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008			220813s2022 sz a o |||| 0|eng d
020			_a9783031071096
024	7		_a10.1007/978-3-031-07109-6 _2doi
040			_aES-MaUEC _bspa _cES-MaUEC _dES-MaUEC
050		4	_aLC191 _b2022 EB
245	0	0	_aBiosocial Interplay During Elementary School : _bPathways Toward Maladaptation in Young Children _cedited by Pol A. C. van Lier, Kirby Deater-Deckard
250			_a1st edition 2022
264		1	_aCham _bSpringer International Publishing _c2022
300			_a1 recurso en línea (V, 213 páginas) _b6 ilustraciones, 2 ilustraciones a color
336			_atexto _btxt _2rdacontent
337			_aelectrónico _bc _2rdamedia
338			_arecurso electrónico _bcr _2rdacarrier
347			_aarchivo de texto _bPDF
505	0		_aChapter 1. Elementary School Social Experiences with Peers and Teachers: Manifestation and Development -- Chapter 2. Elementary School Social Relations with Teachers: Peers and Pathways to Maladaptation -- Chapter 3. School Social Relations and Child Development: Gene-Environment Interplay -- Chapter 4. Bully Victimization, Adverse School Social Experiences and DNA Methylation -- Chapter 5. Stress Regulation During the Elementary School Years: Links with Social Experiences -- Chapter 6. School Social Relations, Self-Regulation and Social Decision Making -- Chapter 7. School Social Relations and Neural Responses -- Chapter 8. Primary School Social Experiences and the Neurobiology of Children. .
520			_aThis book examines the effects of social relations during primary school on children's neurobiology and pathways to maladaptation. It explores the ways in which after the transition to primary education children, supervised by teachers, need to function with their peers. The volume addresses issues affecting 10% to 20% of children who become poorly accepted or victimized by peers, receive low support by teachers or even have conflictual relations with teachers, and may perceive the classroom as a whole as nonsupportive. Key areas of coverage include: Detrimental effects of such social experiences, providing an overview of how such experiences affect children's neurobiology factors to understand why these children develop maladaptive outcomes. Manifestations of social relations, their complexity, interrelations, and pathways leading to the maladaptive outcomes. How genetic factors may evoke children's social environment and make them susceptible to its impact (e.g., findings on DNA methylation at both epigenome-wide level as well as on particular loci on candidate genes). Links between social environmental stressors and the psychophysiology of elementary school children and reviews both links with the autonomic nervous system as well as with the HPA-axis. The impact of social experiences on neurocognitive function development, decision making, and structural and functional brain development and discusses implications for research, prevention, and intervention. Biosocial Interplay During Elementary School is a must-have resource for researchers, professors, and graduate students as well as clinicians and other professionals in clinical child, school, and developmental psychology, educational psychology/policy and politics, social work, neuroscience, public health, and all related disciplines.
988			_aSpringer_Psychology_2022
650		7	_2embne _9673946 _aSociobiología
650		7	_2embne _9140215 _aSociología de la educación
776	0	8	_iPrinted edition: _z9783031071089
776	0	8	_iPrinted edition: _z9783031071102
776	0	8	_iPrinted edition: _z9783031071119
856	4	0	_uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-3-031-07109-6 _zAcceso a este recurso digital (usuarios Universidad Europea de Madrid)
942			_2lcc _cLE
998			_b10/2023 _dz _eb _zSI