Litteraturliste - tilpasset opplæring og relasjoner

Abramson, L. Y., Seligman, M. E., & Teasdale, J. D. (1978). Learned helplessness in humans: Critique and reformulation. Journal of abnormal psychology, 87(1), 49.

Abuhamdeh, S., & Csikszentmihalyi, M. (2012). Attentional involvement and intrinsic motivation. Motivation and Emotion, 36(3), 257-267. doi:10.1007/s11031-011-9252-7

Barlow, D. H., Patterson, G. R., & Wells, K. C. (1984). A social learning approach, vol. 3: Coercive family process. Behavior Therapy, 15(1), 121-127. doi:10.1016/S0005-7894(84)80046-5

Bernstein, G. A., & Borchardt, C. M. (1991). Anxiety disorders of childhood and adolescence: A critical review. J Am Acad Child Adolesc Psychiatry, 30(4), 519-532.

Blaustein, M. E. (2010). Treating traumatic stress in children and adolescents: How to foster resilience through attachment, self-regulation, and competency. New York: Guilford Press.

Copeland, W. E., Keeler, G., Angold, A., & Costello, E. J. (2007). Traumatic events and posttraumatic stress in childhood. Archives of General Psychiatry, 64(5), 577.

Daniels, H. (2009). Vygotsky and inclusion. In P. Hick, R. Kershner, & P. T. Farrel (Eds.), Psychology for Inclusive Education (pp. 24-37). Oxon: Routledge.

Daniels, S., & Meckstroth, E. (2009). Nurturing the Sensitivity, Intensity, and Developmental Potential of Young Gifted Children. In S. Daniels & M. M. Piechowski (Eds.), Living With Intensity: Understanding the Sensitivity, Excitability, and the Emotional Development of Gifted Children, Adolescents, and Adults (pp. 33-56). Scottsdal, AZ: Great Potential Press Inc.

Delisle, J. (2008). Comfortably Numb: A New View of Underachievement. In M. W. Gosfield (Ed.), Expert Approaches to Support Gifted Learners: Professional Perspectives, Best Practices, and Positive Solutions (pp. 43-52). Minneapolis: Free Spirit Publishing Inc.

Fennefoss, A. T., & Jansen, K. E. (2008). Småbarnspedagogikk og praksisfortellinger: pedagogisk dokumentasjon gjennom tolkning og analyse. Bergen: Fagbokforl.

Fox, N. A., Henderson, H. A., Marshall, P. J., Nichols, K. E., & Ghera, M. M. (2005). Behavioral Inhibition: Linking Biology and Behavior within a Developmental Framework. Annu Rev Psychol, 56(1), 235-262. doi:doi:10.1146/annurev.psych.55.090902.141532

Garvey, C., & Shantz, C. U. (1995). Conflict talk: Approaches in adversative discourse. In C. U. Shantz & W. W. Hartup (Eds.), Conflict in Child and Adolescent Development (pp. 93-121). Cambridge: Cambridge University Press.

Glasser, W. (2002). Unhappy Teenagers : A Way for Parents and Teachers to Reach them. New York: HarperCollins Publishers Inc.

Grant, B. A., & Piechowski, M. M. (1999). Theories and the good: toward child-centered gifted education. Gifted Child Quarterly, 43(1), 4.

Grimes, L. (1981). Learned Helplessness and Attribution Theory: Redefining Children's Learning Problems. Learn Disabil Q, 4(1), 91-100.

Hertel, R., & Johnson, M. M. (2013). How the Traumatic Experiences of Students Manifest in School Settings. In E. Rossen & R. Hull (Eds.), Supporting and Educating Traumatized Students: A Guide for School-Based Professionals (pp. 23-36). New York: Oxford University Press.

Jørgensen, M., & Schreiner, P. (1991). Barns kamp med voksne: Fighter-relasjonen som oppdragerproblem. Oslo: Pedagogisk forum.

Karevold, E., Roysamb, E., Ystrom, E., & Mathiesen, K. S. (2009). Predictors and pathways from infancy to symptoms of anxiety and depression in early adolescence. Dev Psychol, 45(4), 1051-1060.

Lauveng, A. (2005). I morgen var jeg alltid en løve. Oslo: Cappelen.

Lund, I. (2004). Hun sitter jo bare der! Om innagerende atferd hos barn og unge. Bergen: Fagbokforlaget.

Mørch, W.-T. (2011). Kognitiv atferdsterapi for barn med atferdsvansker. Tidskrift for Norsk Psykologforening, 48(1), 40-45.

Patterson, G. R. (1982). Coercive family process. Eugene, OR: Castalia Publishing.

Piechowski, M. M. (2008). Experiencing in a higher key: Dabrowski’s theory of and for the gifted. In M. W. Gosfield (Ed.), Expert Approaches to Support Gifted Learners: Professional Perspectives, Best Practices, and Positive Solutions (pp. 19-32). Minneapolis: Free Spirit Publishing Inc.

Reis, S. M., & Renzulli, J. S. (2010). Is there still a need for gifted education? An examination of current research. Learning and Individual Differences, 20(4), 308-317.

Rimm, S. B. (1997). An underachievement epidemic. Educational Leadership, 54(7), 18.

Ristuccia, J. M. (2013). How the Traumatic Experiences of Students Manifest in School Settings. In E. Rossen & R. Hull (Eds.), Supporting and Educating Traumatized Students: A Guide for School-Based Professionals (pp. 251.264). New York: Oxford University Press.

Skaalvik, E. M., & Skaalvik, S. (1996). Selvoppfatning, motivasjon og læringsmiljø. Oslo: TANO.

Stark, K. (1990). Childhood Depression, School-Based Intervention. New York: The Guilford Press.

Strauss, C. C., Lahey, B. B., & Frick, P. J. (1988). Peer social status of children with anxiety disorders. J Consult Clin Psychol, 56, 137-141.

Stray, T. (2013). DAt-Kon - Et verktøy for differensiering av atferds- og konsentrasjonsvansker hos barn. PhD Thesis UiS, no 204. (PhD), University of Stavanger, Stavanger.

Stray, T., & Stray, I. E. (2014). Alle elever har behov for å bli forstått: Tilpasset opplæring sett i et differensiert relasjonsperspektiv. In M. Bunting (Ed.), Tilpasset opplæring. I forskning og praksis. (pp. 56-76). Oslo: Cappelen Damm Akademisk.

Stray, T., Stray, L. L., & Tønnessen, F. E. (2012). DAt-Kon -  Et verktøy for differensiering av atferds- og konsentrasjonsvansker hos barn. Spesialpedagogikk(6), 40-56.

Stålsett, U. E., Sandal, R., & Storhaug, M. (2009). Introduksjon. In U. E. Stålsett, R. Sandal, & M. Storhaug (Eds.), Veiledning i tilpasset opplæring. Arbeidsmåter - fra oppskrift til refleksjon. Bergen: Fagbokforlaget.

Thorsen, A. T. S. (2012). Tidlig innsats for stille barn. Om pedagogers sensitivitet for skjulte (språk-?)vansker, i en travel hverdag. (Master Dissertation, Master degree), Universitetet i Stavanger, Stavanger.  

Tveit, A. (2009). Roser vi barna for mye? Spesialpedagogikk(10), 4-13.

Valås, H. (2001). Learned Helplessness and Psychological Adjustment II: effects of learning disabilities and low achievement. Scand J Educ Res, 45(2), 101-114. doi:10.1080/00313830120052705

Vygotsky, L. S. (1996). Interaksjon mellom læring og utvikling. In E. L. Dale (Ed.), Skolens undervisning og barnets utvikling. Klassiske tekster. Oslo: Ad notam. Gyldendal Norsk Forlag.

Webb, J. T. (2005). Misdiagnosis and dual diagnosis of gifted children and adults: ADHD, Bipolar, OCD, Asperger´s, Depression, and other disorders. Scottsdale, Ariz: Great Potential Press.

Wiener, E. S. (2008). Squelching Enthusiasm. In M. W. Gosfield (Ed.), Expert Approaches to Support Gifted Learners: Professional Perspectives, Best Practices, and Positive Solutions (pp. 53-55). Minneapolis: Free Spirit Publishing Inc.

Winner, E. (2000). The Origins and Ends of Giftedness. Am Psychol, 55(1), 159-169. 

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