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66

Porges, Polyvagal Theory: Neurophysiological Foundations, 160–162.

67

Porges, 158.

68

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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).

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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.

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Stanley Greenspan, The Growth of the Mind: And the Endangered Origins of Intelligence (Reading, MA: Perseus Books, 1997), 21.

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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.

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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.

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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.

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Porges, The Pocket Guide, 51.

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Porges, 45.

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Porges, 45.

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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/.

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Hans Selye, “A Syndrome Produced by Diverse Nocuous Agents”, Nature 138, no. 3479 (1936): 32.

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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.

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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.)

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“Resilience”, Center on the Developing Child.

103

Выготский Л. Умственное развитие детей в процессе обучения. – М.; Л., 1935. (Прим. перев.)

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Lillas & Turnbull, Infant/Child Mental Health, 178.

105

Lillas & Turnbull, 178.

106

McEwen, “Stressed or Stressed Out”, 315.

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Porges, The Pocket Guide, 44.

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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).

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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.

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Kristin Neff, Self-Compassion: The Proven Power of Being Kind to Yourself (New York: HarperCollins, 2011), 41.

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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