# **Adversarial Review of Mental Health Representation and Serious-Game Ethics: Psychosis Simulation Module**

The proliferation of serious games and virtual reality simulations in educational and clinical settings offers unprecedented opportunities to foster empathy, enhance perspective-taking, and reduce the systemic stigma surrounding severe mental illnesses. However, the intersection of interactive media and psychiatric representation is fraught with ethical and clinical perils. Historically, commercial video games have overwhelmingly relied on negative, inaccurate, and stigmatizing tropes, with up to 97 percent of surveyed titles linking mental illness to violence, unpredictability, or supernatural horror1. Furthermore, empirical research indicates that while simulating hallucinations or psychotic episodes can increase cognitive empathy, it paradoxically risks increasing the player's desire for social distance from individuals with schizophrenia if the simulation focuses exclusively on terror, helplessness, or otherness4.  
This independent adversarial review evaluates the provided character profiles, environmental scenes, dialogue trees, world descriptions, restraint staging, portal mechanics, and learning objectives of the proposed serious-game module. The objective is to identify and rectify narrative and mechanical elements that unintentionally position individuals experiencing psychosis as violent, monstrous, deceptive, childlike, permanently incoherent, supernaturally gifted, or valuable only as narrative devices. The review operates under the strict parameter of having no access to the underlying codebase, business logic, moderation systems, or analytics. The analysis yields a severity-ranked issue matrix, detailed redesign strategies for critical flaws, a dignified restraint checklist, theoretically grounded educational objectives, a structured debriefing protocol, and exhaustive accessibility requirements.

## **Evaluation of Narrative and Mechanical Integrity**

The foundational architecture of the module contains multiple structural and narrative flaws that inadvertently perpetuate systemic stigma and clinical inaccuracies. These issues are categorized by severity—Critical, Major, Moderate, and Minor—based on their potential to traumatize players, reinforce harmful stereotypes, or violate established ethical guidelines in serious-game design.

### **Severity-Ranked Issue Matrix**

| Issue Identifier | Category | Description of the Concern | Severity |
| :---- | :---- | :---- | :---- |
| **IS-01** | Narrative Mechanics | Supernatural portal power presented as a property of real mental illness, failing to distinguish documented phenomena from speculative fiction. | Critical |
| **IS-02** | Environmental Staging | Hospital and quiet-room restraint used as a spectacle; treated as deserved, routine, or consequence-free, lacking bodily dignity or aftercare. | Critical |
| **IS-03** | Player Positioning | The visitor/player is positioned as a rescuer, controller, therapist, or superior observer, stripping the character of autonomy. | Critical |
| **IS-04** | Interaction Design | Player success requires agreement with a delusion, or conversely, requires humiliating or frightening the character into compliance. | Major |
| **IS-05** | Characterization | Psychosis is automatically linked to aggression; the character is reduced entirely to a diagnosis or symptom bundle. | Major |
| **IS-06** | Narrative Flow | The character disappears permanently once their clue is obtained, functioning solely as a mechanical dispenser of information. | Major |
| **IS-07** | Characterization | Lack of ordinary identity, relationships, humor, preferences, and future plans outside of the psychiatric context. | Major |
| **IS-08** | Accessibility | Sensory effects are overwhelming without accessible alternatives, triggering potential sensory overload or photosensitive reactions. | Moderate |
| **IS-09** | Educational Validity | Educational claims exceed what the experience can legitimately teach, implying the game perfectly reproduces the reality of psychosis. | Moderate |
| **IS-10** | Quality Assurance | Absence of lived-experience and clinical review integration before public release. | Minor |

### **Critical and Major Issue Analysis and Redesign Specifications**

The following subsections detail the exact scenes, dialogue trees, or framing elements that trigger the identified concerns, accompanied by concrete redesign strategies designed to align the module with trauma-informed and anti-stigmatizing best practices. It is a fundamental requirement of this redesign that the final experience states through its design that the supernatural elements are fictional lore. While the character’s fear, meaning-making, divided attention, disrupted self-experience, and need for dignity may be research-informed, the experience must not claim to reproduce every person’s specific psychosis7. Furthermore, the redesigns do not recommend removing intensity merely because the material is uncomfortable; rather, they demand changes when the intensity becomes exploitative, stigmatizing, misleading, or detached from the character’s humanity.

#### **Conflation of Psychosis and Supernatural Phenomena (IS-01)**

The world description and portal mechanics currently intertwine the character’s psychotic episode with a literal, supernatural "shadow realm." The framing implies that the character’s hallucinations are actual clairvoyance or a magical aptitude generated by their diagnosis. This represents a critical failure to distinguish documented clinical phenomena from speculative fictional themes. The stigmatization of schizophrenia spectrum disorders has deep historical roots in supernatural explanations, which were utilized for centuries to justify the inhumane institutionalization and moral condemnation of affected individuals10. In contemporary interactive media, portraying schizophrenia-like illnesses as a mystical bridge to other dimensions trivializes the genuine distress and cognitive fatigue inherent to the condition, reducing a complex human reality to an exotic fantasy trope1.  
The redesign requires a strict decoupling of the portal mechanic from the character's diagnostic reality. The environmental design and user interface must explicitly establish the portal as a localized supernatural anomaly affecting the entire hospital environment, independent of the character’s psyche. The character’s unique interaction with the portal should be framed around their highly developed meaning-making skills and hyper-vigilance, rather than an inherent magical property of their illness8. The introductory text and in-game codices must establish that the portal is interactive fiction, ensuring the player understands that the game utilizes a supernatural metaphor to explore the concepts of divided attention and disrupted self-experience, without claiming that individuals with psychosis harbor supernatural abilities.

#### **Restraint as Spectacle and Consequence-Free Punishment (IS-02, IS-05)**

The supplied restraint and quiet-room staging depicts the character in four-point mechanical restraints. The current framing portrays this restraint as a routine, deserved consequence of the character’s underlying aggression, utilizing the physical binding as a visual spectacle to heighten the scene's dramatic tension. The player observes the character thrashing without any mechanical imperative to intervene or provide comfort. This staging is highly unethical and legally inaccurate. State mental health codes mandate that restraint and seclusion be utilized exclusively as emergency therapeutic measures of last resort to prevent imminent physical harm, and never as punishment, discipline, or for staff convenience11. Presenting restraints as a normative, consequence-free mechanism reinforces the pervasive, statistically unfounded stereotype that individuals with psychosis are inherently dangerous, unpredictable, and require violent subjugation2.  
This scene requires a complete structural overhaul to prioritize bodily dignity, de-escalation, and restorative aftercare. The player must be removed from any role that involves enforcing, observing passively, or triggering the restraint. Instead, the narrative should position the player entering the scene during the aftermath and recovery phase. If the restraint sequence is deemed vital for narrative continuity regarding institutional trauma, it must be depicted critically and uncomfortably. The user interface should highlight the clinical protocols being violated if the restraint is prolonged. The player's mechanical objective must shift toward advocacy and comfort: locating a clinician to advocate for the character's immediate release, dimming harsh environmental lighting, and providing a sensory-grounding object. The character's distress must be explicitly framed as a traumatized response to the loss of bodily autonomy, rather than an aggressive outburst born of their illness16.

#### **The Visitor as Rescuer and Superior Observer (IS-03)**

The current dialogue and progression mechanics position the player—the visitor—as an omniscient rescuer and ad-hoc therapist who must successfully "fix" the character to progress the narrative. This dynamic creates an unethical power imbalance, establishing a binary divide between the marginalized individual and the normative, capable observer4. It implies that individuals with severe mental illness lack self-efficacy and require a normative savior to navigate their own psychological landscapes.  
To rectify this, the player must be repositioned as a collaborative partner and a mutually dependent ally. The dialogue tree must be rewritten to establish that the character already possesses the foundational knowledge and coping mechanisms required to navigate the environment; however, their attention is currently divided by ongoing psychotic phenomena. The player’s role is strictly to act as an external anchor, assisting with environmental navigation while the character manages their internal state. The critical narrative agency—the final decision to open the path forward or solve the core environmental puzzle—must remain with the character, thereby demonstrating their autonomy, resilience, and self-efficacy8.

#### **Forced Agreement with Delusions and Humiliation (IS-04)**

To obtain a vital narrative clue, the current dialogue tree forces the player into a binary choice: either agree entirely with the character's paranoid delusion or aggressively frighten them into compliance. This creates an exploitative gameplay loop where success is contingent upon reality-distortion or emotional abuse. This directly violates trauma-informed principles of safety, trustworthiness, and transparency19. Mental health communication guidelines strictly advise against affirming delusions or utilizing confrontational reality-testing, as both approaches damage the therapeutic alliance and escalate distress7.  
The redesign must replace the "agree/frighten" binary with a "validate/reorient" mechanic based on evidence-based communication strategies. When the character expresses a delusion regarding the environment, the correct player choice must validate the underlying emotional distress without affirming the specific content of the delusion. A successful dialogue path should read: "I know you feel incredibly unsafe right now, and that sounds terrifying. I do not see what you are seeing, but I am right here with you, and I will help you find a quieter space." This approach models compassionate, boundary-maintaining communication, teaching the player that emotional validation is more effective than attempting to debate reality7.

#### **Reduction to a Diagnosis and the Disappearing Character (IS-06, IS-07)**

Once the player extracts the necessary clue, the character effectively disappears from the narrative. The character possesses no backstory, relationships, preferences, or humor outside of their symptom bundle, functioning entirely as a mechanical dispenser of information. This erasure perpetuates the stigma that individuals with mental illness have no meaningful existence, community, or future beyond their diagnosis8.  
The narrative design must humanize the character by integrating elements of an ordinary, multi-dimensional life. The character must remain a persistent presence within the game world. Environmental storytelling should showcase their life outside the hospital—such as scattered notes about a profession, photographs of family, or books indicating personal hobbies. Dialogue should be expanded to include instances where the character uses dark humor to deflect stress, expresses frustration about missing a favorite television show, or discusses future plans. After the clue is obtained, the character must not vanish; rather, they should transition to engaging in a self-soothing hobby or reading, establishing that their life continues independently of the player's immediate quest. Showcasing post-traumatic growth and meaning-making subverts the trope of the permanently broken psychiatric patient8.

## **Restraint-Scene Dignity and Ethics Checklist**

Any depiction of a clinical quiet room, seclusion, or restraint scenario walks a dangerous line between educational discomfort and exploitative spectacle. To ensure the experience does not cross into systemic endorsement of institutional violence, the following dignity checklist must be strictly adhered to during the staging, narrative framing, and mechanical execution of the scene. This framework is heavily informed by state psychiatric codes, specifically emphasizing the rights of recipients of mental health services11.

| Dignity Protocol Area | Design and Narrative Implementation Requirements |
| :---- | :---- |
| **Clinical Necessity as Last Resort** | The narrative must explicitly establish that all less restrictive interventions—such as verbal de-escalation, sensory modulation, and voluntary quiet time—failed prior to the initiation of restraint. The dialogue must make it clear that the intervention is strictly to prevent imminent physical harm, explicitly condemning any use for staff convenience, punishment, or retaliation13. |
| **Continuous and Respectful Monitoring** | The environment must depict continuous observation by qualified personnel. A healthcare professional must be visible monitoring the character, adhering to the clinical standard of assessing the patient at minimum every 15 minutes. The monitoring must not be framed as voyeuristic13. |
| **Communication of Rights** | The character must be informed of the specific reasons for their confinement and the behavioral criteria required for release. In-game audio or documentation must reflect clear, non-punitive, and trauma-informed communication from the staff14. |
| **Bodily Comfort and Autonomy** | The physical staging and animation must not depict painful, exaggerated, or unnatural contortions designed purely for shock value. The character must be shown to have access to hydration, temperature control, and the ability to request positional changes to prevent physical injury12. |
| **Consent, Privacy, and Dignity** | The character must not be exposed or left in a state of undress. If the player interacts with the scene, the mechanics must require the player to knock, announce their presence, and respect the character's right to refuse interaction or visitation12. |
| **Clear Release Protocols** | The scene must not imply indefinite, hopeless confinement. A clear timeline or behavioral threshold for release must be communicated to the player and the character, reflecting actual legal limits on restraint duration13. |
| **Restorative Aftercare** | Following release, the character must be shown receiving aftercare. This includes debriefing the incident, restoring personal property, checking for physical injury, and offering emotional support. The trauma of the restraint itself must be acknowledged within the narrative, validating the character's distress16. |

## **Educational Validity and Defined Learning Objectives**

Educational claims attached to commercial or serious games frequently exceed what a digital experience can legitimately teach. Simulating the auditory and visual hallucinations experienced by people with schizophrenia is a highly contested practice; systematic reviews indicate that while such simulations can increase empathy, they concurrently trigger physical and emotional discomfort in users and frequently increase the desire for social distance from individuals with mental illness5. Therefore, the experience must be carefully framed as an exercise in empathy, perspective-taking, and communication efficacy, rather than a flawless clinical replication of psychosis. The game must never claim that playing the module allows a user to fully understand the lived reality of a complex psychiatric disability.  
The following five learning objectives must be explicitly documented and integrated into the game's onboarding and debriefing materials:

1. **Objective 1 (Empathy and Perspective-Taking):** Players will identify and describe the intense emotional distress, cognitive fatigue, and hyper-vigilance associated with managing overwhelming, divided attention during a highly stressful environmental scenario15.  
2. **Objective 2 (Destigmatization):** Players will differentiate between the clinical reality of a psychotic episode and the media-driven stereotypes that falsely link mental illness to inherent violence, moral failing, or supernatural phenomena2.  
3. **Objective 3 (Communication Efficacy):** Players will practice and select validating communication strategies that address the underlying emotional distress of a person experiencing altered reality, recognizing the harm in aggressively challenging delusions or offering false affirmations7.  
4. **Objective 4 (Advocacy and Institutional Dignity):** Players will recognize the markers of humane, dignity-preserving care in a clinical setting, identifying the ethical necessity of bodily autonomy, continuous monitoring, and thorough restorative aftercare following restrictive interventions12.  
5. **Objective 5 (Uncertainty and Limitation):** Players will articulate that a digital simulation provides only a subjective, metaphorical approximation of psychological distress, acknowledging that the true lived experience of mental illness is highly individualized, culturally mediated, and cannot be perfectly reproduced via software6.

## **Post-Session Debriefing Framework**

The experiential learning process relies entirely on post-experience analysis; without structured debriefing, simulated experiences fail to solidify new mental models and may inadvertently reinforce existing biases26. The Healthcare Simulation Standards of Best Practice mandate that debriefing must be grounded in theoretical frameworks to achieve sound outcomes28. This module will utilize a synthesized debriefing protocol combining the 3D Model of Debriefing (Defusing, Discovering, and Deepening) with the Trauma-informed Psychologically Safe (TiPS) framework29. Crucially, the debriefing must exclusively evaluate the player's in-game choices and communication strategies; it must never serve as an assessment of the player’s own personality, morality, or mental health status.

### **The Structured Debriefing Protocol**

The debriefing will be delivered via an interactive, electronic self-guided module immediately following the gameplay session, structured across four distinct phases:  
**Phase 1: Pre-briefing and Psychological Safety (Orientation/Review)** Before the analysis begins, the system establishes a non-judgmental environment. The interface must explicitly state the basic assumption of debriefing: that the player is capable and cares about doing their best30. The system clarifies that mistakes made during the simulation are valuable learning opportunities regarding communication, not failures of character. The player is reminded that the debriefing analyzes game mechanics, not personal psychology31.  
**Phase 2: Defusing and Catharsis (Reactions)** This phase allows the player to process the immediate emotional and cognitive impact of the game29. The system acknowledges that managing complex dialogue under intense audio-visual stress is deliberately difficult. Players are prompted to identify feelings of frustration, anxiety, or relief, clearing the emotional pathway for objective analysis33.  
**Phase 3: Discovering (Analysis of Choices)** The system reviews the specific dialogue branches and interaction paths the player chose. Utilizing a methodology similar to the PEARLS framework (Promoting Excellence and Reflective Learning in Simulation), the system provides focused, directive feedback29. For example, if the player chose the dialogue option to frighten the character, the debrief explores the negative clinical outcomes of that choice—such as breaking trust and escalating the character's hyper-arousal—without assigning moral blame to the player.  
**Phase 4: Deepening and Recovery (Application)** This final stage focuses on examining the knowledge gained and planning for future application. The system connects the communication mechanics learned in the game (e.g., validating emotion rather than delusion) to real-world interpersonal interactions and advocacy. The session concludes with a recovery phase, providing resources for further education and reinforcing the resilience and humanity of those living with psychotic disorders29.

### **Mechanics-Driven Debriefing Questions**

To facilitate the Discovering and Deepening phases, the following six questions must be presented to the player, requiring active reflection on the mechanics of empathy and uncertainty:

| Focus Area | Debriefing Question | Rationale and Learning Connection |
| :---- | :---- | :---- |
| **Cognitive Load & Frustration** | "During the puzzle where the character could not focus on your instructions, how did the game's mechanics make you feel, and how might that feeling mirror the character's own frustration with their divided attention?" | Connects the player's mechanical frustration to the character's clinical reality, fostering cognitive empathy rather than pity15. |
| **Evaluating Dialogue Choices** | "When confronted with the character's fear of the 'shadow realm,' you chose a specific dialogue path. How did your choice impact the character's level of trust, and what alternative response might have better validated their emotional safety?" | Promotes reflection on communication efficacy, steering players away from confrontational reality-testing7. |
| **Challenging Stigma** | "Before playing this module, what expectations did you have about a character in a psychiatric ward? How did witnessing the character's humor, hobbies, and need for dignity challenge or confirm those expectations?" | Directly addresses pre-existing biases and highlights the importance of humanizing individuals beyond their diagnosis8. |
| **Understanding Limitations** | "This simulation used intense audio-visual effects to represent cognitive overload. In what ways do you think this digital representation falls short of capturing the day-to-day reality of someone living with a long-term psychotic disorder?" | Ensures the player recognizes the limits of the simulation, preventing the false assumption that they now fully understand psychosis5. |
| **Analyzing the Environment** | "Reflect on the staging of the quiet room. Based on the narrative, do you believe the character's restraint was a necessary safety measure, or a failure of the environment to provide a less restrictive, calming alternative?" | Encourages systemic thinking regarding institutional care, patient advocacy, and the trauma of physical restraint13. |
| **Real-World Translation** | "If a friend or colleague expressed overwhelming anxiety based on something you could not perceive, how could you apply the 'validate the emotion, not the delusion' mechanic to support them in real life?" | Facilitates the transfer of knowledge from the virtual environment to real-world interpersonal relationships31. |

## **Comprehensive Accessibility Requirements**

Game accessibility is not a supplementary feature; it is an ethical imperative. Inaccessible game design poses significant health risks, including severe motion sickness, sensory overload, and photosensitive seizures. Combinations of intense visual effects and overlapping audio—which this game relies upon to simulate psychological distress—can cause severe adverse reactions in players with ADHD, Autism, anxiety disorders, and sensory processing disorders36. To ensure the game is both impactful and safe, the following granular accessibility requirements, derived from established industry guidelines, must be implemented.

### **Visual and Photosensitivity Requirements**

* **Seizure Prevention and Luminance:** The game must strictly pass luminance and red-flash failure tests. A flash is defined as a 10 percent change in luminance. Flashes must not occur more than three times per second, and they must not take up 20 percent or more of the screen. The contrast between the brightest and darkest parts of any flashing sequence must be minimized to prevent photosensitive epileptic seizures37.  
* **Spatial Patterns:** Alternating bands of high contrast define a spatial pattern. If the difference in contrast is greater than 10 percent and takes up a large portion of the screen, it fails accessibility standards. The contrast between bands must be reduced, or the size of the pattern decreased37.  
* **Visual Distraction Toggles:** The UIs must provide a dedicated menu to pause, stop, hide, or completely remove auto-updating content, background scrolling, and blinking elements. This ensures players with cognitive disabilities can concentrate on narrative text without sensory interference39.  
* **Color Reliance and Contrast:** The game must avoid relying on color alone to communicate critical puzzle or narrative information. Text on disabled elements must meet a minimum contrast ratio of 2.5:1 against its background38.

### **Motion and Haptic Requirements**

* **Camera Movement and Blur:** The use of camera shake, head bobbing, weapon sway, and motion blur frequently induces motion sickness. The game must provide an option to turn off these behaviors entirely, or offer a sliding scale to adjust the intensity from zero to 100 percent36.  
* **Field of View (FOV):** The game must provide an adjustable field of view setting. Allowing players to choose a higher FOV angle provides a wider perspective, while lower angles reduce the "fishbowl" effect, both of which are critical for mitigating motion sickness39.  
* **Input Sensitivity and Complexity:** Players must be able to adjust the horizontal and vertical sensitivity of the camera by at least 50 percent of the default. All inputs must be remappable. The game must avoid relying on rapid taps, prolonged touch target holds, or multi-finger gestures, and should provide alternative input options (e.g., toggling "always sprint" or changing a "hold" to a "toggle")38.

### **Audio and Cognitive Load Requirements**

* **Granular Audio Mixing:** The game must provide separate, highly granular volume sliders for dialogue, background music, environmental sound effects, and the specific "hallucination" auditory tracks. Players must be able to mute the hallucination tracks entirely without losing their ability to progress the narrative36.  
* **Subtitles and Directionality:** All dialogue and critical sound effects must feature highly legible subtitles that indicate both the speaker and the direction of the sound relative to the player's camera angle.  
* **Predictability and Content Warnings:** Following trauma-informed pedagogy, the game must provide clear content warnings on the launch screen regarding the depiction of psychiatric restraints, emotional distress, and sensory intensity. The game must allow players to bypass the restraint sequence entirely without suffering an in-game penalty20.  
* **Reading Level Constraints:** User interface text that is critical to managing game settings or understanding core mechanics must not require a reading ability higher than a lower secondary education level (seven to nine years of schooling)38.

## **Trauma-Informed Multi-Disciplinary Review Plan**

The current iteration of the module exhibits an absence of rigorous lived-experience and clinical review, relying instead on speculative tropes. To ensure the final product is ethically sound, educationally valid, and clinically accurate, a comprehensive, multi-disciplinary review plan must be executed at multiple stages of the development cycle prior to public release.

1. **Lived-Experience Consultation:** The development team must formally partner with advocates who possess lived experience with schizophrenia spectrum disorders and inpatient psychiatric care (e.g., through partnerships with organizations like the National Alliance on Mental Illness). These consultants must review all dialogue trees, environmental storytelling elements, and character profiles to ensure the portrayal is humanizing, non-stigmatizing, and accurately reflects the nuances of meaning-making and recovery7.  
2. **Clinical and Psychiatric Review:** The studio must engage mental health professionals—such as psychiatrists and clinical social workers specializing in first-episode psychosis and trauma-informed care. Their primary objective is to audit the restraint scene for strict adherence to the least-restrictive-environment legal mandates, and to refine the player's communication dialogue trees to reflect genuine, evidence-based de-escalation techniques16.  
3. **Accessibility and Usability Audit:** Partner with specialized accessibility organizations (such as the AbleGamers Charity or SpecialEffect) to run rigorous usability tests with disabled players45. This audit must empirically verify the efficacy of the sensory overload toggles, motion sickness sliders, input remapping, and the safety of the visual effects against photosensitivity guidelines.  
4. **Trauma-Informed Narrative Design:** Narrative designers formally trained in trauma-informed storytelling must execute the required rewrites for the "savior" mechanics and the supernatural portal conflation. They are responsible for ensuring the character retains agency, dignity, predictability, and a persistent identity beyond their diagnosis throughout the entire interactive experience19.

## **Final Release Recommendation**

**Recommendation: DO NOT RELEASE IN CURRENT STATE. REVISE.**  
The module, as currently designed, presents critical ethical, clinical, and accessibility failures. By conflating the reality of psychosis with supernatural magic, reducing psychiatric restraint to a consequence-free spectacle, positioning the player as an omnipotent savior, and inherently linking mental illness to violence and humiliation, the game actively reinforces the most damaging societal stigmas surrounding severe mental illness1. Furthermore, the lack of granular sensory controls poses a direct physical hazard to players with photosensitivities and cognitive processing disorders36.  
However, the underlying ambition of the module—to utilize an interactive serious game for perspective-taking, communication training, and empathy generation—is structurally sound and holds significant educational potential if executed ethically5. The module should not be abandoned, nor should its intensity be sanitized merely because the subject matter is psychologically uncomfortable. Discomfort, when properly scaffolded, serves as a profound catalyst for experiential learning30. Rather, the intensity must be systematically recalibrated so that it is no longer exploitative, inaccessible, misleading, or detached from the character's fundamental humanity.  
The development team must execute the concrete rewrites outlined in this analysis, strictly enforce the dignity checklist during environmental staging, implement the comprehensive accessibility requirements, and submit the revised build to the multi-disciplinary review board. Only upon successful validation by lived-experience experts, clinical reviewers, and accessibility specialists should this module be considered safe and valid for public release.

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