42 • PART i: A ModEl foR SElf-REgulATion And EngAgEMEnT
Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the short grit scale (Grit-S).
Journal of Personality Assessment, 91, 166–174.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact
of enhancing students’ social and emotional learning: A meta-analysis of school-based universal
interventions. Child Development, 82, 405–432.
Greenberg, M. T., & Harris, A. R. (2012). Nurturing mindfulness in children and youth: Current state
of research. Child Development Perspectives, 6, 162–166.
Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J.
(2003). Enhancing school-based prevention and youth development through coordinated social,
emotional, and academic learning. American Psychologist, 58, 466.
Hawton, K., Saunders, K. E., & O’Connor, R. C. (2012). Self-harm and suicide in adolescents. The
Lancet, 379, 2373–2382.
Hong, J. S., & Espelage, D. (2012). A review of research on bullying and peer victimization in school:
An ecological systems analysis. Aggression and Violent Behavior, 17, 311–322.
James, W. (1907, March 1). The energies of men. Science, 25, 321–332.
Kann, L., Kinchen, S., Shanklin, S. L., Flint, K. H., Kawkins, J., Harris, W. A.,... Zaza, S. (2014). Youth
risk behavior surveillance—United States, 2013. Morbidity and Mortality Weekly Report, Surveillance
Summary, 63, 1–168.
Karpov, Y. V. (2014). Vygotsky for educators. New York, NY: Cambridge University Press.
Klein, J., & Cook-Cottone, C. (2013). The effects of yoga on eating disorder symptoms and correlates:
A review. International Journal of Yoga Therapy, 23, 41–50.
Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engage-
ment and achievement. Journal of School Health, 74, 262–273.
Leavell, H. R., & Clark, E. G. (1953). Textbook of preventive medicine. New York, NY: McGraw-Hill.
Leavell, H. R., & Clark, E. G. (1958). Preventive medicine for the doctor in his community (2nd ed.).
New York, NY: McGraw-Hill.
Leavell, H. R., & Clark, E. G. (1965). Preventive medicine for the doctor in his community (3rd ed.).
New York, NY: McGraw-Hill.
Liew, J. (2012). Effortful control, executive functions, and education: Bringing self-regulatory and
social-emotional competencies to the table. Child Development Perspectives, 6, 105–111.
Merikangas, K. R., He, J. P., Burstein, M., Swanson, S. A., Avenevoli, S., Cui, L.,... Swendsen, J. (2010).
Lifetime prevalence of mental disorders in US adolescents: Results from the National Comorbidity
Survey Replication–Adolescent Supplement (NCS-A). Journal of the American Academy of Child &
Adolescent Psychiatry, 49, 980–989.
Muehlenkamp, J. J., Claes, L., Havertape, L., & Plener, P. L. (2012). International prevalence of
adolescent non-suicidal self-injury and deliberate self-harm. Child and Adolescent Psychiatry and
Mental Health, 6, 1–9.
Ogden, C. L., Carroll, M. D., Kit, B. K., & Flegal, K. M. (2014). Prevalence of childhood and adult
obesity in the United States, 2011–2012. Journal of the Medical Association, 311, 806–814.
Perkins-Gough, D. (2013, September). The significance of grit: A conversation with Angela Lee
Duckworth. Educational Leadership, 17, 14–20.
Reynolds, S., Wilson, C., Austin, J., & Hooper, L. (2012). Effects of psychotherapy for anxiety in children
and adolescents: A meta-analytic review. Clinical Psychology Review, 32, 251–262.
Scime, M., & Cook-Cottone, C. (2008). Primary prevention of eating disorders: A constructivist
integration of mind and body strategies. International Journal of Eating Disorders, 41, 134–142.
Serwacki, M., & Cook-Cottone, C. (2012). Yoga in the schools: A systematic review of the literature.
International Journal of Yoga Therapy, 22, 101–110.
Shin, M., & Walker, H. Interventions for Achievement and Behavior Problems in a three-Tier Model Including
RTI. Bethesda, MD: National Association of School Psychologists.
Shoshani, A., & Steinmetz, S. (2013). Positive psychology at school: A school-based intervention to
promote adolescents’ mental health and well-being. Journal of Happiness Studies, 15, 1289–1311.