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References

We believe in the science behind what we teach and want to share it with you. From the thousands of peer-reviewed articles and scholarly books to the varied packaged curricula we have reviewed, we've pared down the list to some of the most relevant and have referenced them below. If we've missed something, if there is something specific you have a question about, or you would like to discuss further, please contact us.

Abdollahi, A., Ahmed, A.A.A., Suksatan, W. et al. Courage: A Potential Mediator of the Relationship Between Personality and Social Anxiety. Psychol Stud 67, 53–62 (2022). https://doi.org/10.1007/s12646-022-00641-2

 

Abramowitz, J. S. (2018). Getting Over OCD, Second Edition: A 10-Step Workbook for Taking Back Your Life (The Guilford Self-Help Workbook Series) (Second). The Guilford Press.

Abramowitz, J. S. (2021). The Family Guide to Getting Over OCD: Reclaim Your Life and Help Your Loved One. Guilford Publications.

Abramowitz, J. S., Deacon, B. J., & Whiteside, S. P. H. (2019). Exposure Therapy for Anxiety, Second Edition: Principles and Practice. Guilford Publications.

​Aldao A, Nolen-Hoeksema S, Schweizer S. Emotion-regulation strategies across psychopathology: A meta-analytic review. Clin Psychol Rev. 2010 Mar;30(2):217-37. doi: 10.1016/j.cpr.2009.11.004. Epub 2009 Nov 20. PMID: 20015584.

Alen, N. V., Shields, G. S., Nemer, A., D'Souza, I. A., Ohlgart, M. J., & Hostinar, C. E. (2022). A systematic review and meta-analysis of the association between parenting and child autonomic nervous system activity. Neuroscience and Biobehavioral Reviews, 139, Article 104734. https://doi.org/10.1016/j.neubiorev.2022.104734

​Almroth, M., László, K. D., Kosidou, K., & Galanti, M. R. (2021). Teacher: But Not Student Rating of the Pedagogic and Social Climate in School Predicts Adolescents’ Academic Aspirations. Child &Amp; Youth Care Forum, 50(5), 885–899. https://doi.org/10.1007/s10566-021-09601-9


Arsenio, W. F., & Lemerise, E. A. (2010). Emotions, Aggression, and Morality in Children: Bridging Development and Psychopathology (1st ed.). American Psychological Association.

Barlow, D. H. (2000). Unraveling the mysteries of anxiety and its disorders from the perspective of emotion theory. American Psychologist, 55(11), 1247–1263. https://doi.org/10.1037/0003-066x.55.11.1247

Barlow, D. H., Farchione, T. J., Sauer-Zavala, S., Latin, M. H., Ellard, K. K., Bullis, J. R., Bentley, K. H., Boettcher, H. T., & Cassiello-Robbins, C. (2017). Unified Protocol for Transdiagnostic Treatment of Emotional Disorders: Workbook (Treatments That Work) (2nd ed.). Oxford University Press.

Barnett, E. R., Jankowski, M. K., & Trepman, A. Z. (2019). State-wide implementation and clinical outcomes associated with evidence-based psychotherapies for traumatized youth. Psychological Trauma: Theory, Research, Practice, and Policy, 11(7), 775–783. https://doi.org/10.1037/tra0000444

Barrett, L. F., Lewis, M., & Haviland-Jones, J. M. (2018). Handbook of Emotions, Fourth Edition (Fourth). The Guilford Press.

Baumrind, D. (1989). Rearing competent children. In W. Damon (Ed.), Child development today and tomorrow(pp. 349–378). Jossey-Bass/Wiley.

Baumrind, D. (1991). Effective parenting during the early adolescent transition. In P. A. Cowan & E. M. Hetherington (Eds.), Family transitions (pp. 111–163). Lawrence Erlbaum Associates, Inc.

​Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. The Journal of Early Adolescence, 11(1), 56–95. https://doi.org/10.1177/0272431691111004

​Baumrind, D. (1992). Leading an examined life: The moral dimension of daily conduct. In W. M. Kurtines, M. Azmitia, & J. L. Gewirtz (Eds.), The role of values in psychology and human development (pp. 256–280). John Wiley & Sons.

​Baumrind, D. (1993). The average expectable environment is not good enough: A response to Scarr. Child Development, 64(5), 1299–1317. https://doi.org/10.2307/1131536

​​​​Baumrind, D. (2005). Patterns of parental authority and adolescent autonomy. In J. Smetana (Ed.), Changing boundaries of parental authority during adolescence (pp. 61–69). Jossey-Bass.

​Baumrind, D. (2012). Differentiating between confrontive and coercive kinds of parental power-assertive disciplinary practices. Human Development, 55(2), 35–51. https://doi.org/10.1159/000337962

Baumrind, D. (2013). Authoritative parenting revisited: History and current status. In R. E. Larzelere, A. S. Morris, & A. W. Harrist (Eds.), Authoritative parenting: Synthesizing nurturance and discipline for optimal child development(pp. 11–34). American Psychological Association. https://doi.org/10.1037/13948-002

Baumrind, D. (2013). Is a pejorative view of power assertion in the socialization process justified? Review of General Psychology, 17(4), 420–427. https://doi.org/10.1037/a0033480

Baumrind, D., Larzelere, R. E., & Owens, E. B. (2010). Effects of preschool parents' power assertive patterns and practices on adolescent development. Parenting: Science and Practice, 10(3), 157–201. https://doi.org/10.1080/15295190903290790

Beauvalet, J. C., Pilz, L. K., Hidalgo, M. P. L., & Elisabetsky, E. (2019). Is chronodisruption a vulnerability factor to stress? Behavioural Brain Research, 359, 333–341. https://doi.org/10.1016/j.bbr.2018.11.016

Bellet, B. W., Jones, P. J., & McNally, R. J. (2018). Trigger warning: Empirical evidence ahead. Journal of Behavior Therapy and Experimental Psychiatry, 61, 134–141. https://doi.org/10.1016/j.jbtep.2018.07.002

​Belsky J, de Haan M. Annual Research Review: Parenting and children's brain development: the end of the beginning. J Child Psychol Psychiatry. 2011 Apr;52(4):409-28. doi: 10.1111/j.1469-7610.2010.02281.x. PMID: 20626527.

Berwid, O. G., & Halperin, J. M. (2012). Emerging Support for a Role of Exercise in Attention-Deficit/Hyperactivity Disorder Intervention Planning. Current Psychiatry Reports, 14(5), 543–551. https://doi.org/10.1007/s11920-012-0297-4

Born, S. L., & Fenster, K. A. D. (2022). A case application of Adlerian play therapy with teachers to combat burnout and foster resilience. International Journal of Play Therapy, 31(1), 46–55. https://doi.org/10.1037/pla0000159

Boswell, J. F., Anderson, L. M., & Barlow, D. H. (2014). An idiographic analysis of change processes in the unified transdiagnostic treatment of depression. Journal of Consulting and Clinical Psychology, 82(6), 1060–1071. https://doi.org/10.1037/a0037403

​Buhle JT, Silvers JA, Wager TD, Lopez R, Onyemekwu C, Kober H, Weber J, Ochsner KN. Cognitive reappraisal of emotion: a meta-analysis of human neuroimaging studies. Cereb Cortex. 2014 Nov;24(11):2981-90. doi: 10.1093/cercor/bht154. Epub 2013 Jun 13. PMID: 23765157; PMCID: PMC4193464.


Burić, I., Kim, L. E., & Hodis, F. (2021). Emotional labor profiles among teachers: Associations with positive affective, motivational, and well-being factors. Journal of Educational Psychology, 113(6), 1227–1243. https://doi.org/10.1037/edu0000654

 

Broidy, L. M., Nagin, D. S., Tremblay, R. E., Bates, J. E., Brame, B., Dodge, K. A., Fergusson, D., Horwood, J. L., Loeber, R., Laird, R., Lynam, D. R., Moffitt, T. E., Pettit, G. S., & Vitaro, F. (2003). Developmental trajectories of childhood disruptive behaviors and adolescent delinquency: A six-site, cross-national study. Developmental Psychology, 39(2), 222–245. https://doi.org/10.1037/0012-1649.39.2.222

Brown, B. (2006). Shame Resilience Theory: A Grounded Theory Study on Women and Shame. Families in Society: The Journal of Contemporary Social Services, 87(1), 43–52. https://doi.org/10.1606/1044-3894.3483

Brown, K. M., Ram, N., & Lunkenheimer, E. (2022). The influence of children’s effortful control on parent–child behavioral synchrony. Journal of Family Psychology, 36(6), 907–918. https://doi.org/10.1037/fam0001010

Brown, R., Lau, H., & LeDoux, J. E. (2019). Understanding the Higher-Order Approach to Consciousness. Trends in Cognitive Sciences, 23(9), 754–768. https://doi.org/10.1016/j.tics.2019.06.009

Buhle, J. T., Silvers, J. A., Wager, T. D., Lopez, R., Onyemekwu, C., Kober, H., Weber, J., & Ochsner, K. N. (2014). Cognitive reappraisal of emotion: A meta-analysis of human neuroimaging studies. Cerebral Cortex, 24(11), 2981–2990. https://doi.org/10.1093/cercor/bht154

Burić, I., Kim, L. E., & Hodis, F. (2021). Emotional labor profiles among teachers: Associations with positive affective, motivational, and well-being factors. Journal of Educational Psychology, 113(6), 1227–1243. https://doi.org/10.1037/edu0000654

Cage, E., & Troxell-Whitman, Z. (2019). Understanding the Reasons, Contexts and Costs of Camouflaging for Autistic Adults. Journal of Autism and Developmental Disorders, 49(5), 1899–1911. https://doi.org/10.1007/s10803-018-03878-x

​Canli T, Lesch KP. Long story short: the serotonin transporter in emotion regulation and social cognition. Nat Neurosci. 2007 Sep;10(9):1103-9. doi: 10.1038/nn1964. PMID: 17726476.

Caplin, A., Chen, F., Beauchamp, M., & Puterman, E. (2021). The effects of exercise intensity on the cortisol response to a subsequent acute psychosocial stressor. Psychoneuroendocrinology, 131, 105336. https://doi.org/10.1016/j.psyneuen.2021.105336

Cardona, N. D., Madigan, R. J., & Sauer-Zavala, S. (2022). How minority stress becomes traumatic invalidation: An emotion-focused conceptualization of minority stress in sexual and gender minority people. Clinical Psychology: Science and Practice, 29(2), 185–195. https://doi.org/10.1037/cps0000054

Carl, E., Stein, A. T., Levihn-Coon, A., Pogue, J. R., Rothbaum, B., Emmelkamp, P., Asmundson, G. J., Carlbring, P., & Powers, M. B. (2019). Virtual reality exposure therapy for anxiety and related disorders: A meta-analysis of randomized controlled trials. Journal of Anxiety Disorders, 61, 27–36. https://doi.org/10.1016/j.janxdis.2018.08.003


Carone, N., Gartrell, N. K., Rothblum, E. D., Koh, A. S., & Bos, H. M. W. (2022). Helicopter parenting, emotional avoidant coping, mental health, and homophobic stigmatization among emerging adult offspring of lesbian parents. Journal of Family Psychology, 36(7), 1205–1215. https://doi.org/10.1037/fam0001020

 

Carpenter, T., Stebbins, O., Fraga, K., & Erickson, T. M. (2022). Shame-Proneness Uniquely Predicts Social Evaluative Symptoms: Considering the Sociometer Theory of Shame. Journal of Social and Clinical Psychology, 41(3), 238–263. https://doi.org/10.1521/jscp.2022.41.3.238

Cassidy, S. A., Gould, K., Townsend, E., Pelton, M., Robertson, A. E., & Rodgers, J. (2019). Is Camouflaging Autistic Traits Associated with Suicidal Thoughts and Behaviours? Expanding the Interpersonal Psychological Theory of Suicide in an Undergraduate Student Sample. Journal of Autism and Developmental Disorders, 50(10), 3638–3648. https://doi.org/10.1007/s10803-019-04323-3

Cassidy, S., Bradley, L., Shaw, R., & Baron-Cohen, S. (2018). Risk markers for suicidality in autistic adults. Molecular Autism, 9(1). https://doi.org/10.1186/s13229-018-0226-4

Celeghin, A., Diano, M., Bagnis, A., Viola, M., & Tamietto, M. (2017). Basic Emotions in Human Neuroscience: Neuroimaging and Beyond. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.01432

Cenkner, D. P., Burgess, H. J., Huizenga, B., Duval, E. R., Kim, H. M., Phan, K. L., Liberzon, I., Klumpp, H., Abelson, J., Horwitz, A., Mooney, A., Raglan, G. B., & Zalta, A. K. (2022). Morning light treatment for traumatic stress: The role of amygdala reactivity study protocol. PLOS ONE, 17(6), e0269502. https://doi.org/10.1371/journal.pone.0269502

Chapman, R., & Bovell, V. (2022). Neurodiversity, Advocacy, Anti-Therapy. In Handbook of Autism and Pervasive Developmental Disorder. Sturmey, P. & Matson, J. Springer.

​Charney DS. Psychobiological mechanisms of resilience and vulnerability: implications for successful adaptation to extreme stress. Am J Psychiatry. 2004 Feb;161(2):195-216. doi: 10.1176/appi.ajp.161.2.195. PMID: 14754765.

Cho, S. B., Su, J., Kuo, S. I. C., Bucholz, K. K., Chan, G., Edenberg, H. J., McCutcheon, V. V., Schuckit, M. A., Kramer, J. R., & Dick, D. M. (2019). Positive and negative reinforcement are differentially associated with alcohol consumption as a function of alcohol dependence. Psychology of Addictive Behaviors, 33(1), 58–68. https://doi.org/10.1037/adb0000436

​Cicchetti D. Resilience under conditions of extreme stress: a multilevel perspective. World Psychiatry. 2010 Oct;9(3):145-54. doi: 10.1002/j.2051-5545.2010.tb00297.x. PMID: 20975856; PMCID: PMC2948722.

Cieslik, E. C., Mueller, V. I., Eickhoff, C. R., Langner, R., & Eickhoff, S. B. (2015). Three key regions for supervisory attentional control: Evidence from neuroimaging meta-analyses. Neuroscience and Biobehavioral Reviews, 48, 22–34. https://doi.org/10.1016/j.neubiorev.2014.11.003

Cioffi, C. C., Leve, L. D., Natsuaki, M. N., Shaw, D. S., Reiss, D., & Neiderhiser, J. M. (2019). Does maternal warmth moderate longitudinal associations between infant attention control and children’s inhibitory control? Infant and Child Development, 29(1). https://doi.org/10.1002/icd.2147

Cohen, N., Henik, A., & Moyal, N. (2012). Executive control attenuates emotional effects-For high reappraisers only?Emotion, 12(5), 970–979. https://doi.org/10.1037/a0026890

Cohen, N., Mor, N., & Henik, A. (2015). Linking Executive Control and Emotional Response: A Training Procedure to Reduce Rumination. Clinical Psychological Science, 3(1), 15–25. https://doi.org/10.1177/2167702614530114

Comer, J. S., Furr, J. M., Miguel, E. M., Cooper-Vince, C. E., Carpenter, A. L., Elkins, R. M., Kerns, C. E., Cornacchio, D., Chou, T., Coxe, S., DeSerisy, M., Sanchez, A. L., Golik, A., Martin, J., Myers, K. M., & Chase, R. (2017). Remotely delivering real-time parent training to the home: An initial randomized trial of Internet-delivered parent–child interaction therapy (I-PCIT). Journal of Consulting and Clinical Psychology, 85(9), 909–917. https://doi.org/10.1037/ccp0000230

Craske, M. G. (2022). The future of CBT and evidence‐based psychotherapies is promising. World Psychiatry, 21(3), 417–419. https://doi.org/10.1002/wps.21002

Craske, M. G., & Barlow, D. H. (2022). Mastery of Your Anxiety and Panic: Therapist Guide (Treatments That Work) (5th ed.). Oxford University Press.

Cunningham, A. E., Perry, K. E., Stanovich, K. E., & Stanovich, P. J. (2004). Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy. Annals of Dyslexia, 54(1), 139–167. https://doi.org/10.1007/s11881-004-0007-y

Dan-Glauser, E. S., & Gross, J. J. (2011). The temporal dynamics of two response-focused forms of emotion regulation: Experiential, expressive, and autonomic consequences. Psychophysiology, 48(9), 1309–1322. https://doi.org/10.1111/j.1469-8986.2011.01191.x

de Jong, R., Lommen, M. J., Timmerman, M. E., van Hout, W. J., Kuijpers, R. C., de Jong, P. J., & Nauta, M. H. (2021). Treating Speech Anxiety in Youth: A Randomized Controlled Microtrial Testing the Efficacy of Exposure Only Versus Exposure Combined With Anxiety Management Strategies. Behavior Therapy, 52(6), 1377–1394. https://doi.org/10.1016/j.beth.2021.03.010

De Nys, L., Anderson, K., Ofosu, E. F., Ryde, G. C., Connelly, J., & Whittaker, A. C. (2022). The effects of physical activity on cortisol and sleep: A systematic review and meta-analysis. Psychoneuroendocrinology, 143, 105843. https://doi.org/10.1016/j.psyneuen.2022.105843

De Young, K. P., Bottera, A. R., & Kambanis, P. E. (2022). Sleep/waketime preference and delayed diurnal eating rhythms are associated through light exposure timing and modified by sleep efficiency. Appetite, 170, 105904. https://doi.org/10.1016/j.appet.2021.105904

Dishion, T. J., & Andrews, D. W. (1995). Preventing escalation in problem behaviors with high-risk young adolescents: Immediate and 1-year outcomes. Journal of Consulting and Clinical Psychology, 63(4), 538–548. https://doi.org/10.1037/0022-006x.63.4.538

Dodge, K. A. (1990). Nature versus nurture in child conduct disorder: It is time to ask a different question. Developmental Psychology, 26(5), 698–701. https://doi.org/10.1037/0012-1649.26.5.698

Dodge, K. A., & Pettit, G. S. (2003). A biopsychosocial model of the development of chronic conduct problems in adolescence. Developmental Psychology, 39(2), 349–371. https://doi.org/10.1037/0012-1649.39.2.349

Dörfel, D., Lamke, J.-P., Hummel, F., Wagner, U., Erk, S., & Walter, H. (2014). Common and differential neural networks of emotion regulation by Detachment, Reinterpretation, Distraction, and Expressive Suppression: A comparative fMRI investigation. NeuroImage, 101, 298–309. https://doi.org/10.1016/j.neuroimage.2014.06.051

Driscoll, D., Tranel, D., & Anderson, S. W. (2009). The effects of voluntary regulation of positive and negative emotion on psychophysiological responsiveness. International Journal of Psychophysiology, 72(1), 61–66. https://doi.org/10.1016/j.ijpsycho.2008.03.012

Drubina, B., Kökönyei, G., & Reinhardt, M. (2021). Associations between non-suicidal self-injury and negative romantic relationship life events in male justice-involved adolescents. BMC Psychiatry, 21(1). https://doi.org/10.1186/s12888-021-03408-7

Dunn, B. D., Billotti, D., Murphy, V., & Dalgleish, T. (2009). The consequences of effortful emotion regulation when processing distressing material: A comparison of suppression and acceptance. Behaviour Research and Therapy, 47(9), 761–773. https://doi.org/10.1016/j.brat.2009.05.007

Dunn VJ, Abbott RA, Croudace TJ, Wilkinson P, Jones PB, Herbert J, Goodyer IM. Profiles of family-focused adverse experiences through childhood and early adolescence: the ROOTS project a community investigation of adolescent mental health. BMC Psychiatry. 2011 Jul 7;11:109. doi: 10.1186/1471-244X-11-109. PMID: 21736727; PMCID: PMC3199756.

Dyadic Parent-Child Interaction Coding System for Traumatized Children: Abbreviated Guide for Clinicians (DPICS-TC). (n.d.). In Incredible Years. UC Davis PCIT Training Center, CAARE Center. Retrieved December 13, 2022, from https://incredibleyears.com/download/research/dpics-manual.pdf

East, P., Lozoff, B., Blanco, E., Delker, E., Delva, J., Encina, P., & Gahagan, S. (2017). Infant iron deficiency, child affect, and maternal unresponsiveness: Testing the long-term effects of functional isolation. Developmental Psychology, 53(12), 2233–2244. https://doi.org/10.1037/dev0000385

Ehrenreich-May, J., Kennedy, S. M., Sherman, J. A., Bilek, E. L., Buzzella, B. A., Bennett, S. M., & Barlow, D. H. (2018). Unified Protocols for Transdiagnostic Treatment of Emotional Disorders in Children and Adolescents: Therapist Guide (Programs That Work) (1st ed.). Oxford University Press.

Eich, J. (2015). Dialectical Behavior Therapy Skills Training with Adolescents: A Practical Workbook for Therapists, Teens & Parents (Illustrated). PESI Publishing & Media.

Elliott, J. E., McBride, A. A., Balba, N. M., Thomas, S. V., Pattinson, C. L., Morasco, B. J., Wilkerson, A., Gill, J. M., & Lim, M. M. (2022). Feasibility and preliminary efficacy for morning bright light therapy to improve sleep and plasma biomarkers in US Veterans with TBI. A prospective, open-label, single-arm trial. PLOS ONE, 17(4), e0262955. https://doi.org/10.1371/journal.pone.0262955

Ellis, J. G., Perlis, M. L., & Posner, D. (2021). Insomnia. Handbook of Cognitive Behavioral Therapy: Applications (Vol. 2)., 291–329. https://doi.org/10.1037/0000219-009

El-Sheikh, M., Tu, K. M., Erath, S. A., & Buckhalt, J. A. (2014). Family stress and adolescents’ cognitive functioning: Sleep as a protective factor. Journal of Family Psychology, 28(6), 887–896. https://doi.org/10.1037/fam0000031

Eyberg, S.M. & Funderburk, B.W. (2011). Parent-Child Interaction Therapy Protocol. PCIT International, Inc.

Eyberg, Sheila & Nelson, Melanie & Duke, Maura & Boggs, Stephen. (2005). Manual for the Dyadic Parent-Child Interaction Coding System.

Eyberg, S. M., Nelson, M. M., Duke, M., & Boggs, S. R. (2005). Manual for the Dyadic Parent-Child Interaction Coding System (3rd Draft 3.07 (April 2009)) [Digital]. https://www.researchgate.net/publication/242667283_Manual_for_the_Dyadic_Parent-Child_Interaction_Coding_System

Fawley, K.D., Stokes, T.F., Rainear, C.A. et al. Universal TCIT Improves Teacher–Child Interactions and Management of Child Behavior. J Behav Educ 29, 635–656 (2020). https://doi.org/10.1007/s10864-019-09337-6

Feldman, T. R., Carlson, C. L., Rice, L. K., Kruse, M. I., Beevers, C. G., Telch, M. J., & Josephs, R. A. (2021). Factors predicting the development of psychopathology among first responders: A prospective, longitudinal study. Psychological Trauma: Theory, Research, Practice, and Policy, 13(1), 75–83. https://doi.org/10.1037/tra0000957

Floress, M. T., Riedesel, E. K., Brito, C. F., & White, J. D. (2022). Middle and high school teachers’ praise and reprimand delivery. School Psychology, 37(1), 15–25. https://doi.org/10.1037/spq0000482

​Fergus S, Zimmerman MA. Adolescent resilience: a framework for understanding healthy development in the face of risk. Annu Rev Public Health. 2005;26:399-419. doi: 10.1146/annurev.publhealth.26.021304.144357. PMID: 15760295.

Ford-Paz, R. E., Santiago, C. D., Coyne, C. A., Rivera, C., Guo, S., Rusch, D., St. Jean, N., Hilado, A., & Cicchetti, C. (2020). You’re not alone: A public health response to immigrant/refugee distress in the current sociopolitical context. Psychological Services, 17(S1), 128–138. https://doi.org/10.1037/ser0000381

Freire, P., & Macedo, D. (2018). Pedagogy of the Oppressed: 50th Anniversary Edition (4th ed.). Bloomsbury Academic.

Funderburk, B. W., & Eyberg, S. (2011). Parent–child interaction therapy. In J. C. Norcross, G. R. VandenBos, & D. K. Freedheim (Eds.), History of psychotherapy: Continuity and change (pp. 415–420). American Psychological Association. https://doi.org/10.1037/12353-021

Garbarino, S., Sannita, W. G., & Falkenstein, M. (2017). Inadequate Sleeping Impairs Brain Function and Aggravates Everyday’s Life. Journal of Psychophysiology, 31(3), 91–93. https://doi.org/10.1027/0269-8803/a000207

Gardner, F., Connell, A., Trentacosta, C. J., Shaw, D. S., Dishion, T. J., & Wilson, M. N. (2009). Moderators of outcome in a brief family-centered intervention for preventing early problem behavior. Journal of Consulting and Clinical Psychology, 77(3), 543–553. https://doi.org/10.1037/a0015622

Gärtner, A., Jawinski, P., & Strobel, A. (2022). Individual differences in inhibitory control are not related to downregulation of negative emotion via distancing. Emotion. Advance online publication. https://doi.org/10.1037/emo0001135

​Gerber, M., Lang, C., Brand, S., Gygax, B., Ludyga, S., Müller, C., Ramseyer, S., & Jakowski, S. (2022). Perceived recovery and stress states as predictors of depressive, burnout, and insomnia symptoms among adolescent elite athletes. Sports Psychiatry. https://doi.org/10.1024/2674-0052/a000017

Gibson, M. (2021). A systematic review of the relationship between night shift work and oxidative stress. Chronobiology International, 39(2), 285–298. https://doi.org/10.1080/07420528.2021.1989446

Goodman, A. (1990). Addiction: definition and implications. Addiction, 85(11), 1403–1408. https://doi.org/10.1111/j.1360-0443.1990.tb01620.x

Graham-Bermann, S. A., Roberts, A., Osbourne, M., Shaughnessy, S., & Finkelstein, S. (2022). Enhancing child mental health in school and community settings: A pilot study of the kids’ empowerment program. Psychological Services, 19(4), 770–782. https://doi.org/10.1037/ser0000591

Groot, M. M., & de Bruin, E. J. (2021). Clinical effectiveness of insomnia treatment in adolescents with comorbid disorders: A single case experimental design study. Clinical Practice in Pediatric Psychology, 9(1), 46–57. https://doi.org/10.1037/cpp0000317

Gross, J. J. (2015). Handbook of Emotion Regulation, Second Edition. Guilford Publications.

Gruber, R., Cassoff, J., Frenette, S., Wiebe, S., & Carrier, J. (2012a). Impact of Sleep Extension and Restriction on Children’s Emotional Lability and Impulsivity. Pediatrics, 130(5), e1155–e1161. https://doi.org/10.1542/peds.2012-0564

Gruber, R., Cassoff, J., Frenette, S., Wiebe, S., & Carrier, J. (2012b). Impact of Sleep Extension and Restriction on Children’s Emotional Lability and Impulsivity. Pediatrics, 130(5), e1155–e1161. https://doi.org/10.1542/peds.2012-0564

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Our Systems training is an alternative to the curriculum outlined, discussed, or critiqued in these articles:

C.A.R.E.S. Standards vs. State Standards. (2021, July 20). Fly Five SEL. https://www.flyfivesel.org/resource/c-a-r-e-s-standards-vs-state-standards/

Fly Five Sample Tool Kits. (2021, June 2). Fly Five SEL. https://www.flyfivesel.org/resource/fly-five-sample-tool-kits/

Hennessey, B. A. (2007). Promoting social competence in school-aged children: The effects of the Open Circle Program. Journal of School Psychology, 45(3), 349–360.https://doi.org/10.1016/j.jsp.2006.11.007

Leaf, J. B., Kassardjian, A., Oppenheim-Leaf, M. L., Cihon, J. H., Taubman, M., Leaf, R., & McEachin, J. (2016). Social Thinking®: Science, Pseudoscience, or Antiscience? Behavior Analysis in Practice, 9(2), 152–157. https://doi.org/10.1007/s40617-016-0108-1

 

Macnamara, B. N., & Burgoyne, A. P. (2022). Do growth mindset interventions impact students’ academic achievement? A systematic review and meta-analysis with recommendations for best practices. Psychological Bulletin. https://doi.org/10.1037/bul0000352

Open Circle. https://www.open-circle.org/about-us/overview

Online Mindfulness Learning Activities for Students | Fly Five. (n.d.). Fly Five SEL. https://www.flyfivesel.org/product-category/mindfulness-activities-for-students/

Responsive Classroom. (2022, September 6). https://www.responsiveclassroom.org/about/

Seligman, M. E. P., Reivich, K., Jaycox, L., & Gillham, J. (1995). The optimistic child. Boston, Mass., Houghton Mifflin.

 

Social Emotional Learning Curriculum | SEL Program | Fly Five. (2021, October 18). Fly Five SEL. https://www.flyfivesel.org/

The Mindful Student. (2022, June 21). Fly Five SEL. https://www.flyfivesel.org/sel-curriculum/the-mindful-student/

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