Stress and Anxiety

Resources

American Academy of Pediatrics. (2012) Early childhood adversity, toxic stress, and the role of the pediatrician: Translating developmental science into lifelong health. Pediatrics, 129, e224-e231.

Birnie, K., Speca, M., & Carlson, L. E. (2010). Exploring self‐compassion and empathy in the context of mindfulness‐based stress reduction (MBSR). Stress and Health, 26(5), 359-371.

Bloch, J. (2016).The brain may be able to repair itself -- with help. TED Talk. [Video file]. Retrieved from The brain may be able to repair itself -- with help | Jocelyne Bloch

Bomyea, J., Lang, A., Craske, M. G., Chavira, D. A., Sherbourne, C. D., Rose, R. D., ... & Bystritsky, A. (2015). Course of symptom change during anxiety treatment: Reductions in anxiety and depression in patients completing the Coordinated Anxiety Learning and Management program. Psychiatry Research, 229(1), 133-142.

Bowers, M. E., & Yehuda, R. (2016). Intergenerational transmission of stress in humans. Neuropsychopharmacology, 41(1), 232.

Brunet, A., et al. (2014). Trauma reactivation plus propranolol is associated with durably low physiological responding during subsequent script-driven traumatic imagery. Can J Psychiatry, 59(4):228-232.

Brydges, N. M., Jin, R., Seckl, J., Holmes, M. C., Drake, A. J., & Hall, J. (2014). Juvenile stress enhances anxiety and alters corticosteroid receptor expression in adulthood. Brain and behavior, 4(1), 4-13.

Caruso, M. J., Crowley, N. A., Reiss, D. E., Caulfield, J. I., Luscher, B., Cavigelli, S. A., & Kamens, H. M. (2018). Adolescent social stress increases anxiety-like behavior and alters synaptic transmission, without influencing nicotine responses, in a sex-dependent manner. Neuroscience, 373, 182-198.

Chen, Y.R., et al. (2014). Efficacy of eye-movement desensitization and reprocessing for patients with posttraumatic-stress disorder: a meta-analysis of randomized controlled trials. PlosOne, 9(8), e103676, 1-17.

Cisler, J.M., et al. (2014). Functional reorganization of neural networks during repeated exposure to the traumatic memory in posttraumatic stress disorder: An exploratory fMRI study. Journal of Psychiatric Research, 48, 47-45.

Cohen, J. R., Andrews, A. R., Davis, M. M., & Rudolph, K. D. (2018). Anxiety and depression during childhood and adolescence: testing theoretical models of continuity and discontinuity. Journal of Abnormal Child Psychology, 46(6), 1295-1308.

Dettling, A. C., Gunnar, M. R., & Donzella, B. (1999). Cortisol levels of young children in full-day childcare centers: Relations with age and temperament. Psychoneuroendocrinology, 24, 519–536.

DeLongis, A., Folkman, S., and Lazarus, R. (1988). Hassles and uplift scale. From: The impact of daily stress on health and mood: Psychological and social resources as mediators. Journal of Personality and Social Psychology, 54,486–495.

Doidge, N. & McNish, S. (2017) The brain that changes and heals itself . Conversations that Matter. [Video file]. Retrieved from The Brain That Changes and Heals Itself (w/ Dr. Norman Doidge, U of Toronto, Columbia University)

Erta, M., Giralt, M., Esposito, F. L., Fernandez-Gayol, O., & Hidalgo, J. (2015). Astrocytic IL-6 mediates locomotor activity, exploration, anxiety, learning and social behavior. Hormones and Behavior, 73, 64-74.

Evans, G., Schamberg, M.A. (2009). Childhood poverty, chronic stress, and adult working memory PNAS, 106(16), 6545-6549  

Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: Attentional control theory. Emotion, 7(2), 336.

Filippi, C. A., Valadez, E. A., Fox, N. A., & Pine, D. S. (2022). Temperamental risk for anxiety: emerging work on the infant brain and later neurocognitive development. Current Opinion in Behavioral Sciences, 44, Article 101105. https://doi.org/10.1016/j.cobeha.2022.101105

Foster, J. A., & Neufeld, K. A. M. (2013). Gut–brain axis: how the microbiome influences anxiety and depression. Trends in Neurosciences, 36(5), 305-312.

Geary, D. C., & Flinn, M. V. (2002). Sex differences in behavioral and hormonal response to social threat: Commentary on Taylor et al. (2000). Psychological Review, 109(4), 745-750. doi:10.1037/0033-295X.109.4.745

Gill, T. (2014). The benefit of children's engagement with nature: A systematic review. Children Youth & Environments, 24(2), 10-34.

Gregoire, C., ed. (n.d.). Managing stress, protecting your health. The Forum: Harvard School of Public Health.

Grindall, T. (2013). Toxic stress. Harvard University, Mind, Brain, Health & Education (PSYCE-1609). [video] and [slides].

Gunnar, M. R., Brodersen, L., Krueger, K., & Rigatuso, J. (1996). Dampening of adrenocortical responses during infancy: Normative changes and individual differences. Child Development, 67, 877–889.

Gunnar, M. R., Tout, K., de Haan, M., Pierce, S., & Stansbury, K. (1997). Temperament, social competence, and adrenocortical activity in preschoolers. Developmental Psychobiology, 31(1), 65–85.

Heim, C., Ehlert, U., & Hellhammer, D.H. (2000). The potential role of hypocortisolism in the pathophysiology of stress-related bodily disorders. Psychoneuroendocrinology, 25, 1-35.

Heim, C., Newport, D. J., Heit, S., Graham, Y. P., Wilcox, M., Bonsall, R., et al. (2000). Pituitary-adrenal and autonomic responses to stress in women after sexual and physical abuse in childhood. Journal of the American Medical Association, 284, 592–597.

Kapoula, (2010). EMDR Effects on Pursuit Eye Movements. Plos One, 5(5), e10762-e10762.

Loman, M. M., & Gunnar, M. R. (2010). Early experience and the development of stress reactivity and regulation in children. Neuroscience & Biobehavioral Reviews, 34(6), 867-876.

Lupien, S. J., Leon, M. D., Santi, S. D., Convit, A., Tarshish, C., Nair, N. P. V., et al. (1998). Cortisol levels during human aging predict hippocampal atrophy and memory deficits. Nature Neuroscience, 1(1), 69–73.

MacIntyre, P. D. (2017). An overview of language anxiety research and trends in its development. New Insights into Language Anxiety: Theory, Research and Educational Implications, 11-30.

 Maloney, E. A., & Beilock, S. L. (2012). Math anxiety: Who has it, why it develops, and how to guard against it. Trends in Cognitive Sciences, 16(8), 404-406.

Maloney, E. A., Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2015). Intergenerational effects of parents’ math anxiety on children’s math achievement and anxiety. Psychological Science, 0956797615592630.

McEwen, B. (2011). Effects of stress on the developing brain. Cerebrum.

McEwen, B. S., Gray, J. D., & Nasca, C. (2015). Recognizing resilience: Learning from the effects of stress on the brain. Neurobiology of Stress, 1, 1-11.

Moran, T. P. (2016). Anxiety and working memory capacity: A meta-analysis and narrative review. Psychological Bulletin, 142(8), 831-864.

National Scientific Council on the Developing Child. (2005). Excessive stress disrupts the architecture of the developing brain: Working Paper No. 3. Washington, DC: Author.

Oberle, E., & Schonert-Reichl, K. A. (2016). Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students. Social Science & Medicine, 159, 30-37.

Otgaar, H., Howe, M. L., & Muris, P. (2017). Maltreatment increases spontaneous false memories but decreases suggestion‐induced false memories in children. British Journal of Developmental Psychology, 35(3), 376-391.

Peabody, S. (2014). Stress, Part 1: Physiology and psychology. [video] (46:43 mins.). Harvard University (PSYCE-1609).

Peabody, S. (2014). Stress, Part 1: Physiology and psychology (cont'd). [video] (10:11 mins.). Harvard University (PSYCE-1609).

Peabody, S. (2014). Stress, Part 2: Illness. [video] (37:31 mins.). Harvard University (PSYCE-1609).

Peabody, S. (2014). Stress, Part 3: Coping. [video] (58:26 mins.). Harvard University (PSYCE-1609).

Radulovic, J., Rühmann, A., Liepold, T., & Spiess, J. (1999). Modulation of learning and anxiety by corticotropin-releasing factor (CRF) and stress: differential roles of CRF receptors 1 and 2. Journal of Neuroscience, 19(12), 5016-5025.

Rigoli, F., Ewbank, M., Dalgleish, T., & Calder, A. (2016). Threat visibility modulates the defensive brain circuit underlying fear and anxiety. Neuroscience Letters, 612, 7-13.

Roehm, M. L. (2016). An exploration of flashbulb memory. Journal of Consumer Psychology, 26(1), 1-16.

Sapolsky, R. M. (1998). Why zebras don’t get ulcers: An updated guide to stress, stress-related diseases, and coping (2nd Rev. ed.). New York: Freeman.

Sieber, J. E., O'Neil Jr, H. F., & Tobias, S. (2013). Anxiety, learning, and instruction. Routledge.

Simons, S. S., Cillessen, A. H., & de Weerth, C. (2017). Cortisol stress responses and children's behavioral functioning at school. Developmental Psychobiology, 59(2), 217-224.

Society for Neuroscience (2018) Inside neuroscience: How the brain reacts to stress. Neuroscience Quarterly, Spring, 2018.

Sylvester, C.M., et al. (2012). Functional network dysfunction in anxiety and anxiety disorders (Links to an external site.). Trends in Neurosciences, 35(9), 527-535.

Taylor, J. H., Jakubovski, E., & Bloch, M. H. (2015). Predictors of anxiety recurrence in the Coordinated Anxiety Learning and Management (CALM) trial. Journal of Psychiatric Research, 65, 154-165.

Thoits, P. A. (2010). Stress and health major findings and policy implications. Journal of Health and Social Behavior, 51(1 suppl), S41-S53.

Valiente-Gómez, A., Moreno-Alcázar, A., Treen, D., Cedrón, C., Colom, F., Perez, V., & Amann, B. L. (2017). EMDR beyond PTSD: A systematic literature review. Frontiers in Psychology, 8, 1668. https://doi.org/10.3389/fpsyg.2017.01668

Valiente-Gómez, A., Pujol, N., Moreno-Alcázar, A., Radua, J., Monteagudo-Gimeno, E., Gardoki-Souto, I., ... & FEP-EMDR Research Group. (2020). A Multicenter Phase II RCT to Compare the Effectiveness of EMDR Versus TAU in Patients With a First-Episode Psychosis and Psychological Trauma: A Protocol Design. Frontiers in Psychiatry, 10, 1023. https://doi.org/10.3389/fpsyt.2019.01023

Wagner, S. L., Cepeda, I., Krieger, D., Maggi, S., D’Angiulli, A., Weinberg, J., & Grunau, R. E. (2016). Higher cortisol is associated with poorer executive functioning in preschool children: The role of parenting stress, parent coping and quality of daycare. Child Neuropsychology, 22(7), 853-869.

Other Resources

Harvard School of Public Health (n.d.). Managing stress: Protecting your health. The Forum. 

High Scope Educational Research Foundation. (n.d.).Research. [website].

McGonigal, K. (2013). How to make stress your friend. TedTalk. [video]. (14:25 minutes). Available at https://www.youtube.com/watch?v=RcGyVTAoXEU&feature=youtube_gdata_player

Shonkoff, J. (n.d.). The good, the bad, and the tolerable: How different stress levels impact the developing brain. Harvard Graduate School of Education, Useable Knowledge.

Vanderbilt University (2014). Center on the Social Emotional Foundations of Early Learning. [website].

Date of last update: 15-Dec-2022 CB

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