לוקחים נשימה - טכניקות להפחתת דחק בילדים ונוער

Dickerson, S. S., & Kemeny, M. E. (2004). Acute Stressors and Cortisol Responses: A Theoretical Integration and Synthesis of Laboratory Research. Psychological Bulletin, 130 (3), 355. Dubow, E. F., & Tisak, J. (1989). The relation between stressful life events and adjustment in elementary school children: The role of social support and social problem-solving skills. Child Development, 60 (6), 1412–1423. Duckworth, A. L., Quinn, P. D., & Tsukayama, E. (2012). What no child left behind leaves behind: The roles of IQ and self-control in predicting standardized achievement test scores and report card grades. Journal of Educational Psychology, 104 (2), 439–451. Emerson, L. M., de Diaz, N. N., Sherwood, A., Waters, A., & Farrell, L. (2020). Mindfulness interventions in schools: Integrity and feasibility of implementation. International Journal of Behavioral Development, 44 (1), 62–75. Engel, G. L. (1977). The need for a new medical model: a challenge for biomedicine. Science, 196 (4286), 129–136. ‏ Engel, G. L. (1982). Sounding board. The biopsychosocial model and medical education. Who are to be the teachers?. The New England journal of medicine, 306 (13), 802–805. ‏ Evans, G. W., & Schamberg, M. A. (2009). Childhood poverty, chronic stress, and adult working memory. Proceedings of the National Academy of Sciences of the United States of America, 106 (16), 6545– 6549. Frodl, T., & O'Keane, V. (2013). How does the brain deal with cumulative stress? A review with focus on developmental stress, HPA axis function and hippocampal structure in humans. Neurobiology of disease, 52 , 24–37. ‏ Fulambarkar, N., Seo, B., Testerman, A., Rees, M., Bausback, K., & Bunge, E. (2023). Review:Meta-analysis on mindfulness-based interventions for adolescents' stress, depression, and anxiety in school settings: A cautionary tale. Child and Adolescent Mental Health, 28 (2), 307–317.

41

Made with FlippingBook - Online catalogs