
id
a
h
Yu
s
o
ff
)
3949
th
e
r
esear
ch
er
s
b
u
ilt
a
co
d
i
n
g
f
r
am
ew
o
r
k
to
a
n
aly
ze
th
e
d
ata.
T
h
e
f
ir
s
t
an
d
f
o
u
r
t
h
au
th
o
r
s
,
ac
tiv
ely
p
ar
ticip
atin
g
i
n
th
e
d
ata
co
ll
ec
tio
n
p
h
ase,
co
d
ed
th
e
tr
a
n
s
cr
ip
ts
s
ep
ar
ately
an
d
s
u
b
s
eq
u
en
tly
e
n
g
ag
e
d
in
d
is
cu
s
s
io
n
s
r
eg
ar
d
in
g
th
eir
r
e
s
p
ec
tiv
e
co
d
eb
o
o
k
s
.
An
y
d
is
ag
r
ee
m
en
ts
wer
e
r
eso
lv
e
d
b
y
r
er
ea
d
in
g
th
e
tex
t
s
ec
tio
n
an
d
d
is
cu
s
s
in
g
th
e
m
o
s
t
ap
p
r
o
p
r
iate
c
o
d
in
g
o
p
ti
o
n
.
Af
ter
estab
lis
h
in
g
t
h
e
in
ter
c
o
d
er
ag
r
ee
m
en
t,
th
e
co
d
eb
o
o
k
was f
in
alize
d
,
an
d
t
h
e
f
ir
s
t a
u
th
o
r
p
r
o
ce
ed
ed
t
o
co
d
e
th
e
r
em
ain
i
n
g
tr
a
n
s
cr
ip
ts
.
Su
b
s
eq
u
en
tly
,
th
e
th
ir
d
s
tep
,
wh
ich
in
v
o
lv
ed
s
ea
r
c
h
in
g
an
d
g
e
n
er
atin
g
t
h
e
th
em
es
,
in
clu
d
es
in
v
esti
g
atin
g
an
d
c
u
ltiv
atin
g
t
h
em
es
d
er
i
v
ed
f
r
o
m
th
e
co
d
e
s
.
T
h
e
co
d
es
wer
e
o
r
g
an
ized
in
to
s
u
b
th
em
es
an
d
th
em
es.
F
o
r
e
x
a
m
p
l
e
,
t
h
e
c
o
d
e
s
“
f
at
h
e
r
,
”
“
c
o
u
n
s
e
l
l
o
r
,
”
a
n
d
“
t
e
a
c
h
e
r
s
”
w
e
r
e
g
r
o
u
p
e
d
u
n
d
e
r
t
h
e
‘
s
e
a
r
c
h
i
n
g
f
o
r
i
n
f
o
r
m
a
t
i
o
n
a
l
s
u
p
p
o
r
t
’
s
u
b
t
h
em
e
.
S
u
b
t
h
e
m
e
s
w
e
r
e
g
r
o
u
p
e
d
i
n
t
o
p
o
t
e
n
t
i
a
l
t
h
e
m
es
b
a
s
e
d
o
n
t
h
e
i
r
i
n
t
e
r
c
o
n
n
e
c
t
i
o
n
.
F
o
r
e
x
a
m
p
l
e
,
t
h
e
‘
s
e
a
r
c
h
i
n
g
f
o
r
i
n
f
o
r
m
a
t
i
o
n
a
l
s
u
p
p
o
r
t
’
s
u
b
t
h
e
m
e
w
a
s
p
l
a
c
e
d
u
n
d
e
r
t
h
e
‘
s
e
e
k
i
n
g
s
u
p
p
o
r
t
’
t
h
e
m
e
.
N
e
x
t
,
s
t
e
p
f
o
u
r
r
e
l
a
t
e
s
t
o
r
e
v
ie
w
i
n
g
t
h
e
m
e
s
,
w
h
e
r
e
t
h
e
r
e
s
ea
r
c
h
t
e
a
m
m
e
m
b
e
r
s
d
i
s
c
u
s
s
t
h
e
s
e
s
u
b
t
h
e
m
es
a
n
d
t
h
e
m
e
s
,
m
a
k
i
n
g
n
e
c
es
s
a
r
y
m
o
d
i
f
i
c
a
t
i
o
n
s
u
n
t
i
l
a
u
n
a
n
i
m
o
u
s
a
g
r
e
e
m
e
n
t
is
a
c
h
i
e
v
e
d
c
o
n
ce
r
n
i
n
g
t
h
e
u
l
ti
m
a
t
e
a
s
s
e
m
b
l
a
g
e
o
f
t
h
e
m
e
s
.
T
h
is
r
ev
iew
is
es
s
en
tial
to
en
s
u
r
e
t
h
e
v
alid
ity
an
d
r
eliab
ilit
y
o
f
t
h
e
f
in
d
in
g
s
.
I
n
th
is
s
tu
d
y
,
we
u
s
ed
“
t
h
e
r
esear
c
h
team
ch
ec
k
in
g
”
t
o
en
s
u
r
e
v
alid
ity
.
T
h
is
p
r
o
ce
s
s
in
v
o
l
v
es
th
e
r
esear
ch
er
in
f
o
r
m
ally
v
er
if
y
i
n
g
th
e
ac
c
u
r
ac
y
o
f
th
ei
r
u
n
d
er
s
tan
d
in
g
with
p
ar
ticip
an
ts
d
u
r
in
g
d
ata
co
ll
ec
tio
n
.
T
h
en
,
to
e
n
s
u
r
e
r
eliab
ilit
y
,
we
em
p
lo
y
a
m
eth
o
d
k
n
o
wn
as
‘
m
u
ltip
le
co
d
in
g
,
’
also
c
alled
‘
p
ee
r
r
ev
iew,
’
‘
co
n
s
is
ten
cy
ch
ec
k
s
,
’
o
r
‘
in
ter
co
d
er
r
eliab
ilit
y
.
’
T
h
i
s
ap
p
r
o
ac
h
is
th
e
q
u
alitativ
e
e
q
u
iv
alen
t
o
f
‘
in
ter
-
r
ater
r
eliab
ilit
y
’
in
q
u
an
titativ
e
r
esear
ch
.
I
t
in
v
o
lv
es
h
av
in
g
o
n
e
o
r
m
o
r
e
ad
d
itio
n
al
q
u
a
litativ
e
r
esear
ch
er
s
in
d
ep
en
d
en
tly
an
aly
ze
th
e
s
tu
d
y
d
ata
[
3
3
]
.
T
h
e
r
esear
ch
tea
m
f
in
alize
d
th
e
th
em
e,
in
clu
d
i
n
g
ac
ad
em
ic
ex
p
er
ts
in
ed
u
ca
tio
n
,
p
s
y
ch
o
lo
g
y
,
a
n
d
p
s
y
ch
iatr
y
.
Kak
a
r
et
a
l.
[
3
3
]
em
p
h
asized
th
at
th
is
p
r
o
ce
d
u
r
e
is
ess
en
tial
f
o
r
en
s
u
r
in
g
th
e
s
tu
d
y
’
s
v
er
if
iab
il
ity
.
Fin
ally
,
f
iv
e
th
em
es
f
o
r
b
o
th
o
b
jectiv
es
wer
e
id
en
tifie
d
,
an
d
th
ese
th
em
es
wer
e
s
u
b
s
eq
u
en
tly
s
u
b
d
i
v
id
ed
in
to
m
o
r
e
s
p
ec
if
ic
s
u
b
th
em
es
.
T
h
e
f
if
th
s
tep
in
v
o
lv
ed
a
co
m
p
r
eh
en
s
iv
e
r
e
v
iew
o
f
th
e
id
en
tifie
d
th
em
es
to
e
n
s
u
r
e
ac
cu
r
ac
y
an
d
c
o
h
er
e
n
c
e.
Fin
ally
,
th
e
last
s
tep
in
v
o
lv
ed
ex
am
in
i
n
g
th
e
co
m
p
o
s
itio
n
o
f
th
e
an
aly
s
is
,
with
team
m
em
b
er
s
p
r
o
v
id
in
g
f
ee
d
b
ac
k
an
d
c
o
n
d
u
ctin
g
c
h
ec
k
s
to
en
h
an
ce
t
h
e
o
v
er
all
q
u
ality
o
f
th
e
wo
r
k
.
Qu
o
tes we
r
e
in
clu
d
e
d
to
f
o
r
tify
an
d
ex
em
p
lify
o
u
r
in
ter
p
r
etati
o
n
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
f
in
d
in
g
s
p
r
o
v
id
e
v
alu
a
b
le
in
s
ig
h
ts
in
to
th
e
em
o
tio
n
r
e
g
u
latio
n
s
tr
ateg
ies
em
p
lo
y
e
d
b
y
f
em
ale
ad
o
lescen
ts
ex
p
er
ien
cin
g
s
y
m
p
to
m
s
o
f
d
e
p
r
ess
io
n
.
W
h
ile
p
r
ev
io
u
s
s
tu
d
ies
in
Ma
lay
s
ia
h
av
e
ex
am
in
ed
em
o
tio
n
r
eg
u
latio
n
m
o
r
e
b
r
o
ad
ly
[
2
1
]
–
[
2
8
]
,
th
is
s
tu
d
y
s
p
ec
if
ically
f
o
cu
s
es
o
n
th
e
u
n
i
q
u
e
ex
p
er
ien
ce
s
o
f
f
em
ale
ad
o
lescen
ts
.
T
h
r
o
u
g
h
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
with
1
5
f
em
ale
ad
o
lescen
ts
,
we
id
en
tifie
d
k
ey
s
tr
ateg
ies
u
s
ed
to
r
eg
u
late
em
o
tio
n
s
d
u
r
i
n
g
d
e
p
r
ess
iv
e
s
y
m
p
to
m
s
,
in
clu
d
in
g
:
i)
s
u
p
p
r
ess
in
g
ex
p
r
ess
io
n
(
e.
g
.
,
is
o
latin
g
o
n
eself
,
av
o
id
in
g
o
r
ig
n
o
r
in
g
o
th
er
s
)
;
ii)
p
am
p
er
in
g
o
n
eself
(
e.
g
.
,
e
n
g
ag
in
g
in
m
en
tal
ac
tiv
ities
,
ea
tin
g
,
s
leep
in
g
,
in
ter
ac
tin
g
with
p
ets
o
r
d
o
lls
,
an
d
p
ar
ticip
atin
g
in
p
h
y
s
ical
ac
tiv
ities
)
;
iii)
s
ee
k
in
g
s
u
p
p
o
r
t
(
e
.
g
.
,
r
ec
eiv
in
g
e
m
o
t
io
n
al
s
u
p
p
o
r
t,
s
ea
r
ch
in
g
f
o
r
in
f
o
r
m
atio
n
al
s
u
p
p
o
r
t,
an
d
lo
o
k
in
g
f
o
r
n
etwo
r
k
s
u
p
p
o
r
t)
;
iv
)
r
eo
r
g
an
izin
g
th
o
u
g
h
ts
(
e.
g
.
,
r
ea
p
p
r
aisi
n
g
th
e
s
itu
atio
n
in
p
o
s
itiv
e
way
s
,
ac
c
ep
tan
ce
,
p
r
o
b
lem
-
s
o
lv
in
g
,
an
d
em
b
r
ac
in
g
th
em
s
elv
es)
;
an
d
v
)
en
g
ag
in
g
in
n
eg
ativ
e
ac
tio
n
s
(
e.
g
.
,
p
h
y
s
ical
h
a
r
m
,
em
o
tio
n
al
s
elf
-
h
ar
m
,
an
d
ex
p
r
ess
io
n
s
o
f
n
e
g
a
tiv
e
r
esp
o
n
s
e)
.
T
h
is
s
tu
d
y
co
n
tr
ib
u
tes
a
n
o
v
el
p
er
s
p
ec
tiv
e
b
y
d
em
o
n
s
tr
atin
g
a
s
tr
o
n
g
alig
n
m
en
t
b
etwe
en
th
ese
f
in
d
in
g
s
a
n
d
t
h
e
p
r
o
ce
s
s
m
o
d
el
o
f
em
o
tio
n
r
eg
u
latio
n
[
1
6
]
.
T
h
e
p
r
o
ce
s
s
m
o
d
el
wh
ic
h
in
clu
d
es
s
itu
atio
n
s
elec
tio
n
,
atten
tio
n
al
d
ep
l
o
y
m
en
t,
an
d
co
g
n
itiv
e
ch
an
g
e
is
r
ef
lecte
d
in
th
e
s
tr
ateg
ies
o
f
s
u
p
p
r
ess
in
g
ex
p
r
ess
io
n
,
p
am
p
er
in
g
o
n
esel
f
,
an
d
r
e
o
r
g
a
n
izin
g
th
o
u
g
h
ts
,
r
esp
ec
tiv
ely
.
Similar
ly
,
th
e
s
tr
ateg
y
o
f
s
ee
k
in
g
s
u
p
p
o
r
t
alig
n
s
with
s
itu
atio
n
m
o
d
if
icatio
n
,
as
b
o
t
h
in
v
o
lv
e
attem
p
ts
to
alter
th
e
em
o
tio
n
a
l
im
p
ac
t
o
f
ex
ter
n
al
cir
cu
m
s
tan
ce
s
.
L
astl
y
,
r
esp
o
n
s
e
m
o
d
u
latio
n
alig
n
s
with
en
g
ag
in
g
i
n
n
e
g
ativ
e
ac
tio
n
s
,
s
u
c
h
as
s
elf
-
h
ar
m
,
as
a
m
ea
n
s
o
f
in
f
lu
en
ci
n
g
em
o
tio
n
al
ex
p
r
ess
io
n
o
r
ex
p
e
r
ien
ce
.
T
h
ese
s
tr
ateg
ies ar
e
f
u
r
th
er
ex
p
l
o
r
ed
in
th
e
d
etailed
an
aly
s
es p
r
esen
ted
in
th
e
f
o
llo
win
g
s
ec
tio
n
s
.
3
.
1
.
Su
pp
re
s
s
i
ng
ex
press
io
n
Su
p
p
r
ess
in
g
ex
p
r
ess
io
n
in
v
o
lv
es
ad
o
lescen
ts
’
p
u
r
p
o
s
ef
u
l
r
estra
in
t
o
r
r
eg
u
latio
n
o
f
o
u
twar
d
m
an
if
estatio
n
s
o
f
em
o
tio
n
s
,
r
e
s
p
o
n
s
es,
o
r
co
n
d
u
ct
[
1
3
]
.
W
h
e
n
f
em
ale
ad
o
lescen
ts
d
escr
ib
ed
s
u
p
p
r
ess
in
g
th
eir
ex
p
r
ess
io
n
,
th
ey
m
en
tio
n
ed
b
eh
av
io
r
s
s
u
ch
as
is
o
latin
g
o
n
eself
,
av
o
id
in
g
b
eh
a
v
io
r
,
an
d
ig
n
o
r
in
g
b
e
h
av
io
r
.
Acc
o
r
d
in
g
t
o
th
e
i
n
ter
v
iew,
f
em
ale
ad
o
lescen
ts
in
ten
tio
n
al
ly
is
o
late
th
em
s
elv
es
o
r
cr
ea
t
e
d
is
tan
ce
b
etwe
en
th
em
s
elv
es a
n
d
o
th
er
s
.
T
h
eir
s
en
s
e
o
f
b
ein
g
em
o
tio
n
ally
o
v
e
r
wh
elm
ed
d
r
iv
es th
is
b
eh
a
v
io
r
,
th
u
s
n
ec
ess
itatin
g
is
o
latin
g
th
em
s
elv
es
as
o
n
e
o
f
th
e
r
e
g
u
latio
n
s
tr
ateg
ies.
I
n
ter
esti
n
g
ly
,
all
f
em
ale
a
d
o
l
escen
ts
r
esp
o
n
d
to
is
o
latin
g
th
em
s
elv
es,
an
d
th
ey
m
en
tio
n
wo
r
d
s
s
u
ch
as
“lik
e
b
ein
g
alo
n
e,
”
“stay
in
g
in
th
e
r
o
o
m
,
”
“r
ep
r
ess
in
g
em
o
tio
n
s
,
”
an
d
“r
em
ai
n
in
g
q
u
iet.
”
Fro
m
th
e
in
ter
v
iew
s
ess
io
n
,
f
em
ale
ad
o
lescen
ts
h
av
e
ac
k
n
o
wled
g
ed
a
p
r
o
p
e
n
s
ity
to
u
s
e
is
o
latio
n
to
cr
ea
te
d
is
tan
ce
,
esp
ec
ially
wh
en
ex
p
e
r
ien
cin
g
n
eg
ativ
e
em
o
tio
n
al
s
tates.
T
h
is
s
tu
d
y
also
f
o
u
n
d
th
at
f
e
m
ale
ad
o
lescen
ts
ten
d
t
o
b
e
alo
n
e
o
r
h
id
e
th
eir
f
ee
lin
g
s
w
h
en
th
ey
f
ee
l
n
eg
ativ
e
em
o
tio
n
s
[
2
5
]
,
f
o
r
ex
a
m
p
le:
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
3
9
4
6
-
3959
3950
“
I
f I
a
m
feelin
g
d
o
w
n
,
I
ten
d
t
o
is
o
la
te
myself in
my
r
o
o
m.
”
(
B
ella,
f
em
ale
,
1
5
)
“
Usu
a
lly,
w
h
en
I
a
m
feelin
g
s
a
d
,
I
p
r
efer to
b
e
a
lo
n
e.
”
(
B
asy
ir
ah
,
f
e
m
ale
,
1
5
)
Ad
d
itio
n
ally
,
th
e
f
in
d
in
g
s
also
f
o
u
n
d
t
h
at
f
em
ale
ad
o
lescen
ts
ten
d
to
k
ee
p
th
eir
n
eg
ativ
e
e
m
o
tio
n
s
to
th
em
s
elv
es,
p
ar
ticu
lar
ly
wh
e
n
f
ac
ed
with
s
itu
atio
n
s
th
at
ar
e
d
em
an
d
in
g
o
r
d
is
tr
ess
in
g
.
T
h
e
ad
o
lescen
ts
ex
p
lain
ed
th
at
th
ey
“
k
ee
p
it
with
in
th
em
s
elv
es
”
an
d
f
ee
l
r
elu
ctan
t
to
s
h
ar
e
o
r
ex
p
r
ess
th
eir
n
eg
ativ
e
em
o
tio
n
s
with
o
th
er
s
o
p
en
ly
.
Fu
r
th
er
m
o
r
e,
f
e
m
ale
ad
o
lescen
ts
also
t
en
d
to
av
o
id
th
e
s
itu
atio
n
.
A
v
o
id
in
g
b
eh
a
v
io
r
is
wh
en
f
em
ale
ad
o
lescen
ts
p
u
r
p
o
s
ef
u
lly
c
r
ea
te
a
s
en
s
e
o
f
s
ep
ar
atio
n
f
r
o
m
s
itu
atio
n
s
th
at
co
u
ld
y
ield
u
n
f
av
o
r
ab
le
o
u
tco
m
es
[
1
]
.
Du
r
in
g
th
e
in
te
r
v
iew
s
ess
io
n
s
,
th
e
f
em
ale
ad
o
lescen
ts
d
escr
ib
e
d
h
o
w
th
e
y
av
o
i
d
ed
ac
k
n
o
wled
g
i
n
g
th
ei
r
s
itu
atio
n
.
T
h
ese
s
tr
ateg
ies
r
ef
e
r
to
h
o
w
f
em
ale
ad
o
lescen
ts
ca
n
d
e
n
y
th
e
r
ea
lity
o
f
a
p
ar
ticu
lar
cir
cu
m
s
tan
ce
[
1
6
]
.
T
h
is
b
eh
av
io
r
ca
n
b
e
a
co
m
m
en
d
ab
le
ap
p
r
o
ac
h
to
s
af
eg
u
ar
d
th
em
s
elv
es
f
r
o
m
p
o
s
s
ib
le
u
n
ea
s
e,
s
tr
ain
,
o
r
ad
v
er
s
e
s
en
tim
en
ts
ass
o
ciate
d
wit
h
ac
k
n
o
wled
g
in
g
an
d
c
o
n
f
r
o
n
t
in
g
th
e
s
itu
atio
n
.
“
I
ju
s
t p
r
efer to
ke
ep
it to
myself
.
”
(
B
az
ilah
,
f
em
ale
,
1
5
)
“
Wh
en
I
a
m
a
n
g
r
y,
I
p
r
efer to
r
ema
in
s
ilen
t
.
”
(
Ay
la,
f
em
ale
,
1
4
)
“
I
ch
o
o
s
e
n
o
t to
lis
ten
to
w
h
a
t
my
mo
th
er is
s
a
yin
g
.
”
(
B
u
s
h
r
a
,
f
em
ale
,
1
5
)
I
g
n
o
r
i
n
g
b
eh
av
i
o
r
o
f
ten
i
n
v
o
lv
es
in
ten
tio
n
ally
n
o
t
ac
k
n
o
wled
g
in
g
o
r
co
n
f
r
o
n
tin
g
th
eir
cu
r
r
e
n
t
s
itu
atio
n
s
o
r
em
o
tio
n
al
ex
p
er
ien
ce
s
[
3
4
]
.
T
h
is
ap
p
r
o
ac
h
t
o
h
an
d
lin
g
em
o
tio
n
s
ca
n
b
e
s
ee
n
as
a
f
o
r
m
o
f
s
u
p
p
r
ess
io
n
,
wh
er
e
th
e
in
d
iv
i
d
u
al
ac
tiv
ely
s
ee
k
s
to
d
etac
h
th
em
s
elv
es
f
r
o
m
th
e
f
ee
lin
g
s
as
s
o
ciate
d
with
a
p
ar
ticu
lar
cir
c
u
m
s
tan
ce
.
Fo
r
e
x
am
p
le,
B
ah
ir
ah
,
a
1
5
-
y
ea
r
-
o
l
d
g
ir
l,
ex
p
r
ess
es
th
is
b
y
s
ay
in
g
,
“
I
feel
like
ju
s
t
ig
n
o
r
in
g
w
h
a
t
I
feel
a
fter
w
a
r
d
s
.
”
T
h
is
s
ta
tem
en
t
r
ef
lects
a
co
n
s
cio
u
s
ef
f
o
r
t
to
av
o
id
d
ea
lin
g
with
h
e
r
em
o
tio
n
s
f
o
llo
win
g
an
e
x
p
e
r
ien
ce
.
B
ah
ir
ah
m
i
g
h
t
b
e
at
tem
p
tin
g
to
s
h
ield
h
er
s
elf
f
r
o
m
d
is
co
m
f
o
r
t
o
r
v
u
ln
er
ab
ilit
y
b
y
ch
o
o
s
in
g
n
o
t
to
en
g
ag
e
with
h
e
r
f
ee
lin
g
s
.
H
o
wev
er
,
th
is
m
eth
o
d
ca
n
also
lead
to
u
n
r
eso
lv
ed
em
o
tio
n
al
is
s
u
es a
n
d
f
u
r
th
er
c
o
m
p
licatio
n
s
in
h
e
r
em
o
tio
n
al
well
-
b
ein
g
.
Ov
er
all,
th
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
em
o
tio
n
r
eg
u
latio
n
s
tr
ateg
ies
ar
e
h
ig
h
ly
co
n
tex
t
-
d
ep
en
d
e
n
t,
p
ar
ticu
lar
ly
d
u
r
in
g
p
er
io
d
s
o
f
n
eg
ativ
e
e
m
o
tio
n
s
.
T
h
e
ef
f
ec
tiv
en
ess
o
f
th
ese
s
tr
ateg
ies
am
o
n
g
f
em
ale
ad
o
lescen
ts
is
in
f
lu
en
ce
d
b
y
t
h
e
s
p
ec
if
ic
s
itu
atio
n
s
in
wh
ich
th
ey
ar
e
em
p
lo
y
e
d
[
3
5
]
,
[
3
6
]
.
C
o
n
tex
t
b
ec
o
m
es
esp
ec
ially
cr
itical
in
s
ce
n
ar
io
s
wh
er
e
th
er
e
is
an
ele
v
ated
r
is
k
o
f
m
en
tal
h
ea
lth
c
h
allen
g
es.
Fo
r
in
s
tan
ce
,
is
o
latio
n
was
id
en
tifie
d
as
a
co
m
m
o
n
em
o
tio
n
r
eg
u
latio
n
s
tr
ateg
y
u
s
ed
b
y
f
em
ale
ad
o
lescen
ts
wh
en
ex
p
er
ien
cin
g
d
ep
r
ess
io
n
.
Alth
o
u
g
h
th
is
s
tr
ateg
y
is
g
en
e
r
ally
co
n
s
id
er
e
d
a
m
o
r
e
n
e
g
ativ
e
a
p
p
r
o
ac
h
,
it
p
r
o
v
id
es
tem
p
o
r
ar
y
em
o
tio
n
al
r
elief
th
a
t c
an
h
elp
th
e
m
m
an
a
g
e
with
e
m
o
tio
n
al
d
is
tr
ess
in
th
e
s
h
o
r
t t
er
m
.
On
th
e
o
th
er
h
an
d
,
s
u
p
p
r
ess
io
n
ex
p
r
ess
io
n
s
h
av
e
also
b
ee
n
l
in
k
ed
to
th
eir
o
wn
s
et
o
f
c
o
m
p
lex
ities
in
th
e
co
n
tex
t
o
f
d
ep
r
ess
io
n
.
R
esear
ch
in
d
icate
s
th
at
s
u
p
p
r
ess
io
n
m
ay
wo
r
s
en
r
elatio
n
s
h
ip
s
d
u
r
in
g
th
e
d
ep
r
ess
iv
e
p
er
io
d
[
3
7
]
.
Pre
v
i
o
u
s
r
esear
ch
h
as
s
h
o
wn
th
at
s
u
p
p
r
ess
io
n
d
u
r
i
n
g
p
e
r
io
d
s
o
f
d
ep
r
ess
io
n
is
o
f
ten
ass
o
ciate
d
with
ad
v
er
s
e
p
s
y
ch
o
lo
g
ical
o
u
tco
m
es,
p
o
ten
tially
in
cr
ea
s
in
g
d
ep
r
ess
iv
e
s
y
m
p
to
m
s
an
d
em
o
tio
n
al
d
is
tr
ess
[
3
8
]
.
Ho
wev
er
,
o
th
er
s
tu
d
ies
h
av
e
n
o
t
f
o
u
n
d
ev
id
e
n
ce
th
at
s
u
p
p
r
ess
io
n
eith
er
w
o
r
s
en
s
d
ep
r
ess
io
n
o
r
h
elp
s
to
r
e
d
u
ce
its
im
p
ac
t,
s
u
g
g
esti
n
g
th
at
its
ef
f
ec
ts
m
ay
v
a
r
y
d
ep
en
d
in
g
o
n
d
if
f
er
en
t
co
n
tex
ts
an
d
p
o
p
u
latio
n
s
[
3
9
]
.
3
.
2
.
P
a
m
pering
s
elf
Fem
ale
ad
o
lescen
ts
lo
v
e
p
ar
ticip
atin
g
in
ac
tiv
ities
th
at
h
elp
d
iv
er
t
o
r
d
is
tr
ac
t
th
eir
atten
tio
n
.
Acc
o
r
d
in
g
t
o
th
e
f
i
n
d
in
g
s
,
m
o
s
t
s
tr
ateg
ies
ca
teg
o
r
ized
u
n
d
er
p
am
p
er
in
g
s
elf
ca
n
h
el
p
f
em
ale
ad
o
lescen
ts
d
is
tr
ac
t
th
em
s
elv
es
f
r
o
m
n
eg
ativ
e
em
o
tio
n
s
.
R
esear
ch
in
d
icate
s
th
at
d
is
tr
ac
tio
n
is
a
co
m
m
o
n
ly
em
p
lo
y
e
d
em
o
tio
n
r
eg
u
latio
n
s
tr
ateg
y
o
f
ten
u
s
ed
to
s
h
if
t
f
o
cu
s
awa
y
f
r
o
m
d
is
tr
ess
in
g
th
o
u
g
h
ts
o
r
f
ee
lin
g
s
an
d
tem
p
o
r
ar
ily
r
eliev
e
em
o
tio
n
al
d
is
co
m
f
o
r
t
[
1
6
]
.
T
h
r
o
u
g
h
o
u
t
th
e
in
ter
v
iew
s
ess
io
n
,
th
e
f
em
ale
ad
o
lescen
ts
m
en
tio
n
ed
e
n
g
ag
i
n
g
in
m
en
ta
l
ac
tiv
ities
s
u
ch
as
d
r
awin
g
,
wr
itin
g
,
r
ea
d
in
g
,
an
d
watc
h
in
g
d
r
am
a.
All
th
ese
ac
tiv
ities
r
eq
u
ir
e
m
en
tal
r
e
p
r
esen
tatio
n
to
co
n
v
er
t
o
n
e
’
s
t
h
o
u
g
h
ts
an
d
c
o
n
ce
p
ts
in
to
v
i
s
u
al
f
o
r
m
s
.
Me
n
tal
r
ep
r
esen
tatio
n
is
a
co
g
n
itiv
e
p
r
o
ce
s
s
v
is
u
alizin
g
v
a
r
io
u
s
s
ce
n
ar
io
s
o
r
id
ea
s
with
o
u
t
d
ir
e
ct
p
h
y
s
ical
en
g
ag
em
e
n
t
[
4
0
]
.
T
h
e
f
em
ale
ad
o
lescen
ts
ex
p
r
ess
ed
th
at
en
g
ag
in
g
in
th
ese
ac
tiv
ities
h
elp
ed
th
em
ex
p
er
ie
n
ce
p
o
s
itiv
e
em
o
tio
n
s
:
“
I
like
to
d
r
a
w
.
Dra
w
in
g
ma
ke
s
me
h
a
p
p
ier.
”
(
B
ella,
f
em
ale
,
1
5
)
“
I
ke
ep
myself b
u
s
y
b
y
r
ea
d
i
n
g
n
o
ve
ls
a
n
d
w
a
tch
in
g
d
r
a
ma
s
.
”
(
Ad
ir
a
,
f
e
m
ale
,
1
4
)
B
esid
es,
f
em
ale
ad
o
lescen
ts
also
o
f
ten
d
iv
er
t
o
r
d
is
tr
ac
t
th
e
m
s
elv
es
f
r
o
m
e
m
o
tio
n
al
ex
p
e
r
ien
ce
s
b
y
en
g
ag
in
g
in
ac
tiv
ities
s
u
ch
as
ea
tin
g
an
d
s
leep
in
g
,
as b
o
th
b
eh
av
io
r
s
ca
n
h
elp
th
em
r
eg
u
la
te
an
d
alter
n
eg
ativ
e
em
o
tio
n
s
.
Fo
r
in
s
tan
ce
,
ea
tin
g
m
ay
p
r
o
v
id
e
co
m
f
o
r
t
o
r
te
m
p
o
r
ar
y
r
elief
f
r
o
m
d
is
tr
ess
in
g
f
ee
lin
g
s
,
wh
ile
s
leep
in
g
ca
n
o
f
f
e
r
a
b
r
ea
k
f
r
o
m
o
v
e
r
wh
elm
in
g
em
o
tio
n
s
,
allo
win
g
f
o
r
m
e
n
tal
an
d
e
m
o
tio
n
al
r
ec
o
v
er
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Un
d
ers
ta
n
d
in
g
emo
tio
n
r
eg
u
l
a
tio
n
s
tr
a
teg
ies in
fema
le
a
d
o
l
escen
ts
w
ith
d
ep
r
es
s
ive
…
(
S
iti R
a
s
h
id
a
h
Yu
s
o
ff
)
3951
Fem
ale
ad
o
lescen
ts
h
av
e
ad
m
itted
to
e
m
p
lo
y
i
n
g
ea
tin
g
an
d
s
leep
in
g
as
o
n
e
o
f
th
eir
em
o
tio
n
r
e
g
u
latio
n
s
tr
ateg
ies:
“
F
o
o
d
…
I
w
o
u
ld
lo
o
k
fo
r
s
o
meth
in
g
to
e
a
t.
”
(
B
az
la,
f
em
ale
,
1
5
)
“
I
f
I
a
m
g
ettin
g
a
b
it
to
o
d
ep
r
ess
ed
,
I
mig
h
t
ch
o
o
s
e
to
s
leep
to
a
vo
id
th
in
kin
g
a
b
o
u
t
it.
”
(
B
az
ilah
,
f
em
ale
,
1
5
)
I
n
ad
d
itio
n
,
p
a
r
ticip
atin
g
in
p
h
y
s
ical
ac
tiv
ities
s
u
ch
as
s
p
o
r
ts
o
r
g
o
in
g
o
u
t
d
o
o
r
s
in
v
o
lv
es
an
y
ac
t
ab
o
u
t
t
h
e
h
u
m
a
n
b
o
d
y
’
s
m
o
v
em
en
t.
T
h
ese
v
ar
i
o
u
s
ac
tiv
itie
s
n
ec
ess
itate
a
h
eig
h
te
n
ed
ex
p
en
d
itu
r
e
o
f
en
er
g
y
.
Du
r
in
g
th
e
in
ter
v
iews,
th
e
f
e
m
ale
ad
o
lescen
ts
m
en
tio
n
ed
t
h
at
th
ey
p
ar
ticip
ate
in
p
h
y
s
ic
al
ac
tiv
ities
s
u
ch
a
s
Z
u
m
b
a
o
r
p
lay
s
p
o
r
ts
s
u
ch
as
ar
ch
er
y
an
d
lo
n
g
-
d
is
tan
ce
s
p
o
r
ts
ev
en
ts
as
th
eir
ex
tr
ac
u
r
r
icu
lar
ac
tiv
ities
.
B
o
th
p
h
y
s
ical
ac
tiv
ities
h
elp
th
em
to
en
h
an
ce
th
eir
p
o
s
itiv
e
em
o
tio
n
al
ex
p
er
ie
n
ce
s
.
Oth
er
f
em
ale
ad
o
lescen
ts
r
ep
o
r
ted
p
ar
tak
i
n
g
in
v
ar
i
o
u
s
p
h
y
s
ical
u
n
d
er
tak
in
g
s
s
u
ch
as
s
o
cial
o
u
tin
g
s
.
So
m
e
r
elev
a
n
t
ex
am
p
les
f
r
o
m
th
e
in
ter
v
iews a
r
e
as:
“
I
w
ill d
o
Zu
mb
a
[
d
a
n
ce
]
.
”
(
C
y
r
a,
f
em
ale
,
1
6
)
“
I
a
m
p
a
r
ticip
a
tin
g
in
a
lo
n
g
-
d
is
t
a
n
c
e
ev
en
t,
1
5
0
0
in
s
ch
o
o
ls
.
A
s
w
ell
a
s
a
r
ch
ery.
”
(
Ain
,
f
em
ale
,
1
4
)
“
I
li
ke
t
o
g
o
o
u
t
.
I
g
o
t
o
M
yTo
w
n
s
h
o
p
p
i
n
g
ce
n
t
er
w
i
th
m
y
fr
i
en
d
s
.
”
(
B
a
h
i
ja
h
,
f
em
ale
,
1
5
)
Fin
ally
,
s
o
m
e
f
em
ale
ad
o
lescen
ts
r
ep
o
r
ted
en
g
ag
i
n
g
in
ac
tiv
ities
s
u
ch
a
s
p
lay
in
g
an
d
in
ter
a
ctin
g
with
p
ets
o
r
in
an
im
ate
o
b
jects
lik
e
d
o
lls
to
r
elea
s
e
n
eg
ativ
e
em
o
tio
n
s
.
I
n
ter
ac
tin
g
with
p
ets
ca
n
p
r
o
v
id
e
c
o
m
f
o
r
t
an
d
a
s
en
s
e
o
f
co
m
p
an
io
n
s
h
ip
an
d
h
elp
allev
iate
d
ep
r
ess
io
n
[
4
1
]
.
I
n
th
is
s
tu
d
y
,
o
n
e
o
f
th
e
f
em
ale
ad
o
lescen
ts
n
o
ted
th
at
p
lay
in
g
with
th
ei
r
p
ets
h
elp
ed
t
h
em
m
a
n
ag
e
n
e
g
ativ
e
em
o
tio
n
s
,
wh
ile
an
o
th
er
m
en
tio
n
ed
u
s
in
g
d
o
lls
to
r
eg
u
late
h
er
em
o
ti
o
n
al
s
tate.
“
I
like
to
p
la
y
w
ith
my
ca
ts
.
My
ca
t
likes
to
r
u
n
a
r
o
u
n
d
,
s
o
I
w
ill
ch
a
s
e
a
n
d
p
la
y
w
ith
h
im.
I
t m
a
ke
s
me
feel
b
etter a
fter
w
a
r
d
s
.
”
(
B
ah
ir
ah
,
f
em
ale
,
1
5
)
“
S
o
metime
s
I
ju
s
t….
Yo
u
kn
o
w
,
ju
s
t p
la
y
w
ith
my
p
lu
s
h
ie,
th
a
t is a
ll.
”
(
B
az
ilah
,
f
em
ale
,
1
5
)
T
h
ese
f
in
d
in
g
s
ar
e
co
n
s
is
ten
t
with
p
r
ev
io
u
s
r
esear
ch
[
4
2
]
,
wh
ich
p
r
o
p
o
s
ed
th
at
f
em
ale
a
d
o
lescen
ts
ca
n
m
an
ag
e
o
v
e
r
wh
elm
in
g
e
m
o
tio
n
s
an
d
n
av
ig
ate
cr
is
es
b
y
en
g
ag
in
g
in
p
leasu
r
ab
le
an
d
s
elf
-
s
o
o
th
in
g
ac
tiv
ities
.
Fu
r
th
er
m
o
r
e,
th
e
cu
r
r
en
t
s
tu
d
y
h
ig
h
lig
h
ts
th
at
f
em
ale
ad
o
lescen
ts
ten
d
to
en
g
ag
e
in
th
ese
ac
tiv
ities
m
o
r
e
f
r
eq
u
e
n
tly
th
an
m
ale
ad
o
lescen
ts
[
1
]
.
T
h
is
s
u
g
g
es
ts
th
at
f
em
ale
ad
o
lescen
ts
m
ay
ex
h
i
b
it
g
r
ea
ter
em
o
tio
n
al
r
eg
u
latio
n
s
tr
ateg
ie
s
.
3
.
3
.
Seek
ing
s
up
po
rt
T
h
e
f
em
ale
ad
o
lescen
ts
h
i
g
h
li
g
h
ted
t
h
e
im
p
o
r
tan
ce
o
f
ex
ter
n
al
s
u
p
p
o
r
t
in
p
r
o
m
o
tin
g
g
o
o
d
em
o
tio
n
al
ex
p
er
ien
ce
s
.
Seek
in
g
s
u
p
p
o
r
t
in
v
o
lv
es
ev
er
y
d
ay
in
ter
ac
ti
o
n
s
th
r
o
u
g
h
d
ir
ec
t
o
r
in
d
ir
e
ct
co
m
m
u
n
icatio
n
,
in
ten
d
in
g
to
co
n
v
ey
to
o
th
er
s
th
at
th
ey
ar
e
ca
r
ed
f
o
r
an
d
s
u
p
p
o
r
ted
.
E
m
o
tio
n
r
eg
u
la
tio
n
in
clu
d
es
b
o
th
in
tr
in
s
ic
p
r
o
ce
s
s
es
(
wh
er
e
in
d
iv
id
u
als
m
an
a
g
e
th
eir
o
w
n
e
m
o
tio
n
s
)
a
n
d
ex
tr
in
s
ic
p
r
o
ce
s
s
es
(
wh
er
e
ex
ter
n
al
f
ac
to
r
s
p
lay
a
r
o
le
i
n
in
f
lu
en
cin
g
em
o
tio
n
s
)
.
I
n
th
is
co
n
te
x
t,
s
ee
k
in
g
s
u
p
p
o
r
t
r
ef
lects
f
em
ale
ad
o
lescen
ts
’
ten
d
en
cy
t
o
r
ea
c
h
o
u
t
to
s
ig
n
if
ican
t
o
th
e
r
s
f
o
r
h
elp
,
aim
in
g
to
r
ed
u
ce
u
n
ce
r
tain
ty
ab
o
u
t
th
em
s
elv
es,
th
eir
em
o
tio
n
s
,
o
r
th
eir
s
itu
atio
n
.
T
h
e
f
in
d
in
g
s
s
h
o
wed
th
at
f
em
ale
ad
o
lescen
ts
h
av
e
b
ee
n
i
d
en
tifie
d
with
th
r
ee
ty
p
es
o
f
s
u
p
p
o
r
t:
em
o
tio
n
al,
i
n
f
o
r
m
atio
n
al,
an
d
n
etwo
r
k
.
First,
em
o
tio
n
al
s
u
p
p
o
r
t
in
v
o
lv
e
s
s
ee
k
in
g
co
n
ce
r
n
,
em
p
ath
y
,
an
d
s
y
m
p
ath
y
f
r
o
m
o
th
er
s
d
u
r
in
g
ch
allen
g
in
g
tim
es
[
4
3
]
.
Du
r
in
g
th
e
in
ter
v
iews,
th
e
f
em
ale
ad
o
lescen
ts
s
tated
th
at
th
ey
s
h
ar
e
th
eir
p
r
o
b
lem
s
with
tr
u
s
ted
p
eo
p
le
s
u
ch
as
th
eir
f
a
m
ily
m
em
b
er
s
,
in
clu
d
i
n
g
th
eir
m
o
th
er
s
,
c
o
u
s
in
s
,
s
ib
lin
g
s
,
an
d
g
r
a
n
d
p
a
r
en
ts
:
“
I
a
lw
a
ys o
p
en
u
p
my
feelin
g
s
to
my
mo
th
er.
”
(
C
am
illa,
f
em
a
le
,
1
6
)
“
I
s
h
a
r
e
my
p
r
o
b
lem
w
ith
my
co
u
s
in
.
I
n
fa
ct,
w
e
a
lw
a
ys
co
n
fid
e
a
n
d
c
o
mfo
r
t
ea
ch
o
th
er.
I
a
ls
o
a
lw
a
ys
s
h
a
r
ed
w
ith
my
g
r
a
n
d
mo
th
er,
b
u
t
n
o
w
s
h
e
is
n
o
lo
n
g
er
h
ere.
S
h
e
p
a
s
s
ed
a
w
a
y
la
s
t
Ja
n
u
a
r
y.
”
(
Ain
,
f
em
ale
,
1
4
)
“
I
to
ld
my
s
ib
lin
g
a
b
o
u
t th
e
s
itu
a
tio
n
.
”
(
Ay
la,
f
em
ale
,
1
4
)
T
h
e
f
em
ale
ad
o
lescen
ts
also
s
h
ar
ed
th
at
th
ey
o
f
ten
d
is
cu
s
s
t
h
eir
em
o
tio
n
al
ex
p
er
ien
ce
s
with
f
r
ien
d
s
.
Ma
n
y
o
f
th
ese
tr
u
s
ted
f
r
ien
d
s
ar
e
p
ee
r
s
at
s
ch
o
o
l w
ith
wh
o
m
th
ey
f
ee
l c
o
m
f
o
r
tab
le
d
is
cu
s
s
in
g
p
er
s
o
n
al
is
s
u
es.
Mo
s
t
f
em
ale
ad
o
lescen
ts
r
ep
o
r
ted
th
at
th
ey
f
r
eq
u
en
tly
d
is
clo
s
e
to
th
eir
s
ch
o
o
l
f
r
ien
d
s
ab
o
u
t
th
e
ch
allen
g
es
th
ey
f
ac
e
o
r
th
e
p
r
o
b
lem
s
th
e
y
ar
e
d
ea
li
n
g
with
.
T
h
is
co
n
v
er
s
atio
n
is
cr
u
cial
f
o
r
ex
p
r
ess
in
g
th
eir
f
ee
lin
g
s
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
3
9
4
6
-
3959
3952
s
ee
k
in
g
ad
v
ice,
a
n
d
r
ec
eiv
in
g
em
o
tio
n
al
s
u
p
p
o
r
t.
B
y
talk
in
g
with
f
r
ien
d
s
o
f
th
e
s
am
e
ag
e
a
n
d
in
s
im
ilar
en
v
ir
o
n
m
en
ts
,
th
ey
f
in
d
u
n
d
e
r
s
tan
d
in
g
an
d
em
p
ath
y
,
wh
ich
h
elp
s
th
em
f
ee
l le
s
s
is
o
lated
in
th
eir
ex
p
e
r
ien
ce
s
.
“
S
o
metime
s
,
I
w
ill
s
h
a
r
e
w
ith
my
fr
ien
d
s
.
Th
ey
w
ill
t
r
y
to
ma
ke
jo
ke
s
a
n
d
tr
y
to
ch
ee
r
me
u
p
.
Th
ey
a
ls
o
s
p
en
d
th
eir
mo
n
ey
o
n
me.
Th
en
,
w
h
en
th
ey
s
p
en
d
th
e
mo
n
ey
,
th
ey
a
lw
a
ys
s
a
y
th
a
t
th
is
is
w
h
a
t
th
ey
ca
n
a
ffo
r
d
.
F
u
r
th
ermo
r
e,
I
w
ill
s
a
y
it
is
o
ka
y.
I
d
o
n
o
t
n
ee
d
mu
c
h
.
Th
e
imp
o
r
ta
n
t
th
in
g
is
th
a
t I
h
a
ve
fr
ien
d
s
to
t
a
lk
to
.
”
(
B
ella,
f
em
ale
,
1
5
)
Seco
n
d
ly
,
f
em
ale
ad
o
lescen
ts
u
s
u
ally
tu
r
n
to
in
d
iv
id
u
als
p
e
r
ce
iv
ed
as
k
n
o
wled
g
ea
b
le
an
d
ca
p
ab
le
o
f
o
f
f
er
in
g
p
r
ac
tical
s
o
lu
tio
n
s
,
s
u
ch
as
th
eir
p
ar
en
ts
o
r
s
ch
o
o
l
co
u
n
s
ello
r
s
.
T
h
is
is
ca
lled
in
f
o
r
m
atio
n
al
s
u
p
p
o
r
t.
On
e
o
f
th
e
f
em
ale
ad
o
lescen
ts
also
was
lo
o
k
in
g
f
o
r
a
s
ch
o
o
l
co
u
n
s
ello
r
wh
o
co
u
ld
p
r
o
v
id
e
ad
v
ice.
Su
b
s
eq
u
en
tly
,
s
h
e
p
lan
s
to
c
o
n
s
u
lt
with
a
m
e
d
ical
p
r
o
f
ess
io
n
al
to
g
ain
in
f
o
r
m
atio
n
a
n
d
in
s
ig
h
ts
ab
o
u
t
h
er
m
en
tal
h
ea
lth
.
T
h
is
ap
p
r
o
ac
h
u
n
d
er
s
co
r
es
th
e
im
p
o
r
tan
ce
o
f
ac
ce
s
s
in
g
ex
p
er
t
g
u
i
d
an
ce
t
o
n
av
ig
ate
co
m
p
lex
em
o
tio
n
s
an
d
is
s
u
es.
B
y
r
ea
c
h
in
g
o
u
t
to
tr
u
s
ted
s
o
u
r
ce
s
f
o
r
s
u
p
p
o
r
t,
th
ese
f
em
ale
ad
o
les
ce
n
ts
aim
to
g
ath
er
th
e
in
f
o
r
m
atio
n
th
e
y
n
ee
d
to
m
ak
e
in
f
o
r
m
ed
d
ec
is
io
n
s
an
d
ad
d
r
ess
th
eir
co
n
ce
r
n
s
m
o
r
e
ef
f
ec
tiv
ely
.
“
A
fter
I
to
ld
my
f
a
th
er
a
b
o
u
t
th
e
is
s
u
es,
h
e
r
ep
o
r
ted
it
to
th
e
s
ch
o
o
l.
Th
en
,
a
fter
a
fe
w
d
a
ys,
I
n
o
ticed
th
e
fr
ien
d
w
h
o
h
a
d
a
lw
a
ys b
u
llied
me
r
ema
in
ed
s
ilen
t.
”
(
B
ella,
f
em
ale
,
1
5
)
“
La
s
t
ye
a
r
,
I
w
en
t
fo
r
a
co
u
n
s
ellin
g
s
ess
io
n
.
A
n
d
th
e
co
u
n
s
ello
r
in
ten
d
ed
to
ta
ke
me
to
t
h
e
h
o
s
p
ita
l to
g
et
a
p
r
o
p
er d
i
a
g
n
o
s
is
.
”
(
B
u
s
h
r
a,
f
em
ale
,
1
5
)
T
h
ir
d
ly
,
f
em
ale
ad
o
lescen
ts
also
em
p
h
asize
th
e
im
p
o
r
tan
ce
o
f
s
o
cial
n
etwo
r
k
s
u
p
p
o
r
t
.
A
s
o
cial
n
etwo
r
k
allo
ws
in
d
iv
id
u
als
to
estab
lis
h
p
er
s
o
n
al
r
ep
r
esen
tatio
n
,
p
u
r
s
u
e
k
n
o
wled
g
e,
a
n
d
i
n
ter
ac
t
with
o
th
er
s
[
4
3
]
.
T
h
e
f
em
ale
a
d
o
lescen
ts
m
en
tio
n
ed
a
f
ew
ex
am
p
les
o
f
s
o
cial
n
etwo
r
k
s
,
s
u
ch
as
T
ik
T
o
k
,
T
witter
,
an
d
I
n
s
tag
r
am
,
wh
ich
h
elp
th
em
n
av
ig
ate
n
e
g
ativ
e
em
o
tio
n
al
ex
p
er
ien
ce
s
.
T
h
ey
also
d
is
cu
s
s
ed
r
ely
i
n
g
o
n
s
o
cial
n
etwo
r
k
s
to
allev
iate
n
eg
ativ
e
em
o
tio
n
al
ex
p
e
r
ien
ce
s
.
I
m
p
o
r
tan
tly
,
s
o
cial
n
etwo
r
k
s
p
lay
a
s
ig
n
if
ican
t
r
o
le
in
p
r
o
v
id
i
n
g
a
ch
an
n
el
f
o
r
in
d
iv
id
u
als
to
ex
p
r
ess
th
em
s
elv
es,
en
ab
lin
g
th
em
to
d
is
s
em
in
ate
th
eir
th
o
u
g
h
ts
,
f
ee
lin
g
s
,
an
d
ex
p
er
ien
ce
s
[
4
3
]
.
Sh
ar
in
g
o
n
s
o
cial
n
etwo
r
k
s
s
er
v
es
as
an
o
u
tlet
to
ex
p
r
ess
o
n
eself
,
a
m
ea
n
s
to
co
n
n
ec
t w
ith
o
t
h
er
s
,
an
d
to
s
o
l
icit r
esp
o
n
s
es:
“
S
o
metime
s
I
w
ill lo
o
k
a
t q
u
o
tes o
n
TikTo
k,
a
n
d
s
o
me
o
f th
e
m
r
ela
te
to
my
emo
tio
n
s
.
I
t m
a
ke
s
me
feel
h
a
p
p
y
a
n
d
s
a
tis
fied
.
”
(
B
ella,
f
em
ale
,
1
5
)
“
A
lmo
s
t e
ve
r
y
d
a
y,
I
w
ill r
a
n
t o
n
Tw
itter
.
”
(
B
ah
ir
ah
,
f
em
ale
,
1
5
)
T
h
r
o
u
g
h
th
is
cu
r
r
en
t
f
in
d
in
g
,
f
e
m
ale
ad
o
lescen
ts
p
u
r
p
o
s
ef
u
lly
s
o
u
g
h
t
s
u
p
p
o
r
t
to
r
ef
lect
an
d
re
-
en
g
a
g
e
with
th
e
is
s
u
e
an
d
f
i
n
d
a
r
eso
lu
tio
n
.
Af
ter
s
p
ec
if
ic
p
er
io
d
s
,
f
em
ale
a
d
o
lescen
ts
ch
o
o
s
e
to
s
h
ar
e
th
eir
em
o
tio
n
al
ex
p
e
r
ien
ce
s
with
tr
u
s
ted
p
er
s
o
n
s
,
in
clu
d
in
g
f
am
il
y
m
em
b
er
s
,
p
ee
r
s
,
an
d
teac
h
er
s
.
C
o
n
s
id
er
in
g
th
ey
s
p
en
d
m
o
s
t
o
f
th
eir
tim
e
at
h
o
m
e
o
r
s
ch
o
o
l,
f
am
ily
m
em
b
er
s
,
p
ee
r
s
,
an
d
teac
h
er
s
ar
e
co
n
s
id
er
ed
in
teg
r
al
m
em
b
er
s
o
f
th
eir
s
o
cial
s
p
h
e
r
es.
T
h
is
alig
n
s
with
p
r
ev
io
u
s
f
in
d
in
g
s
a
n
d
r
ev
ea
ls
th
at
f
a
m
ily
m
em
b
e
r
s
an
d
teac
h
er
s
ar
e
cr
u
cial
s
u
p
p
o
r
t
s
y
s
tem
s
[
2
3
]
.
At
th
e
s
am
e
tim
e,
o
th
er
s
tu
d
ies
[
2
5
]
,
[
4
4
]
h
ig
h
li
g
h
ted
th
e
im
p
o
r
tan
ce
o
f
p
ee
r
s
in
th
e
s
tag
es o
f
an
a
d
o
lescen
t’
s
d
ev
elo
p
m
en
t.
3
.
4
.
Reo
rg
a
nizin
g
t
ho
ug
hts
R
eo
r
g
an
izin
g
th
o
u
g
h
ts
is
o
n
e
em
o
tio
n
r
e
g
u
latio
n
s
tr
ateg
y
th
at
h
elp
s
f
em
ale
ad
o
lescen
ts
r
eg
u
late
th
eir
em
o
tio
n
al
ex
p
e
r
ien
ce
s
.
R
eo
r
g
an
izin
g
th
o
u
g
h
t
r
ef
er
s
to
r
estru
ctu
r
i
n
g
th
o
u
g
h
ts
a
b
o
u
t
a
s
itu
atio
n
o
r
em
o
tio
n
al
ex
p
er
ie
n
ce
in
p
o
s
itiv
e
o
r
n
eg
ativ
e
way
s
[
4
5
]
.
T
h
r
o
u
g
h
o
u
t
th
e
in
ter
v
iew
s
ess
i
o
n
,
th
er
e
ar
e
a
f
ew
way
s
f
o
r
f
em
ale
ad
o
lescen
ts
to
r
eo
r
g
an
ize
th
eir
th
o
u
g
h
ts
,
in
clu
d
in
g
p
r
o
b
lem
-
s
o
lv
i
n
g
,
a
cc
ep
tin
g
em
o
tio
n
al
ex
p
er
ien
ce
s
,
r
ea
p
p
r
aisi
n
g
th
e
s
itu
atio
n
p
o
s
itiv
ely
,
a
n
d
em
b
r
ac
in
g
t
h
em
s
elv
es.
So
lv
in
g
p
r
o
b
lem
s
r
e
q
u
ir
es
f
em
ale
ad
o
lescen
ts
to
p
o
s
s
ess
th
e
ab
ilit
y
to
id
en
tif
y
th
e
is
s
u
es
th
ey
ar
e
f
ac
i
n
g
an
d
d
ir
ec
tly
im
p
lem
en
t
th
e
m
o
s
t
s
u
itab
le
m
eth
o
d
s
to
s
o
l
v
e
th
e
p
r
o
b
lem
s
[
1
]
.
T
h
e
f
i
n
d
in
g
s
o
f
th
is
s
tu
d
y
s
h
o
wed
t
h
at
to
r
eso
lv
e
th
e
p
r
o
b
lem
s
,
f
e
m
ale
ad
o
lescen
ts
o
f
ten
s
ea
r
ch
f
o
r
in
f
o
r
m
atio
n
th
r
o
u
g
h
th
e
i
n
ter
n
et
o
r
clea
r
ly
u
n
d
er
s
tan
d
th
e
n
ec
ess
ar
y
s
tep
s
to
b
e
tak
en
.
T
h
ey
ar
e
o
b
s
er
v
ed
to
en
g
ag
e
in
ef
f
ec
tiv
e
p
r
o
b
lem
-
s
o
lv
in
g
s
tr
a
teg
ies ac
tiv
ely
:
“
I
w
ill fin
d
a
w
a
y
to
s
o
lve
th
e
p
r
o
b
lem
b
y
lo
o
ki
n
g
th
r
o
u
g
h
th
e
in
tern
et.
”
(
B
az
ilah
,
f
em
ale
,
1
5
)
“
I
w
ill
s
tu
d
y
ev
en
h
a
r
d
er.
I
w
ill
p
r
ep
a
r
e
ea
r
ly
fo
r
my
ex
a
m
s
.
I
w
ill
s
tu
d
y
w
ith
my
s
ch
o
o
lma
tes.
”
(
B
ella,
f
em
ale
,
1
5
)
B
esid
es,
th
e
f
em
ale
ad
o
lesce
n
ts
lear
n
ed
to
ac
ce
p
t
an
d
ac
k
n
o
wled
g
e
em
o
tio
n
al
ex
p
er
ien
ce
s
r
ath
er
th
an
tr
y
to
r
esis
t
th
em
.
T
h
r
o
u
g
h
in
ter
v
iews,
th
ey
r
e
v
ea
led
th
at
th
ey
ar
e
ad
o
p
tin
g
a
m
in
d
s
et
o
f
ac
ce
p
tan
ce
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Un
d
ers
ta
n
d
in
g
emo
tio
n
r
eg
u
l
a
tio
n
s
tr
a
teg
ies in
fema
le
a
d
o
l
escen
ts
w
ith
d
ep
r
es
s
ive
…
(
S
iti R
a
s
h
id
a
h
Yu
s
o
ff
)
3953
u
s
in
g
p
h
r
ases
lik
e
“
m
o
v
e
o
n
,
”
“e
n
d
u
r
e
it,”
“lea
v
e
it
to
Go
d
,
”
“f
o
r
g
iv
e,
”
an
d
“b
e
p
atien
t.”
T
h
ese
ex
p
r
ess
io
n
s
r
ef
lect
co
n
s
cio
u
s
ly
em
b
r
ac
in
g
th
eir
em
o
tio
n
s
an
d
ex
p
er
ien
c
es
r
ath
er
th
an
s
u
p
p
r
ess
in
g
th
e
m
.
T
h
e
y
ca
n
f
u
lly
r
ec
o
g
n
ize
a
n
d
p
r
o
ce
s
s
th
eir
e
m
o
tio
n
al
s
tates
b
y
ac
ce
p
tin
g
t
h
ese
f
ee
lin
g
s
.
T
h
is
ap
p
r
o
ac
h
h
elp
s
th
em
co
n
f
r
o
n
t
an
d
r
eg
u
late
th
eir
em
o
tio
n
s
m
o
r
e
ef
f
ec
tiv
ely
an
d
f
o
s
ter
s
p
er
s
o
n
al
g
r
o
wth
a
n
d
r
esil
ien
ce
.
“
I
s
h
o
u
ld
mo
ve
o
n
.
”
(
B
ah
ir
ah
,
f
em
ale
,
1
5
)
“
Ju
s
t e
n
d
u
r
e
it.
”
(
B
az
ilah
,
f
em
ale
,
1
5
)
“
Lea
ve
it to
Go
d
.
”
(
B
az
la,
f
em
ale
,
1
5
)
“
I
a
m
th
e
typ
e
w
h
o
w
o
u
ld
like
to
fo
r
g
ive
o
th
er p
eo
p
le.
”
(
Air
a
,
f
em
ale
,
1
4
)
“
I
feel
like
I
n
ee
d
j
u
s
t to
b
e
p
a
tien
t
.
”
(
C
yra
,
f
em
ale
,
1
6
)
Su
b
s
eq
u
en
tly
,
r
ea
p
p
r
aisi
n
g
th
e
s
itu
atio
n
in
p
o
s
itiv
e
way
s
m
ea
n
s
lo
o
k
in
g
at
th
e
s
itu
atio
n
f
r
o
m
a
m
o
r
e
o
p
tim
is
tic
p
o
in
t
o
f
v
iew
[
1
3
]
.
Fem
ale
ad
o
lescen
ts
co
u
ld
r
ef
r
am
e
th
eir
co
g
n
itiv
e
p
r
o
ce
s
s
es
ab
o
u
t
th
eir
p
ar
e
n
ts
’
in
ten
tio
n
s
f
o
r
a
clea
r
an
d
b
et
ter
f
u
tu
r
e.
R
ath
er
th
an
f
ix
ati
n
g
o
n
p
o
te
n
tially
u
n
f
av
o
r
ab
l
e
in
ter
p
r
etatio
n
s
o
r
p
r
esu
m
p
tio
n
s
,
th
ey
o
p
ted
to
co
n
s
tr
u
e
th
eir
p
ar
e
n
ts
’
ac
tio
n
s
o
r
d
ec
is
io
n
s
f
av
o
r
a
b
ly
,
ac
ce
n
tu
atin
g
th
eir
b
en
ev
o
le
n
t
in
ten
tio
n
s
.
T
h
e
s
tu
d
y
f
o
u
n
d
th
at
c
o
g
n
itiv
e
r
ea
p
p
r
aisal
is
s
ig
n
if
ican
tly
m
o
r
e
v
ital
f
o
r
f
em
ale
ad
o
lescen
ts
th
an
m
ale
a
d
o
les
ce
n
ts
[
2
0
]
.
T
h
is
co
g
n
itiv
e
r
ea
p
p
r
aisal
ca
n
c
o
n
tr
ib
u
te
to
a
m
o
r
e
f
a
v
o
r
a
b
le
an
d
ad
ap
tab
le
em
o
tio
n
al
r
ea
ctio
n
.
Simu
ltan
eo
u
s
ly
,
th
e
f
em
ale
ad
o
lescen
ts
r
ef
lecte
d
o
n
attr
i
b
u
tin
g
a
p
o
ten
tially
u
n
f
av
o
r
ab
le
o
u
tco
m
e
to
th
eir
p
er
ce
iv
ed
lac
k
o
f
d
ed
icatio
n
t
o
th
eir
s
tu
d
ies.
T
h
is
awa
r
e
n
ess
in
v
o
lv
es
an
h
o
n
est
re
-
ev
alu
atio
n
o
f
th
e
s
itu
atio
n
a
n
d
r
ec
o
g
n
izin
g
ar
ea
s
f
o
r
im
p
r
o
v
em
en
t.
“
I
kn
o
w
my
p
a
r
en
ts
w
a
n
ted
th
e
b
est fo
r
me.
”
(
Ain
,
f
em
ale
,
1
4
)
“
I
b
eliev
e
I
h
a
ve
n
o
t
d
ed
ic
a
t
ed
s
u
fficien
t
time
to
my
s
tu
d
i
es
to
a
ch
ieve
a
fa
vo
r
a
b
le
o
u
t
co
me.
”
(
Ad
ir
a,
f
em
ale
,
1
4
)
Fin
ally
,
f
em
ale
ad
o
lescen
ts
also
em
b
r
ac
e
th
em
s
elv
es
as
o
n
e
o
f
th
e
s
tr
ateg
ies
f
o
r
r
eg
u
l
atin
g
th
eir
em
o
tio
n
s
.
E
m
b
r
ac
in
g
th
e
m
s
elv
es
r
ef
er
s
to
ad
o
lescen
ts
wh
o
ca
n
r
ec
o
g
n
ize
an
d
v
alu
e
th
eir
s
elf
-
wo
r
th
[
4
6
]
.
Fo
r
ex
am
p
le,
o
n
e
f
em
ale
ad
o
lesc
en
t
m
en
tio
n
e
d
th
e
c
o
n
ce
p
t
o
f
s
elf
-
lo
v
e.
Self
-
lo
v
e
is
p
r
esen
t
wh
en
in
d
iv
i
d
u
als
r
ec
o
g
n
ize
th
at
th
e
y
h
av
e
t
h
eir
o
wn
id
en
titi
es,
s
tr
en
g
th
s
,
an
d
wea
k
n
ess
es.
An
ad
o
lescen
t
ex
p
lain
s
ab
o
u
t
th
e
co
n
ce
p
t o
f
s
elf
-
lo
v
e:
“
S
elf
-
lo
ve
is
w
h
en
a
p
ers
o
n
tr
u
ly
ca
r
es
fo
r
th
emselve
s
.
Wh
en
p
eo
p
le
p
r
a
ctice
s
elf
-
lo
ve
,
th
ey
d
o
n
o
t
ca
r
e
a
b
o
u
t
w
h
a
t
o
th
ers
th
in
k,
g
o
o
d
o
r
b
a
d
a
t
s
o
met
h
in
g
;
th
ey
a
r
e
s
imp
ly
co
n
fid
en
t
in
th
emselve
s
.
”
(
B
u
s
h
r
a,
f
em
ale
,
1
5
)
I
n
s
u
m
m
ar
y
,
all
th
e
f
in
d
in
g
s
s
u
g
g
est
th
at
r
eo
r
g
a
n
izin
g
th
o
u
g
h
ts
ca
n
h
el
p
to
r
ef
r
am
e
a
s
itu
atio
n
o
r
em
o
tio
n
al
ex
p
er
ie
n
ce
[
4
5
]
.
T
h
is
s
tu
d
y
p
r
o
v
id
es e
m
p
ir
ical
s
u
p
p
o
r
t f
o
r
th
e
ass
er
tio
n
s
m
ad
e
b
y
Z
ag
ar
ia
et
a
l
.
[
1
]
h
ig
h
lig
h
tin
g
th
e
b
e
n
ef
its
o
f
r
e
o
r
g
an
izin
g
th
o
u
g
h
ts
as
an
em
o
tio
n
r
eg
u
latio
n
s
tr
ateg
y
.
Ad
d
itio
n
ally
,
s
tu
d
y
b
y
Değ
er
et
a
l
.
[
10
]
h
ig
h
lig
h
te
d
th
e
s
ig
n
if
ican
t
a
d
v
an
tag
es
o
f
r
eo
r
g
an
izin
g
t
h
o
u
g
h
ts
in
m
an
ag
in
g
em
o
tio
n
s
,
f
u
r
th
er
u
n
d
er
s
co
r
in
g
its
im
p
o
r
tan
ce
in
p
r
o
m
o
tin
g
em
o
tio
n
al
well
-
b
ein
g
.
Fu
r
th
er
m
o
r
e,
p
r
o
b
lem
-
s
o
lv
in
g
,
wh
ic
h
u
n
d
er
r
eo
r
g
an
izin
g
t
h
o
u
g
h
ts
,
was a
s
s
o
ciate
d
with
a
lo
wer
p
r
ev
alen
ce
o
f
d
ep
r
ess
io
n
[
1
1
]
,
[
1
2
]
.
3
.
5
.
E
ng
a
g
ing
in neg
a
t
iv
e
a
ct
io
ns
o
r
beha
v
io
r
T
h
r
o
u
g
h
th
e
in
ter
v
iew,
t
h
e
f
in
d
in
g
s
r
ev
ea
led
th
at
f
em
ale
ad
o
lescen
ts
also
en
g
ag
e
in
n
eg
at
iv
e
ac
tio
n
s
an
d
b
e
h
av
io
r
.
T
h
e
y
ar
e
in
v
o
l
v
ed
an
d
p
a
r
ticip
ate
in
h
a
r
m
f
u
l
an
d
d
estru
ctiv
e
ac
tio
n
s
o
r
b
eh
av
io
r
.
T
h
ey
m
a
y
h
ar
m
th
em
s
elv
es
p
h
y
s
ically
a
n
d
em
o
tio
n
ally
as
well
as
ex
p
r
ess
n
eg
ativ
e
b
eh
a
v
io
r
al
r
esp
o
n
s
es.
Ph
y
s
ical
h
ar
m
is
o
n
e
o
f
th
e
n
eg
ativ
e
b
eh
a
v
io
r
s
th
at
f
em
ale
ad
o
lescen
t
s
p
er
f
o
r
m
.
I
n
th
is
s
itu
atio
n
,
f
em
ale
ad
o
lescen
ts
in
ten
tio
n
ally
in
f
lict
p
h
y
s
ical
h
ar
m
u
p
o
n
th
em
s
elv
es
[
4
7
]
.
T
h
e
cu
r
r
en
t
s
tu
d
y
alig
n
s
with
th
e
p
r
ev
io
u
s
f
in
d
in
g
s
[
4
8
]
an
d
s
h
o
ws
th
at
s
elf
-
h
ar
m
r
ed
u
ce
s
n
eg
ativ
e
em
o
tio
n
s
a
n
d
p
r
o
v
id
es
in
s
tan
t
e
m
o
tio
n
al
r
elief
.
Ad
d
itio
n
ally
,
th
ese
r
esu
lts
wer
e
also
f
o
u
n
d
to
b
e
c
o
n
s
is
ten
t
with
o
th
e
r
s
tu
d
ies
wh
er
e
s
u
icid
e
id
ea
s
h
a
v
e
b
ee
n
ass
o
ciate
d
with
d
ep
r
ess
io
n
s
y
m
p
to
m
s
[
4
7
]
.
I
n
a
d
d
itio
n
,
s
tatis
tics
in
2
0
2
2
s
h
o
wed
th
at
f
em
ale
a
d
o
le
s
ce
n
ts
in
Selan
g
o
r
s
h
o
wed
t
h
at
2
2
.
7
%
ex
p
er
ien
ce
d
s
u
icid
al
id
ea
tio
n
,
1
8
.
4
%
m
ad
e
s
u
icid
al
p
lan
s
,
an
d
1
6
.
7
%
attem
p
ted
s
u
icid
e.
I
n
Ku
ala
L
u
m
p
u
r
,
th
e
r
ates
wer
e
s
lig
h
tly
d
if
f
er
e
n
t,
with
2
3
.
7
%
r
ep
o
r
tin
g
s
u
icid
al
id
ea
tio
n
,
1
6
.
9
%
m
ak
in
g
s
u
icid
al
p
lan
s
,
an
d
1
5
.
8
%
attem
p
tin
g
s
u
icid
e
[
5
]
.
T
h
ese
f
ig
u
r
es
r
ev
ea
l
a
co
n
ce
r
n
in
g
tr
en
d
am
o
n
g
f
em
ale
ad
o
lescen
ts
in
th
e
s
tu
d
ied
r
eg
io
n
.
Du
r
in
g
th
e
in
t
er
v
iews,
f
u
r
th
er
in
s
ig
h
ts
in
to
s
elf
-
h
ar
m
b
eh
a
v
io
r
s
wer
e
u
n
c
o
v
er
ed
.
On
e
f
em
ale
ad
o
lescen
t
r
ep
o
r
te
d
en
g
a
g
in
g
in
s
elf
-
h
ar
m
b
y
c
u
ttin
g
h
er
h
a
n
d
.
An
o
th
e
r
f
em
ale
ad
o
lescen
t
also
d
escr
ib
ed
th
at
m
ak
in
g
c
u
ts
o
n
h
e
r
h
an
d
wa
s
n
o
t
th
e
o
n
l
y
m
eth
o
d
s
h
e
u
s
ed
to
in
f
lict
p
h
y
s
ical
h
ar
m
.
Sh
e
m
en
tio
n
e
d
th
at
“
s
cr
atch
in
g
h
e
r
h
a
n
d
u
n
til
it
b
ec
o
m
es
r
ed
”
was
o
n
e
o
f
th
e
s
tr
ateg
ies
s
h
e
em
p
lo
y
ed
to
r
elea
s
e
h
er
n
e
g
ativ
e
em
o
tio
n
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
3
9
4
6
-
3959
3954
“
I
h
a
d
ex
p
erien
ce
cu
ttin
g
my
h
a
n
d
.
Yea
h
,
a
t
t
h
a
t
time,
I
c
o
u
ld
n
o
t
h
a
n
d
le
it
a
n
ymo
r
e.
Th
o
u
g
h
I
r
a
r
ely
d
o
a
ll th
ese
th
in
g
s
,
o
n
ce
I
feel
s
o
d
o
w
n
,
I
w
ill d
o
it.
”
(
Ain
,
f
em
ale
,
1
4
)
“
Mo
s
t
p
eo
p
le
w
ill
cu
t,
b
u
t
I
j
u
s
t
u
s
ed
my
h
a
n
d
to
s
cra
tch
u
n
til
th
ey
tu
r
n
ed
r
ed
.
Th
ere
a
r
e
a
few
lin
es,
b
u
t it
is
n
o
t v
is
ib
le.
”
(
B
u
s
h
r
a,
f
em
ale
,
1
5
)
W
h
en
d
ea
lin
g
with
em
o
tio
n
al
s
elf
-
h
ar
m
,
f
e
m
ale
ad
o
lescen
ts
o
f
ten
s
p
en
d
m
u
c
h
tim
e
r
ef
l
ec
tin
g
o
n
p
ain
f
u
l
m
em
o
r
ies.
T
h
is
ten
d
en
cy
to
f
o
cu
s
o
n
p
ast
h
u
r
ts
u
s
u
ally
s
tem
s
f
r
o
m
n
eg
ativ
e
em
o
tio
n
al
ex
p
er
ien
ce
s
th
at
s
ig
n
if
ican
tly
im
p
ac
t
th
ei
r
well
-
b
ein
g
.
T
h
ese
d
is
tr
ess
i
n
g
m
em
o
r
ies
o
f
ten
b
ec
o
m
e
th
e
f
o
cu
s
o
f
th
eir
th
o
u
g
h
ts
,
ca
u
s
in
g
th
em
t
o
r
e
v
is
it
an
d
an
aly
ze
th
ei
r
p
ain
r
ep
ea
ted
ly
.
T
h
is
o
n
g
o
i
n
g
r
u
m
i
n
atio
n
ca
n
i
n
cr
ea
s
e
th
eir
em
o
tio
n
al
d
is
tr
ess
an
d
m
ak
e
it
m
o
r
e
d
if
f
icu
lt
f
o
r
th
em
to
m
o
v
e
f
o
r
war
d
[
4
9
]
,
[
5
0
]
.
C
o
n
s
eq
u
en
tly
,
b
r
ea
k
in
g
th
is
cy
cle
o
f
r
ep
ea
t
ed
r
ef
lectio
n
b
ec
o
m
es
an
im
p
o
r
tan
t
s
tep
in
h
elp
in
g
th
em
to
r
e
g
u
late
t
h
eir
em
o
tio
n
s
an
d
h
ea
l.
“
Wh
en
I
r
eme
mb
ered
it a
g
a
in
,
it st
a
r
ted
.
A
t th
e
b
eg
in
n
in
g
o
f
th
is
ye
a
r
,
ev
eryth
in
g
s
ee
med
fi
n
e,
s
o
I
d
id
n
o
t
th
i
n
k
a
b
o
u
t
t
h
is
is
s
u
e.
B
u
t
w
h
en
it
w
a
s
men
tio
n
ed
,
t
h
en
I
s
ta
r
ted
to
r
eme
mb
er
it
a
g
a
in
.
”
(
B
alq
is
,
f
em
ale
,
1
5
)
L
astl
y
,
f
em
ale
ad
o
lescen
ts
s
o
m
etim
es
r
esp
o
n
d
n
eg
ativ
el
y
wh
en
ex
p
r
ess
in
g
th
eir
em
o
t
io
n
s
.
T
h
ey
m
ay
u
s
e
h
ar
s
h
wo
r
d
s
o
r
g
et
in
to
co
n
f
licts
with
o
th
er
s
.
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t
with
a
p
r
ev
io
u
s
s
tu
d
y
[
5
1
]
,
wh
ich
h
ig
h
lig
h
ts
th
e
s
ig
n
if
ican
t
im
p
ac
t
o
f
p
ee
r
r
elatio
n
s
h
ip
s
o
n
ad
o
lescen
ts
’
r
ea
ctio
n
s
.
F
o
r
ex
am
p
le,
wh
en
ad
o
lescen
ts
ex
p
er
ien
ce
h
u
m
iliatio
n
,
th
ey
ten
d
to
r
esp
o
n
d
em
o
tio
n
ally
,
s
o
m
etim
es
in
a
r
e
ac
tiv
e
m
an
n
er
.
Mo
s
t
o
f
th
e
1
5
f
em
ale
ad
o
lescen
t
s
in
ter
v
iewe
d
r
ec
alled
r
ea
ctin
g
n
eg
ativ
ely
,
s
u
ch
as
b
y
s
co
ld
in
g
o
r
ar
g
u
in
g
v
er
b
ally
.
T
h
ese
n
eg
ativ
e
r
esp
o
n
s
es
o
f
ten
o
cc
u
r
to
d
ea
l
with
th
eir
em
o
tio
n
al
d
is
tr
ess
.
Ho
w
ev
er
,
th
ey
ca
n
lea
d
to
m
o
r
e
p
r
o
b
lem
s
in
r
elatio
n
s
h
ip
s
[
5
1
]
an
d
em
o
tio
n
al
well
-
b
ein
g
[
6
]
.
Fo
r
in
s
tan
ce
,
o
n
e
f
em
ale
ad
o
lescen
t
d
escr
ib
ed
u
s
in
g
h
ar
s
h
lan
g
u
a
g
e
d
u
r
in
g
a
d
is
ag
r
ee
m
en
t.
T
h
is
o
n
ly
m
a
d
e
th
e
s
itu
atio
n
wo
r
s
e
an
d
i
n
cr
ea
s
ed
h
e
r
em
o
tio
n
al
p
ain
.
T
h
ese
b
eh
av
i
o
r
s
s
h
o
w
h
o
w
h
ar
d
it
ca
n
b
e
f
o
r
f
em
ale
ad
o
lescen
ts
to
r
eg
u
late
th
eir
em
o
tio
n
s
an
d
h
ig
h
lig
h
t th
e
n
ee
d
f
o
r
b
etter
way
s
to
h
elp
t
h
em
co
m
m
u
n
icate
th
eir
f
ee
lin
g
s
.
“
I
w
a
s
s
co
ld
in
g
th
em
lo
u
d
ly.
”
(
Af
if
ah
,
f
e
m
ale
,
1
4
)
“
I
s
co
ld
ed
th
em,
a
n
d
w
e
h
a
d
a
ve
r
b
a
l fig
h
t.
”
(
Ay
la,
f
em
ale
,
1
4
)
C
o
llectiv
ely
,
th
ese
f
in
d
in
g
s
h
ig
h
lig
h
t
th
e
u
n
h
ea
lth
y
s
tr
ateg
ies
th
at
f
em
ale
ad
o
lescen
ts
o
f
ten
u
s
e
to
r
eg
u
late
th
eir
em
o
tio
n
al
ex
p
e
r
ien
ce
s
,
s
u
ch
as
s
elf
-
h
ar
m
,
r
u
m
in
atio
n
,
an
d
v
er
b
al
co
n
f
licts
.
T
h
ese
b
eh
av
io
r
s
u
n
d
er
s
co
r
e
th
e
u
r
g
e
n
t
n
ee
d
f
o
r
ef
f
ec
tiv
e
in
ter
v
en
tio
n
s
t
h
at
p
r
o
m
o
te
m
e
n
tal
h
ea
lth
an
d
o
f
f
er
h
ea
lth
ier
alter
n
ativ
es
f
o
r
m
a
n
ag
in
g
n
eg
ativ
e
em
o
tio
n
s
.
Ad
o
p
tin
g
a
h
o
lis
tic
ap
p
r
o
ac
h
to
ad
d
r
ess
th
ese
ch
allen
g
es
ca
n
en
h
an
ce
th
eir
em
o
tio
n
al
well
-
b
ein
g
[
6
]
.
4.
CO
NCLU
SI
O
N
I
n
co
n
clu
s
io
n
,
em
o
tio
n
r
eg
u
latio
n
s
tr
ateg
ies
ap
p
ea
r
to
b
e
an
ess
en
tial
s
k
ill
f
o
r
f
em
ale
ad
o
lescen
ts
an
d
h
elp
th
em
r
e
d
u
ce
d
e
p
r
ess
iv
e
s
y
m
p
to
m
s
.
B
ased
o
n
th
e
f
in
d
in
g
s
,
m
o
s
t
f
em
ale
a
d
o
lesce
n
ts
p
r
ef
er
m
u
ltip
le
s
tr
ateg
ies
to
in
cr
ea
s
e
th
eir
p
o
s
itiv
e
em
o
tio
n
al
ex
p
er
ien
ce
s
.
Ho
wev
er
,
it
is
ess
en
tial
to
n
o
te
t
h
at
f
em
ale
ad
o
lescen
ts
m
ay
p
o
s
s
ess
s
tr
at
eg
ies
th
at
co
n
tr
ad
ict
t
h
e
s
elec
tio
n
o
f
ef
f
ec
tiv
e
m
eth
o
d
s
f
o
r
r
eg
u
latin
g
em
o
tio
n
s
,
lead
in
g
th
em
to
r
ely
o
n
h
a
b
itu
al
b
u
t
in
ef
f
ec
tiv
e
a
p
p
r
o
ac
h
es,
s
u
ch
as
av
o
id
in
g
o
th
er
s
o
r
b
ein
g
s
ilen
t.
Desp
ite
th
ese
co
m
p
lex
ities
,
th
e
f
in
d
in
g
s
s
u
g
g
est th
at
f
em
ale
ad
o
lescen
ts
’
p
r
im
ar
y
m
o
tiv
atio
n
b
e
h
in
d
ad
o
p
tin
g
s
p
ec
if
ic
em
o
tio
n
r
eg
u
latio
n
s
tr
ateg
ies
is
th
e
p
u
r
s
u
it
o
f
p
o
s
itiv
e
o
u
tc
o
m
es
f
o
r
th
em
s
elv
es.
T
h
is
d
e
ep
er
u
n
d
er
s
tan
d
in
g
em
p
h
asizes
th
e
co
m
p
lex
ity
o
f
em
o
tio
n
r
eg
u
latio
n
d
u
r
in
g
ad
o
lescen
ce
an
d
o
f
f
e
r
s
v
alu
ab
le
i
n
s
ig
h
ts
f
o
r
tailo
r
ed
in
ter
v
en
tio
n
s
to
p
r
o
m
o
te
well
-
b
ein
g
.
T
h
is
s
tu
d
y
p
r
o
m
o
tes
n
ew
k
n
o
wled
g
e
an
d
p
r
o
v
id
es
th
e
m
o
s
t
r
ec
en
t
in
f
o
r
m
atio
n
o
n
t
h
e
s
tr
ateg
ie
s
em
p
lo
y
ed
i
n
r
eg
u
latin
g
em
o
t
io
n
s
,
esp
ec
ially
am
o
n
g
f
em
a
le
ad
o
lescen
ts
.
T
h
e
f
in
d
in
g
s
ca
n
co
n
tr
ib
u
te
to
d
ev
elo
p
in
g
ed
u
ca
tio
n
al
p
r
o
g
r
am
s
to
en
h
an
ce
th
e
ac
q
u
is
itio
n
o
f
h
ea
lth
y
em
o
tio
n
r
eg
u
l
atio
n
s
k
ills
am
o
n
g
f
em
ale
ad
o
lescen
ts
.
T
h
is
en
d
e
av
o
r
m
ay
in
v
o
l
v
e
in
te
g
r
atin
g
ev
id
en
ce
-
b
ased
s
tr
ateg
ies
in
to
s
ch
o
o
l
cu
r
r
ic
u
la
o
r
ex
tr
ac
u
r
r
icu
la
r
ac
tiv
ities
.
Su
b
s
eq
u
en
tly
,
p
r
o
f
ess
io
n
als
ca
n
u
tili
ze
th
is
in
f
o
r
m
atio
n
t
o
cr
ea
te
cu
ltu
r
all
y
s
en
s
itiv
e
in
ter
v
en
tio
n
s
th
at
co
n
s
id
er
th
e
d
is
tin
ctiv
e
s
o
cio
-
cu
ltu
r
al
c
o
n
tex
t
o
f
f
em
ale
ad
o
lescen
ts
.
T
h
is
in
f
o
r
m
atio
n
h
o
ld
s
c
o
n
s
id
er
ab
l
e
s
ig
n
if
ican
ce
in
s
h
ap
in
g
p
o
lic
y
d
ec
is
io
n
s
co
n
ce
r
n
in
g
m
e
n
tal
h
ea
lth
s
u
p
p
o
r
t a
n
d
r
eso
u
r
ce
s
f
o
r
ad
o
lescen
ts
,
p
ar
ticu
lar
ly
with
in
m
in
is
tr
ies
s
u
c
h
as
th
e
Min
is
tr
y
o
f
Hea
lth
a
n
d
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
in
Ma
lay
s
ia.
T
h
is
s
tu
d
y
h
as
s
ev
er
al
lim
itatio
n
s
,
an
d
it
c
an
b
e
u
tili
ze
d
to
p
r
o
v
id
e
u
s
ef
u
l
r
ec
o
m
m
en
d
atio
n
s
f
o
r
f
u
tu
r
e
r
esear
ch
.
Giv
en
t
h
at
M
alay
s
ia
is
a
m
u
lticu
ltu
r
al
c
o
u
n
tr
y
,
th
e
cu
r
r
en
t
d
ata
ar
e
lim
ited
to
s
p
ec
if
ic
r
ac
ial
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Un
d
ers
ta
n
d
in
g
emo
tio
n
r
eg
u
l
a
tio
n
s
tr
a
teg
ies in
fema
le
a
d
o
l
escen
ts
w
ith
d
ep
r
es
s
ive
…
(
S
iti R
a
s
h
id
a
h
Yu
s
o
ff
)
3955
g
r
o
u
p
s
,
an
d
th
u
s
,
th
ey
m
ay
n
o
t
ad
eq
u
ately
r
ep
r
esen
t
t
h
e
e
n
tire
p
o
p
u
latio
n
.
Hen
ce
,
en
s
u
r
in
g
a
d
iv
e
r
s
ity
o
f
r
ac
es
s
u
ch
as
C
h
in
ese,
I
n
d
ian
,
an
d
B
u
m
ip
u
ter
a
in
f
u
tu
r
e
s
t
u
d
ies
will
in
cr
ea
s
e
th
e
u
n
d
e
r
s
tan
d
in
g
o
f
em
o
tio
n
r
eg
u
latio
n
s
tr
ateg
ies
in
f
em
al
e
ad
o
lescen
ts
.
Seco
n
d
ly
,
f
em
ale
ad
o
lescen
ts
wer
e
in
ter
v
ie
wed
in
th
is
s
tu
d
y
;
th
u
s
,
f
u
tu
r
e
s
tu
d
ies
m
u
s
t
f
o
cu
s
m
o
r
e
o
n
h
o
w
m
ale
ad
o
lesce
n
ts
r
eg
u
late
th
eir
em
o
tio
n
s
.
L
astl
y
,
th
is
s
tu
d
y
was
lim
ited
to
ex
p
lo
r
in
g
em
o
tio
n
r
eg
u
latio
n
s
tr
ateg
ies f
r
o
m
an
a
d
o
lescen
t
’
s
v
iewp
o
in
t.
I
t is ac
k
n
o
wled
g
e
d
th
at
th
e
v
iewp
o
in
ts
o
f
o
th
er
s
,
s
u
ch
as
teac
h
er
s
an
d
p
ar
en
ts
,
ar
e
als
o
v
alu
ab
le
in
b
r
o
a
d
en
in
g
o
u
r
u
n
d
er
s
tan
d
in
g
o
f
em
o
tio
n
r
e
g
u
latio
n
s
tr
ateg
ies.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
r
esear
ch
was
s
u
p
p
o
r
te
d
b
y
th
e
Ma
lay
s
ian
Min
is
t
r
y
o
f
Hig
h
er
E
d
u
ca
tio
n
th
r
o
u
g
h
th
e
T
r
an
s
d
is
cip
lin
ar
y
R
esear
ch
Gr
an
t Sch
em
e
(
Pro
ject
C
o
d
e:
T
R
GS/1
/2
0
2
0
/UKM
/0
1
/4
/1
)
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
id
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
Sit
i Ra
s
h
id
ah
Yu
s
o
f
f
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Kh
air
u
l Far
h
ah
Kh
air
u
d
d
in
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Su
za
n
a
Mo
h
d
Ho
esn
i
✓
✓
✓
✓
✓
✓
✓
✓
Nu
r
Af
r
in
a
R
o
s
h
ar
u
d
in
✓
✓
✓
✓
✓
✓
✓
✓
T
u
ti I
r
y
an
i M
o
h
d
Dau
d
✓
✓
✓
✓
✓
No
o
r
Azim
ah
Mu
h
am
m
ad
✓
✓
✓
✓
✓
Ma
n
is
ah
Mo
h
d
Ali
✓
✓
✓
✓
✓
Mo
h
am
ad
Om
ar
I
h
s
an
R
az
m
an
✓
✓
Dh
ar
atu
n
Nis
s
a
Pu
ad
Mo
h
d
Kar
i
✓
✓
✓
✓
Mo
h
d
Pil
u
s
Ab
d
u
llah
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
o
n
R
:
R
e
so
u
r
c
e
s
D
:
D
a
t
a
C
u
r
a
t
i
o
n
O
:
W
r
i
t
i
n
g
-
O
r
i
g
i
n
a
l
D
r
a
f
t
E
:
W
r
i
t
i
n
g
-
R
e
v
i
e
w
&
E
d
i
t
i
n
g
Vi
:
Vi
su
a
l
i
z
a
t
i
o
n
Su
:
Su
p
e
r
v
i
s
i
o
n
P
:
P
r
o
j
e
c
t
a
d
mi
n
i
st
r
a
t
i
o
n
Fu
:
Fu
n
d
i
n
g
a
c
q
u
i
si
t
i
o
n
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
T
h
e
au
th
o
r
s
s
tate
th
er
e
is
n
o
c
o
n
f
lict o
f
i
n
ter
est
.
I
NF
O
RM
E
D
CO
NS
E
N
T
W
e
h
av
e
o
b
tain
ed
in
f
o
r
m
ed
c
o
n
s
en
t f
r
o
m
all
in
d
iv
id
u
als in
c
lu
d
ed
in
t
h
is
s
tu
d
y
.
E
T
H
I
CAL AP
P
RO
V
AL
E
th
ical
ap
p
r
o
v
al
was
o
b
tai
n
ed
f
r
o
m
th
e
R
esear
ch
E
t
h
ics
C
o
m
m
ittee
(
R
E
C
)
o
f
Un
iv
er
s
iti
Keb
an
g
s
aa
n
Ma
lay
s
ia
(
UKM
)
u
n
d
er
th
e
a
p
p
r
o
v
al
n
u
m
b
er
U
KM
PP
I
/1
1
1
/8
/J
E
P
-
2021
-
1
8
2
.
Ad
d
itio
n
ally
,
th
is
s
tu
d
y
r
ec
eiv
e
d
ap
p
r
o
v
als
f
r
o
m
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
Ma
lay
s
ia
(
KPM.
6
0
0
-
3
/2
/3
-
E
R
AS
(
1
3
2
5
5
)
)
,
th
e
Selan
g
o
r
E
d
u
ca
tio
n
Dep
ar
tm
en
t
(
J
PNS.SP
O.
6
0
0
-
1
/1
/
2
J
L
D.
2
3
(
5
8
)
,
an
d
th
e
W
ilay
ah
Per
s
ek
u
tu
an
Ku
ala
L
u
m
p
u
r
E
d
u
ca
tio
n
Dep
ar
tm
e
n
t (
J
PW
PKL.
6
0
0
-
9
/1
/5
J
L
D.
7
(
3
0
)
.
Evaluation Warning : The document was created with Spire.PDF for Python.