{"id":299,"date":"2019-10-25T17:18:07","date_gmt":"2019-10-25T17:18:07","guid":{"rendered":"https:\/\/theneuropacificclassroom.wordpress.com\/?page_id=299"},"modified":"2021-01-09T03:40:23","modified_gmt":"2021-01-09T03:40:23","slug":"references","status":"publish","type":"page","link":"https:\/\/copperfernstudio.com\/neuropacificclassroom\/?page_id=299","title":{"rendered":"References"},"content":{"rendered":"\n

\"References.Moving Children Toward Peace (homepage)<\/a><\/h3>\n\n\n\n

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2<\/sup>Melloni, M., Lopez, V., & Ibanez, A. (2014b). Empathy and contextual social cognition. Cognitive, Affective, & Behavioral Neuroscience<\/em>, 14<\/em>(1), 407\u2013425. https:\/\/doi.org\/10.3758\/s13415-013-0205-3 <\/p>\n\n\n\n

\"References.The Neural Basis of Empathy<\/a><\/h4>\n\n\n\n

1<\/sup>Anticevic, A., Cole, M. W., Murray, J. D., Corlett, P. R., Wang, X.-J., & Krystal, J. H. (2012a). The role of default network deactivation in cognition and disease. Trends in Cognitive Sciences<\/em>, 16<\/em>(12), 584\u2013592. https:\/\/doi.org\/10.1016\/j.tics.2012.10.008<\/p>\n\n\n\n

2<\/sup>Banich, M. T., Rebecca J. Compton. (2018b). Cognitive Neuroscience<\/em> (Kindle Edition). https:\/\/doi.org\/10.1017\/9781316664018<\/p>\n\n\n\n

3<\/sup>Bariso, J. J. (2018c, September 19). There Are Actually 3 Types of Empathy. Here\u2019s How They Differ–and How You Can Develop Them All. Inc.<\/em> Retrieved from https:\/\/www.inc.com\/justin-bariso\/there-are-actually-3-types-of-empathy-heres-how-they-differ-and-how-you-can-develop-them-all.html<\/p>\n\n\n\n

4<\/sup>Bruneau, E., Jacoby, N., & Saxe, R. (2015d). Empathic control through coordinated interaction of amygdala, theory of mind and extended pain matrix brain regions. NeuroImage<\/em>, 114<\/em>(C), 105\u2013119. https:\/\/doi.org\/10.1016\/j.neuroimage.2015.04.034<\/p>\n\n\n\n

5<\/sup>Calvo-Merino, B., Glaser, D. E., Grzes, J., Passingham, R. E., & Haggard, P. (2005e). Action Observation and Acquired Motor Skills: An fMRI Study with Expert Dancers. Cerebral Cortex<\/em>, 15<\/em>(8), 1243\u20131249. https:\/\/doi.org\/10.1093\/cercor\/bhi007<\/p>\n\n\n\n

6<\/sup>Ferrari – 2014 – The neuroscience of social relations. A comparativ.pdf<\/em>. (n.d.-f).<\/p>\n\n\n\n

7<\/sup>Gu, X., Gao, Z., Wang, X., Liu, X., Knight, R. T., Hof, P. R., & Fan, J. (2012g). Anterior insular cortex is necessary for empathetic pain perception. Brain: A Journal of Neurology<\/em>, 135<\/em>(9), 2726. https:\/\/doi.org\/10.1093\/brain\/aws199<\/p>\n\n\n\n

8<\/sup>Harbor, C. S. (2015h). 3D Brain<\/em>. Cold Spring Harbor, NY: Cold Spring Harbor Laboratory DNA Learning Center.<\/p>\n\n\n\n

9<\/sup>Jackson, P. L., Meltzoff, A. N., & Decety, J. (2005i). How do we perceive the pain of others? A window into the neural processes involved in empathy. NeuroImage<\/em>, 24<\/em>(3), 771\u2013779. https:\/\/doi.org\/10.1016\/j.neuroimage.2004.09.006<\/p>\n\n\n\n

10<\/sup>Kassam, K. S., Amanda R. Markety, Vladimir L. Cherkassky, George Loewenstein, Marcel Adam Just. (2013j). Identifying Emotions on the Basis of Neural Activation. PLOS ONE<\/em>, B<\/em>(6), 12. Retrieved from https:\/\/journals.plos.org\/plosone\/article\/file?id=10.1371\/journal.pone.0066032&type=printable<\/p>\n\n\n\n

11<\/sup>Kravitz, D., J., Kadharbatcha, S. S., Chris, I. B., & Mortimer, M. (2011k). A new neural framework for visuospatial processing. Nature Reviews Neuroscience<\/em>, 12<\/em>(4), 217\u2013231. https:\/\/doi.org\/10.1038\/nrn3008<\/p>\n\n\n\n

12<\/sup>Masten, A. S. (2014l). Promoting the Capacity for Peace in Early Childhood: Perspectives from Research on Resilience in Children and Families. In J. F. C. P.-B. Leckman and Rima Salah (Ed.), Pathways to Peace: The Transformative Power of Children and Families<\/em> (pp. 251\u2013272). Cambridge, Massachusetts and London, England: The MIT Press.<\/p>\n\n\n\n

13<\/sup>Masten, C. L., Morelli, S. A., & Eisenberger, N. I. (2010m). An fMRI investigation of empathy for \u2018social pain\u2019 and subsequent prosocial behavior. NeuroImage<\/em>, 55<\/em>(1), 381\u2013388. https:\/\/doi.org\/10.1016\/j.neuroimage.2010.11.060<\/p>\n\n\n\n

14<\/sup>Melloni, M., Lopez, V., & Ibanez, A. (2014n). Empathy and contextual social cognition. Cognitive, Affective, & Behavioral Neuroscience<\/em>, 14<\/em>(1), 407\u2013425. https:\/\/doi.org\/10.3758\/s13415-013-0205-3<\/p>\n\n\n\n

15<\/sup>Promoting Young Children\u2019s Social and Emotional Health | NAEYC. (n.d.-o). Retrieved December 2, 2019, from https:\/\/www.naeyc.org\/resources\/pubs\/yc\/mar2018\/promoting-social-and-emotional-health<\/p>\n\n\n\n

16<\/sup>Rizzolatti, G., & Sinigaglia, C. (2010p). The functional role of the parieto-frontal mirror circuit: interpretations and misinterpretations. Nature Reviews Neuroscience<\/em>, 11<\/em>(4), 264. https:\/\/doi.org\/10.1038\/nrn2805<\/p>\n\n\n\n

17<\/sup>Rizzolatti, G., & Sinigaglia, C. (2010q). The functional role of the parieto-frontal mirror circuit: interpretations and misinterpretations. Nature Reviews Neuroscience<\/em>, 11<\/em>(4), 264\u2013274. https:\/\/doi.org\/10.1038\/nrn2805<\/p>\n\n\n\n

18<\/sup>Sel, A. (2014r). Predictive codes of interoception, emotion, and the self. Frontiers in Psychology<\/em>, 5<\/em>, 189. https:\/\/doi.org\/10.3389\/fpsyg.2014.00189<\/p>\n\n\n\n

19<\/sup>Sledzieski, N. D. (2019s). The NeuroPacific Classroom: A Call for Interdisciplinary Study of Pedagogical Approaches to Behavior Management of Preschool Children with Conduct Disorders<\/em>.<\/p>\n\n\n\n

20<\/sup>State and Local Governments (Title II). (n.d.-t). Retrieved December 2, 2019, from https:\/\/www.ada.gov\/ada_title_II.htm<\/p>\n\n\n\n

21<\/sup>Street, Z. T. T. 1255 23rd, Washington, N. S. 350, & Dc 20037638-1144899-4301. (n.d.-u). How to Help Your Child Develop Empathy. Retrieved December 2, 2019, from ZERO TO THREE website: https:\/\/www.zerotothree.org\/resources\/5-how-to-help-your-child-develop-empathy<\/p>\n\n\n\n

22<\/sup>Waller, R., & Hyde, L. W. (2018v). Callous-unemotional behaviors in early childhood: the development of empathy and prosociality gone awry. Current Opinion in Psychology<\/em>, 20<\/em>, 11\u201316. https:\/\/doi.org\/10.1016\/j.copsyc.2017.07.037<\/p>\n\n\n\n

<\/p>\n\n\n\n

\"References.The Neural Basis for Conduct Disorders in Preschool Children<\/a><\/h4>\n\n\n\n

1<\/sup>Akee, R., Simeonova, E.,\nCostello, E., Copeland, W., & Angold, A. (2015a). How Does Household Income\nAffect Child Personality Traits and Behaviors? NBER Working Paper Series<\/em>,\n21562. https:\/\/doi.org\/10.3386\/w21562<\/p>\n\n\n\n

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3<\/sup>Assary, E., Salekin, R., &\nBarker, E. (2015c). Big-Five and Callous-unemotional Traits in Preschoolers. Journal\nof Psychopathology and Behavioral Assessment<\/em>, 37<\/em>(3), 371\u2013379.\nhttps:\/\/doi.org\/10.1007\/s10862-014-9471-9<\/p>\n\n\n\n

4<\/sup>Baskin-Sommers, A., Waller, R.,\nFish, A., & Hyde, L. (2015d). Callous-Unemotional Traits Trajectories\nInteract with Earlier Conduct Problems and Executive Control to Predict\nViolence and Substance Use Among High Risk Male Adolescents. Journal of\nAbnormal Child Psychology<\/em>, 43<\/em>(8), 1529\u20131541.\nhttps:\/\/doi.org\/10.1007\/s10802-015-0041-8<\/p>\n\n\n\n

5<\/sup>Blair, Ph. D., R. James R. ,.\nEllen Leibenluft, M. D. ,. and Daniel S. Pine, M. D. (2014e). Conduct Disorder\nand Callous\u2013Unemotional Traits in Youth. The New England Journal of Medicine<\/em>,\n371<\/em>(23), 2207\u20132216. https:\/\/doi.org\/10.1056\/NEJMra1315612<\/p>\n\n\n\n

6<\/sup>Blair, R. J. R., Veroude, K.,\n& Buitelaar, J. K. (2018f). Neuro-cognitive system dysfunction and symptom\nsets: A review of fMRI studies in youth with conduct problems. Neuroscience\n& Biobehavioral Reviews<\/em>, 91<\/em>, 69\u201390.\nhttps:\/\/doi.org\/10.1016\/j.neubiorev.2016.10.022<\/p>\n\n\n\n

7<\/sup>Britto, P. R., Salah, R.,\nAbu-Nimer, M., Chowdhury, A. K., Gunderson, G. R., Kagitcibasi, C., \u2026 Smyth, G.\n(2014g). Creating Effective Programs and Policies to Reduce Violence and\nPromote Peace. In Strungmann Forum Reports, Julia Lupp Series Editor<\/em>. Pathways\nto Peace: The Transformative Power of Children and Families<\/em> (p. 473).\nCambridge, MA: The MIT Press.<\/p>\n\n\n\n

8<\/sup>Carter, S. and S. W. P. (2014h).\nPeptide Pathways to Peace. In J. F. C. P.-B. Leckman and Rima Salah (Ed.), Pathways\nto Peace: The Transformative Power of Children and Families<\/em> (pp. 43\u201364).\nCambridge, Massachusetts and London, England: The MIT Press.<\/p>\n\n\n\n

9<\/sup>Covanti, S., & Starcevic, V.\n(2017i). Reconsidering Emotion Dysregulation. Psychiatric Quarterly<\/em>, 88<\/em>(4),\n807\u2013825. https:\/\/doi.org\/10.1007\/s11126-017-9499-6<\/p>\n\n\n\n

10<\/sup>Ezpeleta, L., Osa, N. D. L.,\nGranero, R., Penelo, E., & Dom\u00e8nech, J. (2013j). Inventory of\nCallous-Unemotional Traits in a Community Sample of Preschoolers. Journal of\nClinical Child & Adolescent Psychology<\/em>, 42<\/em>(1), 91\u2013105.\nhttps:\/\/doi.org\/10.1080\/15374416.2012.734221<\/p>\n\n\n\n

11<\/sup>Forum, E. S. (2018k).\nManifestations and Mechanisms of Dynamic Brain Coordination over Development.\nRetrieved August 20, 2018, from\nhttps:\/\/www.esforum.de\/forums\/esf25_Dynamic_Coordination_Development.html<\/p>\n\n\n\n

12<\/sup>Frick, P. J. (2014l). The\nInventory of Callous-Unemotional Traits (ICU) (access page). Retrieved from\nhttp:\/\/labs.uno.edu\/developmental-psychopathology\/ICU.html<\/p>\n\n\n\n

13<\/sup>Frick, P. J., & Ray, J. V.\n(2015m). Evaluating Callous\u2010Unemotional Traits as a Personality Construct. Journal\nof Personality<\/em>, 83<\/em>(6), 710\u2013722. https:\/\/doi.org\/10.1111\/jopy.12114<\/p>\n\n\n\n

14<\/sup>Frick, P. J., & Viding, E.\n(2009n). Antisocial behavior from a developmental psychopathology perspective. Development\nand Psychopathology<\/em>, 21<\/em>(4), 1111.\nhttps:\/\/doi.org\/10.1017\/S0954579409990071<\/p>\n\n\n\n

15<\/sup>Galtung, J. (2010o). Peace\nStudies and Conflict Resolution: The Need for Transdisciplinarity. Transcultural\nPsychiatry<\/em>, 47<\/em>(1), 20\u201332. https:\/\/doi.org\/10.1177\/1363461510362041<\/p>\n\n\n\n

16<\/sup>Graziano, P. A., Ros, R., Haas,\nS., Hart, K., Slavec, J., Waschbusch, D., & Garcia, A. (2016p). Assessing\nCallous-Unemotional Traits in Preschool Children with Disruptive Behavior\nProblems Using Peer Reports. Grantee Submission<\/em>, 45<\/em>(2), 201\u2013214.\nhttps:\/\/doi.org\/10.1080\/15374416.2014.971460<\/p>\n\n\n\n

17<\/sup>Hyde, L. W., Waller, R., &\nBurt, S. A. (2014q). Commentary: Improving treatment for youth with callous\u2010unemotional\ntraits through the intersection of basic and applied science. Journal of\nChild Psychology and Psychiatry<\/em>, 55<\/em>(7), 781\u2013783.\nhttps:\/\/doi.org\/10.1111\/jcpp.12274<\/p>\n\n\n\n

18<\/sup>Hyde, L. W., Waller, R.,\nTrentacosta, C. J., Shaw, D. S., Neiderhiser, J. M., Ganiban, J. M., \u2026 Leve, L.\nD. (2016r). Heritable and Nonheritable Pathways to Early Callous-Unemotional\nBehaviors. The American Journal of Psychiatry<\/em>, 173<\/em>(9), 903.\nhttps:\/\/doi.org\/10.1176\/appi.ajp.2016.15111381<\/p>\n\n\n\n

19<\/sup>Kagiteibasi, C., & Britto,\nP. R. (2014s). Interventions: What Has Worked and Why? In J. F. C. P.-B.\nLeckman and Rima Salah (Ed.), Pathways to Peace: The Transformative Power of\nChildren and Families<\/em> (pp. 305\u2013332). Cambridge, Massachusetts and London,\nEngland: The MIT Press.<\/p>\n\n\n\n

20<\/sup>Keysers, C., Meffert, H., &\nGazzola, V. (2014t). Reply: Spontaneous versus deliberate vicarious\nrepresentations: different routes to empathy in psychopathy and autism. Brain<\/em>,\n137<\/em>(4), e273\u2013e273. https:\/\/doi.org\/10.1093\/brain\/awt376<\/p>\n\n\n\n

21<\/sup>Kimonis, E., Fanti, K.,\nAnastassiou-Hadjicharalambous, X., Mertan, B., Goulter, N., & Katsimicha,\nE. (2015u). Can Callous-Unemotional Traits be Reliably Measured in\nPreschoolers? Journal of Abnormal Child Psychology<\/em>, 44<\/em>(4),\n625\u2013638. https:\/\/doi.org\/10.1007\/s10802-015-0075-y<\/p>\n\n\n\n

22<\/sup>Kochanska, G., Kim, S., Boldt,\nL. J., & Yoon, J. E. (2013v). Children\u2019s Callous-Unemotional Traits\nModerate Links between Their Positive Relationships with Parents at Preschool\nAge and Externalizing Behavior Problems at Early School Age. Journal of\nChild Psychology and Psychiatry<\/em>, 54<\/em>(11), 1251\u20131260.\nhttps:\/\/doi.org\/10.1111\/jcpp.12084<\/p>\n\n\n\n

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24<\/sup>Leckman, J. F., Catherine\nPanter-Brick, and Rima Salah. (2014x). Pathways to Peace: The Transformative\nPower of Children and Families<\/em>. Cambridge, MA: MIT Press.<\/p>\n\n\n\n

25<\/sup>Lockwood, P. l, Sebastian, C. l,\nMcCrory, E. j, Hyde, Z. h, Gu, X., De brito, S. a, & Viding, E.\n(2013y). Association of Callous Traits with Reduced Neural Response to Others\u2019\nPain in Children with Conduct Problems. Current Biology<\/em>, 23<\/em>(10),\n901\u2013905. https:\/\/doi.org\/10.1016\/j.cub.2013.04.018<\/p>\n\n\n\n

26<\/sup>Masten, A. S. (2014z). Promoting\nthe Capacity for Peace in Early Childhood: Perspectives from Research on\nResilience in Children and Families. In J. F. C. P.-B. Leckman and Rima Salah\n(Ed.), Pathways to Peace: The Transformative Power of Children and Families<\/em>\n(pp. 251\u2013272). Cambridge, Massachusetts and London, England: The MIT Press.<\/p>\n\n\n\n

27<\/sup>Masten, C. L., Morelli, S. A.,\n& Eisenberger, N. I. (2010aa). An fMRI investigation of empathy for \u2018social\npain\u2019 and subsequent prosocial behavior. NeuroImage<\/em>, 55<\/em>(1),\n381\u2013388. https:\/\/doi.org\/10.1016\/j.neuroimage.2010.11.060<\/p>\n\n\n\n

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34<\/sup>Viding, E., Fontaine, N. M. G.,\n& McCrory, E. J. (2012ah). Antisocial behaviour in children with and\nwithout callous-unemotional traits. Journal of the Royal Society of Medicine<\/em>,\n105<\/em>(5), 195\u2013200. https:\/\/doi.org\/10.1258\/jrsm.2011.110223<\/p>\n\n\n\n

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\"References.Understanding Learning Philosophies<\/a><\/h3>\n\n\n\n

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6<\/sup>Ferrari, P. F. (2014f). The neuroscience of social relations. A comparative-based approach to empathy and to the capacity of evaluating others\u2019 action value. Behaviour<\/em>, 151<\/em>(2\u20133), 297\u2013313. https:\/\/doi.org\/10.1163\/1568539X-00003152<\/p>\n\n\n\n

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8<\/sup>Fletcher-Wood, H. (2019h, May 19). Rewarding students: should we? If so, how? Retrieved November 29, 2019, from Improving Teaching website: https:\/\/improvingteaching.co.uk\/2019\/05\/19\/rewarding-students-should-we-if-so-how\/<\/p>\n\n\n\n

9<\/sup>Forum, E. S. (2018i). Manifestations and Mechanisms of Dynamic Brain Coordination over Development. Retrieved August 20, 2018, from https:\/\/www.esforum.de\/forums\/esf25_Dynamic_Coordination_Development.html<\/p>\n\n\n\n

10<\/sup>Guo, X., Zheng, L., Wang, H., Zhu, L., Li, J., Wang, Q., \u2026 Yang, Z. (2013j). Exposure to violence reduces empathetic responses to other\u2019s pain. Brain and Cognition<\/em>, 82<\/em>(2), 187\u2013191. https:\/\/doi.org\/10.1016\/j.bandc.2013.04.005<\/p>\n\n\n\n

11<\/sup>Miller, N. V., Haas, S. M., Waschbusch, D. A., Willoughby, M. T., Helseth, S. A., Crum, K. I., \u2026 Pelham, W. E. (2014k). Behavior Therapy and Callous-Unemotional Traits: Effects of a Pilot Study Examining Modified Behavioral Contingencies on Child Behavior. Behavior Therapy<\/em>, 45<\/em>(5), 606\u2013618. https:\/\/doi.org\/10.1016\/j.beth.2013.10.006<\/p>\n\n\n\n

12<\/sup>\u201cPathways from Cumulative Adversity to Self-Regulation and Early Studen\u201d by Alysse Loomis<\/em>. (n.d.-l). Retrieved from https:\/\/opencommons.uconn.edu\/dissertations\/2107\/<\/p>\n\n\n\n

13<\/sup>Peguero, A. A., Bondy, J. M., & Shekarkhar, Z. (2017m). Punishing Latina\/o youth: School justice, fairness, order, dropping out, and gender disparities. Hispanic Journal of Behavioral Sciences<\/em>, 39<\/em>(1), 98\u2013125. https:\/\/doi.org\/10.1177\/0739986316679633<\/p>\n\n\n\n

14<\/sup>Professor Emeritus Seymour Papert, pioneer of constructionist learning, dies at 88. (n.d.-n). Retrieved November 29, 2019, from MIT News website: http:\/\/news.mit.edu\/2016\/seymour-papert-pioneer-of-constructionist-learning-dies-0801<\/p>\n\n\n\n

15<\/sup>Waller, R., & Hyde, L. W. (2018o). Callous-unemotional behaviors in early childhood: the development of empathy and prosociality gone awry. Current Opinion in Psychology<\/em>, 20<\/em>, 11\u201316. https:\/\/doi.org\/10.1016\/j.copsyc.2017.07.037<\/p>\n\n\n\n

16<\/sup>Willingham, D. (2014p, August 8). Ask the Cognitive Scientist. Retrieved November 29, 2019, from American Federation of Teachers website: https:\/\/www.aft.org\/ae\/winter2007-2008\/willingham<\/p>\n\n\n\n

\"References.Managing Behavior<\/a><\/h4>\n\n\n\n

1<\/sup>Baddoura, R., & Venture, G. (2015a). This Robot is Sociable: Close-up on the Gestures and Measured Motion of a Human Responding to a Proactive Robot. International Journal of Social Robotics<\/em>, 7<\/em>(4), 489\u2013496. https:\/\/doi.org\/10.1007\/s12369-015-0279-x<\/p>\n\n\n\n

2<\/sup>Baskin-Sommers, A., Waller, R., Fish, A., & Hyde, L. (2015b). Callous-Unemotional Traits Trajectories Interact with Earlier Conduct Problems and Executive Control to Predict Violence and Substance Use Among High Risk Male Adolescents. Journal of Abnormal Child Psychology<\/em>, 43<\/em>(8), 1529\u20131541. https:\/\/doi.org\/10.1007\/s10802-015-0041-8<\/p>\n\n\n\n

3<\/sup>Brunsting, N. & S. (2014c). Special Education Teacher Burnout: A Synthesis of Research from 1979 to 2013. Education and Treatment of Children.<\/em>, 37<\/em>, 681\u2013712. https:\/\/doi.org\/10.1353\/etc.2014.0032.<\/p>\n\n\n\n

4<\/sup>Carayannopoulos, S. (2018d). Using chatbots to aid transition. International Journal of Information and Learning Technology<\/em>, 35<\/em>(2), 118\u2013129. https:\/\/doi.org\/10.1108\/ijilt-10-2017-0097<\/p>\n\n\n\n

5<\/sup>Colombo, H. (2018e). Teachers\u2019 frustration extends well beyond pay, but would they walk out? Indianapolis BUsines Journal<\/em>.<\/p>\n\n\n\n

6<\/sup>Crosby, S. D. (2015f). An Ecological Perspective on Emerging Trauma-Informed Teaching Practices. Children & Schools<\/em>, 37<\/em>(4), 223\u2013230. https:\/\/doi.org\/10.1093\/cs\/cdv027<\/p>\n\n\n\n

7<\/sup>Department of Health & Human Services, & Department of Education. Policy Statement on Expulsion and Suspension Policies in Early Childhood Settings<\/em>. , (2016).<\/p>\n\n\n\n

8<\/sup>Entman, R. M., & Usher, N. (2018h). Framing in a Fractured Democracy: Impacts of Digital Technology on Ideology, Power and Cascading Network Activation. Journal of Communication<\/em>, 68<\/em>(2), 298\u2013308. https:\/\/doi.org\/10.1093\/joc\/jqx019<\/p>\n\n\n\n

9<\/sup>Guo, X., Zheng, L., Wang, H., Zhu, L., Li, J., Wang, Q., \u2026 Yang, Z. (2013i). Exposure to violence reduces empathetic responses to other\u2019s pain. Brain and Cognition<\/em>, 82<\/em>(2), 187\u2013191. https:\/\/doi.org\/10.1016\/j.bandc.2013.04.005<\/p>\n\n\n\n

10<\/sup>Halsall, P. (1998j). Internet History Sourcebooks: Modern History: President Lyndon B. Johnson: The War on Poverty, March 1964.<\/p>\n\n\n\n

11<\/sup>Head Start, O. of. (2019k). History of Head Start.<\/p>\n\n\n\n

12<\/sup>Ho, A., Hancock, J., & Miner, A. S. (2018l). Psychological, Relational, and Emotional Effects of Self-Disclosure After Conversations With a Chatbot. Journal of Communication<\/em>, 68<\/em>(4), 712\u2013733. https:\/\/doi.org\/10.1093\/joc\/jqy026<\/p>\n\n\n\n

13<\/sup>Holmes, C., Levy, M., Smith, A., Pinne, S., & Neese, P. (2015m). A model for creating a supportive trauma-informed culture for children in preschool settings. Journal of Child and Family Studies<\/em>, 24<\/em>(6), 1650\u20131659. http:\/\/dx.doi.org.librarylink.uncc.edu\/10.1007\/s10826-014-9968-6<\/p>\n\n\n\n

14<\/sup>Hong, J. S., Tillman, R., & Luby, J. L. (2015n). Disruptive Behavior in Preschool Children: Distinguishing Normal Misbehavior from Markers of Current and Later Childhood Conduct Disorder. The Journal of Pediatrics<\/em>, 166<\/em>(3), 723-730.e1. https:\/\/doi.org\/10.1016\/j.jpeds.2014.11.041<\/p>\n\n\n\n

15<\/sup>Kimonis, E., Fanti, K., Anastassiou-Hadjicharalambous, X., Mertan, B., Goulter, N., & Katsimicha, E. (2015o). Can Callous-Unemotional Traits be Reliably Measured in Preschoolers? Journal of Abnormal Child Psychology<\/em>, 44<\/em>(4), 625\u2013638. https:\/\/doi.org\/10.1007\/s10802-015-0075-y<\/p>\n\n\n\n

16<\/sup>Kolb, B., & Gibb, R. (2011p). Brain Plasticity and Behaviour in the Developing Brain. Journal of the Canadian Academy of Child and Adolescent Psychiatry<\/em>, 20<\/em>(4), 265\u2013276. Retrieved from http:\/\/dx.doi.org\/<\/p>\n\n\n\n

17<\/sup>Musu-Gillette, L. (2016q). Indicators of School Crime and Safety: 2016<\/em>. Washington, DC: National Center for Education Statistics, U.S. Department of Education and the U.s. Department of Justice Office of Justice Programs.<\/p>\n\n\n\n

18<\/sup>NAEYC. (1997r). Licensing and Public Regulation of Early Childhood Programs.<\/p>\n\n\n\n

19<\/sup>National Center for Education Statistics. (2019s, October 5). Early Childhood Longitudinal Program (ECLS) – Overview.<\/p>\n\n\n\n

20<\/sup>National Research Council. (2001t). Eager to Learn: Educating Our Preschoolers<\/em> (Commission on Behavioral and Social Sciences and Education, Ed.). Retrieved from https:\/\/www.nap.edu\/read\/9745\/chapter\/1<\/p>\n\n\n\n

21<\/sup>Office of Superintendent of Public Instruction. (2019u). Policy and Funding: Elementary and Secondary Education Act (ESEA)<\/em>. Olympia, WA.<\/p>\n\n\n\n

22<\/sup>Oh, K.-J., Lee, D., Ko, B., & Choi, H.-J. (2017v). A Chatbot for Psychiatric Counseling in Mental Healthcare Service Based on Emotional Dialogue Analysis and Sentence Generation<\/em>. 371\u2013375. https:\/\/doi.org\/10.1109\/MDM.2017.64<\/p>\n\n\n\n

23<\/sup>Scheepers, F., Buitelaar, J., & Matthys, W. (2011w). Conduct Disorder and the specifier callous and unemotional traits in the DSM-5. European Child & Adolescent Psychiatry<\/em>, 20<\/em>(2), 89\u201393. https:\/\/doi.org\/10.1007\/s00787-010-0149-x<\/p>\n\n\n\n

24<\/sup>Tapper, J. (2018x, May 13). Burned out: why are so many teachers quitting or off sick with stress? The Guardian<\/em>.<\/p>\n\n\n\n

25<\/sup>Waller et al. – 2017 – Toward an Understanding of the Role of the Environ.pdf<\/em>. (n.d.-y).<\/p>\n\n\n\n

26<\/sup>Waller, R., Dishion, T. J., Shaw, D. S., Gardner, F., Wilson, M. N., & Hyde, L. W. (2016z). Does Early Childhood Callous-Unemotional Behavior Uniquely Predict Behavior Problems or Callous-Unemotional Behavior in Late Childhood? Developmental Psychology<\/em>, 52<\/em>(11), 1805\u20131819. https:\/\/doi.org\/10.1037\/dev0000165<\/p>\n\n\n\n

27<\/sup>Waller, R., Shaw, D. S., Neiderhiser, J. M., Ganiban, J. M., Natsuaki, M. N., Reiss, D., \u2026 Hyde, L. W. (2017aa). Toward an Understanding of the Role of the Environment in the Development of Early Callous Behavior. Journal of Personality<\/em>, 85<\/em>(1), 90\u2013103. https:\/\/doi.org\/10.1111\/jopy.12221<\/p>\n\n\n\n

\"References.Trauma-Informed Theory<\/a><\/h4>\n\n\n\n

1<\/sup>B\u00e1ez, J. C., Renshaw, K. J., Bachman, L. E. M., Kim, D., Smith, V. D., & Stafford, R. E. (2019a). Understanding the Necessity of Trauma-Informed Care in Community Schools: A Mixed-Methods Program Evaluation. Children & Schools<\/em>, 41<\/em>(2), 101\u2013110. https:\/\/doi.org\/10.1093\/cs\/cdz007<\/p>\n\n\n\n

1<\/sup>B\u00e1ez, J. C., Renshaw, K. J., Bachman, L. E. M., Kim, D., Smith, V. D., & Stafford, R. E. (2019a). Understanding the Necessity of Trauma-Informed Care in Community Schools: A Mixed-Methods Program Evaluation. Children & Schools<\/em>, 41<\/em>(2), 101\u2013110. https:\/\/doi.org\/10.1093\/cs\/cdz007<\/p>\n\n\n\n

2<\/sup>Baskin-Sommers, A., Waller, R., Fish, A., & Hyde, L. (2015b). Callous-Unemotional Traits Trajectories Interact with Earlier Conduct Problems and Executive Control to Predict Violence and Substance Use Among High Risk Male Adolescents. Journal of Abnormal Child Psychology<\/em>, 43<\/em>(8), 1529\u20131541. https:\/\/doi.org\/10.1007\/s10802-015-0041-8<\/p>\n\n\n\n

3<\/sup>Centers for Disease Control and Prevention,. (2018c, December 19). Data and Statistics on Children\u2019s Mental Health | CDC.<\/p>\n\n\n\n

4<\/sup>Centers for Disease Control and Prevention. (2019d, October 22). Violence Prevention: About Adverse Childhood Experiences. Retrieved November 20, 2019, from About Adverse Childhood Experiences website: https:\/\/www.cdc.gov\/violenceprevention\/childabuseandneglect\/acestudy\/aboutace.html<\/p>\n\n\n\n

5<\/sup>Centers for Disease Control and Prevention,. (n.d.-e). Adverse Childhood Experiences: Key Facts. Retrieved November 20, 2019, from Child Trends website: https:\/\/www.childtrends.org\/indicators\/adverse-experiences<\/p>\n\n\n\n

6<\/sup>Crosby, S. D. (2015f). An Ecological Perspective on Emerging Trauma-Informed Teaching Practices. Children & Schools<\/em>, 37<\/em>(4), 223\u2013230. https:\/\/doi.org\/10.1093\/cs\/cdv027<\/p>\n\n\n\n

7<\/sup>Hughes, J. N. (2000g). The Essential Role of Theory in the Science of Treating Children: Beyond Empirically Supported Treatments. Journal of School Psychology<\/em>, 38<\/em>(4), 301\u2013330. https:\/\/doi.org\/10.1016\/S0022-4405(00)00042-X<\/p>\n\n\n\n

8<\/sup>Ivy, J. W., James N.  Meindl, Eric Overley, & Kristen M.  Robson. (2017h). Token Economy: A Systematic Review of Procedural Descriptions: Http:\/\/Dx.Doi.Org\/10.1177\/0145445517699559<\/em>. https:\/\/doi.org\/10.1177_0145445517699559<\/p>\n\n\n\n

9<\/sup>Loomis, A. (2019i). Pathways from Cumulative Adversity to Self-Regulation and Early Student-Teacher Relationships: Identifying a Need for Trauma-Informed Preschools. Doctoral Dissertations<\/em>. Retrieved from https:\/\/opencommons.uconn.edu\/dissertations\/2107<\/p>\n\n\n\n

10<\/sup>Thomas, M. S., Crosby, S., & Vanderhaar, J. (2019j). Trauma-Informed Practices in Schools Across Two Decades: An Interdisciplinary Review of Research. Review of Research in Education<\/em>, 43<\/em>(1), 422\u2013452. https:\/\/doi.org\/10.3102\/0091732X18821123<\/p>\n\n\n\n

11<\/sup>Waller, R., Shaw, D. S., Neiderhiser, J. M., Ganiban, J. M., Natsuaki, M. N., Reiss, D., \u2026 Hyde, L. W. (2017k). Toward an Understanding of the Role of the Environment in the Development of Early Callous Behavior. Journal of Personality<\/em>, 85<\/em>(1), 90\u2013103. https:\/\/doi.org\/10.1111\/jopy.12221<\/p>\n\n\n\n

12<\/sup>Zakszeski, B., Ventresco, N., & Jaffe, A. (2017l). Promoting Resilience Through Trauma-Focused Practices: A Critical Review of School-Based Implementation. School Mental Health<\/em>, 9<\/em>(4), 310\u2013321. https:\/\/doi.org\/10.1007\/s12310-017-9228-1<\/p>\n\n\n\n

\n\n\n\n

Collaborations for Peace<\/a><\/h3>\n\n\n\n

1<\/sup>AMI\/USA. (2018a). Association Montessori International\/USA Professional Development. Retrieved from https:\/\/amiusa.org\/professional-development\/<\/p>\n\n\n\n

2<\/sup>AMS. (2018b). About AMS | American Montessori Society. Retrieved from https:\/\/amshq.org\/About-AMS; https:\/\/amshq.org\/Research<\/p>\n\n\n\n

3<\/sup>Education, F. C. on. (2018c). Friends Council on Education -> Home. Retrieved from https:\/\/www.friendscouncil.org\/default.aspx?relid=33637<\/p>\n\n\n\n

4<\/sup>Education, W. (2018d). Waldorf and Public Waldorf Education. Retrieved from https:\/\/www.waldorfeducation.org\/waldorf-education<\/p>\n\n\n\n

5<\/sup>Promoting Young Children\u2019s Social and Emotional Health | NAEYC. (n.d.-e). Retrieved December 2, 2019, from https:\/\/www.naeyc.org\/resources\/pubs\/yc\/mar2018\/promoting-social-and-emotional-health<\/p>\n\n\n

<\/p>","protected":false},"excerpt":{"rendered":"

Moving Children Toward Peace (homepage) 1Bruneau, E., Jacoby, N., & Saxe, R. (2015a). Empathic control through coordinated interaction of amygdala, theory of mind and extended pain matrix brain regions. NeuroImage, 114(C), 105\u2013119. https:\/\/doi.org\/10.1016\/j.neuroimage.2015.04.034 2Melloni, M., Lopez, V., & Ibanez, A. (2014b). Empathy and contextual social cognition. Cognitive, Affective, & Behavioral Neuroscience, 14(1), 407\u2013425. https:\/\/doi.org\/10.3758\/s13415-013-0205-3 The Neural Basis of Empathy 1Anticevic, A., Cole, M. W., Murray, J. D., Corlett, P. R., Wang, X.-J., & Krystal, J. H. (2012a). The role of default network deactivation in cognition and disease. Trends in Cognitive Sciences, 16(12), 584\u2013592. https:\/\/doi.org\/10.1016\/j.tics.2012.10.008 2Banich, M. T., Rebecca J. Compton. (2018b). Cognitive Neuroscience (Kindle Edition). https:\/\/doi.org\/10.1017\/9781316664018 3Bariso, J. J. (2018c, September 19). There Are Actually 3 Types of Empathy. Here\u2019s How They Differ–and How You Can Develop Them All. Inc. Retrieved from https:\/\/www.inc.com\/justin-bariso\/there-are-actually-3-types-of-empathy-heres-how-they-differ-and-how-you-can-develop-them-all.html 4Bruneau, E., Jacoby, N., & Saxe, R. (2015d). Empathic control through coordinated interaction of amygdala, theory of mind and extended pain matrix brain regions. NeuroImage, 114(C), 105\u2013119. https:\/\/doi.org\/10.1016\/j.neuroimage.2015.04.034 5Calvo-Merino, B., Glaser, D. E., Grzes, J., Passingham, R. E., & Haggard, P. (2005e). Action Observation and Acquired Motor Skills: An fMRI Study with Expert Dancers. Cerebral Cortex, 15(8), 1243\u20131249. https:\/\/doi.org\/10.1093\/cercor\/bhi007 6Ferrari – 2014 – The neuroscience of social […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"nf_dc_page":"","om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-299","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/copperfernstudio.com\/neuropacificclassroom\/index.php?rest_route=\/wp\/v2\/pages\/299","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/copperfernstudio.com\/neuropacificclassroom\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/copperfernstudio.com\/neuropacificclassroom\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/copperfernstudio.com\/neuropacificclassroom\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/copperfernstudio.com\/neuropacificclassroom\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=299"}],"version-history":[{"count":1,"href":"https:\/\/copperfernstudio.com\/neuropacificclassroom\/index.php?rest_route=\/wp\/v2\/pages\/299\/revisions"}],"predecessor-version":[{"id":781,"href":"https:\/\/copperfernstudio.com\/neuropacificclassroom\/index.php?rest_route=\/wp\/v2\/pages\/299\/revisions\/781"}],"wp:attachment":[{"href":"https:\/\/copperfernstudio.com\/neuropacificclassroom\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=299"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}