Untitled

The BrainWise Curriculum 439Kusché, C., & Greenberg, M. (1994). The PATHS curriculum. Seattle: DevelopmentalResearch and Programs.LeDoux, J. (1996). The emotional brain. New York: Simon & Schuster.Luria, A. R. (1973). The working brain. New York: Basic Books.Mirskey, S. (2000). The future of psychiatry: Eric Kandel says it lies with biology. RetrievedJune 27, 2006, from http://www.hhmi.org/bulletin/kandel/Nichols, P. (1996). Clear thinking: A program for teachers and counseling professionals.Iowa City, Iowa: River Lights.Olds, D. L., Kitzman, H., Cole, R., Robinson, J., Sidora, K., Luckey, D. W., Henderson,C. R., Hanks, C., Bondy, J., and Holmberg, J. (2004). Effects of home-visiting onmaternal life course and child development: Age 6 follow-up results of a randomizedtrial. Pediatrics, 114, 1550–1559.OMNI Research and Training, Inc. (2001). BrainWise final evaluation report. Denver,Colorado: Author.Payton, J., Wardlaw, D., Gracyzk, P., Bloodworth, M., Tompsett, C., & Weissberg, R.(2000). Social and emotional learning: A framework for promoting health and reducingrisk behavior in children and youth. Journal of School Health, 70(5), 179–185.Perry, B. (1994). Neurobiological sequelae of childhood trauma: PTSD in children. InMurburg, M. (Ed.), Catecholamine function in post-traumatic stress disorder: Emergingconcepts (pp. 233–254). Washington, DC: American Psychiatric Press.Perry, B., & Pollard, R. (1998). Homeostasis, stress, trauma and adaptation. Child andAdolescent Psychiatry Clinics of North America, 7, 33–51.Romer, D. (2003). Reducing adolescent risk: Toward an integrated approach. ThousandOaks, CA: Sage.Roth, R. M., & Syakin, A. J. (2004). Executive dysfunction in attention-deficit/hyperactivitydisorder: Cognitive and neuroimaging findings. Psychiatric Clinics of NorthAmerica, 27, 83–96.Rothbart, M., & Posner, M. (2005). Genes and experience in the development of executivefunction and effortful control. New Directions for Child and Adolescent Development,106, 101–107.Saltzman, W. R., Layne, C. M., Steinberg, A. M., Arslanagic, B., & Pynoos, R. S. (2003).Developing a culturally and ecologically sound intervention program for youth exposedto war and terrorism. Child and Adolescent Psychiatric Clinics of North America, 12,319–342.Schnirman, G., Welsh, M., & Retzlof, P. (1998). Development of the Tower of London–Revised. Assessment, 54, 355–360.Scott, K. L., Wolfe, D. A., & Wekerle, C. (2003). Maltreatment and trauma: Tracking theconnections in adolescence. Child and Adolescent Psychiatric Clinics of North America,12, 211–230.Seligman, M. (1991). Learned optimism. New York: Alfred Knopf.Seligman, M., & Csiksentmihalyi, M. (2000). Positive psychology: An introduction.American Psychologist. 55(1), 5–14.Shure, M. (1992). I can problem solve (ICPS): An interpersonal cognitive problem solvingprogram for children (intermediate elementary grades). Champaign, IL: Research Press.Smith, D. (2002). The theory heard ’round the world. Monitor on Psychology, 33(9), 30–32.Steinberg, L. (1996). Beyond the classroom: Why school reform has failed and what parentsneed to do. New York: Simon & Schuster.Sternberg, R. (2001). Why schools should teach wisdom: The balance theory of wisdomin educational settings. Educational Psychologist, 36(4), 227–245.