Description
Use the attached research paper to create a 10 slide powerpoint on the discussed topic:
RESEARCH PROJECT SERIES: DISCUSSION: SLIDESHOW AND CRITIQUES SPECIAL
PROJECT ASSIGNMENT INSTRUCTIONS
OVERVIEW
For this final assignment of the Research Project Series, you will take your findings from your
interview, research paper, and research articles and create a slideshow presentation to share with
your classmates. The goal of this assignment is for you to learn how to share research findings
with others and to learn how to develop a professional slideshow. A secondary goal is to learn
how to provide constructive academic critiques of your colleagues’ work (in this case, fellow
students).
INSTRUCTIONS
Part 1: The Slideshow Presentation
Prepare an educational, interesting, and graphically interesting slideshow presentation of your
research paper findings to share with your peers. Make it interesting and remember that your
audience, in this case your peers, has basic knowledge of crisis work so there is no need to
explain general information on trauma. Get right to your topic content as you are the “expert” in
that area and your goal is to educate your classmates who didn’t study your topic so they can
have training in your chosen area, training your peers (the class). Your overall goal is to teach
your audience the basics of your population’s symptoms, needs, and how to best help them
through crisis intervention and biblical application.
A minimum of 10 slides of content is required. This does not include your title slide or
references slide, both of which are also required.
Incorporate specific Scripture (Bible verses/passages) from your paper.
Make your presentation graphically appealing. Clip art, photography, and other media are
welcome to interest your audience. Cite copyrighted material.
Put your references in APA or Turabian format.
Avoid cluttered slides by using only a small amount of information on the slides. Do not
make them cluttered as audiences can’t absort too much information from slides. Just
post the key points
Unformatted Attachment Preview
CRIS 606
RESEARCH PROJECT SERIES: DISCUSSION: SLIDESHOW AND CRITIQUES SPECIAL
PROJECT ASSIGNMENT INSTRUCTIONS
OVERVIEW
For this final assignment of the Research Project Series, you will take your findings from your
interview, research paper, and research articles and create a slideshow presentation to share with
your classmates. The goal of this assignment is for you to learn how to share research findings
with others and to learn how to develop a professional slideshow. A secondary goal is to learn
how to provide constructive academic critiques of your colleagues’ work (in this case, fellow
students).
INSTRUCTIONS
Part 1: The Slideshow Presentation
Prepare an educational, interesting, and graphically interesting slideshow presentation of your
research paper findings to share with your peers. Make it interesting and remember that your
audience, in this case your peers, has basic knowledge of crisis work so there is no need to
explain general information on trauma. Get right to your topic content as you are the “expert” in
that area and your goal is to educate your classmates who didn’t study your topic so they can
have training in your chosen area, training your peers (the class). Your overall goal is to teach
your audience the basics of your population’s symptoms, needs, and how to best help them
through crisis intervention and biblical application.
• A minimum of 10 slides of content is required. This does not include your title slide or
references slide, both of which are also required.
• Incorporate specific Scripture (Bible verses/passages) from your paper.
• Make your presentation graphically appealing. Clip art, photography, and other media are
welcome to interest your audience. Cite copyrighted material.
• Put your references in APA or Turabian format.
• Avoid cluttered slides by using only a small amount of information on the slides. Do not
make them cluttered as audiences can’t absort too much information from slides. Just
post the key points.
Part 2: The Peer Critiques
After posting your presentation to the Discussion, you must view and critique at least one of your
classmates’ presentations, giving constructive and helpful feedback, and bringing in helpful
academic information from external sources (academic literature) to promote dialogue. Your
critique has to be a true critique meaning that it needs to discuss both strengths and weaknesses
(areas of improvement, what seems to be missing, etc.) of your peers’ work.
• A minimum of one critique is required. These will be in the same format as regular
Discussion Board replies.
• Academic substance with corresponding citations-references is needed on all critiques.
• APA and Turabian formatting is required in citations-references.
• The critique is done in regular Discussion reply format.
• Your critique must consist of at least 250 words and must adhere to Student Expectations.
Page 1 of 2
CRIS 606
NOTE: a proper critique contains both strengths and areas for improvement as noted above;
however, this is not synonymous with “critical” per se. You are to genuinely discuss what your
colleague did well and what they need to do to improve or add to their work. This should be
written in a professional, dispassionate tone and back-and-forth dialogue is encouraged. Do not
underestimate the value of these critiques as this is an important skill and this portion of the
assignment has a high corresponding point value as a result.
Post-First: This course utilizes the Post-First feature in all Discussions. This means you will
only be able to read and interact with your classmates’ threads after you have submitted your
thread in response to the provided prompt.
Page 2 of 2
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Crisis Intervention with Children Experiencing Grief and Trauma Due to Parental Loss
Arianna Hunter
Liberty University
Crisis606: Acute Stress, Grief & Trauma
February 2024
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Abstract
This research review focuses on crisis intervention for children who have suffered trauma and
grief as a result of a parent’s death. This study contains important information on crisis
counseling from several sources, including academic research, interviews, cultural factors, and
biblical viewpoints. The study starts by highlighting the need to recognize and address
interpersonal dynamics and mental health symptoms that exist in this community. The article
discusses effective crisis intervention strategies, stressing the need for rapid assistance,
comprehensive evaluation, psychoeducation, teamwork, and follow-up support. The essay
highlights cultural norms, practices, beliefs, and behaviors and their importance in crisis
management. The study concludes by looking at spiritual applications and treatments that help in
crisis intervention. It stresses how scripture may provide bereaved and suffering families
valuable direction, comfort, and hope. The paper’s conclusion covers key results, themes, and
suggestions for future studies to understand crisis intervention with this demographic better.
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Introduction
Losing a parent has a significant impact on a child’s life. Many people struggle with their
emotions, mental health, and behavior as a result of the pain and loss that it creates. Crisis
interventionists in mental health must recognize the unique needs of children who have been
through such a disaster and provide the support and care they need. The goal of this study project
is to look at how children cope with the death of a parent, with an emphasis on possible sadness
and suffering, as noted by Dyregrov et al. (2015). The article will also examine how mental
health crisis intervention may help with recovery and resilience by supporting the resolution of
these difficulties. The article will also look at how cultural context and biblical ideas might
influence how we comprehend and react to loss and trauma in children.
While losing a parent comes with a universal feeling of sadness, a child’s mourning
process will differ based on their age, the circumstances surrounding the loss, and the resources
available to them. In some cases, parents may die abruptly and unexpectedly, while others die
gradually as a result of a long-term condition or other circumstances. Whatever the cause, a
parent’s death may have a significant detrimental influence on a child’s emotional and
psychological well-being. Children who have lost a parent may feel sadness, wrath,
embarrassment, and disorientation (Dyregrov et al., 2015). They may also have difficulty
managing negative emotions such as pessimism and fear about the future. These powerful
emotions may cause behavioral problems, poor academic performance, and social
disengagement. Post-traumatic stress disorder (PTSD) in children may manifest as
hypervigilance, nightmares, and flashbacks.
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Children who have lost a parent usually benefit from crisis intervention programs for
mental health. Distress interventionists can help distressed youth find a safe location to process
their loss and express their thoughts. They might also assist children in developing coping skills
and resilience to deal with stress and sadness. Crisis interventionists may collaborate with
families, schools, and other organizations to ensure that children have access to the skills and
assistance they need to recover. Scripture and cultural circumstances may also be essential
considerations when striving to comprehend and react to children’s grief and suffering, as per
Kentor & Kaplow (2020). In times of crisis, caregivers should remember that people from
various cultural backgrounds may have different viewpoints and techniques for mourning death
and loss. Biblical beliefs may help children and their families cope with grief and loss.
In addition to providing crisis intervention programs, it’s crucial for mental health
professionals to recognize the role of ongoing support in the recovery process for children who
have lost a parent. Grief is a complex and evolving experience, and children may continue to
grapple with their emotions long after the initial crisis has passed. Therefore, follow-up services
and resources should be made available to ensure that children have access to continued support
as they navigate through their grief journey. This may involve periodic check-ins, support
groups, or counseling sessions to address emerging issues and provide ongoing guidance and
encouragement. By offering sustained support, crisis interventionists can help children build
resilience and develop healthy coping mechanisms that empower them to thrive despite their
loss.
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Mental Health Symptoms / Relationship Dynamics
This Research Project Series article seeks to offer an overview of the essential findings of
mental health crisis intervention, with a focus on children who have suffered parent loss. This
paper will discuss frequent relationship dynamics and mental health symptoms in this
demographic, ways for rookie interventionists to identify these youngsters, and the sorts of
problems that develop in these relationships.
Identifying the Population
New interventionists may use a variety of strategies to locate missing parent children. If
the child’s behavior or mental health has changed, they may be recommended by their doctor,
school, or another healthcare provider. Kentor & Kaplow (2020) note that when children are
aware of the many mental health treatments accessible to them, they may refer themselves.
Furthermore, community outreach activities such as seminars and support groups have the
potential to reach children who would not otherwise have access to more conventional types of
mental health therapy.
Mental Health Issues
Children who have lost a parent may have anxiety, sadness, PTSD, behavioral problems,
academic challenges, and social disengagement, among other mental health issues. Depression
may cause chronic emotions of despair and unhappiness, but anxiety may cause bodily
symptoms such as a pounding headache or racing heart. The death of a parent may trigger
symptoms of post-traumatic stress disorder (PTSD), such as nightmares, flashbacks, and
hypervigilance, according to Kentor & Kaplow (2020). According to Trevana Eades (LGPC),
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existing disorders may also be heightened by the loss of a parent. Trauma disorder can be
exacerbated by the loss of a parent depending on the method of the loss, like if the child
witnessed it and their relationship with the parent. Adolescents who engage in harmful
behaviors, such as acting out or being violent, may attempt to convey their emotions or get
others’ attention. Academic challenges and social retreats are frequent, and they may
significantly impact a child’s ability to focus, succeed in school, and interact with classmates.
Relationship Issues
The death of a parent may also influence a child’s social connections. Changes in power
relations, disagreements among relatives, and financial changes are just a few examples of how
family dynamics may vary. Children who have not had the same experiences as their classmates
may struggle to build ties with them or feel alone or different from their peers, according to
Kentor & Kaplow (2020). Other indications of attachment problems include a fear of
abandonment, trouble forging new connections or trusting others, and an overreliance on
caregivers for comfort. Children may struggle to focus, engage in school activities, and form
good connections with adults in their lives, such as teachers or guidance counselors (Kanel,
2018). Children who have lost a parent may experience emotional and psychological distress due
to changes in family dynamics and a range of indicators of mental illness (Dyregrov et al, .2015).
Unspecified disruptive impulse control and conduct disorder can be exasperated by the loss
because of the social factors that the client has experienced (Eades, 2024). Social factors play a
huge role in the client’s life such as lack of structure, violence, and loss. To aid and assist
children in overcoming trauma and loss, new interventionists must be aware of these challenges
and understand how to care for and support them effectively. When interventionists address these
concerns, children who have lost a parent may recover and become more resilient.
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Furthermore, it’s essential for interventionists to recognize the interplay between mental
health symptoms and relationship dynamics in children who have lost a parent. The absence of a
parent can disrupt family dynamics and lead to changes in power structures, conflicts among
relatives, and financial instability, all of which can impact a child’s emotional well-being.
Children may struggle to form meaningful connections with peers who haven’t experienced
similar losses, leading to feelings of isolation or alienation. Attachment issues, such as fear of
abandonment or difficulty trusting others, may also arise, affecting the child’s ability to form
healthy relationships in various contexts. These relationship challenges can exacerbate existing
mental health symptoms and complicate the grieving process for children. Therefore,
interventionists must address not only the individual’s mental health issues but also the broader
relational context to provide comprehensive support and facilitate healing and resilience.
Best Practices for Crisis Intervention
Using a variety of best practices, crisis intervention may help children who have lost a
parent by stabilizing their situation and providing rapid therapy. Instead of long-term counseling
or psychotherapy, crisis intervention focuses on the child’s and family’s urgent needs during a
crisis. Crisis interventionists should be available as soon as a crisis occurs to assist children and
families by providing a safe atmosphere in which they may express their emotions and mourn,
(Ferow, 2019). They must also identify the child’s urgent needs, such as housing, food, and
medical care, and then connect them with the right services. Crisis interventionists should
evaluate the child’s mental and emotional well-being and guarantee their safety. This method
may entail assessing the child’s propensity for self-harm or injury to others and devising a
strategy to mitigate any potential dangers. Children and families in distress should be given
coping techniques as well as psychoeducation on trauma and loss (Baker, 2022). Explaining to
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children how their bodies and minds operate when a parent dies, as well as giving them
alternatives for healthy coping and emotional support, may be valuable during this time. Crisis
interventionists should also assist families in dealing with the crisis and the issues that come with
it, such as trauma and loss. This strategy may involve referrals to resources and services, coping
skill development, and emotional support for children. To offer the best possible therapy for the
kid, crisis interventionists should work with various organizations, including social services,
medical specialists, and schools (Dyregrov et al., 2015). This process involves coordinating
services, exchanging information, and advocating for the child’s needs. Finally, crisis
interventionists must continue to help families even after the crisis has ended. This approach
includes reviewing the kid and family’s continuing needs, giving further aid or referrals as
required, and supporting them in securing long-term support services if necessary. If crisis
interventionists follow these suggested tactics, children who have lost a parent may recover and
build resilience.
Crisis interventionists should prioritize those in need of immediate support and help
families and children in the early stages after the loss. A nurturing atmosphere may be required
to assist the youth coping with their loss and feel secure enough to express their emotions,
according to Baker (2022). Crisis interventionists should also examine the child’s urgent needs,
such as housing, food, and medical treatment, and connect them with the necessary services.
After evaluating the child’s physical and mental health, crisis interventionists should address any
possible safety problems. This method may entail assessing the child’s propensity for self-harm
or injury to others and devising a strategy to mitigate any potential dangers. Psychoeducation is
another aspect of support that crisis interventionists should offer, which includes educating
children and families about sorrow, trauma, and coping techniques (Ferow, 2019). Explaining to
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children how their bodies and minds operate when a parent dies, as well as giving them
alternatives for healthy coping and emotional support, may be valuable during this time.
It is the responsibility of crisis interventionists to assist families in crisis management and
overcoming the problems caused by trauma and loss (Baker, 2022). This strategy may involve
referrals to resources and services, coping skill development, and emotional support for children.
Coordination and collaboration with other organizations and experts engaged in the child’s care,
such as social services, medical professionals, and schools, are essential to offering support to
children who have lost a parent(s). This process involves coordinating services, exchanging
information, and advocating for the child’s needs. Crisis interventionists should follow up with
families and refer them to appropriate resources after the crisis has passed to continue assisting
them, as Baker (2022) indicates. This approach includes reviewing the kid and family’s
continuing needs, giving further aid or referrals as required, and supporting them in securing
long-term support services if necessary.
In addition to immediate crisis response, crisis interventionists should prioritize ongoing
support and follow-up care for families and children who have experienced the loss of a parent.
Providing a nurturing environment where children feel safe to express their emotions is
paramount, as emphasized by Baker (2022). Beyond addressing immediate needs like housing
and medical care, crisis interventionists should continue to assess the child’s physical and mental
well-being, identifying any ongoing safety concerns and providing appropriate interventions.
Moreover, psychoeducation remains a crucial aspect of support, equipping children and families
with the knowledge and skills to navigate grief and trauma effectively. By offering ongoing
emotional support, coping strategies, and referrals to resources as needed, crisis interventionists
can help families navigate the complexities of grief and loss, promoting healing and resilience in
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the face of adversity. Collaboration with other professionals and agencies ensures a holistic
approach to support, addressing the multifaceted needs of children and families in the aftermath
of parental loss. Through consistent follow-up and ongoing support, crisis interventionists play a
vital role in facilitating the long-term recovery and well-being of children coping with the loss of
a parent.
Spiritual Applications/Interventions
Children who have lost a parent may benefit significantly from crisis intervention
programs that combine spiritual practices and therapy to help them grieve and build resilience.
The Bible may provide direction and consolation to children and families who are mourning or
facing tragedy, according to (Kentor & Kaplow, 2020). Hope and comfort can also be found in
spirituality. Scripture may provide consolation and encouragement to bereaved children and
families. Reading Psalm 34:18, “The Lord is close to the brokenhearted and saves those who are
crushed in spirit,” may encourage them that God will be with them regardless of their
circumstances, as D’Alton et al. (2022) indicate. This may give them comfort and hope, knowing
they are not alone in their troubles and that help is accessible.
The Bible also discusses healing and restoration. Some scriptures that may provide
comfort to them include Isaiah 53:5, which reads, “But he was pierced for our transgressions, he
was crushed for our iniquities; the punishment that brought us peace was on him, and by his
wounds, we are healed,” reminding us that God is capable of mend and restore whatever is
broken in our lives. This may give people hope that things will improve despite their current
circumstances. Scripture highlights the need for support and fellowship during tough times;
Leaning on community for support can be extremely helpful through this process. Families and
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children may be inspired by Galatians 6:2, which states, “Carry each other’s burdens, and in this
way, you will fulfill the law of Christ,” to help those in need and show compassion for those less
fortunate. In addition to providing practical aid and support, this may promote a feeling of
community and connection amid catastrophes (Asgari et al., 2022). The Bible also addresses
issues of faith and perseverance. Texts like Romans 8:28, which states, “And we know that in all
things God works for the good of those who love him, who have been called according to his
purpose,” may serve as powerful reminders to families and children to put their confidence in
God and trust in his plan (Ferow, 2019). They may be able to overcome the difficulties of trauma
and loss if they have something to live for, something to strive for, and get strength and resilience
from this.
Spiritual applications and interventions may be efficient for children who have lost a
parent in a crisis. The Bible may provide direction and consolation to children and families who
are mourning or facing tragedy, as per Dimery & Templeton (2021). Crisis interventionists may
find it beneficial to use spiritual beliefs to assist children and families in dealing with the loss of
a parent, promoting healing and resilience. When you’re going through a tough time, reading
lines like Psalm 34:18, which reads, “The Lord is close to the brokenhearted and saves those who
are crushed in spirit,” may give you strength and comfort. This may provide comfort and hope,
knowing they are not alone in their troubles and that help is accessible (Kentor & Kaplow, 2020).
Perhaps they might find hope in Isaiah 53:5. “But he was pierced for our transgressions, crushed
for our iniquities; the punishment that brought us peace was on him, and by his wounds, we are
healed,” which emphasizes God’s capacity to repair and heal. This may give people hope that
things will improve despite their current circumstances. By introducing spiritual components into
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crisis intervention, interventionists may assist families and children in finding comfort, hope, and
resilience via religion.
Incorporating spiritual applications and interventions into crisis intervention programs
can provide additional sources of comfort, hope, and resilience for children who have lost a
parent. The Bible offers guidance and solace to those experiencing grief and tragedy (Dimery &
Templeton (2021). Crisis interventionists can leverage spiritual beliefs to support children and
families in navigating the complexities of loss and trauma, fostering healing and resilience.
Scriptures such as Psalm 34:18, which assures that “The Lord is close to the brokenhearted and
saves those who are crushed in spirit,” can provide strength and reassurance in difficult times
(Kentor & Kaplow, 2020). Similarly, passages like Isaiah 53:5, emphasizing God’s power to heal
and restore, offer hope for a brighter future despite present challenges. By integrating spiritual
components into crisis intervention, professionals can help families and children find solace,
hope, and resilience through their faith.
Cultural Considerations
When dealing with children who have lost a parent, keep in mind that their coping
methods for trauma and grief may vary depending on their cultural heritage. Cultural variables
influence the best methods to assist and treat patients, how families cope with loss, and how
children understand and react to loss. Cultural norms and practices related to death and sadness
may have an impact on how children and families deal with loss and grief (Dyregrov et al.,
2015). Expectations about family obligations, dynamics, and cultural norms might impact how
families deal with sorrow and seek help. By keeping these cultural characteristics in mind, crisis
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interventionists may better support children and families while respecting their culture and
assisting them in recovering from loss (Kanel, 2018).
Many cultures have traditions and beliefs around death and grieving. Death is dealt with
differently in different cultures. While some may have particular rites or rituals to respect the
departed, others may have different ideas about what occurs after death (Kuit & Ryke, 2023).
Interventionists must understand and appreciate the cultural norms and practices of the families
and children they work with when they are in crisis.
Conclusion
Finally, this study review addresses the critical issue of crisis intervention for bereaved
and traumatized children. The findings of this study highlight the need to give children the
required assistance and care to help them cope with the pain and suffering that comes with losing
a parent, as well as the devastating effect that this loss has on their mental and emotional
well-being, as per Nader (2022). The literature found the following key topics and conclusions:
1. The death of a parent may have a devastating impact on a child’s mental health,
leading to a variety of behavioral outbursts.
2. Strained relationship/interpersonal dynamics and declining mental health symptoms
may hurt the emotional and psychological well-being of children who have suffered
parental loss.
Best practices for crisis interventionists include responding swiftly to stabilize the situation,
doing a complete evaluation, teaching the client coping techniques, collaborating with other
organizations and experts, and providing referrals and follow-up assistance (Endo et al., 2015).
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Depending on cultural norms, traditions, and beliefs, the impact of parental death may differ for
children and families. Crisis responders must be culturally competent to understand and satisfy
the unique needs of their clients (De López et al., 2020).
Ideas for Future Research:
While the literature review has offered insight into crisis intervention for children who
have lost a parent, many questions remain that might be addressed with more research. The
effectiveness of various techniques in promoting these children’s long-term healing and
resilience is one area that may need additional exploration. Future studies might examine the
importance of cultural competence in crisis response with families and children from diverse
cultural backgrounds, as well as the effect of culturally relevant therapy (Ferow, 2019).
Future research may also look at the impact of family dynamics on children’s mental
health and the efficacy of family-focused therapies, such as conflicts, financial stress, and
changes in duties and roles. The function of spiritual and religious coping in crisis intervention
for families and children, as well as the incorporation of spiritual and religious concepts into
interventions, can also be researched in the future. Finally, although this literature review has
offered insight into crisis intervention for children who have lost a parent, more research is
expected to discover many unsolved questions and the potential to improve present
interventions.
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References
Asgari, Z., Naghavi, A., & Abedi, M. R. (2022). Beyond a traumatic loss: The experiences of
mourning alone after parental death during COVID-19 pandemic. Death Studies, 46(1),
78-83.
Baker, J. E. (2022). Minimizing the impact of parental grief on children: Parent and family
interventions. In Death and trauma (pp. 139-157). Routledge.
Corr, C.A., Corr, D.M. & Doka, K.J. (2019). Death & Dying, Life & Living (8th ed.). Boston,
MA: Cengage. ISBN: 9781337563895.
D’Alton, S. V., Ridings, L., Williams, C., & Phillips, S. (2022). The bereavement experiences of
children following sibling death: An integrative review. Journal of Pediatric Nursing 6,
e82-e99.
de López, K. J., Søndergaard Knudsen, H., & Hansen, T. G. (2020). What is measured in
bereavement treatment for children and adolescents? A systematic literature
review. Illness, Crisis & Loss, 28(4), 363-387.
Dimery, E., & Templeton, S. (2021). Death, bereavement and grief: the role of the teacher in
supporting a child experiencing the death of a parent. Practice, 3(2), 146-165.
Dyregrov, A., Salloum, A., Kristensen, P., & Dyregrov, K. (2015). Grief and traumatic grief in
children in the context of mass trauma. Current psychiatry reports, 17, 1-8.
Eades, T. (2024, January 25). Interview about Crisis Intervention for Children with the Loss of a
Parent in Baltimore, MD [Personal interview].
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Endo, K., Yonemoto, N., & Yamada, M. (2015). Interventions for bereaved parents following a
child’s death: A systematic review. Palliative Medicine, 29(7), 590-604.
Ferow, A. (2019). Childhood Grief and Loss. European Journal of Educational Sciences.
Kanel, K. (2018). A Guide to Crisis Intervention (6th ed.). Boston, MA: Cengage. ISBN:
9781337566414.
Kentor, R. A., & Kaplow, J. B. (2020). Supporting children and adolescents following parental
bereavement: guidance for health-care professionals. The Lancet Child & Adolescent
Health, 4(12), 889-898.
Kentor, R. A., & Kaplow, J. B. (2020). Supporting children and adolescents following parental
bereavement: guidance for health-care professionals. The Lancet Child & Adolescent
Health, 4(12), 889-898.
Kuit, N., & Ryke, E. H. (2023). A rapid review of non-death bereavement interventions for
children in alternative care. Child and Adolescent Social Work Journal, 40(1), 29-41.
Nader, K. O. (2022). Childhood traumatic loss: The interaction of trauma and grief. In Death and
trauma (pp. 17-41). Routledge.
Santos, S., Sá, T., Aguiar, I., Cardoso, I., Correia, Z., & Correia, T. (2021). Case report: Parental
loss and childhood grief during COVID-19 pandemic. Frontiers in psychiatry, 12,
626940.
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