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).