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Следующие шесть шагов сформулированы на основе социально-эмоциональных процессов Гринспена и Уидер (Greenspan & Wieder, 1998, 2006).

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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).

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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.

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Porges, The Pocket Guide, 51.

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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.

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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.

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Peir H. Koulivand, Maryam Khaleghi Ghadiri, & Ali Gorji, «Lavender and the Nervous System», Evidence-Based Complementary and Alternative Medicine, no. 2013 (2013): 681304.

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Greenspan, Growth of the Mind, 21.

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