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Peaceful Parent, Kids

by Dr. Laura Markham

References

Online Notes – Introduction

Introduction

  • “Screens have crowded out the experiences that build resilience… leaving children more reactive and less able to bounce back” — Jean M. Twenge, iGen: Why Today’s Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy—and Completely Unprepared for Adulthood (New York: Atria Books, 2017).
  • “Rising anxiety and depression… and a kind of emotional fragility” — Jonathan Haidt, The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness (New York: Penguin Press, 2024).
  • “Avoidance brings quick relief, but over time it’s a pathway into anxiety” — Stefan G. Hofmann and Alice C. Hay, “Rethinking Avoidance: Toward a Balanced Approach to Avoidance in Treating Anxiety Disorders,” Journal of Anxiety Disorders 55 (2018): 14–21. https://doi.org/10.1016/j.janxdis.2018.03.004
  • “Children’s lives have shifted away from independent activity, free play, and autonomy” — Peter Gray, David F. Lancy, and David F. Bjorklund, “Decline in Independent Activity as a Cause of Decline in Children’s Mental Well-Being,” Journal of Pediatrics 260 (2023): 113352.
  • “Well-meaning adults may shield children from manageable challenges… in ways that lessen resilience” — Ann S. Masten, “Resilience in Children: Developmental Perspectives,” Child Development Perspectives 12, no. 2 (2018): 75–80.

Online Notes – Calm

Calm

  • “Mindfulness: Allowing an emotion to take hold and pass without acting on it” — Benedict Carey, “Lotus Therapy,” The New York Times, May 27, 2008.
  • “Mindfulness: Not hitting someone in the mouth” — Sharon Salzberg, Real Happiness: The Power of Meditation (New York: Workman Publishing, 2010), 107.
  • “The job of the autonomic nervous system is to ensure we survive in moments of danger and thrive in times of safety” — Deb Dana, Anchored: How to Befriend Your Nervous System Using Polyvagal Theory (Boulder, CO: Sounds True, 2021).
  • “You can’t teach emotional regulation from a dysregulated state” — Mr. Chazz (@mrchazz), Instagram post, accessed [add date if desired], https://www.instagram.com/mrchazz/
  • “When mothers stayed calm and positive during conflict… children’s brains showed differences linked to emotional regulation” — Sarah Whittle et al., “Positive Parenting Predicts the Development of Adolescent Brain Structure: A Longitudinal Study,” Developmental Cognitive Neuroscience 8 (2014): 7–17. https://doi.org/10.1016/j.dcn.2013.10.006
  • “Children whose parents are better able to self-regulate tend to develop stronger vagal tone… and greater compassion” — Zoey E. Taylor, Nancy Eisenberg, and Tracy L. Spinrad, “Respiratory Sinus Arrhythmia, Effortful Control, and Parenting as Predictors of Children’s Sympathy Across Early Childhood,” Developmental Psychology 51, no. 1 (2015): 17–25.
  • “Responsive Mode” (a calm, connected state of well-being) — Rick Hanson and Forrest Hanson, Resilient: How to Grow an Unshakable Core of Calm, Strength, and Happiness (New York: Harmony, 2018).
  • “People who practice self-compassion are more resilient, kinder, and more motivated to grow” — Kristin D. Neff, Self-Compassion: The Proven Power of Being Kind to Yourself (New York: William Morrow, 2011).
  • “The curious paradox is that when I accept myself just as I am, then I can change” — Carl Rogers, On Becoming a Person: A Therapist’s View of Psychotherapy (Boston: Houghton Mifflin, 1961).
  • “We all have many parts inside us… trying their best to keep us safe” — Richard C. Schwartz, No Bad Parts: Healing Trauma and Restoring Wholeness with the Internal Family Systems Model (Boulder, CO: Sounds True, 2021).
  • “If we can share our story with someone who responds with empathy and understanding, shame can’t survive” — Brené Brown, Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and Lead (New York: Gotham Books, 2012).

Online Notes – Connection

Connection

  • “Delight in me” need — Kent Hoffman, Glen Cooper, and Bert Powell, Raising a Secure Child: How Circle of Security Parenting Can Help You Nurture Your Child’s Attachment, Emotional Resilience, and Freedom to Explore (New York: Guilford Press, 2017).
  • “Parental warmth… predicts coping and well-being in adulthood” — Katherine M. Moran, Nicholas A. Turiano, and Amy L. Gentzler, “Parental Warmth During Childhood Predicts Coping and Well-Being in Adulthood,” Journal of Family Psychology 32, no. 5 (2018): 610–621. https://doi.org/10.1037/fam0000401
  • “Seen, safe, soothed and secure” — Daniel J. Siegel and Tina Payne Bryson, foundational principle of attachment-based parenting.
  • “The ‘in-between’: the interaction between two nervous systems” — Deb Dana, The Polyvagal Theory in Therapy: Engaging the Rhythm of Regulation (New York: W. W. Norton, 2018).
  • “Co-regulate with them… capacity to manage themselves depends on how we manage ourselves” — Daniel J. Siegel and Tina Payne Bryson, The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child’s Developing Mind (New York: Delacorte Press, 2011).
  • “A ‘normal range of arousal’… coordinating inner state with caregivers” — Sue Gerhardt, Why Love Matters: How Affection Shapes a Baby’s Brain (New York: Routledge, 2009), 37.
  • “In the absence of reflection, history often repeats itself” — Daniel J. Siegel and Mary Hartzell, Parenting from the Inside Out (New York: Tarcher, 2004).
  • “Frequent phone use… linked to more acting out” — Brandon T. McDaniel, “Parent Distraction with Phones, Reasons for Use, and Impacts on Parenting and Child Outcomes,” Human Behavior and Emerging Technologies 1, no. 2 (2019): 72–80. https://doi.org/10.1002/hbe2.139
  • “Caregivers respond less and more slowly when absorbed in devices” — Jenny S. Radesky et al., “Patterns of Mobile Device Use by Caregivers and Children During Meals in Fast Food Restaurants,” Pediatrics 133, no. 4 (2014): e843–e849. https://doi.org/10.1542/peds.2013-3703
  • “Help a child feel understood” — Becky Kennedy, Good Inside: A Guide to Becoming the Parent You Want to Be (New York: HarperWave, 2021).
  • “Social buffering of stress responses” — Clancy Blair Hostinar, Andrea E. Johnson, and Megan R. Gunnar, “Early Social Deprivation and the Social Buffering of Cortisol Stress Responses in Late Childhood,” Developmental Psychology 51, no. 11 (2015): 1597–1608. https://doi.org/10.1037/dev0000029
  • “Caregiver ‘downloading’ emotional regulation into the infant brain” — Allan N. Schore, “The Neurobiology of Attachment and Early Personality Organization,” Journal of Prenatal and Perinatal Psychology and Health 16, no. 3 (2002): 249–263.
  • “Infant arousals during bed sharing” — James J. McKenna, Sarah Mosko, and Christopher Richard, “Infant Arousals During Mother–Infant Bed Sharing,” Pediatrics 100, no. 5 (1997): 841–849. https://doi.org/10.1542/peds.100.5.841
  • “Safe sleep recommendations” — Rachel Y. Moon, Rebecca F. Carlin, and Ivan Hand, “Evidence Base for 2022 Updated Recommendations for a Safe Infant Sleeping Environment,” Pediatrics 150, no. 1 (2022): e2022057991. https://doi.org/10.1542/peds.2022-057991
  • “Only about 30% of the time is interaction in sync” — Edward Z. Tronick and Jeffrey F. Cohn, “Infant-Mother Face-to-Face Interaction,” Child Development 60 (1989): 85–92.
  • “Forty years of attachment research” — L. Alan Sroufe et al., The Development of the Person: The Minnesota Study of Risk and Adaptation from Birth to Adulthood (New York: Guilford Press, 2005).
  • “Strange Situation” — Mary D. S. Ainsworth et al., Patterns of Attachment: A Psychological Study of the Strange Situation (Hillsdale, NJ: Erlbaum, 1978).
  • “Avoidant children show physiological stress” — Gottfried Spangler and Klaus E. Grossmann, “Biobehavioral Organization in Securely and Insecurely Attached Infants,” Child Development 64, no. 5 (1993): 1439–1450.
  • “Attachment predicts socioemotional development” — Ashley M. Groh et al., “Attachment in the Early Life Course,” Child Development Perspectives 11, no. 1 (2017): 70–76.
  • “Pushing independence can increase dependency on peers” — Laura Markham, Mother’s Mental Representations of Their Relationships with Their Toddlers (Doctoral dissertation, Columbia University, 1998).
  • “Parent–adolescent relationships and development” — Laurence Steinberg, “We Know Some Things: Parent–Adolescent Relationships,” Journal of Research on Adolescence 11, no. 1 (2001): 1–19. https://doi.org/10.1111/1532-7795.00001
  • “Quality parent–adolescent relationships matter into late adolescence” — Elizabeth C. Hair et al., “The Continued Importance of Quality Parent–Adolescent Relationships,” Journal of Research on Adolescence 18, no. 1 (2008): 187–200. https://doi.org/10.1111/j.1532-7795.2008.00556.x
  • “Adolescents push off from the adults they love” — Lisa Damour, Untangled: Guiding Teenage Girls Through the Seven Transitions into Adulthood (New York: Ballantine Books, 2016).
  • “Daycare effects and long-term outcomes” — Michael Baker, Jonathan Gruber, and Kevin Milligan, “Non-Cognitive Deficits and Young Adult Outcomes,” NBER Working Paper No. 21571 (2015). https://www.nber.org/papers/w21571
  • “NICHD Study of Early Child Care” — NICHD Early Child Care Research Network, The NICHD Study of Early Child Care and Youth Development (2006).
  • “Cortisol levels in daycare” — Megan R. Gunnar et al., “The Rise in Cortisol in Family Day Care,” Child Development 81, no. 3 (2010): 851–869. https://doi.org/10.1111/j.1467-8624.2010.01438.x
  • “Social regulation of cortisol” — Megan R. Gunnar and Bonny Donzella, “Social Regulation of the Cortisol Levels,” Development and Psychopathology 14, no. 3 (2002): 497–512. https://doi.org/10.1017/S095457940200305X

Online Notes – Emotion-Coaching

Emotion-Coaching

  • “If your emotional abilities aren't in hand…” — Daniel Goleman, Emotional Intelligence (New York: Bantam Books, 1995).
  • “Your calming presence literally shapes your child’s brain architecture” — Mona Delahooke, as cited in The New Yorker, “The Harsh Realm of Gentle Parenting,” August 19, 2024.
  • “Self-regulation is really internalized co-regulation” — Robyn Gobbel, Raising Kids with Big, Baffling Behaviors (London: Jessica Kingsley Publishers, 2023).
  • “Empathy is what allows us to truly understand our children” — John Gottman and Joan DeClaire, Raising an Emotionally Intelligent Child: The Heart of Parenting (New York: Simon & Schuster, 1997).
  • “Regulation is a social experience before it is an individual capability” — Bruce D. Perry and Oprah Winfrey, What Happened to You? Conversations on Trauma, Resilience, and Healing (New York: Flatiron Books, 2021).
  • “Epidemiology and impact of… anxiety among U.S. children” — Rebecca H. Bitsko et al., “Epidemiology and Impact of Healthcare Provider Diagnosed Anxiety and Depression Among U.S. Children,” Journal of Developmental and Behavioral Pediatrics 39, no. 5 (2018): 395–401.
  • “11% of children ages 3–17 had current, diagnosed anxiety” — Centers for Disease Control and Prevention, “Data and Statistics on Children’s Mental Health,” accessed June 5, 2025.
  • “The Big Myth About Teenage Anxiety” — Richard A. Friedman, The New York Times, September 7, 2018.
  • “Social media… cause of the epidemic of teenage mental illness” — Jonathan Haidt, “After Babel,” April 9, 2024.
  • “Students in high-pressure schools experience elevated stress” — S. M. Suldo et al., “Predictors of Success Among High School Students in Advanced Placement and IB Programs,” Gifted Child Quarterly 62, no. 4 (2018): 350–373.
  • “Too much enrichment linked to worse mental health outcomes” — C. Caetano et al., “Are Children Spending Too Much Time on Enrichment Activities?” Economics of Education Review 98 (2024): 102503.
  • “School shootings are a top worry for children” — Children’s Defense Fund, “The New Normal,” September 20, 2018.
  • “Climate anxiety in early childhood” — J. Spiteri, “Climate Anxiety in Early Childhood: A State-of-the-Art Review,” Journal of Childhood, Education & Society 6, no. 2 (2025): 230–248.
  • “Decline of play and rise of psychopathology” — Peter Gray, “The Decline of Play and the Rise of Psychopathology,” American Journal of Play 3, no. 4 (2011): 443–463.
  • “Helicopter parenting… effects on well-being” — H. H. Schiffrin et al., “Helping or Hovering?” Journal of Child and Family Studies 23, no. 3 (2014): 548–557.
  • “Trends in anxiety, depression, and loneliness” — Jean M. Twenge et al., “Trends in Mood and Anxiety Symptoms,” Journal of Abnormal Psychology 128, no. 2 (2019): 119–133.
  • “Self-efficacy: belief in one’s ability to handle challenges” — Albert Bandura, Self-Efficacy: The Exercise of Control (New York: W.H. Freeman, 1997).
  • “The body releases trauma and restores goodness” — Peter A. Levine, In an Unspoken Voice (Berkeley, CA: North Atlantic Books, 2010).
  • “Babies’ brains respond to angry voices during sleep” — A. M. Graham, P. A. Fisher, and J. H. Pfeifer, “What Sleeping Babies Hear,” Psychological Science 24, no. 5 (2013): 782–789.
  • “Only about 30% of the time is interaction in sync” — Edward Z. Tronick and Jeffrey F. Cohn, “Infant-Mother Face-to-Face Interaction,” Child Development 60 (1989): 85–92.
  • “Maternal sensitivity predicts social-emotional functioning” — E. M. Leerkes et al., “Differential Effects of Maternal Sensitivity,” Child Development 80 (2009): 762–775.
  • “Mutual regulation model” — A. Gianino and Edward Z. Tronick, “The Mutual Regulation Model,” in Stress and Coping (Hillsdale, NJ: Erlbaum, 1988).
  • “Mother’s affection predicts adult emotional health” — J. Maselko et al., “Mother’s Affection at Infancy Predicts Emotional Distress in Adulthood,” Journal of Epidemiology and Community Health 64, no. 9 (2010): 747–752.
  • “Spanking predicts increased aggression” — C. A. Taylor et al., “Mothers’ Spanking of 3-Year-Olds,” Pediatrics 125, no. 5 (2010): e1057–e1065.
  • “Spanking and verbal punishment outcomes” — L. J. Berlin et al., “Correlates and Consequences of Spanking,” Child Development 80, no. 5 (2009): 1403–1420.
  • “Orbitofrontal cortex and emotional regulation” — Allan N. Schore, Affect Dysregulation and Disorders of the Self (New York: W.W. Norton, 2003).
  • “Ability to defer impulses… basis of self-control and empathy” — Sue Gerhardt, Why Love Matters (New York: Routledge, 2009), 37.
  • “Emotional suppression increases dysregulation” — James J. Gross and Robert W. Levenson, “Hiding Feelings,” Journal of Abnormal Psychology 106, no. 1 (1997): 95–103.
  • “Parental meta-emotion philosophy” — John Gottman et al., “Parental Meta-Emotion Philosophy,” Journal of Family Psychology 10, no. 3 (1996): 243–268.
  • “Emotion socialization profiles and outcomes” — W. J. Frogley et al., “Profiles of Parent Emotion Socialization,” Mental Health & Prevention 30 (2023): 200274.
  • “Empathy development” — Jessica Joelle Alexander, “What Can Danish Parents Teach Us About Empathy?” ParentMap, March 20, 2023.
  • “Decline in empathy among college students” — Sara H. Konrath et al., “Changes in Dispositional Empathy,” Personality and Social Psychology Review 15, no. 2 (2011): 180–198.
  • “Family context and emotion regulation” — A. S. Morris et al., “The Role of the Family Context,” Social Development 16, no. 2 (2007): 361–388.
  • “Social-emotional learning predicts school success” — S. A. Denham et al., “How Preschoolers’ SEL Predicts School Success,” Infant and Child Development 21, no. 6 (2012): 667–692.

Online Notes – Beyond Discipline

Beyond Discipline

  • “Punitive and non-punitive discipline and later behavior” — Ignatius J. Toner, “Punitive and Non-Punitive Discipline and Subsequent Rule-Following in Young Children,” Child Care Quarterly 15 (1986): 27–37.
  • “Punishment teaches external control rather than internal regulation” — Alfie Kohn, Unconditional Parenting (New York: Atria Books, 2005), 70.
  • “The brain develops in the context of relationships; early caregiving shapes neural architecture” — National Scientific Council on the Developing Child, The Science of Early Childhood Development (Cambridge, MA: Center on the Developing Child, Harvard University, 2007). https://developingchild.harvard.edu/resources/inbrief-science-of-ecd/
  • “Co-regulation supports the development of self-regulation in children” — National Scientific Council on the Developing Child, Supportive Relationships and Active Skill-Building Strengthen the Foundations of Resilience (Cambridge, MA: Center on the Developing Child, Harvard University, 2015). https://developingchild.harvard.edu/resources/supportive-relationships-and-active-skill-building-strengthen-the-foundations-of-resilience/
  • “Children rely on caregivers to help regulate stress responses; repeated experiences shape lifelong patterns” — Megan R. Gunnar and Dante Cicchetti, “Meeting the Challenge of Translational Research in Child Development: Bridging Basic and Applied Science,” Child Development Perspectives 3, no. 3 (2009): 185–189.
  • “Spanking and verbal punishment outcomes across populations” — Lisa J. Berlin et al., “Correlates and Consequences of Spanking and Verbal Punishment for Low-Income White, African American, and Mexican American Toddlers,” Child Development 80, no. 5 (2009): 1403–1420.
  • “Spanking linked to increased aggression and mental health problems” — Elizabeth T. Gershoff and Andrew Grogan-Kaylor, “Spanking and Child Outcomes: Old Controversies and New Meta-Analyses,” Journal of Family Psychology 30, no. 4 (2016): 453–469. https://doi.org/10.1037/fam0000191
  • “Time-outs and punishment undermine learning and connection” — Alfie Kohn, Unconditional Parenting (New York: Atria Books, 2005).
  • “Harsh verbal discipline predicts behavior problems and depression” — Ming-Te Wang and Sarah Kenny, “Parental Harsh Verbal Discipline and Adolescents’ Conduct Problems and Depressive Symptoms,” Child Development 85, no. 3 (2014): 908–923. https://doi.org/10.1111/cdev.12143
  • “Parental verbal aggression linked to psychiatric symptoms” — Akemi Polcari et al., “Parental Verbal Affection and Verbal Aggression in Childhood Differentially Influence Psychiatric Symptoms and Wellbeing in Young Adulthood,” Child Abuse & Neglect 38, no. 1 (2014): 91–102. https://doi.org/10.1016/j.chiabu.2013.10.003
  • “Verbal abuse associated with changes in brain structure” — Akemi Tomoda et al., “Exposure to Parental Verbal Abuse Is Associated with Increased Gray Matter Volume in Superior Temporal Gyrus,” NeuroImage 54, suppl. 1 (2011): S280–S286. https://doi.org/10.1016/j.neuroimage.2010.05.027
  • “Family processes and adolescent depression” — Lisa Sheeber, Hyman Hops, and Bruce Davis, “Family Processes in Adolescent Depression,” Clinical Child and Family Psychology Review 4, no. 1 (2001): 19–35. https://doi.org/10.1023/A:1009524626436
  • “Parenting styles and child outcomes” — Laurence Steinberg, “We Know Some Things: Parent–Adolescent Relationships in Retrospect and Prospect,” Journal of Research on Adolescence 11, no. 1 (2001): 1–19. https://doi.org/10.1111/1532-7795.00001
  • “Parenting dimensions and externalizing behavior” — Martin Pinquart, “Associations of Parenting Dimensions and Styles with Externalizing Problems of Children and Adolescents: An Updated Meta-Analysis,” Developmental Psychology 53, no. 5 (2017): 873–932. https://doi.org/10.1037/dev0000295
  • “Attachment-based parenting and emotional development” — Gordon Neufeld and Gabor Maté, Hold On to Your Kids: Why Parents Need to Matter More Than Peers (New York: Ballantine Books, 2006).
  • “Toddlers hear ‘no’ frequently during development” — Allan N. Schore, Affect Regulation and the Origin of the Self (Hillsdale, NJ: Lawrence Erlbaum Associates, 1994).
  • “Empathic limits and toddler emotional development” — Devon Kuntzman, Transforming Toddlerhood: How to Handle Tantrums, End Power Struggles, and Raise Resilient Kids Without Losing Your Mind (Nashville: Harper Horizon, 2025).
  • “Children’s brains are still developing self-regulation” — Deena Margolin and Kristin Gallant, Big Little Feelings Podcast, Episode 1 (2020). https://biglittlefeelings.com

Online Notes – Mastery

Mastery

  • “Connecting deeply with others predicts long-term happiness” — Robert J. Waldinger and Marc Schulz, The Good Life: Lessons from the World’s Longest Scientific Study of Happiness (New York: Simon & Schuster, 2023).
  • “Parental scaffolding supports the development of executive function” — S. I. Hammond, U. Müller, J. I. M. Carpendale, M. B. Bibok, and D. P. Liebermann-Finestone, “The Effects of Parental Scaffolding on Preschoolers’ Executive Function,” Developmental Psychology 48, no. 1 (2012): 271–281. https://doi.org/10.1037/a0025519
  • “Effort and mistakes support learning and persistence” — Melinda Wenner Moyer, “Helping Kids Overcome Frustration and Failure: New Research Illuminates How Parents and Teachers Can Nurture Persistence,” Substack, February 28, 2023.
  • “Praise and rewards can undermine intrinsic motivation” — Alfie Kohn, Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A’s, Praise, and Other Bribes (Boston: Houghton Mifflin, 1993).
  • “Parental language about effort predicts children’s persistence” — Kristin Lucca, Rachel Horton, and Jessica A. Sommerville, “Keep Trying!: Parental Language Predicts Infants’ Persistence,” Cognition 193 (2019): 104025. https://doi.org/10.1016/j.cognition.2019.104025
  • “Children need play as a basic developmental necessity” — Lenore Skenazy, “What Kids Are Desperate For — and Not Getting,” Let Grow, November 1, 2022. https://letgrow.org/kids-desperately-need/
  • “Decline of play linked to rising anxiety and depression” — Peter Gray, “The Decline of Play and the Rise of Psychopathology in Children and Adolescents,” American Journal of Play 3, no. 4 (2011): 443–463.
  • “Play supports resilience, autonomy, and learning” — Peter Gray, Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life (New York: Basic Books, 2013).
  • “Risky play helps children regulate fear and reduce anxiety” — Ellen Beate Hansen Sandseter and Leif Edward Ottesen Kennair, “Children’s Risky Play from an Evolutionary Perspective: The Anti-Phobic Effects of Thrilling Experiences,” Evolutionary Psychology 9, no. 2 (2011): 257–284. https://doi.org/10.1177/147470491100900212
  • “Early experiences shape brain architecture and future learning” — Center on the Developing Child at Harvard University, “Brain Architecture,” accessed August 25, 2025. https://developingchild.harvard.edu/key-concept/brain-architecture/
  • “Executive function develops through scaffolding and relational support” — M. B. Bibok, J. I. M. Carpendale, and U. Müller, “Parental Scaffolding and the Development of Executive Function,” New Directions for Child and Adolescent Development 123 (2009): 17–34. https://doi.org/10.1002/cd.233
  • “Toddler brain development shows rapid gains in cognitive capacity” — University of Bristol, “Toddlers’ Brains Show Significant Growth in Cognitive Skills by 16 Months,” ScienceDaily, July 15, 2024. https://www.sciencedaily.com/releases/2024/07/240711111448.htm
  • “Children’s brain connectivity strengthens cognitive abilities” — Naama Barnea-Goraly et al., “White Matter Development During Childhood and Adolescence: A Cross-Sectional Diffusion Tensor Imaging Study,” Cerebral Cortex 15, no. 12 (2005): 1848–1854. https://doi.org/10.1093/cercor/bhi062
  • “School environment influences brain development and cognition” — Emma Roy, Bruce McCandliss, and Jason Yeatman, “School Environment and Brain Development: A Population-Based Analysis,” Developmental Cognitive Neuroscience 57 (2024): 101150. https://doi.org/10.1016/j.dcn.2024.101150
  • “Executive function supports learning and academic success” — J. K. Grammer and S. F. Ahmed, “Informing the Development of School-Based Strategies to Promote Children’s Executive Function Skills,” Mind, Brain, and Education (2023). https://doi.org/10.1111/mbe.12368
  • “Executive function is foundational for learning and behavior” — Philip D. Zelazo, Clancy B. Blair, and Michael T. Willoughby, Executive Function: Implications for Education (Washington, DC: National Center for Education Research, 2016).
  • “Co-regulation supports children’s developing self-regulation” — National Scientific Council on the Developing Child, Supportive Relationships and Active Skill-Building Strengthen the Foundations of Resilience (Cambridge, MA: Harvard University, 2015). https://developingchild.harvard.edu/resources/supportive-relationships-and-active-skill-building-strengthen-the-foundations-of-resilience/

Online Notes – Screens

Screens

  • “Increases in adolescent depression and suicide-related outcomes after 2010” — Jean M. Twenge et al., “Increases in Depressive Symptoms, Suicide-Related Outcomes, and Suicide Rates Among U.S. Adolescents After 2010,” Clinical Psychological Science 6, no. 1 (2018): 3–17.
  • “Rising mental health concerns among youth” — U.S. Surgeon General, Advisory on Social Media and Youth Mental Health (2023).
  • “Adolescents who spend more time on screens report lower well-being” — Jean M. Twenge and W. Keith Campbell, “Associations Between Screen Time and Lower Psychological Well-Being,” Preventive Medicine Reports 12 (2018): 271–283.
  • “Heavy screen use is associated with more family conflict and lower cohesion” — Douglas A. Gentile et al., “The Effects of Media Use on Family Functioning,” Journal of Applied Developmental Psychology 41 (2015): 1–10.
  • “Supportive relationships buffer stress and build self-regulation” — National Scientific Council on the Developing Child, Supportive Relationships and Active Skill-Building Strengthen the Foundations of Resilience (Cambridge, MA: Center on the Developing Child, Harvard University, 2015). https://developingchild.harvard.edu/resources/supportive-relationships-and-active-skill-building-strengthen-the-foundations-of-resilience/
  • “Children rely on caregivers to regulate stress responses” — Megan R. Gunnar and Bonny Donzella, “Social Regulation of the Cortisol Levels in Early Human Development,” Development and Psychopathology 14, no. 3 (2002): 497–512.
  • “Repeated exposure to highly rewarding stimuli can reshape the brain’s reward pathways and drive compulsive use” — Anna Lembke, Dopamine Nation: Finding Balance in the Age of Indulgence (New York: Dutton, 2021).
  • “Addictive behaviors are driven by sensitization of brain systems that assign incentive salience (‘wanting’) to rewards and cues” — Kent C. Berridge and Terry E. Robinson, “Liking, Wanting, and the Incentive-Sensitization Theory of Addiction,” American Psychologist 71, no. 8 (2016): 670–679. https://doi.org/10.1037/amp0000059
  • “Design features such as variable rewards increase engagement” — Natasha Dow Schüll, Addiction by Design: Machine Gambling in Las Vegas (Princeton, NJ: Princeton University Press, 2012).
  • “Interactive media may displace critical developmental experiences” — Dimitri A. Christakis, “Interactive Media Use at Younger Than the Age of 2 Years,” JAMA Pediatrics 168, no. 5 (2014): 399–400. https://doi.org/10.1001/jamapediatrics.2013.5081
  • “Media use affects attention, learning, and parent–child interaction” — American Academy of Pediatrics, “Media and Young Minds,” Pediatrics 138, no. 5 (2016): e20162591. https://doi.org/10.1542/peds.2016-2591
  • “Screen time is associated with reduced sleep duration and quality” — Mari Hysing et al., “Sleep and Use of Electronic Devices in Adolescence,” BMJ Open 5 (2015): e006748.
  • “Heavy media multitasking is associated with reduced attention control” — Eyal Ophir, Clifford Nass, and Anthony D. Wagner, “Cognitive Control in Media Multitaskers,” Proceedings of the National Academy of Sciences 106, no. 37 (2009): 15583–15587.
  • “Digital media use may impact executive function and learning” — Dimitri A. Christakis et al., “Media and Young Minds,” Pediatrics 138, no. 5 (2016): e20162591.
  • “Face-to-face interaction supports development of empathy and social cognition” — Patricia M. Greenfield, “Mind and Media: The Effects of Television, Video Games, and Computers,” American Psychologist 69, no. 3 (2014): 291–303. https://doi.org/10.1037/a0034857
  • “In-person interaction improves social skills compared to screen-based communication” — Yalda T. Uhls et al., “Five Days at Outdoor Education Camp Without Screens Improves Preteen Skills,” Computers in Human Behavior 39 (2014): 387–392.
  • “Adolescents experience social comparison and feedback loops on social media” — Samuel Nesi and Mitchell J. Prinstein, “Using Social Media for Social Comparison,” Journal of Abnormal Child Psychology 43 (2015): 1427–1438.
  • “Children encounter harmful content and risky interactions online” — Amanda Third et al., Young and Online: Children’s Perspectives on Life in the Digital Age (UNICEF Office of Research—Innocenti, 2017).
  • “Algorithmic recommendation systems can amplify harmful content” — Zeynep Tufekci, “YouTube, the Great Radicalizer,” The New York Times, March 10, 2018.
  • “Parent device use reduces responsiveness to children” — Jenny S. Radesky et al., “Patterns of Mobile Device Use by Caregivers and Children During Meals,” Pediatrics 133, no. 4 (2014): e843–e849.
  • “Technoference is associated with child behavior problems” — Brandon T. McDaniel and Jenny S. Radesky, “Technoference: Parent Distraction with Technology and Associations with Child Behavior Problems,” Child Development 89, no. 1 (2018): 100–109.