1. Authors / Researchers
1.1. Mary Dozier, PhD
1.2. Kristin Bernard, PhD
1.3. Camelia E. Hostinar, PhD
2. Control intervention
2.1. Developmental Education for Families
2.1.1. aims
2.1.1.1. children’s motor development
2.1.1.2. cognitive development
2.1.1.3. language development
2.1.2. sessons
2.1.2.1. 10 sessions
2.2. Школа приёмных родителей
2.2.1. aims
2.2.1.1. medical knowledge
2.2.1.2. pedagogical knowledge
2.2.1.3. social integration
2.2.1.4. legal literacy
2.2.2. sessions
2.2.2.1. 4 sessions
3. Intervention Sessions
3.1. session 1-2
3.1.1. focused on nurturance
3.2. session 3-4
3.2.1. following the lead
3.3. session 5-6
3.3.1. intrusive and frightening behavior
3.4. session 7-10
3.4.1. parents’ individual strengths and weaknesses
4. Intervention Effects
4.1. Diurnal Cortisol Rhythms of Child
4.2. functioning of the hypothalamus–pituitary–adrenal (HPA) axis
4.3. mothers’ERP responses (N170 and LPP)
5. Research Findings and Implications for Clinical Practice
5.1. Child attachment quality
5.2. Child cortisol production
5.3. Child emotion regulation
5.4. Child executive functioning
5.5. Parent report of child behavior problems
5.6. Parent sensitivity
5.7. Parent brain activity
6. Participants
6.1. children adopted following institutional care
6.2. children living with High-Risk birth parents
7. Intervention Aims
7.1. Research Aims
7.1.1. The interaction of children and mothers in adoptive families
7.1.2. ong-lasting effects on a physiological stress system critical for health and adjustment
7.1.3. intervention development from a theoretical position, with attachment theory and stress neurobiology central
7.2. Clinical aims
7.2.1. increasing nurturance to distress
7.2.2. increasing synchronous interactions
7.2.3. decreasing frightening parental behavior