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Tichon, Jennifer & Mavin, Timothy(2017)Experiencing resilience via video games: A content analysis of thePlayStation blog.Social Science Computer Review, 35(5), pp. 666-675.
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https://doi.org/10.1177/0894439316664507
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Experiencing Resilience via Videogames: A content analysis of the Playstation Blog
Jennifer G. Tichon and Timothy Mavin
Abstract
The purpose of this study was to investigate the influence of games, where characters must
overcome adversity, on player’s perceptions of their psychological resilience. Located on the
PlayStation Blog (Blog.us.playstation.com) the online PSN Community group focuses on
video-gamers unique stories and experiences. Using a qualitative, exploratory design Blogs
posted between March 2012 and Jan 2013 were analyzed for content describing experiences
via game-play that members reported made them feel more resilient. Both social and
emotional aspects of resilience were discussed with players reporting game experiences had
helped them feel more confident in their abilities. Many also associated themselves with the
same resilient traits as their characters display in games. A range of popular off-the-shelf
video games were reported as helpful in providing players with the opportunity to feel
confident under pressure and, importantly, some players reported transferring these positive
psychological effects to their real-world lives.
Keywords
Online support group, social media, video games, positive psychology
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Introduction
Psychological research examining video games is presently undergoing a dramatic shift in
focus. Until very recently, the preponderance of research in video games has been concern-
focused, with studies aimed at identifying the potential negative effects of gaming. This has
included the relations between gaming and increased aggression (Fox & Potocki, 2015;
Knowles, 2014) and overuse and association with poor performance at school (Gentile,
Lynch, Linder & Walsh, 2003; Fleming & Rickwood, 2001). More recently, a number of
researchers have become intervention-focused, hoping to harness the magnetic motivational
appeal of video games to help relieve pain and stress or customizing games for educational or
health-related interventions (Baranowski, Buday, Thompson & Baranowski, 2008).
Increasingly, intervention-focused researchers are demonstrating that games can positively
influence both psychological and physical well-being (Przybylski, Rigby & Ryan, 2010).
According to Przybylski, Rigby and Ryan’s (2010) motivational model, based on self-
determination theory (Ryan & Deci, 2000), ‘video games have the potential to enhance
intrinsic motivation and short-term well-being insofar as they provide players with
experiences that satisfy universal psychological needs (p157).’ This perspective emphasizes
motivational processes inherent to the structure of gaming contexts. Namely, games are
generally more or less appealing, and have a greater or lesser influence on player well-being,
as a function of the extent to which the in-game experiences fulfil fundamental psychological
needs.
A significant concern with video game play is that highly violent content may be a significant
motivator of play or source of enjoyment. Research indicates, however, for most players,
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violent content is unrelated to game appeal. Rather, it is game experiences that support
psychological needs such as autonomy and competence, mastery and resilience that people
find more enjoyable. These games also enhance player self-esteem and affect (Prybylski,
Rigby & Ryan, 2010).
Experiencing resilience via game play
Researchers and society alike are concerned with how people bounce back or recover from
stress and adapt to stressful circumstances (Smith, Dalen & Wiggins, 2008). Psychological
resilience can ameliorate the effects of stress and promote recovery. While resilience research
has primarily focussed on the personal characteristics associated with effective coping, a few
recent studies have investigated the effectiveness of targeted resilience training (Burton,
Pakenham & Brown, 2009). Games where a player’s character must overcome adversity
through picking themselves up and trying again, could exert an influence on their real-life
behaviour via changes in the individual’s automatic self-concept.
Computer games often involve overcoming obstacles to get to the next level and learning to
‘power up’ by hitting or jumping on something that will give you the strength to keep going.
Very similar to life where individuals need to learn to cope with a variety of stresses, keep on
going, and learn along the way how to ‘bounce back up’. In fact game developers promote
the resilience that can be learned:
‘Have you ever failed at anything? Ever been dumped or fired or beat up? ..Once you
pick yourself up, dust yourself off and overcome the things that beat you up, that’s
when you really win…In Infamous 2 you help Cole get there. You guide
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him..searching for new, stronger powers. Soon it’ll be time to overcome the things that
have beaten you in the past. Are you up for it?’ (Fox, 2011)
Role-playing games (RPG) are interactive video games where players deliberately assume the
role of a fictional character and determine their actions based on the character they play.
Players typically follow a set storyline in which they must be successful overcoming obstacles
and completing quests during which their character becomes ever stronger (Bostan & Ogut,
2009). Research into the impact of video games has revealed identification with these
characters leads to automatic associations with the self. That is, players associate themselves
with the same traits as their character in the game. This occurs because game playing
increases the automatic accessibility of traits associated with the self during the game, in the
player’s memory (Uhlmann & Swanson, 2004).
Videogames are designed to gradually increase challenges in line with a player’s progress in
the game. This gradual exposure effect is used to motivate players to stay in the game
however it is also the same approach used in computer-based resilience training designed to
gradually expose trainees to increasing levels of stress (Driskell & Johnston, 1998). The goal
is to provide the opportunity for trainees to gain confidence in their abilities under pressure. It
is possible that video games are incidentally training players to feel confident under pressure
and through trait association players are transferring these positive psychological effects to
their real-world lives?
Computer-based resilience training for professionals
5
Computer-based training via both large simulators and PC-based game applications have been
used as tools for training professionals to be resilient during high stress operations across the
military, aviation, rail and mining for many years (Tichon & Wallis, 2010). It has always been
a goal of simulation training to gradually expose trainees to increasing levels of stress until
trainees are more confident and able to tolerate a significantly higher stressful state before
they start to withdraw (Driskell & Johnson, 1998). This is very similar to the inherent nature
of videogames which are designed to gradually increase challenges in pace with player’s
ability.
Within professional training, content which deliberately influences emotion is an area
receiving increasing attention. In simulator training for first responders to terrorist attacks, it
was ascertained that higher levels of emotional intensity in training was linked to more
effective learning (Tichon, Hall & Hilgers, 2003; Hall, Wilfred & Hilgers, 2004). This
indicates that emotion is a key variable in understanding the success of computer-based
training and serious games to build resilience. Professional trainees, learn how to ignore their
fear when fear isn't useful and how to make quick, complicated decisions in the most fraught
situations (Lehrer, 2009). Similar to games in which a player’s character must overcome and
become stronger, training and games provide the opportunity to practice resilience under
stress.
Resilience has been defined in a variety of ways, including the ability to bounce back or
recover from stress, to adapt to stressful circumstances and to function above the norm in
spite of stress or adversity (Smith, Dalen & Wiggins, 2008). In current military training
resilience appears as a set of cognitive skills that anyone can develop with correct training.
Founded in cognitive behavioural therapy, ‘resilience centres innovativeness, enterprise,
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responsibility and flexibility’ (Ahern, Kiehl, Sole & Byers, 2006; O’Malley, 2010). This shift
from viewing resilience as made up of elements of human attributes to reconfiguring
resilience as set of skills that can be learned is embodied in the programs of resilience training
adopted by the US, Canadian and Australian military (O’Malley, 2010). Outside the military
most studies of resilience have focused on young people or individuals experiencing specific
adverse circumstances (Burton, Pakenham & Brown, 2009). It is surprising the lack of
investigation outside of military contexts into whether resilience can be enhanced and how
this might best be achieved. In the area of preventative health, the potential of psychosocial
resilience training to promote well-being has only recently been investigated (Burton,
Pakenham & Brown, 2009). However, outdoor education philosophers have argued for some
time that controlled exposure to challenge can also be used to train psychological resilience
(Neill & Dias, 2012).
The complexity of defining and measuring the construct of resilience has been widely
recognised (Windle, Bennett & Noyes, 2011). To ensure dimensions of resilience examined in
the current study aligned with current research the qualitative themes were drawn from valid
resilience scales reported in the literature as having had their psychometric properties
evaluated using published assessment criteria. The majority of published scales reflect the
availability of assets and resources that facilitate resilience. The Brief Resilience Scale items
correspond with the ability to recover and cope with difficulties, on personal or individual
level (Smith, Dalen & Wiggins, 2008). While personal agency is important for negotiating
adversity, the availability of resources from the level of family and community are also
important. For this project we developed five main themes under which to code the qualitative
data contained in the blogs. These were drawn from the Youth Resiliency: Assessing
Developmental Strengths (YR-ADS) (Donnon & Hammond, 2007) and the Adolescent
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Resilience Scale (Oshie et al., 2003) in order to be able to assess both the range of protective
mechanisms within multiple domains (within family, among friends and at work) and the
presence of resilience as a dynamic process of personal adaptation (emotion regulation).
Emotion regulation is described in the coding themes as encompassing the development of
positive emotions and coping with negative emotions.
The primary aim of this project was to investigate if players report an increase in
psychological resilience via the experience of bouncing back and recovering from set-
backs/losses in videogames and whether they are using these experiences to cope in their real
world lives.
Methods
This study is an exploratory one using qualitative content analysis of online messages sent to
Blog.us.playstation.com. ‘PSN Community Spotlight’ is a discussion board located on the
main Playstation site. The messages sent to this section of the site were chosen for analysis as
it was specifically placed on the website to provide PlayStation users with a forum in which to
‘share their unique stories, experiences and thoughts’. These messages were therefore
personal and informal as opposed to other areas of the website provide information of a more
general nature such as when new games will be released and hardware upgrades. Players
submit to PSN Community Spotlight section via PlayStation Community Forums each week.
The only specific writing requirement in terms of topics to be covered being ‘must be related
to PlayStation’ and ‘PlayStation is a big part of our daily lives. Break it down why it’s
awesome for you.’ (Blog.us.playstation). Any Playstation game could be discussed. As a
result posts encompassed a very long list of video games ranging from adventure games to
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first-person shooter games including Crash Bandicoot, Spyro the Dragon, Final Fantasy VII,
Smuggler’s Run, Drake’s Fortune, Counter-Strike and Call of Duty among others.
Messages posted to the weekly PSN Community Spotlight comprise the data used for the
study. Specifically blogs posted between March 2012 and Jan 2013 (n=38) were analysed for
content reporting on the experience of resilience through game play. The blogs were posted
by 38 separate individuals and varied in length from 400 to 1000 words in length. These blogs
represent all messages published on the PSN Community Spotlight by the website manager
during those dates. The dates were selected because they represent the entire time that forum
was live on the website. The messages contained within the individual blogs were compared
using content analysis in which each line was treated as a separate text unit and coded. Using
lines as text units preserved the flow of the text while allowing for fine coding.
During this qualitative analysis, the objective of the coding scheme was to describe the topics
addressed in blogs posted to the site and identify themes in blogs which reported on topics
related to resilience as shared by individual participants. Those topics identified as related to
resilience were also coded as describing incidences occurring either in the game or in the real
world. The coding scheme allowed each blog to be coded as including more than one topic
related to resilience. Five main themes were identified for the resilience topics describing
incidences in the real world. These were 1) Experiencing Resilience with Family, 2)
Experiencing Resilience with Friends, 3) Experiencing Resilience at Work, 4) Resilience and
Developing Positive Emotion, and 5) Resilience and Coping with Negative Emotion. These
categories covered areas research has highlighted as influencing resiliency, ie. Family, peers
and work, and the psychological characteristic of resilience known as emotion regulation
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which looks at coping with positive and negative emotion (Donnon & Hammond, 2007;
Oshio, Kaneko, Nagamine & Nakaya, 2003)
To assess inter-rater reliability for the coding scheme, a second coder independently coded a
subset of original data (4 full blogs which represented just over 10% of the data). The subset
was generated from a random number list of the PlayStation blogs. The second coder was
given explicit criteria for rating. The percentage agreement across coding ranged from 98%
for topics through to 86.7% for resilience topics.
Once data was gathered all names and identifying features within the blogs were changed to
ensure the privacy of the gamers. While bloggers may have already been using pseudonyms
this could not be determined and it may make them feel exposed to see even pseudonyms in
print. Alphabetic letter identifiers were assigned to all individual bloggers to protect their
identities. Excluding this name substitution, all of the statements quoted in this paper are
exactly as they appear currently on Blog.us.Playstation.com. No individuals provided any
biographical information on the site however from the content of the messages which
discussed family life it appeared to be a site accessed prominently by younger adults rather
than children. As the site is publically available information, university guidelines did not
require ethics approval for this study.
Results
The data showed that participants in the blog community often discussed topics related to
resilience and that they related these to their real-world lives. Even though the topic of
resilience was not targeted specifically for discussion through the forum, it appeared
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unprompted in 66% (n=25) of the posts. The experience of learning to be more resilient was
always discussed as a highly positive outcome of game playing.
Table 1 lists the total number of messages in which these topics were discussed and the
percentage this represents of the total number of messages coded as discussing topics related
to resilience.
Table 1. Resilience topics discussed in the group.
Main Resilience Topic Number of messages % of Resilience messages
Experiencing Resilience
with Family
9 36%
Experiencing Resilience
with Friends
4 16%
Experiencing Resilience at
Work
5 20%
Resilience and Developing
Positive Emotion
3 12%
Resilience and Coping
with Negative Emotion
4 16%
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Examples of these resilience topics related to the real-world are provided in the next section
and discussed under the five main thematic headings. Under each topic area examples are
provided. These are direct quotes from group members from those posts where they recounted
instances where they had used experiences in the game to help cope with real world problems.
Experiencing Resilience with Family
Literature with a focus on protective factors notes that resiliency is influenced by experiences
with family (Donnon & Hammond, 2007). Under Experiencing Resilience with Family, one
gamer discussed the stress the family experienced when his brother was diagnosed with a
serious medical condition and as a consequence underwent multiple surgeries over a period of
ten years. In order to support the brother and help the family members provide support, the
family played video games in the hospital room when visiting. In this example the blogger
stated, that he, other family members and his sick brother used their video game experiences
‘..to take our lives back and dominate (Blogger C).’ The video games were used as a tool to
help them not only cope with the brother’s illness but also assist the players to feel stronger
emotionally. Family cohesion is highlighted as an important underlying factor in resilience
research (Hjemdal, Friborg, Stiles, Martinussen & Rosenvinge, 2006).
Using video game play to cope when difficulties arise in the families circumstances were also
discussed. Blogger N gave a number of examples in the one post of the times game play
helped. These included coping with parental divorce and his father’s job loss when he was
young. Later the use of game play helped him find the resilience needed to work two jobs
when his girlfriend lost her job. He states, ‘we seemed to not see each other at all’ and
describes ‘the only thing that kept me going at this point’ as being the second Ratchet and
Clank game.
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Experiencing Resilience with Friends
External support systems such as peers are another key factor supporting resilience (Donnon
& Hammond, 2007). Discussing a friend diagnosed with a cancer that eventually took his life,
one gamer describes him as ‘the bravest person I know, he wasn’t afraid of anything, and was
always up for the challenge (Blogger E).’ Videogames are reported as assisting both friends,
through game play, to ‘find joy during difficult times’. This blogger discusses using
videogames during moments of adversity to help his friend stay strong and refers to video
games as a ‘light in a dark time’. Another gamer introduces their story with, ‘this is a story
gamers should be familiar with….fighting back against overwhelming darkness (Blogger K).’
Gamers acknowledge and are often proud of the fact that many games use the theme of
overcoming adversity as a major motivational factor to stay engaged with and stay determined
to win the game.
Experiencing Resilience at Work
Work is viewed as an external support system in resiliency literature and commitment to work
as a protective factor underlying psychological resilience (Donnon & Hammond, 2007).
Under Experiencing Resilience at Work one blog reports on the role video games play in
assisting soldiers in the defence forces to stay in touch and ‘stay strong’. For those stationed
overseas, players back home would stay up late to play with them during their lunch hours. In
a different blog, referring to a virtual battlefield, another gamer encapsulates the resilient
attitude many gamers talk about when he/she encourage other players, ‘..see you on the
battlefield and as always, game on and stay thirsty my friends (Blogger L).’
Resilience and Developing Positive Emotion
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While several bloggers did relate the resilience they experienced during game-play to specific
events occurring within the family, work or among friendships many more spoke more
generally about how playing games evoked positive emotions which they were then able to
carry with them out of the game context and into real life. Resilience is regarded as being
comprised of both social and emotional aspects. Under Resilience and Developing Positive
Emotion, positive emotions coded as associated with feeling resilient included ‘feeling
determined’, feeling like a god among men’ and ‘basking in triumph.’ One gamer describing
their real life states, ‘I owe it all to Sony, for giving me the strength and determination to do
whatever I set my mind to (Blogger G).’
Group members believed that lessons in overcoming difficulty within the game context were
going to influence life in the real world. For example one father said of his son’s game
playing, ‘Even though I told him that it will be quite difficult, he seems pretty determined.
I’m thinking there’s a life lesson in there somewhere (Blogger B).’ Another player states,
‘Nothing in the world could compare to beating the game, that changed my life in many ways.
It took me 8 long years of trial and error to finally feel like I accomplished a giant life
goal…Thankyou PS for taking me to worlds of beauty and grandeur, where anything is
possible and dreams become a reality (Blogger I).’
Resilience and Coping with Negative Emotion
Blogs discussed experiencing negative emotions in the real world and using game experiences
to overcome them. These negative emotions included depression and fear. For example, one
blog discussed how game-play helped them remember ‘things won’t always stay bad’
(Blogger D) and how video games helped this player to overcome their depression. Another
blog discussed lessons learned playing games over many years since childhood when the
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player was ‘a small boy who would hide behind his father’s recliner’. Video games allowed
him to ‘battle dark creatures’ until he was no longer afraid. For this player these are
‘experiences that I take with me everywhere I go’ and they emphasize the role of games in
providing the opportunity to experiences resilience to build confidence, ‘Thankyou for letting
me perform…letting me explore…letting me battle (Blogger H).’
Sometimes a specific game would be cited as having directly assisted in coping with real life
events. One blogger described a home invasion and physical assault by the robbers who then
stole their every possession. The player reports being devastated and falling into a deep
depression, ‘..the robbers had taken my sense of security and at least some of my sanity that
night (Blogger K). This gamer specifically refers to the Final Fantasy VII game and the lead
character Tifa whose game adventures helped the player ‘realize that I could pick myself up
and fight back against the darkness, even when it all seems hopeless (Blogger K).’
Discussion
In messages where players described their experiences in building resilience through game
play and the subsequent use of those experiences to cope in the real world, they covered both
the social (in families, with friends and at work) and emotional aspects of resilience.
Resilience is the process of negotiating, managing and adapting to sources of stress and it is
the resources within the individual’s life that enables and facilitates this capacity for
‘bouncing back’ in the face of adversity (Windle, Bennett & Noyes, 2011). In this project,
video games were repeatedly described as the most important and key resource that were used
to help individual’s ‘bounce back’. Aspects considered critical for resilient functioning
include positive emotions, cognitive flexibility, social support, life meaning and active coping
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(Burton, Pakenham & Brown, 2009). Certainly the content analysis of the PlayStation Blog
revealed all these aspects of resilience present in the participant’s posts to the PSN
community website.
Players discussed the professional training equivalent of repeated practice provided during
game play. They talked of the game giving them experience by ‘letting me battle on’ and the
confidence of being able to repeat failures until the desired outcome of winning and ‘beating
the game’ had been achieved and how in these achievements it felt like life goals had been
successfully accomplished. With these successes and accompanying sense of achievement,
they had learned ‘anything is possible and dreams become a reality’. These outcomes relate
directly to training designs in serious games where the aim is to support the professional’s
confidence in his/her ability to cope under pressure by allowing them the opportunity to
practice until they have had the opportunity to experience mastery or to ‘win’. Gamers
described this confidence in their ability as ‘basking in the triumphs’.
Research into the impact of video games has also revealed exposure may lead to automatic
associations with the self. This occurs because game playing increases the automatic
accessibility of traits associated with the self during the game, in the player’s memory
(Uhlmann & Swanson, 2004). A number of players discussed their identification and
associations with the characters and their traits in the games they played. Some did this in a
more general discussion of how they took all their game experiences personally. Others made
direct associations with specific characters. The blogger who described her efforts to be
resilient following robbery and assault, said she was successful because ‘it’s what Tifa would
do’. Tifa is a very strong and resilient female character from the game Final Fantasy VII.
Another blog directly named the confident and capable treasure hunter from the game Drake’s
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Fortune as influencing their real life association with the traits of ‘manliness and superhuman
will.’ Yet another described their own emotional reactions to events impacting on their
character in the game, ‘as the shell exploded into my character’s body, I felt a sense of
annoyance’ and how when this happened time and time again it motivated the gamer to not
only bounce back and win the game but to also ‘stay thirsty’ to overcome.
Prior research in psychology on the impact of games indicates it is highly probable that
experiencing and practicing resilience in a game will have a carry-over effect into real life.
Certainly the blogs analysed in this study talked about gaining ‘life lessons’ and a number of
them discussed how lessons learned from experiences in games are taken wherever the person
goes. Videogame experiences had a big impact on the individual because ‘we took it
personally.’
Resilience is a measure of stress coping ability and as such could be an important target of
treatment in anxiety, depression and stress reactions (Connor & Davidson, 2003). The current
content analysis indicates that video games do impact player’s perceptions of their resilience.
This may be an untapped potential application of video games the limitations of the current
study need to be addressed to ascertain any real benefit. The themes we used to code the
blogs were drawn from validated resilience scales and the data appeared to match these
criteria very closely. The amount of discussion around resilience themes unsolicited by the
aims of the group was surprising. However, without a follow-up survey directly with bloggers
it can’t be ascertained to what extent they themselves understood their comments to be
reflecting dimensions of resilience. Only through more direct survey or interview could it be
explored if gamers interpret the positive emotions experienced when conquering a game foe,
for example, as impacting them personally and to what extent in their real world lives.
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Research on games and player motivation derived from the social sciences has lagged behind
the fast pace of technical innovations within the game industry itself. Future research using a
mix of quantitative and qualitative approaches to empirically explore and expand our
understanding of both the positives in addition to the negatives of immersion in games need to
be undertaken. Based on the findings of this exploratory study further research designed to
explore the correlation between game play and increased psychological resilience is needed.
To gain direct access to players opinions and feedback and to also increase the number of
participants, future research could explore accessing bloggers via other methods such as
online forums or face-to-face during game conventions.
This study is an important step toward expanding research into the potential positive aspects
of playing popular, off-the-shelf videogames as opposed to videogames which have been
constructed to specifically target education or teach health-related lessons which have largely
been the focus of positive outcome research to date. With the video game phenomena having
ever increasing impact across all societies, expanding research of this kind will assist current
efforts being undertaken to harness the widespread appeal of videogames to leverage positive
outcomes in society. Currently more is known about what to avoid when choosing games but
not what games to choose for positive outcomes. Identifying strengths of games will help
those vulnerable to aggressive or addictive behaviours, and advance the basic science of what
is going on when humans play.
Funding
The authors received no financial support for the research, authorship, and/or publication of
this article.
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Author Information
Jennifer G. Tichon is Senior Research Fellow at the Griffith Institute for Educational research
at Griffith University, Brisbane, Australia, and may be contacted at [email protected]
Timothy Mavin is Associate Professor at the Griffith Institute for Educational research at
Griffith University, Brisbane, Australia, and may be contacted at [email protected]
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