Примечания
1
Stephen W. Porges & Deb Dana, eds., Clinical Applications of the Polyvagal Theory: The Emergence of Polyvagal-Informed Therapies (New York: W. W. Norton, 2018), 58.
2
Porges & Dana, Clinical Applications of the Polyvagal Theory, 61.
3
Stephen W. Porges, The Pocket Guide to the Polyvagal Theory: The Transformative Power of Feeling Safe (New York: W. W. Norton, 2017), 19.
4
DIR® – терапевтический подход, основанный на диагностике уровня развития ребенка (D – Developmental), учитывающий его индивидуальные особенности (I–Individual-differences) и базирующийся на отношениях ребенка со значимыми взрослыми (R – Relationship-based). (Прим. перев.)
5
Stanley Greenspan & Serena Wieder, Engaging Autism: Using the Floortime Approach to Help Children Relate, Communicate, and Think (Reading, MA: Perseus Press, 2006).
6
Stanley Greenspan & Serena Wieder, The Child with Special Needs (Reading, MA: Perseus Press, 1998), 14.
7
В России эрготерапия известна больше как трудотерапия или социальная адаптация, название «эрготерапия» практически не используется. (Прим. науч. ред.)
8
Lucy Jane Miller, Sensational Kids: Hope and Help for Children with Sensory Processing Disorder (New York: Penguin Books, 2007). Также см. “STAR Institute for Sensory Processing Disorder”, The STAR Institute, https://www.spdstar.org.
9
Mary Lea Johanning, “Premack Principle”, Encyclopedia of School Psychology (Thousand Oaks, CA: SAGE Publications, 2005), 395.
10
“National Parent Survey Overview and Key Insights”, ZERO TO THREE, https://www.zerotothree.org/resources/1424-national-parent survey-overview-and-key-insights.
11
Поуп А. Опыт о критике // А. Поуп. Поэмы. – М.: Художественная литература, 1988. (Прим. перев.)
12
Rasheed Malik, “New Data Reveal 250 Preschoolers Are Suspended or Expelled Every Day”, Center for American Progress, 06/11/2017, https://www.americanprogress.org/issues/early-childhood/news/2017/11/06/442280/new-data-reveal-250-preschoolers-suspended-expelled-every-day/. Также см. “The National Survey of Children’s Health”, Data Resource for Child and Adolescent Health, http://childhealthdata.org/learn/NSCH
13
Greenspan & Wieder, Child with Special Needs, 11.
14
Connie Lillas & Janiece Turnbull, Infant/Child Mental Health, Early Intervention, and Relationship-Based Therapies: A Neurorelational Framework for Interdisciplinary Practice (New York: W. W. Norton, 2009), 32.
15
Greenspan & Wieder, Child with Special Needs, 11.
16
Greenspan & Wieder, Child with Special Needs.
17
“What is Precision Medicine?”, Genetics Home Reference, U.S. National Library of Medicine, https://ghr.nlm.nih.gov/primer/precisionmedicine/definition
18
“National Parent Survey Overview and Key Insights”, ZERO TO THREE.
19
“National Parent Survey Overview and Key Insights”, ZERO TO THREE.
20
“Toddlers and Self-Control: A Survival Guide for Parents”, ZERO TO THREE, https://www.zerotothree.org/resources/1603-toddlers-and-self-control-a-survival-guide-for-parents. Также см. Amanda R. Tarullo et al., “Self-Control and the Developing Brain”, ZERO TO THREE 29, no. 3 (2009): 31–37.
21
“Toddlers and Self-Control”, ZERO TO THREE.
22
Greenspan & Wieder, Child with Special Needs, 70.
23
Lillas & Turnbull, Infant/Child Mental Health, 72. Также см. The American Heritage Idioms Dictionary, “Behavior”, http://www.dictionary.com/browse/behavior?s=t.
24
Метафора айсберга часто используется писателями и психологами. Психотерапевт Вирджиния Сатир, например, использовала аналогию с айсбергом, чтобы помочь пациентам лучше понять их копинговые механизмы и внутреннюю мотивацию в рамках семейной терапии.
25
Sandra L. Bloom, “Creating Sanctuary in the School”, Journal for a Just and Caring Education 1, no. 4 (October 1995): 403–433.
26
Mona Delahooke, Social and Emotional Development in Early Intervention: A Skills Guide for Working with Children (Eau Claire, WI: PESI Publishing & Media, 2017), 3.
27
Stephen W. Porges, The Polyvagal Theory: Neurophysiological Foundations of Emotions, Attachment, Communication, and Self-Regulation (New York: W. W. Norton, 2011; перевод на рус. яз. см. Порджес, С. Поливагальная теория. Нейрофизиологические основы эмоций, привязанностей, общения и саморегуляции. – Киев: МультиМетод, 2020). Также см. Stephen W. Porges, “Articles and Interviews”, http://stephenporges.com/index.php/articles-and-interviews.
28
Stephen W. Porges, “The Polyvagal Theory: New Insights into Adaptive Reactions of the Autonomic Nervous System”, Cleveland Clinic Journal of Medicine 76, no. 2 (April 2009): S86–S90.
29
Porges, The Pocket Guide, xv.
30
Porges, xv.
31
Stephen W. Porges, “Human Nature and Early Experience”, YouTube Video, 46:38, 24/10/2014, https://www.youtube.com/watch?v=SRTkkYjQ_HU&t=1236s.
32
Porges, “Human Nature and Early Experience”, 46:38.
33
Подробнее о задержке в формировании навыков как первопричине проблемного поведения см. Ross Greene, The Explosive Child (New York: HarperCollins, 1998; перевод на рус. яз. см. Грин, Р. Взрывной ребенок. – М.: Теревинф, 2020).
34
Stephen W. Porges, “Neuroception: A Subconscious System for Detecting Threats and Safety”, ZERO TO THREE 24, no. 5 (2004).
35
Porges, “Neuroception”, 19–24.
36
Porges, Polyvagal Theory: Neurophysiological Foundations, 24.
37
Porges, The Pocket Guide, 6.
38
Porges, “Neuroception”, 19–24.
39
Bruce Perry & Maia Szalavitz, The Boy Who Was Raised as a Dog: And Other Stories From a Child Psychiatrist’s Notebook, 347 (New York: Basic Books, 2017).
40
Daniel J. Siegel & Tina Payne Bryson, The Whole Brain Child, 14 (New York: Random House, 2011; перевод на рус. яз. см. Сигел, Д., Брайсон, Т. Воспитание с умом. – М.: Эксмо, 2014).
41
Diagnostic and Statistical Manual of Mental Disorders, 3-е изд. (Washington, DC: American Psychiatric Association, 1980). В настоящее время доступно пятое издание (DSM-5; Arlington, VA: American Psychiatric Association, 2013). Все цитаты в книге приведены по изд. 2013 г.
42
“NIMH Funding to Shift Away from DSM Categories”, American Psychological Association, http://www.apa.org/monitor/2013/07–08/nimh.aspx.
43
“Research Domain Criteria (RDoC)”, National Institute of Mental Health, https://www.nimh.nih.gov/research-priorities/rdoc/index.shtml. На сегодняшний день выделены пять исследовательских критериев доменов (RDoC): системы негативной валентности, системы позитивной валентности, когнитивные системы, системы социальных процессов и активирующие/модулирующие системы. Каждая из этих систем содержит сложную матрицу областей, лежащих в основе различных аспектов человеческого поведения и функционирования. Соответственно я приняла решение не отождествлять детей, описанных в этой книге, с диагностическими ярлыками, за исключением случаев, когда это необходимо для понимания конкретного случая.
44
Porges, “Neuroception”, 19–24.
45
Daniel Goleman & Richard J. Davidson, Altered Traits: Science Reveals How Meditation Changes Your Mind, Brain, and Body, 140 (New York: Random House, 2017; перевод на рус. яз. см. Гоулман, Д., Дэвидсон, Р. Измененные черты характера. – М.: МИФ, 2018).
46
Siegel & Bryson, The Whole Brain Child, 37. (Перевод на рус. яз. см. Сигел, Д., Брайсон, Т. Воспитание с умом. – М.: Эксмо, 2014.)
47
Bryan Kolb et al., “Experience and the Developing Prefrontal Cortex”, Supplement, Proceedings of the National Academy of Sciences of the United States of America 109, no: S2 (2012): 17186–17193.
48
“Parent Survey Reveals Expectation Gap for Parents of Young Children”, ZERO TO THREE, https://www.zerotothree.org/resources/1612-parent-survey-reveals-expectation-gap-for-parents-of-young-children.
49
“Executive Function & Self-Regulation”, Center on the Developing Child, Harvard University, https://developingchild.harvard.edu/science/key-concepts/executive-function/.
50
Lillas & Turnbull, Infant/Child Mental Health, 42.
51
Siegel & Bryson, The Whole Brain Child, 39. (Перевод на рус. яз. см. Сигел, Д., Брайсон, Т. Воспитание с умом. – М.: Эксмо, 2014.)
52
Goleman & Davidson, Altered Traits, 140–141. (Перевод на рус. яз. см. Гоулман, Д., Дэвидсон, Р. Измененные черты характера. – М.: МИФ, 2018.)
53
Elizabeth B. Torres & Caroline Whyatt, ред., Autism: The Movement-Sensing Perspective (Boca Raton, FL: CRC Press, 2018), 178.
54
Porges & Dana, Clinical Applications of the Polyvagal Theory, 67.
55
Стенли Гринспен (Stanley Greenspan) и Серена Уидер (Serena Wieder) описывают социально-эмоциональное развитие в следующих книгах: Greenspan, First Feelings: Milestones in the Emotional Development of Your Baby and Child (New York: Viking Penguin, 1985); Greenspan, Infancy and Early Childhood: The Practice of Clinical Assessment and Intervention with Emotional and Developmental Challenges (Madison, CT: International Universities Press, 1992); Greenspan & Wieder, Infant and Early Childhood Mental Health: A Comprehensive Developmental Approach to Assessment and Intervention (Washington, DC: American Psychiatric Publishing, 2006).
56
Robert R. Greene & Nancy P. Kropf, Caregiving and Care Sharing: A Life Course Perspective (Washington, DC: NASW Press, 2014).
57
Greenspan & Wieder, Engaging Autism, 386. (Перевод на рус. яз. см. Гринспен, С., Уидер, С. На ты с аутизмом. – М.: Теревинф, 2017.)
58
Д-р Серена Уилдер (личное общение на конференции Всемирной ассоциации психического здоровья детей от 0 до 3 в Риме; май 2018).
59
Greenspan & Wieder, Child with Special Needs, 70.
60
Многие педагоги, например, используют следующую цветовую систему: Leah M. Kuypers, The Zones of Regulation: A Curriculum Designed to Foster Self-Regulation and Emotional Control (San Jose, CA: Think Social Publishing, 2011). Нейропсихолог Рик Хансон в своей книге «Жизнь в стиле Fun» (СПб.: Питер, 2019) описывает «адаптивный» режим как зеленый, а «реактивный» – как красный.
61
Lillas & Turnbull, Infant/Child Mental Health.
62
Porges, The Pocket Guide, 5–6.
63
Porges, 5–6.
64
Porges, 5–6.
65
Deb Dana, The Polyvagal Theory in Therapy: Engaging the Rhythm of Regulation (New York: Norton & Company, 2018), 9.
66
Porges, Polyvagal Theory: Neurophysiological Foundations, 160–162.
67
Porges, 158.
68
Lillas & Turnbull, Infant/Child Mental Health, 46.
69
Nadine Burke Harris, The Deepest Well: Healing the Long-Term Effects of Childhood Adversity (New York: Houghton Mifflin Harcourt, 2018), 54.
70
Porges & Dana, Clinical Applications of the Polyvagal Theory, 67.
71
Greenspan & Wieder, Child with Special Needs, 22.
72
Lillas & Turnbull, Infant/Child Mental Health, 42.
73
Siegel & Bryson, The Whole Brain Child, 27. (Перевод на рус. яз. см. Сигел, Д., Брайсон, Т. Воспитание с умом. – М.: Эксмо, 2014).
74
“PANDAS Questions and Answers”, U.S. Department of Health and Human Services, National Institute of Mental Health, https://www.nimh.nih.gov/health/publications/pandas/index.shtml.
75
Jennifer Brout & Lucy Jane Miller, “DSM-5 Application for Sensory Processing Disorder Appendix A (Part 1)”, ResearchGate, 12/2015, https://www.researchgate.net/publication/285591455_DSM-5_Application_for_Sensory_Processing_Disorder_Appendix_A_part_1.
76
Stanley Greenspan, The Growth of the Mind: And the Endangered Origins of Intelligence (Reading, MA: Perseus Books, 1997), 21.
77
Stanley Greenspan & Serena Wieder, ред., Diagnostic Manual for Infancy and Early Childhood: Mental Health, Developmental, Regulatory-Sensory Processing, Language and Learning Disorders (Bethesda, MD: Interdisciplinary Council on Developmental and Learning Disorders, 2005), 7.
78
Alice S. Carter, Ayelet Ben-Sasson, Margaret J. Briggs-Gowan, “Sensory Over-Responsivity, Psychopathology, and Family Impairment in School-Aged Children”, Journal of the American Academy of Child and Adolescent Psychiatry 50, no. 12 (2011): 1210–1219.
79
Miller, Sensational Kids, 4–5.
80
Doreit Bialer & Lucy Jane Miller, No Longer a Secret: Unique Common Sense Strategies for Children with Sensory or Motor Challenges (Arlington, TX: Future Horizons Press, 2011), 20.
81
Bialer & Miller, No Longer a Secret, 21.
82
Подробную информацию о нарушениях сенсорного восприятия см. https://www.spdstar.org.
83
Dawn Huebner & Bonnie Matthews, What to Do When You Worry Too Much: A Kid’s Guide to Overcoming Anxiety (Washington, DC: Magination Press, 2006).
84
Delahooke, Social and Emotional Development, 3.
85
Соображения, изложенные в этой главе, отражают применение поливагальной теории Порджеса и понятия нейроцепции как руководящего принципа в оказании помощи детям с устойчивым поведенческими проблемами.
86
Porges, “Neuroception”.
87
Louis Cozolino, The Social Neuroscience of Education: Optimizing Attachment and Learning in the Classroom (New York: W. W. Norton, 2013), xxi.
88
Porges, The Pocket Guide, 51.
89
Porges, 45.
90
Porges, 45.
91
Porges, “Neuroception”.
92
Porges, “Neuroception”, 19–24.
93
Porges, Polyvagal Theory: Neurophysiological Foundations, 15 (перевод на рус. яз. см. Порджес, С. Поливагальная теория. Нейрофизиологические основы эмоций, привязанностей, общения и саморегуляции. – Киев: МультиМетод, 2020).
94
Porges & Dana, Clinical Applications of the Polyvagal Theory, 61.
95
“Resilience”, Center on the Developing Child, Harvard University, https://developingchild.harvard.edu/science/key-concepts/resilience/.
96
Hans Selye, “A Syndrome Produced by Diverse Nocuous Agents”, Nature 138, no. 3479 (1936): 32.
97
Bruce S. McEwen & Peter J. Gianaros, “Central Role of the Brain in Stress and Adaptation: Links to Socioeconomic Status, Health, and Disease”, Annals of the New York Academy of Sciences 1186, no. 1 (2010): 2.
98
“Resilience”, Center on the Developing Child.
99
Bruce S. McEwen, “Stressed or Stressed Out: What is the Difference?”, Journal of Psychiatry and Neuroscience 30, no. 5 (2005): 315.
100
McEwen & Gianaros, “Central Role of the Brain”.
101
Копинг-стратегии – стратегии, которые использует человек, чтобы адаптироваться и справиться со стрессом. (Прим. науч. ред.)
102
“Resilience”, Center on the Developing Child.
103
Выготский Л. Умственное развитие детей в процессе обучения. – М.; Л., 1935. (Прим. перев.)
104
Lillas & Turnbull, Infant/Child Mental Health, 178.
105
Lillas & Turnbull, 178.
106
McEwen, “Stressed or Stressed Out”, 315.
107
Porges, The Pocket Guide, 44.
108
Jon Kabat-Zinn, Full Catastrophe Living: Using the Wisdom of Your Body and Mind to Face Stress, Pain, and Illness (New York: Random House, 1990, 2; перевод на рус. яз. см. Кабат-Зинн, Дж. Самоучитель по исцелению. – Минск: Попурри, 2002).
109
Suzannah J. Ferraioli & Sandra L. Harris, “Comparative Effects of Mindfulness and Skills-Based Parent Training Programs for Parents of Children with Autism: Feasibility and Preliminary Outcome Data”, Mindfulness 4, no. 2 (2013): 89–101; Elissa Epel et al., “Can Meditation Slow Rate of Cellular Aging? Cognitive Stress, Mindfulness, and Telomeres”, Annals of the New York Academy of Sciences: Longevity, Regeneration, and Optimal Health 1172, no. 1 (2009): 34–53; Manika Petcharat & Patricia R. Liehr, “Mindfulness Training for Parents of Children with Special Needs: Guidance for Nurses in Mental Health Practice”, Journal of Child and Adolescent Psychiatric Nursing 30, no. 1 (2017): 35–46.
110
Kristin Neff, Self-Compassion: The Proven Power of Being Kind to Yourself (New York: HarperCollins, 2011), 41.
111
Kristin D. Neff & Daniel J. Faso, “Self-Compassion and Well-Being in Parents of Children with Autism”, Mindfulness 6, no. 4 (2015): 938–947. Также см. Kristin D. Neff, “The Self-Compassion Scale is a Valid and Theoretically Coherent Measure of Self-Compassion”, Mindfulness 7, no. 1 (2016): 264–274.
112
Kristin Neff & Christopher Germer, The Mindful Self-Compassion Workbook (New York: Guilford Press, 2018).
113
Porges, The Pocket Guide, 45.
114
Jeree H. Paul & Maria St. John, How You Are Is as Important as What You Do (Washington, DC: ZERO TO THREE: National Center for Infants, Toddlers, and Families, 1998).
115
Следующие шесть шагов сформулированы на основе социально-эмоциональных процессов Гринспена и Уидер (Greenspan & Wieder, 1998, 2006).
116
Stuart Shanker, Self-Reg: How to Help Your Child (and You) Break the Stress Cycle and Successfully Engage with Life (New York: Penguin Books, 2016).
117
Erika M. Waller & Amanda J. Rose, “Brief Report: Adolescents’ Co-Rumination with Mothers, Co-Rumination with Friends, and Internalizing Symptoms”, Journal of Adolescence 36, no. 2 (2013): 429–433.
118
Porges, The Pocket Guide, 51.
119
В английском языке четыре этапа поддержки образуют акроним IDEA: Inquire – Determine – Examine – Address. (Прим. перев.)
120
“Brain Architecture», Center on the Developing Child, Harvard University, https://developingchild.harvard.edu/science/key-concepts/brain-architecture/. Также см. Bruce D. Perry, «Maltreatment and the Developing Child: How Early Childhood Experience Shapes Child and Culture» (вступительная лекция, The Margaret McCain Lecture Series, Centre for Children & Families in the Justice System, London, ON, 23/09/2004), https://childtrauma.org/wp-content/uploads/2013/11/McCainLecture_Perry.pdf.
121
Els van der Helm & Matthew P. Walker, «Overnight Therapy? The Role of Sleep in Emotional Brain Processing», Psychological Bulletin 135, no. 5 (2009): 731–748. Также см. Christina O. Carlisi et al., «Sleep-Amount Differentially Affects Fear-Processing Neural Circuitry in Pediatric Anxiety: A Preliminary fMRI Investigation», Cognitive, Affective, & Behavioral Neuroscience 17, no. 6 (2017): 1098–1113.
122
Peir H. Koulivand, Maryam Khaleghi Ghadiri, & Ali Gorji, «Lavender and the Nervous System», Evidence-Based Complementary and Alternative Medicine, no. 2013 (2013): 681304.
123
Greenspan, Growth of the Mind, 21.
124
Stephen W. Porges, Associate Manual Safe and Sound Protocol (Aurora, CO: Integrated Listening Systems, 2018).
125
Stephen W. Porges et al., «Reducing Auditory Hypersensitivities in Autistic Spectrum Disorder: Preliminary Findings Evaluating the Listening Project Protocol», Frontiers in Pediatrics 2, no. 80 (2014): 1–10. Также см. Stephen W. Porges et al., «Respiratory Sinus Arrhythmia and Auditory Processing in Autism: Modifiable Deficits of an Integrated Social Engagement System?», International Journal of Psychophysiology 88, no. 3 (2013): 261–270.
126
Lillas & Turnbull, Infant/Child Mental Health, 178.
127
«Breathe», Sesame Street in Communities, https://sesamestreetincommunities.org/activities/breathe-bundle/.
128
Susan Kaiser Greenland, The Mindful Child (New York: Simon & Schuster, 2010).
129
Greenland, Mindful Child, 68.
130
Greenland, 69.
131
«The School Yoga Project», Little Flower Yoga, http://littlefloweryoga.com/programs/the-school-yoga-project.
132
Bessel van der Kolk, The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma (New York: Penguin Books, 2014), 159.
133
Porges, The Pocket Guide, 22.
134
Bridget E. Hatfield & Amanda P. Williford, “Cortisol Patterns for Young Children Displaying Disruptive Behavior: Links to a Teacher-Child, Relationship-Focused Intervention”, Prevention Science 18, no. 1 (2017): 40–49.
135
Serena Wieder, “PLAY: The Window into the Child’s Emotional Experiences”, Profectum Foundation, https://profectum.org/wp-content/uploads/2015/03/PLAY-HANDOUT.pdf.
136
Porges, The Pocket Guide, 22.
137
Greenspan and Wieder, Child with Special Needs, 256–257.
138
Wieder, “PLAY”.
139
Porges, The Pocket Guide, 22.
140
Greenspan and Wieder, Child with Special Needs, 206–220.
141
Greenspan and Wieder, 256–257.
142
Greenspan and Wieder, 206–220.
143
Greenspan and Wieder. See also Wieder, “PLAY”.
144
“What Is DIR and Why Is It Important?”, Profectum Foundation, https://profectum.org/about/dir/.
145
“Child-Parent Psychotherapy (CPP)”, California Evidence-Based Clearinghouse for Child Welfare, http://www.cebc4cw.org/program/child-parent-psychotherapy/detailed.
146
“The Mindsight Approach to Well-Being: A Comprehensive Course in Interpersonal Neurobiology”, Mindsight Institute, https://www.mindsightinstitute.com/comprehensive-course-in-ipnb.
147
“The NRF Manual”, Neurorelational Framework Global Communities, http://nrf-gc.org/nrf-manual/.
148
Siegel & Bryson, The Whole Brain Child, 27 (перевод на рус. яз. см. Сигел, Д., Брайсон, Т. Воспитание с умом. – М.: Эксмо, 2014).
149
“About the CPS Model”, Lives in the Balance, https://www.livesinthebalance.org/about-cps.
150
“What is Dialectical Behavior Therapy (DBT)?”, Behavioral Tech: A Linehan Institute Training Company, https://behavioraltech.org/resources/faqs/dialectical-behavior-therapy-dbt/.
151
Brené Brown, Daring Greatly (New York: Random House, 2012).
152
Dana, Polyvagal Theory in Therapy, 101.
153
Porges, The Pocket Guide, 204.
154
Greenspan & Wieder, Child with Special Needs, 11.
155
Virginia Chaidez, Robin L. Hansen, & Irva Hertz-Picciotto, “Gastrointestinal Problems in Children with Autism, Developmental Delays or Typical Development”, Journal of Autism and Developmental Disorders 44, no. 5 (2014): 1117–1127; Preeti A. Devnani & Anaita U. Hegde, “Autism and Sleep Disorders”, Journal of Pediatric Neurosciences 10, no. 4 (2015): 304–307; Francisca J. A. van Steensel & Emma J. Heeman, “Anxiety Levels in Children with Autism Spectrum Disorder: A Meta-Analysis”, Journal of Child and Family Studies 26, no. 7 (2017): 1753–1767.
156
Shulamite A. Green et al., “Neurobiology of Sensory Overresponsivity in Youth with Autism Spectrum Disorders”, JAMA Psychiatry 72, no. 8 (2015): 778–786. Также см. Ayelet Ben-Sasson et al., “Extreme Sensory Modulation Behaviors in Toddlers with Autism Spectrum Disorders”, The American Journal of Occupational Therapy 61, no. 5 (2007): 584–592.
157
Diagnostic and Statistical Manual, 50. Также см. Green et al., “Sensory Overresponsivity”.
158
Jack P. Shonkoff & Deborah A. Phillips, eds., From Neurons to Neighborhoods: The Science of Early Childhood Development (Washington, DC: National Academy Press, 2000).
159
Там же, 3.
160
“Resilience”, Center on the Developing Child.
161
Theresa Hamlin, Autism and the Stress Effect: A 4-Step Lifestyle Approach to Transform Your Child’s Health, Happiness and Vitality (London: Jessica Kingsley Publishers, 2016), 32.
162
Hamlin, Autism and the Stress Effect, 32.
163
Martha R. Leary & Anne M. Donnellan, Autism: Sensory-Movement Differences and Diversity (Cambridge, WI: Cambridge Book Review Press, 2012), 9.
164
Leary & Donnellan, Autism, 9.
165
Ido Kedar, Ido in Autismland (самизд., 2012), 46.
166
Kedar, 47.
167
Samuel McNerney, “A Brief Guide to Embodied Cognition: Why You Are Not Your Brain”, Scientific American, November 4, 2011, https://blogs.scientificamerican.com/guest-blog/a-brief-guide-to-embodied-cognition-why-you-are-not-your-brain/.
168
Greenspan & Wieder, Engaging Autism, 91.
169
Porges, The Pocket Guide, 219.
170
Torres & Whyatt, Autism, 3.
171
Torres & Whyatt, 3.
172
Anne M. Donnellan, David A. Hill, & Martha R. Leary, “Rethinking Autism: Implications of Sensory and Movement Differences for Understanding and Support”, Frontiers in Integrative Neuroscience 6, no. 124 (2013): 124.
173
Torres & Whyatt, Autism, 18.
174
Torres & Whyatt, 18.
175
Torres & Whyatt, 27.
176
“Neurologic Music Therapy (NMT)”, The Academy of Neurologic Music Therapy, https://nmtacademy.co/home/clinic/. Также см. Michael H. Thaut, “A Music Therapy Treatment Model for Autistic Children”, Music Therapy Perspectives 1, no. 4 (1984): 7–13.
177
Lonnie K. Zeltzer & Christina Blackett Schlank, Conquering Your Child’s Chronic Pain (New York: HarperCollins, 2005).
178
Mona Delahooke, “Disorderism: How to Make Sure People See Your Child and Not a Diagnosis”, Mona’s Blog, 21/06/2015, https://www.monadelahooke.com/disorderism-how-to-make-sure-people-see-your-child-and-not-a-diagnosis/.
179
Kedar, Ido in Autismland.
180
Naoki Higashida, The Reason I Jump (New York: Random House, 2013, 21; перевод на рус. яз. см. Хигасида, Н. Почему я прыгаю. – Екатеринбург: Рама Паблишинг, 2014.)
181
Leary & Donnellan, Sensory-Movement Differences, 9.
182
Leary & Donnellan, 9.
183
“Adverse Childhood Experiences”, Center for the Application of Prevention Technologies, Substance Abuse and Mental Health Services Administration, https://www.samhsa.gov/capt/practicing-effective-prevention/prevention-behavioral-health/adverse-childhood-experiences.
184
“National Center for Trauma-Informed Care and Alternatives to Seclusion and Restraint (NCTIC)”, Substance Abuse and Mental Health Services Administration, https://www.samhsa.gov/nctic/about.
185
Nadine Burke Harris, The Deepest Well: Healing the Long-Term Effects of Childhood Adversity (New York: Houghton Mifflin Harcourt, 2018).
186
Harris, The Deepest Well, 59.
187
David Bornstein, “Treating the Lifelong Harm of Childhood Trauma”, New York Times, 30/01/2018, https://www.nytimes.com/2018/01/30/opinion/treating-the-lifelong-harm-of-childhood-trauma.html.
188
Sandra L. Bloom & Brian Farragher, Restoring Sanctuary: A New Operating System for Trauma-Informed Systems of Care (New York: Oxford University Press, 2013), 46.
189
“In Brief: The Impact of Early Adversity on Children’s Development”, Center on the Developing Child, Harvard University, https://developingchild.harvard.edu/resources/inbrief-the-impact-of-early-adversity-on-childrens-development/.
190
Porges, The Pocket Guide, 20.
191
Libby Nelson & Dara Lind, “The School to Prison Pipeline, Explained”, Justice Policy Institute, 24/02/2015, http://www.justicepolicy.org/news/8775.
192
Nelson & Lind, “The School to Prison Pipeline”. Также см. Bloom and Farragher, Restoring Sanctuary.
193
Bloom & Farragher, Restoring Sanctuary, 5.
194
Porges, The Pocket Guide, 20.
195
Perry & Szalavitz, Boy Raised as a Dog, 328.
196
Perry & Szalavitz, 311.
197
Bloom & Farragher, Restoring Sanctuary. Также см. “The Sanctuary Model®”, SanctuaryWeb.com, Sandra L. Bloom, http://www.sanctuaryweb.com/Home.aspx.
198
Perry & Szalavitz, Boy Raised as a Dog, 316.
199
Perry & Szalavitz, 313.
200
Porges & Dana, Clinical Applications of the Polyvagal Theory, 73.
201
Ross Greene, The Explosive Child (New York: HarperCollins, 1998; перевод на рус. яз. см. Грин, Р. Взрывной ребенок. – М.: Теревинф, 2009).
202
Ross Greene, The Explosive Child, 19 (перевод на рус. яз. см. Грин, Р. Взрывной ребенок. – М.: Теревинф, 2009).
203
Perry & Szalavitz, Boy Raised as a Dog, 329.
204
Elyssa Barbash, “Different Types of Trauma: Small ‘t’ Versus Large ‘T’”, Psychology Today, 13/03/2017, https://www.psychologytoday.com/us/blog/trauma-and-hope/201703/different-types-trauma-small-t-versus-large-t.
205
Perry and Szalavitz, Boy Raised as a Dog, 325.
206
Porges, The Pocket Guide, 204.
207
Hamlin, Autism and Stress Effect, 64.
208
“Research Partners”, The Center for Discovery, https://thecenterfordiscovery.org/research-partners/.
209
“The Research Institute for Brain and Body Health”, The Center for Discovery, https://thecenterfordiscovery.org/brain-health-research-institute/.
210
“NIMH Funding to Shift Away from DSM Categories”, American Psychological Association.
211
Там же.
212
Sonia J. Lupien et al., “The DSM-5/RDoC Debate on the Future of Mental Health Research: Implication for Studies on Human Stress and Presentation of the Signature Bank”, Stress 20, no. 1 (2017): 96.
213
Cozolino, Social Neuroscience of Education, xxi.
214
Cozolino, xxi.
215
Hanson, Hardwiring Happiness, 20 (перевод на рус. яз. см. Хансон, Р. Жизнь в стиле Fun. – СПб.: Питер, 2019). Также см. Paul Rozin & Edward B. Royzman, “Negativity Bias, Negativity Dominance, and Contagion”, Personality and Social Psychology Review 5, no. 4 (2001): 296–320.
216
Hanson, Hardwiring Happiness, 20 (перевод на рус. яз. см. Хансон, Р. Жизнь в стиле Fun. – СПб.: Питер, 2019).
217
Hanson, 27 (перевод на рус. яз. см. Хансон, Р. Жизнь в стиле Fun. – СПб.: Питер, 2019).
218
Anna Dabrowska-Zimakowska & Ewa Pisula, “Parenting Stress and Coping Styles on Mothers and Fathers of Pre-School Children with Autism and Down Syndrome”, Journal of Intellectual Disability Research 54, no. 3 (2010): 266–280. Также см. Elisabeth M. Dykens et al., “Reducing Distress in Mothers of Children with Autism and Other Disabilities: A Randomized Trial”, Pediatrics 134, no. 2 (2014): e454–e463.
219
Hanson, Hardwiring Happiness, 15 (перевод на рус. яз. см. Хансон, Р. Жизнь в стиле Fun. – СПб.: Питер, 2019).
220
“National Parent Survey Overview and Key Insights”, ZERO TO THREE.
221
Hanson, Hardwiring Happiness, 4 (перевод на рус. яз. см. Хансон, Р. Жизнь в стиле Fun. – СПб.: Питер, 2019).
222
Hanson, 60 (перевод на рус. яз. см. Хансон, Р. Жизнь в стиле Fun. – СПб.: Питер, 2019).
223
В английском языке эти четыре шага объединены под общим названием HEAL: H – Have a positive experience, E – Enrich it, A – Absorb it, L–Link positive and negative material so that positive soothes and even replaces negative. (Прим. перев.)
224
Hanson, 52 (перевод на рус. яз. см. Хансон, Р. Жизнь в стиле Fun. – СПб.: Питер, 2019).
225
th Ark, “Cool Teachers Greet Students with Personalized Handshakes”, YouTube Video, 2:37, 10/02/2017, https://www.youtube.com/watch?v=V3dhHfhdTOE.
226
Hanson, Hardwiring Happiness, 61(перевод на рус. яз. см. Хансон, Р. Жизнь в стиле Fun. – СПб.: Питер, 2019).
227
Dean V. Buonomano & Michael Merzenich, “Cortical Plasticity: From Synapses to Maps”, Annual Review of Neuroscience 21, no. 1 (1998): 149–186.
228
Hanson, Hardwiring Happiness, 160 (перевод на рус. яз. см. Хансон, Р. Жизнь в стиле Fun. – СПб.: Питер, 2019).
229
Christian Keysers & Valeria Gazzola, “Hebbian Learning and Predictive Mirror Neurons for Actions, Sensations and Emotions”, Philosophical Transactions of the Royal Society B: Biological Sciences 369, no. 1644 (2014): 20130175.
230
Michael Yogman et al., “The Power of Play: A Pediatric Role in Enhancing Development in Young Children”, Pediatrics 142, no. 3 (2018): e20182058.
231
Alexander den Heijer (@purposologist), “When a flower doesn’t bloom, you fix the environment in which it grows, not the flower”, Twitter, 26/05/2015, https://twitter.com/purposologist/status/603134967841988608.