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Bibliografía & fuentes

Clouder, C., Dahlin, B., Diekstra, R., Fernández, P., Heys, B., Lantieri, L., & Paschen, H. (2008). Educación Emocional y Social. Análisis Internacional. Fundación Marcelino Botín.

Casafont, R. (2014). Viaje a tu cerebro emocional. Barcelona: Ediciones B.

Blackwell, L., Trzesniewski, K., & Dweck, C. (2007). Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention. Child Development, 78 (1), 246-263.

Bisquerra (Coord.), R. (2016). Educación emocional. Propuestas para educadores y familias. Bilbao: Desclée de Brouwer.

Bueno, D. (2017). Neurociència per a educadors. Barcelona: Rosa Sensat.

Damásio, A. (2001). Fundamental feelings. Nature, 413, 781.

Damásio, A. (2006). En busca de Spinoza. Neurobiología de la emoción y los sentimientos. Barcelona: Crítica.

Damásio, A. (2010). Y el cerebro creó al hombre. ¿Cómo pudo el cerebro generar emociones, sentimientos, ideas y el yo? Barcelona: Destino.

Diamond, A. (2013). Executive functions. The Annual Review of Psychology, 64, 135-168.

Durlak, J., Weissberg, R., Dymnicki, A., Taylor, R., & Schellinger, K. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405-432.

Durlak, J. A., Weissberg, R. P., Domitrovich, C. E., & Gullotta, T. P. (Eds.). (2015). Social and emotional learning: Past, present, and future. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 3-19). New York, NY, US: The Guilford Press. 

Durlak, J., Weissberg, R., Taylor, R., & Oberle, E. (2017). Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects. Child Development, 88, 1156–1171.

Gamo, J. R. (2016). Aprender a motivar. Neuroplasticidad y emociones. Retrieved from Niuco: http://www.niuco.es

Guillén, J. (2017). Neuroeducación en el aula. De la teoría a la práctica.

Iacoboni, M. (2009). Las neuronas espejo. Empatía, neuropolítica, autismo, imitación o de cómo entendemos a los otros. Madrid: Katz Editores.

Kandel, E. (2019). La nueva biología de la mente: Qué nos dicen los trastornos cerebrales sobre nosotros mismos (Spanish Edition). Kindle Edition.

Pascual-Leone, A., Amedi, A., Fregni, F., & Merabet, L. (2005). The plastic human brain cortex. Annual Review of Neuroscience, 28:1, 377-401.

Posner, J., Russell, J., & Peterson, B. (2005). The circumplex model of affect: An integrative approach to affective neuroscience, cognitive development, and psychopathology. Development and Psychopathology, 17, 715-734.

Riken (2017). Learning and Unlearning Fear: The Two Faces of Noradrenaline. NeuroscienceNews. Retrieved from http://neurosciencenews.com/nordrenaline-fear-learning- 7512/

Rizzolatti, G., & Craighero, L. (2004). The Mirror-Neuron System. Annual Review Neuroscience, 27, 169-192.

Rizzolatti, G., Fabbri-Destro, M., & Cattaneo, L. (2009). Mirror neurons and their clinical relevance. Nature Clinical Practice Neurology, 5, 24-34.

Sissa. (2016). Oxytocinʼs Role in the Recognition of Emotions. NeuroscienceNew. Retrieved from http://neurosciencenews.com/emotion-oxytocin-4475/

Sklad, M., Diekstra, R., De Ritter, M., & Ben, J. (2012). Effectiveness of school-based universal social, emotional, and behavioral programs: Do they enhance students’ development in the area of skill, behavior, and adjustment? Psychology in the Schools, 49 (9), 892-909.

Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A Review of School Climate Research. Review of Educational Research, 83, 357–385.

The Conversation (2018). Discovering Dopamineʼs Role in the Brain. NeuroscienceNews. Retrieved from http://neurosciencenews.com/dopamine-neuroscience-9531/

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