Course-specific reading selections, research and acknowledged influences. A topical reference does not validate a course, prove every statement or grant permission to reproduce an author’s work.
The reading index names every current course and identifies related works for its actual topics. Research papers, clinical texts, popular books and philosophical perspectives have different purposes and limits. The course activities are educational; listing a clinical text does not make them therapy or show that they reproduce a tested intervention. Bibliographies are not a sentence-by-sentence evidence map, author endorsement, legal clearance or a licence. Source authors retain their rights. Interpretations and original reflections are My Inner Foundation’s.
Acknowledged influences across parts of the library include attachment research, clinical writing, psychology and philosophy. These are distinct perspectives, not one proven account of every person or topic. Use the course-specific index for a narrower reading selection.
Porges, S. W. (2011) The Polyvagal Theory: Neurophysiological Foundations of Emotions, Attachment, Communication, and Self-Regulation. Norton.
A theoretical perspective on autonomic function and social experience. Important aspects remain debated; this is not a measurement of a reader’s state or evidence that a course activity changes physiology.
Bowlby, J. (1969, 1973, 1980) Attachment and Loss (Vols. 1–3). Basic Books.
Related attachment literature on development and relationships. Findings and classifications depend on context; present behaviour does not establish a childhood cause, a fixed adult type or a partner’s intentions.
van der Kolk, B. A. (2014) The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma. Viking.
A clinical and popular account of traumatic experience, memory and bodily responses. It does not establish that trauma is literally stored in tissue or that course exercises release it, and it does not show that talking therapies are ineffective.
Siegel, D. J. (1999) The Developing Mind: Toward a Neurobiology of Interpersonal Experience. Guilford Press.
Related writing on development, awareness and relationships. Clinical models and research syntheses do not measure a reader’s brain function or establish that an educational exercise produces developmental or neurological change.
Herman, J. L. (1992) Trauma and Recovery. Basic Books.
Related background reading for this topic. This reference does not validate the course’s original reflections, establish a diagnosis or guarantee an outcome.
Jung, C. G. Collected Works, selected volumes 7, 9i and 14. R. F. C. Hull (Trans.). Princeton University Press. Editions and original essay dates vary.
Historical depth-psychological writing on identity, shadow and symbolism. It is a reflective perspective rather than proof of unconscious motives or a clinically validated course sequence.
Related psychological and philosophical writing on self-concept, identity and acceptance. Earlier references to four weeks and individual lessons do not describe the current five-module Finding Yourself course; the course-specific reading note lists its current themes.
Jung, C. G. Two Essays on Analytical Psychology (Collected Works, Vol.7); The Archetypes and the Collective Unconscious (Vol.9i). Princeton University Press.
Historical depth-psychological writing on identity and symbolism, not proof of hidden memories or motives.
Bowlby, J. (1969, 1973, 1980). Attachment and Loss, Vols.1–3. Basic Books; Ainsworth, M. D. S., et al. (1978). Patterns of Attachment. Lawrence Erlbaum.
Related developmental attachment writing. It does not establish an adult reader’s early history or prescribe a course week.
Porges, S. W. (2011). The Polyvagal Theory. Norton; Levine, P. A. (2010). In an Unspoken Voice. North Atlantic Books; van der Kolk, B. A. (2014). The Body Keeps the Score. Viking.
Different theoretical and clinical perspectives on experience and bodily responses. These do not establish tissue-stored trauma or course physiological effects.
Rogers, C. R. (1951). Client-Centered Therapy: Its Current Practice, Implications, and Theory. Houghton Mifflin.
A person-centred clinical perspective on self-concept and acceptance, not therapy delivered by this course.
Related reading on solitude, attention, boredom and personal agency. The current course has four modules and 16 lessons. Research about task switching or resting-state brain activity is not direct evidence that time alone after company has a particular neurological effect.
Winnicott, D. W. (1958) The capacity to be alone. International Journal of Psychoanalysis, 39, 416–420.
A historical psychoanalytic perspective on caregiving, development or the capacity to be alone. It is not a universal developmental rule or proof that a course activity changes attachment.
Raichle, M. E., et al. (2001) A default mode of brain function. Proceedings of the National Academy of Sciences, 98(2), 676–682.
Research on resting-state brain activity. It is background context, not a test of the effects of solitude, meditation or any course activity on a brain network.
Leroy, S. (2009) Why is it so hard to do my work? The challenge of attention residue when switching between work tasks. Organisational Behaviour and Human Decision Processes, 109(2), 168–181.
A study of attention residue when switching between work tasks. Its findings do not establish a specific recovery requirement after social interaction or a universal time needed to refocus.
Eastwood, J. D., Frischen, A., Fenske, M. J., & Smilek, D. (2012) The unengaged mind: Defining boredom in terms of attention. Perspectives on Psychological Science, 7(5), 482–495.
A research account of boredom in terms of attention. The paper offers conceptual context, not a requirement to endure discomfort or evidence that boredom has one cause.
Rotter, J. B. (1966) Generalised expectancies for internal versus external control of reinforcement. Psychological Monographs, 80(1), 1–28.
A theoretical and research account of expectations about control and reinforcement. It does not show that readers control every outcome or that external constraints can be overcome through reflection.
Newport, C. (2016) Deep Work: Rules for Focused Success in a Distracted World. Grand Central Publishing.
A popular discussion of attention and focused work. Related reading for considering interruptions and work conditions, rather than direct evidence for a course-specific audit or a universal productivity rule.
Merton, T. (1958) Thoughts in Solitude. Farrar, Straus and Cudahy.
Philosophical, literary or contemplative reading. These ideas are perspectives and historical interpretations rather than scientific evidence or prescriptions for coping with distress.
Harris, T., & the Center for Humane Technology (2017–present) Research on persuasive technology design and attention extraction. Presented at TED 2017 and in Congressional testimony.
Public educational commentary on persuasive technology and attention. Related context for thinking about digital environments, not evidence that every platform or user responds in the same way.
The current ADHD Mastery reader contains four modules: attention and executive function, task initiation, time management, and habits. These sources offer background on those topics and wider ADHD discussion. They do not validate a course assessment, diagnose ADHD or establish an effect from the suggested routines.
Barkley, R. A. (1997, 2012). ADHD and the Nature of Self-Control (1997); Executive Functions: What They Are, How They Work, and Why They Evolved (2012). Guilford Press.
Professional writing on ADHD and executive function, relevant to the current attention, task initiation and time-management themes. It does not establish that ADHD is never an attention difficulty or validate the course routines. Source record
Dodson, W. W. (2016, ongoing) Interest-Based Nervous System and Rejection Sensitive Dysphoria — educational frameworks developed and named by Dodson in ADDitude Magazine clinical series and CHADD presentations.
Popular clinical commentary about ADHD experiences and commonly discussed descriptors. These terms are not standalone diagnoses or established explanations of every person’s attention, emotion or rejection experiences.
Volkow, N. D., Wang, G. J., Kollins, S. H., et al. (2009) Evaluating dopamine reward pathway in ADHD. JAMA, 302(10), 1084–1091.
A neuroimaging study of reward pathways in a particular ADHD sample. Group findings do not identify an individual’s dopamine function or show that a suggested routine changes it.
Barkley, R. A., Murphy, K. R., & Fischer, M. (2008) ADHD in Adults: What the Science Says. Guilford Press.
Research and professional writing on ADHD and executive function. These works provide context for the current attention, task-initiation, time and habit topics; they do not diagnose an individual or prove that the course routines treat ADHD.
Gollwitzer, P. M. (1999) Implementation intentions: Strong effects of simple plans. American Psychologist, 54(7), 493–503.
Research on specific if–then plans and goal pursuit. Findings concern particular study conditions and do not show that every starting method works or that a course exercise treats executive-function difficulties.
Porges, S. W. (2011) The Polyvagal Theory: Neurophysiological Foundations of Emotions, Attachment, Communication, and Self-Regulation. Norton.
A theoretical perspective on autonomic function and social experience. Important aspects remain debated; this is not a measurement of a reader’s state or evidence that a course activity changes physiology.
Clear, J. (2018) Atomic Habits: An Easy and Proven Way to Build Good Habits and Break Bad Ones. Avery.
A popular synthesis about habits and environment design. Related reading for practical routines, not validation of an app exercise or evidence that identity-based habits are universally superior or specifically effective for ADHD.
Ratey, J. J., & Hagerman, E. (2008) Spark: The Revolutionary New Science of Exercise and the Brain. Little, Brown.
Popular professional writing on ADHD experiences, attention or movement. Individual circumstances vary, and this reference does not establish treatment effects from the course or a universal biological explanation.
Hallowell, E. M., & Ratey, J. J. (1994, 2011) Driven to Distraction: Recognizing and Coping with Attention Deficit Disorder (revised ed.). Anchor Books.
Popular professional writing on ADHD experiences, attention or movement. Individual circumstances vary, and this reference does not establish treatment effects from the course or a universal biological explanation.
Shaw, P., Stringaris, A., Nigg, J., & Leibenluft, E. (2014). Emotion dysregulation in attention deficit hyperactivity disorder. American Journal of Psychiatry, 171(3), 276–293.
A review of research on ADHD and emotion dysregulation. Findings do not establish rejection sensitive dysphoria as a formal diagnosis or identify an individual neurological mechanism. Source record
The course Raising a Child Who Processes the World Differently (Seen & Supported) is built on peer-reviewed research, recognised clinical and charitable bodies, and autistic-led voices — reflecting its neurodiversity-affirming stance that the lived experience of neurodivergent people is itself a form of evidence. Each source below maps to specific modules and practical steps in the course.
Walker, N. (2021). Neuroqueer Heresies: Notes on the Neurodiversity Paradigm, Autistic Empowerment, and Postnormal Possibilities. Autonomous Press.
An autistic-led perspective on neurodiversity, related to identity, language and context rather than a diagnostic or treatment framework. Source record
Milton, D. E. M. (2012). On the ontological status of autism: The “double empathy problem.” Disability & Society, 27(6), 883–887.
A conceptual paper on reciprocal misunderstanding between people with different experiences. It does not mean every communication difficulty has one cause. Source record
Greene, R. W. (2014). The Explosive Child: A New Approach for Understanding and Parenting Easily Frustrated, Chronically Inflexible Children (5th ed.). Harper.
A professional account of understanding difficulties and collaboration. Related reading, not delivery of Collaborative & Proactive Solutions or a guarantee of behaviour change. Source record
Robertson, C. E., & Baron-Cohen, S. (2017). Sensory perception in autism. Nature Reviews Neuroscience, 18, 671–684.
A review of sensory-perception research. Findings do not establish the cause of a particular child’s distress or a universally effective sensory menu. Source record
Pearson, A., & Rose, K. (2021). A conceptual analysis of autistic masking: Understanding the narrative of stigma and the illusion of choice. Autism in Adulthood, 3(1), 52–60.
A conceptual discussion of masking and social context, not an assessment of a child’s hidden experience or proof that after-school distress always reflects masking. Source record
Raymaker, D. M., et al. (2020). “Having all of your internal resources exhausted beyond measure and being left with no clean-up crew”: Defining autistic burnout. Autism in Adulthood, 2(2), 132–143.
Research describing autistic adults’ experiences of burnout. Applying it to a child’s capacity is an educational interpretation rather than direct paediatric intervention evidence. Source record
O’Nions, E., Christie, P., Gould, J., Viding, E., & Happé, F. (2014). Development of the “Extreme Demand Avoidance Questionnaire” (EDA-Q): Preliminary observations on a trait measure for pathological demand avoidance. Journal of Child Psychology and Psychiatry, 55(7), 758–768.
An exploratory study of a demand-avoidance measure. The profile remains debated and is not a standalone diagnosis; the course does not administer this questionnaire. Source record
van Steensel, F. J. A., Bögels, S. M., & Perrin, S. (2011). Anxiety disorders in children and adolescents with autistic spectrum disorders: A meta-analysis. Clinical Child and Family Psychology Review, 14(3), 302–317.
A review of selected studies of co-occurring anxiety. The pooled estimate does not predict whether an individual child has an anxiety disorder. Source record
Schlosser, R. W., & Wendt, O. (2008). Effects of augmentative and alternative communication intervention on speech production in children with autism: A systematic review. American Journal of Speech-Language Pathology, 17, 212–230.
A review of communication interventions in particular studies. It does not identify the right communication support for an individual child or guarantee speech changes. Source record
Macks, R. J., & Reeve, R. E. (2007). The adjustment of non-disabled siblings of children with autism. Journal of Autism and Developmental Disorders, 37, 1060–1067.
Research on sibling experiences in a particular sample. Families and siblings differ, and a course reflection cannot measure their adjustment. Source record
Hayes, S. A., & Watson, S. L. (2013). The impact of parenting stress: A meta-analysis of studies comparing the experience of parenting stress in parents of children with and without autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(3), 629–642.
A research synthesis on parenting stress. Group differences do not determine a particular caregiver’s needs or establish that the course changes stress or child outcomes. Source record
Neuroinclusive Education Network (formerly Autism Education Trust); PDA Society. Public educational resources on school experience and distress.
Organisational guidance for considering support and collaboration. Guidance is not a validated one-size-fits-all re-entry plan; local education, health and safeguarding arrangements matter. Source record
CDC (2025); NICE; World Health Organization. Autism prevalence reporting, clinical guidelines(CG 128, CG 142, CG 170, NG 87), and ICD-11.
CDC’s 2025 report concerns autism identified among 8-year-old children in selected US surveillance sites, not worldwide prevalence. NICE and ICD-11 provide professional context; this course does not diagnose or replace current local assessment guidance. Source record
Finding professional and urgent support. Regional support information.
This educational course is not crisis support. If someone is in immediate danger, contact local emergency services. For other concerns, use qualified local health services and official support organisations for your country; availability and contact details can change.
Related reading on home environments and habits for the five phases of 30-Day Life Reset: Declutter, Organise, Deep Clean, Systems and Identity. Observational associations do not show that tidying treats distress or changes a person’s physiology.
Roster, C. A., Ferrari, J. R., & Jurkat, M. P. (2016) The dark side of home: Assessing possession 'clutter' on subjective well-being.
An observational study about possessions, home experience and subjective wellbeing. Association does not establish that a home reflects a person’s mental state or that clearing space treats distress.
Clear, J. (2018) Atomic Habits: An Easy & Proven Way to Build Good Habits & Break Bad Ones.
A popular synthesis about habits and environment design. Related reading for practical routines, not validation of an app exercise or evidence that identity-based habits are universally superior or specifically effective for ADHD.
Related reading on attachment, self-worth and identity in relationships. The Self You Bring To Love and Finding Yourself have different current module structures; the individual course notes identify their topics without reusing stale lesson numbers or implying one developmental cause.
Mikulincer, M., & Shaver, P. R. (2007). Attachment in Adulthood: Structure, Dynamics, and Change. Guilford Press.
Adult-attachment research and theory as context for relational patterns, without inferring a fixed type or childhood cause.
Porges, S. W. (2011). The Polyvagal Theory: Neurophysiological Foundations of Emotions, Attachment, Communication, and Self-Regulation. Norton.
A debated theoretical perspective, not an established biological explanation of losing a sense of self.
Neff, K. D. (2003). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and Identity, 2(2), 85–101.
Related conceptual writing on self-regard, not a universal mechanism of self-esteem or an outcome from the course.
Related writing on belonging, motivation and self-worth. The Practice of Being Chosen explores receiving and personal choice; these references do not establish a childhood explanation for an individual’s experience or a promised change from reflection.
Deci, E. L., & Ryan, R. M. (1985) Intrinsic Motivation and Self-Determination in Human Behavior.
Related research and theory on motivation, autonomy, competence, relatedness or subjective vitality. It offers context for personal choice alongside real responsibilities, not proof of a course outcome or a guarantee about another person’s response.
Baumeister, R. F., & Leary, M. R. (1995) The need to belong: Desire for interpersonal attachments as a fundamental human motivation.
A theoretical review proposing belonging as a basic human motivation. It does not establish that everyone’s early belonging was conditional or that reflection resolves a particular relationship difficulty.
Rogers, C. R. (1951). Client-Centered Therapy: Its Current Practice, Implications, and Theory. Houghton Mifflin.
A person-centred clinical perspective on acceptance. Its inclusion does not make self-directed reflection therapy.
Related reading on shame, guilt, self-judgement and support. The course uses original event-based reflection and practical questions. It does not administer a shame-response typology, a self-compassion protocol or a parts-based therapy, and no course effect is established by these references.
Brown, B. (2006) Shame resilience theory: A grounded theory study on women and shame.
A qualitative paper introducing Brown’s account of shame resilience. Included as related reading; the course does not reproduce its four-element teaching model or require disclosure as a route to change.
Brown, B. (2010) The Gifts of Imperfection: Let Go of Who You Think You're Supposed to Be and Embrace Who You Are.
A popular book exploring worthiness and personal expectations. It is related reading rather than an authorised Brown course, a source of reproduced exercises or evidence of a result from this course.
Tangney, J. P., & Dearing, R. L. (2002) Shame and Guilt.
Background reading on shame and guilt. The course uses a broad everyday distinction while allowing overlap and individual variation; neither feeling by itself establishes responsibility, a diagnosis or the right next step.
Nathanson, D. L. (1992) Shame and Pride: Affect, Sex, and the Birth of the Self.
Related reading on affect and shame, including the author’s Compass of Shame. The current lessons examine a particular event and its consequences without using the four-direction model to classify a reader.
Tomkins, S. S. (1963) Affect Imagery Consciousness, Vol. 2: The Negative Affects.
An influential theoretical work on affect. Offered as background reading, not as an individual explanation of shame or evidence that the course can identify its biological cause.
Porges, S. W. (2011) The Polyvagal Theory: Neurophysiological Foundations of Emotions, Attachment, Communication, and Self-Regulation.
A debated theoretical perspective on autonomic function and social experience. Shame, stillness or withdrawal does not identify a dorsal-vagal state, and course reflections do not measure physiology.
Neff, K. D. (2011) Self-Compassion: The Proven Power of Being Kind to Yourself.
Related reading on self-compassion. The course uses original practical questions about care and responsibility; it does not reproduce a prescribed three-component practice or establish a therapeutic benefit.
Related reading on occupational burnout, job demands and resources. Research on burnout is not a diagnosis of fatigue or proof that the course produces recovery. The current course uses five modules; the individual reading note identifies their themes.
Maslach, C., & Leiter, M. P. (1997) The Truth About Burnout: How Organizations Cause Personal Stress and What to Do About It.
Occupational burnout research or assessment literature. The course does not administer the Maslach Burnout Inventory, diagnose burnout from reflections or establish that an educational activity produces recovery.
Maslach, C., Jackson, S. E., & Leiter, M. P. (1996) Maslach Burnout Inventory Manual (3rd ed.).
Occupational burnout research or assessment literature. The course does not administer the Maslach Burnout Inventory, diagnose burnout from reflections or establish that an educational activity produces recovery.
Bakker, A. B., & Demerouti, E. (2007) The job demands-resources model: State of the art.
A theoretical account of job demands and resources. It provides occupational context rather than an individual diagnosis or evidence that every fatigue experience has the same cause.
Porges, S. W. (2011) The Polyvagal Theory: Neurophysiological Foundations of Emotions, Attachment, Communication, and Self-Regulation.
A theoretical perspective on autonomic function and social experience. Important aspects remain debated; this is not a measurement of a reader’s state or evidence that a course activity changes physiology.
Related theoretical, research and relationship writing on anger and emotion. Different models offer different explanations; no single brain system, childhood story or course exercise explains every person’s anger.
Panksepp, J. (1998) Affective Neuroscience: The Foundations of Human and Animal Emotions.
An affective-neuroscience account informed substantially by animal research. It is one perspective on emotion, not a complete biological classification of a reader’s experiences.
Barrett, L. F. (2017) How Emotions Are Made: The Secret Life of the Brain.
A theoretical account of constructed emotion. It is one perspective in emotion science and does not establish that readers can construct a preferred emotion or change neural processes through this course.
Levine, P. A. (2010) In an Unspoken Voice: How the Body Releases Trauma and Restores Goodness.
A clinical account associated with Somatic Experiencing. It is related reading, not evidence that trauma is literally stored in tissue, that bodily work is required or superior, or that the course provides this treatment.
Lerner, H. G. (1985) The Dance of Anger: A Woman's Guide to Changing the Patterns of Intimate Relationships.
Clinical and popular writing on anger, closeness and maintaining a sense of self in relationships. It offers a perspective rather than a universal account of a person’s history or a promised response to boundary-setting.
Related reading on sensory-processing sensitivity and environmental experience. The course uses unscored, original reflection on particular settings. It does not administer an official HSP scale or the DOES framework, determine a biological type or replace assessment of health concerns.
Aron, E. N. (1996) The Highly Sensitive Person: How to Thrive When the World Overwhelms You.
Aron’s popular account of sensitivity, included as a genuine intellectual influence and related reading. The course’s context notes are not the author’s questionnaire or a reproduction of the DOES teaching model.
Aron, E. N., & Aron, A. (1997) Sensory-processing sensitivity and its relation to introversion and emotionality.
An early paper proposing and examining the sensory-processing-sensitivity construct. It does not diagnose an individual, establish that every sensitive experience has the same cause or replace assessment of symptoms.
Greven, C. U., et al. (2019) Sensory processing sensitivity in the context of environmental sensitivity: A critical review and development of research agenda.
A critical review of research on sensory-processing sensitivity and environmental sensitivity. It offers context and identifies research questions; it does not establish an individual type or prove that course activities change sensitivity.
Porges, S. W. (2011) The Polyvagal Theory.
A debated theoretical perspective on perceived safety and autonomic function. It does not establish a nervous-system cause of sensitivity or show that a person who identifies as sensitive perceives others more accurately.
Related reading on attachment and self-reliance. The course explores possible patterns and present choices. Self-sufficiency alone does not establish trauma, an attachment category or a particular childhood history.
Bowlby, J. (1969, 1973, 1980) Attachment and Loss (Vols. 1–3).
Related attachment literature on development and relationships. Findings and classifications depend on context; present behaviour does not establish a childhood cause, a fixed adult type or a partner’s intentions.
Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. (1978) Patterns of Attachment: A Psychological Study of the Strange Situation.
Related attachment literature on development and relationships. Findings and classifications depend on context; present behaviour does not establish a childhood cause, a fixed adult type or a partner’s intentions.
Van der Kolk, B. (2014) The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma.
A clinical and popular account of traumatic experience, memory and bodily responses. It does not establish that trauma is literally stored in tissue or that course exercises release it, and it does not show that talking therapies are ineffective.
Mikulincer, M., & Shaver, P. R. (2007) Attachment in Adulthood: Structure, Dynamics, and Change.
Related attachment literature on development and relationships. Findings and classifications depend on context; present behaviour does not establish a childhood cause, a fixed adult type or a partner’s intentions.
Related reading on impostor feelings, self-doubt, motivation and self-worth. Course activities examine individual situations and possible next steps. They do not assign a personality type, identify a neural mechanism or provide clinical treatment.
Clance, P. R., & Imes, S. A. (1978) The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention.
An early account of the imposter phenomenon in a selected group of high-achieving women. Findings from that group do not establish a universal prevalence, cause or diagnosis.
Young, V. (2011) The Secret Thoughts of Successful Women: Why Capable People Suffer from Impostor Syndrome and How to Thrive in Spite of It.
A popular account of impostor feelings and achievement. Included as related reading and an influence on the topic; the course uses open situation-based questions rather than Young’s five-type classification or type-specific prescriptions.
KPMG. (2020). Advancing the Future of Women in Business: The 2020 KPMG Women’s Leadership Summit Report. KPMG LLP.
A survey of 750 high-performing executive women who had participated in KPMG’s Women’s Leadership Summit. Its self-reported findings concern that selected population and the questions asked, not worldwide prevalence, a diagnosis or the cause of any reader’s self-doubt. Source record
Moser, J. S., Schroder, H. S., Heeter, C., Moran, T. P., & Lee, Y. H. (2011) Mind your errors: Evidence for a neural mechanism linking growth mindset to adaptive post-error adjustments.
A study of mindset and responses to errors in a defined research setting. It does not identify a reader’s EEG activity or establish that perfectionism or a course reflection produces a particular neural response.
Rogers, C. R. (1951) Client-Centered Therapy: Its Current Practice, Implications, and Theory.
A clinical text associated with person-centred therapy and unconditional positive regard. Included as related context for self-worth; the course does not deliver this therapy or establish how a reader’s childhood shaped current feelings.
Related reading on perfectionism, learning, self-acceptance and philosophical approaches to imperfection. Theoretical neuroscience does not establish that perfectionism is a philosophical error or that course reflection changes neural processes.
Friston, K. (2010) The free-energy principle: A unified brain theory?
A theoretical paper about the free-energy principle. It does not establish a neurological cause of perfectionism or prove that particular learning or reflection activities change the brain.
Bjork, R. A., & Bjork, E. L. (1992) A new theory of disuse and an old theory of stimulus fluctuation.
A theoretical account of memory and learning conditions. Benefits of difficult learning tasks depend on design and context; this is not a reason to persist with overwhelming or unsafe reflection.
Hewitt, P. L., & Flett, G. L. (1991) Perfectionism in the self and social contexts: Conceptualization, assessment, and association with psychopathology.
Research distinguishing forms of perfectionism and their associations with psychological difficulties. It does not diagnose a reader or show that all high standards are harmful.
Rogers, C. R. (1957) The necessary and sufficient conditions of therapeutic personality change.
A person-centred clinical perspective on self-concept and acceptance. Related reading rather than delivery of that therapy or proof of how a particular person’s self-worth developed.
Related reading on social comparison, envy and self-regard. These perspectives do not establish hidden motives, identify a neural mechanism or show that another person’s behaviour reflects the reader’s unconscious material.
Festinger, L. (1954) A theory of social comparison processes.
A theoretical account of social comparison or cognitive dissonance. It provides psychological context, not evidence of a continuous metabolic energy drain or proof that comparison reveals a hidden desire.
Wills, T. A. (1981) Downward comparison principles in social psychology.
A theoretical and research account of downward social comparison. It does not establish an individual’s motives or a specific neurological mechanism.
Smith, R. H., & Kim, S. H. (2007) Comprehending envy.
A review of the envy literature. It offers a psychological perspective; envy does not necessarily identify an unacknowledged goal or determine what action a reader should take.
Neff, K. D. (2003) Self-compassion: An alternative conceptualization of a healthy attitude toward oneself.
Related writing on self-compassion and self-regard. It does not establish a required practice, a universal advantage over other approaches or an outcome from this course.
Rogers, C. R. (1951) Client-Centered Therapy.
A person-centred clinical perspective on self-concept and acceptance. Related reading rather than delivery of that therapy or proof of how a particular person’s self-worth developed.
A Year of Becoming contains 365 daily entries using original educational reflection. These works provide related reading on themes across the programme, not a day-by-day citation map, permission to reproduce an author’s material or evidence of clinical or neurological effects.
Damasio, A. R. (1994) Descartes' Error: Emotion, Reason, and the Human Brain. Putnam.
Related reading on emotion, bodily signals and decision-making, including the somatic marker hypothesis. It is not a test of whether a particular choice is safe or correct.
Aron, E. N. (1996) The Highly Sensitive Person: How to Thrive When the World Overwhelms You. Broadway Books.
A popular account of sensory-processing sensitivity. The daily reflections do not administer an HSP questionnaire, reproduce the author’s framework or establish a biological type.
Schwartz, R. C. (1994, 2021). Internal Family Systems Therapy (1994); No Bad Parts: Healing Trauma and Restoring Wholeness with the Internal Family Systems Model (2021). Guilford Press; Sounds True, respectively.
Related reading on parts-based approaches. Ordinary reflection on competing feelings is not Internal Family Systems therapy or a way to identify psychological parts. The Guilford publisher record lists the 1994 first edition under previous editions; the second link identifies the separate 2021 book. Publisher record 1 Publisher record 2
Tangney, J. P., & Dearing, R. L. (2002) Shame and Guilt. Guilford Press.
Related reading on shame and guilt. The programme considers specific events, responsibility and context without treating these feelings as fixed categories or proof about character.
Neff, K. D. (2011) Self-Compassion: The Proven Power of Being Kind to Yourself. William Morrow.
Related reading on self-compassion. The programme offers original questions about practical care and responsibility rather than reproducing the author’s three-component exercise or promising relief.
Siegel, D. J. (2010) Mindsight: The New Science of Personal Transformation. Bantam Books.
Related reading on awareness and personal narratives. These ideas are background context, not measurements of a reader’s nervous-system state or a course treatment protocol.
Kessler, D. (2019) Finding Meaning: The Sixth Stage of Grief. Scribner.
Related reading on meaning and grief. The programme does not require stages, a fixed timeline, forgiveness or a particular response to loss.
Csikszentmihalyi, M. (1990) Flow: The Psychology of Optimal Experience. Harper & Row.
Related reading on flow and engagement. It does not establish that a completion exercise restores cognitive energy or changes a brain process.
Deci, E. L., & Ryan, R. M. (1985) Intrinsic Motivation and Self-Determination in Human Behavior. Plenum.
Related reading on autonomy, competence and relatedness. It provides context for considering personal choice and connection; the programme’s care reflections do not reproduce a five-language model or assign a primary care type.
Raichle, M. E., et al. (2001) A default mode of brain function. Proceedings of the National Academy of Sciences, 98(2), 676–682.
Research background on resting-state brain activity. It does not prescribe how a reader should rest or show that the programme’s exercises change a brain network.
Walker, P. (2013) Complex PTSD: From Surviving to Thriving. Azure Coyote Publishing.
One author’s account of complex trauma and appeasing behaviour. Similar everyday behaviour does not establish trauma, PTSD or a particular developmental history; the programme does not diagnose these conditions.
High Alert explores experiences of stress and vigilance. These have many possible influences. The sources are background reading and theoretical perspectives, not evidence that the course can identify a biological baseline, infer early trauma or recalibrate a nervous system.
Porges, S. W. (2011) The Polyvagal Theory. Norton. — See full citation under Shared Foundations.
A theoretical perspective on autonomic function and social experience. Important aspects remain debated; this is not a measurement of a reader’s state or evidence that a course activity changes physiology.
McEwen, B. S., & Stellar, E. (1993) Stress and the individual: Mechanisms leading to disease. Archives of Internal Medicine, 153(18), 2093–2101.
Related research or professional writing on stress and health. Population findings cannot identify a reader’s cortisol level, bodily damage or cause of symptoms; persistent concerns require qualified assessment.
Sapolsky, R. M. (1994, 2004) Why Zebras Don't Get Ulcers (3rd ed.). Holt.
Related research or professional writing on stress and health. Population findings cannot identify a reader’s cortisol level, bodily damage or cause of symptoms; persistent concerns require qualified assessment.
Dana, D. (2018) The Polyvagal Theory in Therapy: Engaging the Rhythm of Regulation. Norton.
A theoretical perspective on autonomic function and social experience. Important aspects remain debated; this is not a measurement of a reader’s state or evidence that a course activity changes physiology.
Levine, P. A. (1997) Waking the Tiger: Healing Trauma. North Atlantic Books.
A clinical account associated with Somatic Experiencing. It is related reading, not evidence that trauma is literally stored in tissue, that bodily work is required or superior, or that the course provides this treatment.
Related reading on attachment and relationship boundaries. These are possible interpretive lenses; the course does not determine an attachment history, diagnose enmeshment or infer an autonomic state from emotional involvement.
Bowlby, J. (1969, 1973, 1980). Attachment and Loss, Vols.1–3. Basic Books; Mikulincer, M., & Shaver, P. R. (2007). Attachment in Adulthood. Guilford Press.
Related attachment writing. Emotional involvement does not establish a learned autonomic survival strategy or a particular early attachment history.
Walker, P. (2013) Complex PTSD: From Surviving to Thriving — see full citation under The Drain.
One author’s account of complex trauma and appeasing behaviour. Similar everyday behaviour does not establish PTSD, trauma or a particular developmental history.
Several courses draw on philosophical and cultural traditions as lenses rather than empirical sources. These are presented educationally — as ways of thinking about human experience — not as clinical or scientific frameworks.
Koren, L. (1994) Wabi-Sabi for Artists, Designers, Poets & Philosophers.
Philosophical, literary or contemplative reading. These ideas are perspectives and historical interpretations rather than scientific evidence or prescriptions for coping with distress.
Keats, J. (1817) Letter to George and Thomas Keats, 21 December 1817.
Philosophical, literary or contemplative reading. These ideas are perspectives and historical interpretations rather than scientific evidence or prescriptions for coping with distress.
Aurelius, M. (c. 161–180 CE) Meditations.
Philosophical, literary or contemplative reading. These ideas are perspectives and historical interpretations rather than scientific evidence or prescriptions for coping with distress.
Nietzsche, F. (1882) Die fröhliche Wissenschaft [The Gay Science].
Philosophical, literary or contemplative reading. These ideas are perspectives and historical interpretations rather than scientific evidence or prescriptions for coping with distress.
Suzuki, S. (1970) Zen Mind, Beginner's Mind.
Philosophical, literary or contemplative reading. These ideas are perspectives and historical interpretations rather than scientific evidence or prescriptions for coping with distress.
Heraclitus of Ephesus (c. 500 BCE) Fragments.
Philosophical, literary or contemplative reading. These ideas are perspectives and historical interpretations rather than scientific evidence or prescriptions for coping with distress.
Through the Fire contains 56 days organised into eight weeks of reflective learning. These sources relate to its themes, including identity, values, relationships and symbolic accounts of change. They do not validate this educational sequence as therapy or establish that every exercise derives from a particular source.
Jung, C. G. Two Essays on Analytical Psychology (Collected Works, Vol.7); The Archetypes and the Collective Unconscious (Vol.9i); Mysterium Coniunctionis (Vol.14). R. F. C. Hull (Trans.). Princeton University Press. Editions and original essay dates vary.
Related historical and symbolic perspectives. These are metaphors for reflection, not empirical stages or a trauma-recovery protocol. Source record
Edinger, E. F. (1985) Anatomy of the Psyche: Alchemical Symbolism in Psychotherapy. Open Court.
A depth-psychological perspective on identity, meaning and symbolic interpretation. It is offered as reflective or historical context, not as empirical proof of hidden motives or a required process of personal change.
van der Kolk, B. A. (2014) The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma. Viking.
A clinical and popular account of traumatic experience, memory and bodily responses. It does not establish that trauma is literally stored in tissue or that course exercises release it, and it does not show that talking therapies are ineffective.
Porges, S. W. (2011) The Polyvagal Theory: Neurophysiological Foundations of Emotions, Attachment, Communication, and Self-Regulation. Norton.
A theoretical perspective on autonomic function and social experience. Important aspects remain debated; this is not a measurement of a reader’s state or evidence that a course activity changes physiology.
Brown, B. (2010) The Gifts of Imperfection: Let Go of Who You Think You're Supposed to Be and Embrace Who You Are. Hazelden.
Related writing on shame, personal expectations and vulnerability. It is an acknowledged perspective, not an authorised Brown course, a reproduced exercise protocol or evidence that disclosure is necessary or safe in every relationship.
Schwartz, R. C. (1994) Internal Family Systems Therapy. Guilford Press.
Related background reading for this topic. This reference does not validate the course’s original reflections, establish a diagnosis or guarantee an outcome.
Bowlby, J. (1969, 1973, 1980) Attachment and Loss (Vols. 1–3). Basic Books.
Related attachment literature on development and relationships. Findings and classifications depend on context; present behaviour does not establish a childhood cause, a fixed adult type or a partner’s intentions.
Frankl, V. E. (1946/1959) Man's Search for Meaning. Beacon Press.
An existential and autobiographical account of meaning. It is philosophical and historical context rather than logotherapy, a demand to find meaning in harm or proof that someone freely chose every circumstance.
Herman, J. L. (1992) Trauma and Recovery. Basic Books.
Related background reading for this topic. This reference does not validate the course’s original reflections, establish a diagnosis or guarantee an outcome.
Related reading on development, parenting and collaborative approaches. The course offers observation, practical choices and original reflection activities. It does not deliver these authors’ clinical or branded methods, and the references do not establish a biological effect from a parenting exercise.
Siegel, D. J. (1999). The Developing Mind: Toward a Neurobiology of Interpersonal Experience. Guilford Press.
Related clinical and developmental writing. The course does not measure brain development or establish neurological effects from a parenting or communication exercise. Source record
Siegel, D. J. (2010) Mindsight: The New Science of Personal Transformation.
A popular introduction to Siegel’s ideas about awareness and relationships. Related context for noticing reactions; the course does not provide Mindsight training or assess anyone’s brain function.
Greene, R. W. (1998) The Explosive Child: A New Approach for Understanding and Parenting Easily Frustrated, Chronically Inflexible Children.
Greene’s account of understanding children’s difficulties and working collaboratively. This is related reading, not a reproduction of the author’s programme, a source for a quotation of uncertain provenance or a guarantee about behaviour.
Greene, R. W. (2008) Lost at School: Why Our Kids with Behavioral Challenges Are Falling Through the Cracks and How We Can Help Them.
Further reading about children’s difficulties in school settings. A child’s behaviour may have several contributors; the course does not determine a cause or provide the author’s school-based intervention.
Related reading on attachment, communication, personal choice, meaning and loss. The individual course notes select the relevant works. Clinical writings do not make these educational courses therapy, and rewritten annual entries are not presented as a branded forgiveness or couples protocol.
Johnson, S. M. (2008) Hold Me Tight: Seven Conversations for a Lifetime of Love.
Clinical or popular writing associated with Emotionally Focused Couple Therapy. Included as related reading on relationships; the course does not deliver EFT or establish the outcomes of qualified therapy.
Johnson, S. M. (2004) The Practice of Emotionally Focused Couple Therapy: Creating Connection (2nd ed.).
Clinical or popular writing associated with Emotionally Focused Couple Therapy. Included as related reading on relationships; the course does not deliver EFT or establish the outcomes of qualified therapy.
Deci, E. L., & Ryan, R. M. (1985) Intrinsic Motivation and Self-Determination in Human Behavior. Plenum.
Related reading on autonomy, competence and relatedness. How Care Reaches You considers everyday care and personal choice through original reflection without a five-language assessment.
Porges, S. W., Levine, P. A., Van der Kolk, B. (see full citations above) Somatic awareness in relationship — educational synthesis.
Related theoretical and clinical writings on bodily experience and relationships, with full works listed elsewhere on this page. The course reflections do not deliver Somatic Experiencing, determine how stress is stored or prescribe a body-based treatment for intimacy concerns.
Frankl, V. E. (1946) Man's Search for Meaning.
An existential and autobiographical account of meaning. It is philosophical and historical context rather than logotherapy, a demand to find meaning in harm or proof that someone freely chose every circumstance.
Gottman, J. M., & Silver, N. (1999) The Seven Principles for Making Marriage Work.
Research or popular writing on couple interactions and relationship outcomes. It does not predict the future of an individual relationship, validate an app exercise or make the course a Gottman programme.
Worthington, E. L. (2006) Forgiveness and Reconciliation: Theory and Application.
A clinical and theoretical work on forgiveness and reconciliation. The current annual reflections do not reproduce the REACH protocol. Forgiveness and renewed contact remain optional and separate from safety.
Luskin, F. (2002) Forgive for Good: A Proven Prescription for Health and Happiness.
A popular account of forgiveness. Included as related reading, not proof of health benefits from the course or an obligation to forgive, reconcile or renew contact.
Doka, K. J. (1989) Disenfranchised Grief: Recognizing Hidden Sorrow.
Related writing on losses that receive limited social recognition. It offers language for experience rather than a diagnosis or a prescribed grief response.
Leary, M. R., Tate, E. B., Adams, C. E., Allen, A. B., & Hancock, J. (2007) Self-compassion and reactions to unpleasant self-relevant events: The implications of treating oneself kindly.
Research on self-compassion and reactions to particular self-relevant events. It is background reading; it does not validate the course’s original practical questions or promise a response to failure, shame or self-judgement.
Switch Off uses six reflective frameworks and related reading about attention, emotion and rest. Research on an underlying topic is not evidence that the course’s named exercises have been clinically tested or improve sleep or health.
Lieberman, M. D., et al. (2007) Putting feelings into words: Affect labeling disrupts amygdala activity in response to affective stimuli.
A study of affect labelling in a defined research setting. It does not show that a course naming exercise changes brain activity or reliably reduces distress in an individual.
Siegel, D. J. (1999) The Developing Mind — Window of Tolerance concept.
Related writing on development, awareness and relationships. Clinical models and research syntheses do not measure a reader’s brain function or establish that an educational exercise produces developmental or neurological change.
Porges, S. W. (2004) Neuroception: A subconscious system for detecting threats and safety.
A paper proposing the concept of neuroception within Polyvagal Theory. It is related theoretical reading, not an individual assessment or evidence that behaviour reveals an autonomic state. The original parenting check-in does not administer this model.
Borkovec, T. D., Wilkinson, L., Folensbee, R., & Lerman, C. (1983) Stimulus control applications to the treatment of worry.
Research about stimulus-control approaches to worry. It does not establish that every person needs a scheduled worry period or that the course treats sleep or anxiety difficulties.
Related reading on breathing, body awareness and stress. These references provide background for an optional pause, not validation of the original Notice and Choose activity, a nervous-system measurement or a clinical protocol.
Zaccaro, A., et al. (2018) How breath-control can change your life: A systematic review on psycho-physiological correlates of slow breathing.
A systematic review of research on slow breathing in particular settings. It does not establish a prescribed breathing rate, a medical outcome or a change in vagal function from a course activity.
Thayer, J. F., & Lane, R. D. (2009) Claude Bernard and the heart-brain connection: Further elaboration of a model of neurovisceral integration.
Research and theory on neurovisceral integration and HRV. HRV does not determine emotional health or resilience in an individual, and the course does not measure or promise a change in it.
Critchley, H. D., et al. (2004) Neural systems supporting interoceptive awareness.
Research on the neural correlates of body awareness. It does not establish that a course activity changes brain function or that bodily attention is necessary or suitable for every person.
Dana, D. (2018) The Polyvagal Theory in Therapy: Engaging the Rhythm of Regulation.
Dana’s clinical application of Polyvagal Theory is included as related background reading. The course does not reproduce the Polyvagal Ladder, teach a biological hierarchy or present its original Notice and Choose questions as Dana’s method.
Tangney, J. P., Wagner, P., Fletcher, C., & Gramzow, R. (1992) Shamed into anger? The relation of shame and guilt to anger and self-reported aggression.
Research on associations between shame, guilt and self-reported aggression. It does not determine why a particular child acts as they do or establish that one parenting response will change behaviour.
Emotional Mastery contains six modules on emotional language, suppression, reflection and responding. The references offer different research and theoretical perspectives, rather than proof of active command over emotions or neurological change from this course.
Barrett, L. F. (2017) How Emotions Are Made: The Secret Life of the Brain.
A theoretical account of constructed emotion. It is one perspective in emotion science and does not establish that readers can construct a preferred emotion or change neural processes through this course.
Kashdan, T. B., Ferssizidis, P., Collins, R. L., & Muraven, M. (2010) Emotion differentiation as resilience against excessive alcohol use: An ecological momentary assessment in underage social drinkers.
Research or popular writing on emotional differentiation, curiosity or engagement. Findings from a particular sample do not establish a universal coping rule or an outcome from these original course reflections.
Gross, J. J. (1998) The emerging field of emotion regulation: An integrative review.
An integrative research review of emotion regulation. Strategies have different uses and limits; the reference does not establish one course exercise as universally superior or effective.
Panksepp, J. (1998) Affective Neuroscience: The Foundations of Human and Animal Emotions.
An affective-neuroscience account informed substantially by animal research. It is one perspective on emotion, not a complete biological classification of a reader’s experiences.
Neff, K. D. (2011) Self-Compassion: The Proven Power of Being Kind to Yourself.
Related writing on self-compassion and self-regard. It does not establish a required practice, a universal advantage over other approaches or an outcome from this course.
Brooks, A. W. (2014) Get excited: Reappraising pre-performance anxiety as excitement.
Research on reappraisal in particular performance settings. It does not show that fear and excitement are identical, that distress should be reinterpreted in every setting or that this course improves performance.
Jamieson, J. P., Mendes, W. B., Blackstock, E., & Schmader, T. (2010) Turning the knots in your stomach into bows: Reappraising arousal improves performance on the GRE.
Research on reappraisal in particular performance settings. It does not show that fear and excitement are identical, that distress should be reinterpreted in every setting or that this course improves performance.
Davidson, R. J., & Lutz, A. (2008). Buddha’s brain: Neuroplasticity and meditation. IEEE Signal Processing Magazine, 25(1). DOI: 10.1109/MSP.2008.4431873.
A research discussion of meditation and brain plasticity. It does not establish structural or functional brain change from this course. Source record
LeDoux, J. E. (1996, 2002) The Emotional Brain: The Mysterious Underpinnings of Emotional Life. / Synaptic Self: How Our Brains Become Who We Are.
Research-informed books on emotion, learning and memory. These works do not establish that insight is ineffective, that bodily activation is required for change or that a course activity reconsolidates memory.
Related reading on attention, stress, resources and subjective vitality. The Energy Audit uses experience as a reflection prompt, not a diagnostic instrument. Fatigue has many possible causes, including medical causes; theory cannot identify the cause of a reader’s exhaustion.
Kahneman, D. (2011) Thinking, Fast and Slow.
Research-informed writing on judgement, attention and decision-making. It does not establish a fixed energy store, a universal recovery period or the cause of a reader’s fatigue.
Muraven, M., & Baumeister, R. F. (2000) Self-regulation and depletion of limited resources: Does self-control resemble a muscle?
An influential limited-resource theory of self-control. Replication findings are mixed; it is not a settled explanation of fatigue or a diagnostic basis for the course.
Hobfoll, S. E. (1989) Conservation of resources: A new attempt at conceptualizing stress.
A theoretical account of stress and valued resources. It is a conceptual lens, not a literal energy ledger or an individual explanation of exhaustion.
Ryan, R. M., & Frederick, C. (1997) On energy, personality, and health: Subjective vitality as a dynamic reflection of well-being.
Related research and theory on motivation, autonomy, competence, relatedness or subjective vitality. It offers context for personal choice alongside real responsibilities, not proof of a course outcome or a guarantee about another person’s response.
Porges, S. W. (2011) The Polyvagal Theory: Neurophysiological Foundations of Emotions, Attachment, Communication, and Self-Regulation.
A theoretical perspective on autonomic function and social experience. Important aspects remain debated; this is not a measurement of a reader’s state or evidence that a course activity changes physiology.
Zeigarnik, B. (1927) Über das Behalten von erledigten und unerledigten Handlungen [On the retention of completed and uncompleted tasks].
Early research on memory for unfinished and finished tasks. It does not establish a primary cause of fatigue or show that closing tasks treats exhaustion.
Mark, G., Gudith, D., & Klocke, U. (2008) The cost of interrupted work: More speed and stress.
Research on interruption in a particular work setting. Study averages are not universal recovery times, and interruption findings do not establish a cause of a reader’s exhaustion.
Festinger, L. (1957) A Theory of Cognitive Dissonance.
A theoretical account of social comparison or cognitive dissonance. It provides psychological context, not evidence of a continuous metabolic energy drain or proof that comparison reveals a hidden desire.
Related writing on accommodation, attachment, boundaries and self-expression. Descriptive terms such as people-pleasing or fawning are not diagnoses, evidence of one childhood cause or proof that a particular relationship is unsafe.
Walker, P. (2013) Complex PTSD: From Surviving to Thriving.
One author’s account of complex trauma and appeasing behaviour. Similar everyday behaviour does not establish PTSD, trauma or a particular developmental history.
Bowlby, J., Ainsworth, M. D. S. — see full citations under Hyper-Independence Attachment theory — relational origins of self-erasure.
Related attachment literature on development and relationships. Findings and classifications depend on context; present behaviour does not establish a childhood cause, a fixed adult type or a partner’s intentions.
Brown, B. (2010) The Gifts of Imperfection: Let Go of Who You Think You're Supposed to Be and Embrace Who You Are.
Related writing on shame, personal expectations and vulnerability. It is an acknowledged perspective, not an authorised Brown course, a reproduced exercise protocol or evidence that disclosure is necessary or safe in every relationship.
Lerner, H. G. (1985) The Dance of Anger: A Woman's Guide to Changing the Patterns of Intimate Relationships.
Clinical and popular writing on anger, closeness and maintaining a sense of self in relationships. It offers a perspective rather than a universal account of a person’s history or a promised response to boundary-setting.
Related reading on boundaries, needs, attachment and communication. The course’s original situation notes consider choices and limits in context. They do not reproduce a fixed communication formula, infer a childhood history or guarantee another person’s response.
Rosenberg, M. B. (2003) Nonviolent Communication: A Language of Life.
Rosenberg’s work on needs and communication is a genuine related influence. The course’s original situation-based reflection does not reproduce the four-part NVC teaching sequence or promise communication without defensiveness.
Bowlby, J., Ainsworth, M. D. S. — see full citations under Hyper-Independence Attachment theory — the relational origin of boundaries.
Background reading on attachment and relationships, with full works listed elsewhere on this page. An adult’s difficulty holding a boundary does not establish an attachment style, childhood cause or hidden motive.
Brown, B. (2010) The Gifts of Imperfection.
Related reading on personal expectations, compassion and boundaries. It does not prove that one boundary style produces kindness or resentment, and the course does not administer a Brown method.
Siegel, D. J. (1999). The Developing Mind: Toward a Neurobiology of Interpersonal Experience. Guilford Press.
Related clinical and developmental writing. The course does not measure brain development or establish neurological effects from a parenting or communication exercise. Source record
Levine, A., & Heller, R. (2010) Attached: The New Science of Adult Attachment and How It Can Help You Find — and Keep — Love.
A popular account of adult attachment. It is related context, not a tool for classifying a reader or partner, predicting a boundary failure or establishing that connection will make another person respect a limit.
Related research and clinical writing on coercion, traumatic experience and relationship harm. Patterns of behaviour matter; this reading list does not diagnose a partner, establish motives or determine why a particular person remains in a relationship.
Herman, J. L. (1992) Trauma and Recovery. Basic Books.
Related background reading for this topic. This reference does not validate the course’s original reflections, establish a diagnosis or guarantee an outcome.
van der Kolk, B. A. (2014) The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma. Viking.
A clinical and popular account of traumatic experience, memory and bodily responses. It does not establish that trauma is literally stored in tissue or that course exercises release it, and it does not show that talking therapies are ineffective.
Dutton, D. G., & Goodman, L. A. (2005) Coercion in intimate partner violence: Toward a new conceptualisation. Sex Roles, 52(11–12), 743–756.
Research or clinical writing on coercion and relationship harm. It can inform discussion of patterns without diagnosing another person or proving their motives in an individual case.
Skinner, B. F. (1938, 1969) The Behavior of Organisms; Contingencies of Reinforcement. Appleton-Century-Crofts.
Foundational behavioural writing on reinforcement and learning. Applying an experimental learning model to human relationships is an interpretation, not proof of why a particular relationship continues.
Walker, P. (2013) Complex PTSD: From Surviving to Thriving. Azure Coyote Publishing.
One author’s account of complex trauma and appeasing behaviour. Similar everyday behaviour does not establish PTSD, trauma or a particular developmental history.
Cook, A., Spinazzola, J., Ford, J., et al. (2005). Complex trauma in children and adolescents. Psychiatric Annals, 35(5), 390–398.
Clinical writing on complex trauma in children and adolescents. It is related background, not evidence that every difficult adult relationship produces complex trauma or that the course provides trauma treatment. Source record
Related research, clinical books and reflective approaches concerning childhood experiences and adult patterns. Population associations do not establish anyone’s history or cause of symptoms; course reflection is not trauma assessment or treatment.
Felitti, V. J., et al. (1998) Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults. American Journal of Preventive Medicine, 14(4), 245–258.
An observational population study linking childhood adversity with later health outcomes. Associations do not determine an individual’s history, cause of symptoms or future health.
Young, J. E., Klosko, J. S., & Weishaar, M. E. (2003) Schema Therapy: A Practitioner's Guide. Guilford Press.
A clinical manual describing schema therapy. It is related reading rather than delivery of that therapy, a self-diagnostic instrument or proof that reflection establishes childhood causes.
Bradshaw, J. (1990) Homecoming: Reclaiming and Championing Your Inner Child. Bantam Books.
A popular therapeutic account of inner-child work. “Inner child” is a reflective metaphor, not proof of a hidden memory, developmental event or required recovery process.
Siegel, D. J. (1999) The Developing Mind: Toward a Neurobiology of Interpersonal Experience. Guilford Press.
Related writing on development, awareness and relationships. Clinical models and research syntheses do not measure a reader’s brain function or establish that an educational exercise produces developmental or neurological change.
Schore, A. N. (2003) Affect Regulation and the Repair of the Self. Norton.
A clinical and theoretical account of affect regulation and early relationships. It does not determine a reader’s neural development or prove that one caregiving event caused a later pattern.
Levine, P. A. (2010) In an Unspoken Voice: How the Body Releases Trauma and Restores Goodness. North Atlantic Books.
A clinical account associated with Somatic Experiencing. It is related reading, not evidence that trauma is literally stored in tissue, that bodily work is required or superior, or that the course provides this treatment.
Related reading on adolescent development, parenting and relationships. Development varies considerably. Findings from a particular age group or intervention do not establish that a parenting activity produces the same outcomes.
Siegel, D. J. (2014). Brainstorm: The Power and Purpose of the Teenage Brain. Tarcher/Penguin. ISBN 9781101631522 (e-book).
Related writing on adolescent development and relationships. This citation identifies the publisher’s January 2014 e-book edition. It does not establish an individual teenager’s brain function or prove that an educational course produces neurological change. Source record
Gottman, J. M., & DeClaire, J. (1997) Raising an Emotionally Intelligent Child. Simon & Schuster.
Research or popular writing on couple interactions and relationship outcomes. It does not predict the future of an individual relationship, validate an app exercise or make the course a Gottman programme.
Steinberg, L. (2014) Age of Opportunity: Lessons from the New Science of Adolescence. Houghton Mifflin Harcourt.
A synthesis of adolescent-development research. Group-level findings cannot predict an individual teenager’s behaviour or determine the best response in every family.
Baumrind, D. (1991) The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 11(1), 56–95.
Research on parenting styles in particular samples. Associations do not establish one universal approach or guarantee educational, behavioural or relational outcomes.
Porges, S. W. (2011) The Polyvagal Theory: Neurophysiological Foundations of Emotions, Attachment, Communication, and Self-Regulation. Norton.
A theoretical perspective on autonomic function and social experience. Important aspects remain debated; this is not a measurement of a reader’s state or evidence that a course activity changes physiology.
Hughes, D. A. (2006) Building the Bonds of Attachment: Awakening Love in Deeply Troubled Children. Aronson.
Clinical writing on attachment-focused work with children. Included as related reading, not training in a branded therapeutic approach or proof that a course response changes attachment.
Related reading about money worries, financial behaviour and scarcity. Income, debt, insecurity and access to resources matter alongside personal experiences and beliefs. Reflection cannot replace financial advice, practical assistance or mental-health care.
Klontz, B., & Klontz, T. (2009) Mind Over Money: Overcoming the Money Disorders That Threaten Our Financial Health. Crown Business.
Professional and popular writing on money beliefs and behaviour. It is not a diagnosis of a money disorder or evidence that beliefs alone determine financial security.
Mullainathan, S., & Shafir, E. (2013) Scarcity: Why Having Too Little Means So Much. Times Books.
Research-informed writing on scarcity and cognitive demands. Material constraints and access to resources matter; the reference does not mean that scarcity is merely a mindset or a universal decision-making impairment.
Trachtman, R. (1999) The money taboo: Its effects in everyday life and in the practice of psychotherapy. Clinical Social Work Journal, 27(3), 275–288.
A clinical discussion of the social and psychological meanings of money. It provides context rather than an individual assessment or proof that disclosure resolves financial worries.
Kahneman, D. (2011) Thinking, Fast and Slow. Farrar, Straus and Giroux.
Research-informed writing on judgement, attention and decision-making. It does not establish a fixed energy store, a universal recovery period or the cause of a reader’s fatigue.
Lim, H., Heckman, S. J., Letkiewicz, J. C., & Montalto, C. P. (2014) Financial stress, self-efficacy, and financial help-seeking behavior of college students. Journal of Financial Counseling and Planning, 25(2), 148–160.
Research involving college students and financial stress, efficacy and help-seeking. Findings should not be generalised to every adult or used to assume that practical resolution is accessible.
Shapiro, T. M. (2004) The Hidden Cost of Being African American: How Wealth Perpetuates Inequality. Oxford University Press.
Sociological research on inherited advantage and wealth inequality. It provides structural context rather than an individual financial forecast or financial advice.
Related research and clinical perspectives on grief, loss and continuing bonds. The course does not require a sequence, diagnose grief or promise recovery on a timetable. Clinical models are background, not a course treatment protocol.
Worden, J. W. (2018). Grief Counseling and Grief Therapy: A Handbook for the Mental Health Practitioner (5th ed.). Springer Publishing Company.
A professional grief-counselling text. Its tasks are a clinical framework, not required stages or a timetable for grief; citing it does not make the course grief therapy. This entry identifies the 2018 fifth edition. Source record
Klass, D., Silverman, P. R., & Nickman, S. L. (Eds.) (1996) Continuing Bonds: New Understandings of Grief. Taylor & Francis.
Related writing on continuing bonds after loss. It does not prescribe maintaining or ending contact, or require a particular way of remembering.
Kübler-Ross, E. (1969) On Death and Dying. Macmillan.
A historically influential account of terminally ill people facing death. It is not a required sequence for bereaved people or a validated course recovery schedule.
O'Connor, M. F. (2019) Grief: A brief history of research on how body, mind, and brain adapt. Psychosomatic Medicine, 81(8), 731–738.
A research review of bereavement across psychological and bodily domains. It describes varied findings rather than a neural explanation of every loss or an effect from course reflections.
Shear, M. K. (2015) Complicated grief. New England Journal of Medicine, 372(2), 153–160.
A clinical review of complicated grief. It is not an assessment of a reader, a substitute for current diagnostic guidance or evidence that the course provides its treatment.
Boss, P. (1999) Ambiguous Loss: Learning to Live with Unresolved Grief. Harvard University Press.
Related writing on ambiguous loss and uncertainty. The concept is a lens rather than a diagnosis or a claim that all life transitions are equivalent to bereavement.
The current Vulnerability Balance course has five modules: The Foundation, Earned Access, The Dose and the Timing, The Practice, and The Integration. These works provide related reading on openness, self-worth and relationships; earlier three-phase descriptions and therapy-derived promises do not describe the current course.
Brown, B. (2012) Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and Lead. Gotham Books.
Related writing on shame, personal expectations and vulnerability. It is an acknowledged perspective, not an authorised Brown course, a reproduced exercise protocol or evidence that disclosure is necessary or safe in every relationship.
Brown, B. (2010) The Gifts of Imperfection: Let Go of Who You Think You're Supposed to Be and Embrace Who You Are. Hazelden.
Related writing on shame, personal expectations and vulnerability. It is an acknowledged perspective, not an authorised Brown course, a reproduced exercise protocol or evidence that disclosure is necessary or safe in every relationship.
Mikulincer, M., & Shaver, P. R. (2007) Attachment in Adulthood: Structure, Dynamics, and Change. Guilford Press.
Related attachment literature on development and relationships. Findings and classifications depend on context; present behaviour does not establish a childhood cause, a fixed adult type or a partner’s intentions.
Gottman, J. M. (1999) The Marriage Clinic: A Scientifically Based Marital Therapy. Norton.
Research or popular writing on couple interactions and relationship outcomes. It does not predict the future of an individual relationship, validate an app exercise or make the course a Gottman programme.
Porges, S. W. (2011) The Polyvagal Theory: Neurophysiological Foundations of Emotions, Attachment, Communication, and Self-Regulation. Norton.
A theoretical perspective on autonomic function and social experience. Important aspects remain debated; this is not a measurement of a reader’s state or evidence that a course activity changes physiology.
Lerner, H. G. (1989) The Dance of Intimacy: A Woman's Guide to Courageous Acts of Change in Key Relationships. Harper & Row.
Clinical and popular writing on anger, closeness and maintaining a sense of self in relationships. It offers a perspective rather than a universal account of a person’s history or a promised response to boundary-setting.
Fredrickson, B. L. (2013) Love 2.0: How Our Supreme Emotion Affects Everything We Feel, Think, Do, and Become. Hudson Street Press.
A popular presentation of research and theory on positive emotion and social connection. It does not establish a neuroscience of every intimate exchange or an outcome from a vulnerability exercise.
Neff, K. D. (2011) Self-Compassion: The Proven Power of Being Kind to Yourself. William Morrow.
Related writing on self-compassion and self-regard. It does not establish a required practice, a universal advantage over other approaches or an outcome from this course.
Siegel, D. J. (1999) The Developing Mind: Toward a Neurobiology of Interpersonal Experience. Guilford Press.
Related writing on development, awareness and relationships. Clinical models and research syntheses do not measure a reader’s brain function or establish that an educational exercise produces developmental or neurological change.
Rosenberg, M. B. (2003) Nonviolent Communication: A Language of Life. PuddleDancer Press.
Related writing on communication, needs and requests. It is not proof that a particular wording prevents defensiveness or that this course delivers the author’s programme.
Related reading on maternal identity, infant development, relationships and postpartum concerns. Her First Year contains 52 weekly entries grouped into four phases. Studies and clinical writings do not prescribe how a particular mother or baby must feel or establish an outcome from this course.
Stern, D. N. (1995) The Motherhood Constellation: A Unified View of Parent-Infant Psychotherapy. Basic Books.
A clinical perspective on maternal identity and parent–infant relationships. Experiences vary; it does not establish a required emotional transformation or a universal course sequence.
Winnicott, D. W. (1953, 1960) Transitional Objects and Transitional Phenomena (1953); The Theory of the Parent-Infant Relationship (1960). International Journal of Psycho-Analysis.
A historical psychoanalytic perspective on caregiving, development or the capacity to be alone. It is not a universal developmental rule or proof that a course activity changes attachment.
Hrdy, S. B. (1999) Mother Nature: A History of Mothers, Infants, and Natural Selection. Pantheon Books.
An evolutionary account of caregiving and maternal experience. It is related context rather than a prediction of what any mother should feel or evidence that ambivalence always has one cause.
Bergum, V. (1989) Woman to Mother: A Transformation. Bergin & Garvey.
A qualitative and philosophical account of becoming a mother. It offers contextual voices rather than a universal permanent transformation or a finding about every new parent.
Bowlby, J. (1969, 1973, 1980) Attachment and Loss (3 vols.). Basic Books.
Related attachment literature on development and relationships. Findings and classifications depend on context; present behaviour does not establish a childhood cause, a fixed adult type or a partner’s intentions.
Fonagy, P., Gergely, G., Jurist, E., & Target, M. (2002) Affect Regulation, Mentalization, and the Development of the Self. Other Press.
A clinical and theoretical account of mentalization and development. It does not establish how a particular baby feels or prove neurological effects of course caregiving suggestions.
Tronick, E. (2007) The Neurobehavioral and Social-Emotional Development of Infants and Children. Norton.
Research and developmental writing on infant interaction and repair. Results do not establish an ideal frequency of mistakes or show that one parenting activity guarantees healthy development.
Kleiman, K. & Raskin, V. (1994, 2013) This Isn't What I Expected: Overcoming Postpartum Depression. Bantam; revised Lifelong Books.
Professional writing on postpartum depression and support. It is background reading; course content does not diagnose postpartum conditions or replace prompt qualified assessment.
Mauthner, N. S. (2002) The Darkest Days of My Life: Stories of Postpartum Depression. Harvard University Press.
Qualitative and sociological writing about postpartum depression. Social circumstances matter, but the reference does not establish that symptoms are only cultural or make medical assessment unnecessary.
Related reading on menopause, mood, identity and adult development. Menopause can involve medical concerns as well as personal and social changes. This course does not dismiss symptoms, replace health care or establish that neurological reorganisation explains an individual’s experience.
Erikson, E. H. (1950, 1982) Childhood and Society (1950); The Life Cycle Completed (1982). Norton.
A historical developmental theory about stages of life. It is not a requirement that everyone follows a single age-linked identity task or response to menopause.
Sheehy, G. (1992) The Silent Passage: Menopause. Random House.
Cultural, feminist or narrative writing on reproductive transitions. It offers a perspective without dismissing medical symptoms or establishing one cause of menopausal experiences.
Ussher, J. M. (2006) Managing the Monstrous Feminine: Regulating the Reproductive Body. Routledge.
Cultural, feminist or narrative writing on reproductive transitions. It offers a perspective without dismissing medical symptoms or establishing one cause of menopausal experiences.
Brinton, R. D., Yao, J., Yin, F., Mack, W. J., & Cadenas, E. (2015). Perimenopause as a neurological transition state. Nature Reviews Endocrinology, 11(7), 393–405.
A review of neurological aspects of perimenopause. It does not establish the cause of an individual’s brain fog or show that symptoms are harmless, inevitable or relieved by this course. Source record
Soares, C. N. & Warren, M. (Eds.) (2009) The Menopausal Transition: Interface Between Gynecology and Psychiatry. Karger.
A professional edited volume on menopause and mental health. It offers clinical background rather than a universal mood trajectory or evidence for course effects.
Related developmental, philosophical and clinical perspectives on midlife and meaning. The course uses 12 letters across four modules. The cited perspectives do not establish that midlife must involve crisis, individuation or a particular developmental task.
Jung, C. G. (1933). “The stages of life.” In Modern Man in Search of a Soul (W. S. Dell & C. F. Baynes, Trans.). Kegan Paul, Trench, Trübner & Co.
A historical depth-psychological perspective on adult life, not an empirical rule requiring a midlife crisis or a particular relationship transition. Source record
Hollis, J. (2005) Finding Meaning in the Second Half of Life: How to Finally, Really Grow Up. Gotham Books.
A depth-psychological perspective on identity, meaning and symbolic interpretation. It is offered as reflective or historical context, not as empirical proof of hidden motives or a required process of personal change.
May, R. (1975) The Courage to Create. Norton.
An existential perspective on creativity, meaning and courage. It does not establish that anxiety is always an invitation or that safety should be set aside.
Levinson, D. J. (1978, 1996) The Seasons of a Man's Life (1978); The Seasons of a Woman's Life (1996). Knopf.
Historical research and developmental theory on adult life transitions. The samples and cultural context limit generalisation; a person’s age does not prescribe a crisis or a specific task.
Vaillant, G. E. (2002) Aging Well: Surprising Guideposts to a Happier Life from the Landmark Harvard Study of Adult Development. Little, Brown.
A research-informed account of adult development and ageing. Group patterns do not establish what every person should value after forty or predict an individual’s wellbeing.
Related clinical and research writing on body awareness, emotion and personal experience. These references do not establish that trauma is literally stored in tissue, that body work is necessary or superior to talking therapies, or that bodily feelings reliably identify safety or good decisions.
van der Kolk, B. (2014) The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma. Viking.
A clinical and popular account of traumatic experience, memory and bodily responses. It does not establish that trauma is literally stored in tissue or that course exercises release it, and it does not show that talking therapies are ineffective.
Levine, P. A. (1997, 2010) Waking the Tiger: Healing Trauma (1997); In an Unspoken Voice: How the Body Releases Trauma and Restores Goodness (2010). North Atlantic Books.
A clinical account associated with Somatic Experiencing. It is related reading, not evidence that trauma is literally stored in tissue, that bodily work is required or superior, or that the course provides this treatment.
Ogden, P., Minton, K., & Pain, C. (2006) Trauma and the Body: A Sensorimotor Approach to Psychotherapy. Norton.
A clinical manual on Sensorimotor Psychotherapy. It is related reading, not course delivery of that therapy or evidence that awareness exercises release trauma.
Porges, S. W. (2011) The Polyvagal Theory: Neurophysiological Foundations of Emotions, Attachment, Communication, and Self-Regulation. Norton.
A theoretical perspective on autonomic function and social experience. Important aspects remain debated; this is not a measurement of a reader’s state or evidence that a course activity changes physiology.
Craig, A. D. (Bud) (2015) How Do You Feel? An Interoceptive Moment with Your Neurobiological Self. Princeton University Press.
A research-informed account of interoception and bodily awareness. Sensations do not by themselves establish danger, a correct decision or an individual’s emotional intelligence.
Damasio, A. (1994, 1999) Descartes' Error: Emotion, Reason, and the Human Brain (1994); The Feeling of What Happens: Body and Emotion in the Making of Consciousness (1999). Putnam / Harcourt.
Research-informed writing on emotion, bodily signals and decision-making. The somatic-marker account is not proof that a felt response reliably identifies safety or the right choice.
Related reading on accommodation, personal expectations and self-expression. A reflective description of people-pleasing does not establish trauma, a biological response type or a single explanation of how someone learned to relate.
Walker, P. (2013). Complex PTSD: From Surviving to Thriving. Azure Coyote Publishing.
One author’s descriptive account of complex trauma and appeasing behaviour; people-pleasing alone does not establish trauma or PTSD.
Braiker, H. B. (2001). The Disease to Please: Curing the People-Pleasing Syndrome. McGraw-Hill.
Popular psychological writing on accommodation and approval. This is not a formal diagnosis or proof of a course outcome.
Miller, A. (1981). The Drama of the Gifted Child: The Search for the True Self. Basic Books. English translation of the 1979 German work.
A psychoanalytic perspective on childhood and self-expression, not a factual reconstruction of a reader’s history.
Porges, S. W. (2011). The Polyvagal Theory: Neurophysiological Foundations of Emotions, Attachment, Communication, and Self-Regulation. Norton.
A debated theoretical perspective, not an established neurobiological explanation of fawning or compliance.
Herman, J. L. (1992). Trauma and Recovery. Basic Books.
Related clinical reading, not a diagnosis or a trauma-recovery protocol delivered by this course.
Related reading on divorce, identity, loss and adult development. Experiences vary; clinical and historical frameworks do not establish a required sequence, which transition is hardest or how a person should recover.
Bohannan, P. (Ed.). (1970). Divorce and After. Doubleday.
Historical writing on different aspects of divorce; it does not establish a compulsory sequence or which transition is hardest.
Wallerstein, J. S., & Blakeslee, S. (1989). Second Chances: Men, Women, and Children a Decade After Divorce. Ticknor & Fields.
Research-informed writing on families after divorce. The studied settings and samples limit generalisation.
Parkes, C. M. (1972). Bereavement: Studies of Grief in Adult Life. Tavistock.
Bereavement research as related context; using it for divorce is an educational analogy, not direct evidence of the same process.
Levinson, D. J. (1996). The Seasons of a Woman’s Life. Knopf.
Historical adult-development research, not a required identity task or a universal explanation of divorce.
Related sociological and popular writing on domestic work, mental load and caregiving. Research findings describe selected families and social conditions; they do not determine how work is divided in every household or validate a prescribed redistribution method.
Hochschild, A. R., & Machung, A. (1989). The Second Shift: Working Parents and the Revolution at Home. Viking.
Research-informed writing on household labour and employment in the studied families, not a description of every household.
Daminger, A. (2019). The cognitive dimension of household labor. American Sociological Review, 84(4), 609–633.
Qualitative research on the cognitive work of domestic life. The course offers reflection, not a validated household assessment.
Walzer, S. (1998). Thinking About the Baby: Gender and Transitions into Parenthood. Temple University Press.
Sociological writing on infant care and gendered responsibilities in the studied settings.
Rodsky, E. (2019). Fair Play: A Game-Changing Solution for When You Have Too Much to Do (and More Life to Live). G. P. Putnam’s Sons.
A popular account of sharing domestic responsibilities. Included as related reading, not reproduction of the Fair Play cards or method.
Related writing on coercive control, gaslighting, betrayal and self-trust. It offers context for recognising concerning behaviour without diagnosing another person, inferring hidden intentions or establishing a biological explanation for distress.
Stark, E. (2007). Coercive Control: How Men Entrap Women in Personal Life. Oxford University Press.
Research and professional writing on patterns that constrain autonomy, not a diagnosis of an individual or proof of motive.
Bancroft, L. (2002). Why Does He Do That? Inside the Minds of Angry and Controlling Men. Berkley Books.
Professional and popular writing on controlling behaviour. It does not establish why a particular person acts as they do.
Stern, R. (2007). The Gaslight Effect: How to Spot and Survive the Hidden Manipulation Others Use to Control Your Life. Morgan Road Books.
Popular professional writing on self-doubt in controlling relationships. A concerning interaction requires context, not automatic classification.
Freyd, J. J. (1996). Betrayal Trauma: The Logic of Forgetting Childhood Abuse. Harvard University Press.
A theoretical account of memory and betrayal. It does not establish that a reader has forgotten abuse or justify searching for presumed hidden memories.
van der Kolk, B. A. (2014). The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma. Viking.
Clinical and popular reading about traumatic experience; not proof that identity or trauma is literally stored in tissue.
Related reading on everyday communication, couple relationships and personal choice. The course offers original practical reflection; references to clinical or relationship models do not make it those authors’ programme or establish a result for a particular couple.
Gottman, J. M. & Silver, N. (1999) The Seven Principles for Making Marriage Work Crown.
Related reading on couple interactions and opportunities for connection. The course considers ordinary conversations through original questions; it does not administer the book’s programme or predict the future of a relationship.
Gottman, J. M. (1994) What Predicts Divorce. Lawrence Erlbaum.
Related research on communication and relationship outcomes. The course does not reproduce a Four Horsemen classification exercise, diagnose a couple or predict divorce from a conversation.
Johnson, S. M. (2004) The Practice of Emotionally Focused Couple Therapy Brunner-Routledge.
A clinical text on Emotionally Focused Couple Therapy. It offers background context; the course does not deliver EFT or treat a communication difficulty as proof of an attachment need or cycle.
Deci, E. L. & Ryan, R. M. (1985) Intrinsic Motivation and Self-Determination in Human Behavior Plenum.
Related reading on autonomy, competence and relatedness. It provides context for considering individual choice alongside connection, without prescribing a relationship outcome.
Related reading on desire, long-term intimacy and couple relationships. The course offers original educational reflection on comfort, consent and communication; it does not provide sex therapy, prescribe sexual contact or guarantee a change in desire.
Perel, E. (2006) Mating in Captivity: Reconciling the Erotic and the Domestic HarperCollins.
Perel’s discussion of desire and long-term partnership is related reading and an acknowledged perspective. The course uses original reflection rather than reproducing the author’s exercises or assuming that familiarity causes loss of desire.
Basson, R. (2001). Human sex-response cycles. Journal of Sex & Marital Therapy, 27(1), 33–43.
A proposed model of sexual response, not a rule about every person. It does not justify sexual activity without freely given, ongoing consent or establish that a course changes desire. Source record
Masters, W. H. & Johnson, V. E. (1966) Human Sexual Response Little, Brown.
A foundational clinical account of sexual response. Included as historical related reading; the course does not administer sensate focus, a prescribed touching sequence or treatment for sexual concerns.
Johnson, S. M. (2008) Hold Me Tight: Seven Conversations for a Lifetime of Love Little, Brown.
A popular account of attachment-based couples therapy. It provides related context for intimacy, not proof that emotional disconnection causes a particular change in desire or that course activities can resolve it.
How Care Reaches You uses original, open-ended reflection on care, context, consent and communication. The related reading below provides background on motivation, touch and relationships; it does not define fixed care types or validate a course assessment.
Deci, E. L., & Ryan, R. M. (1985) Intrinsic Motivation and Self-Determination in Human Behavior. Plenum.
Related reading on autonomy, competence and relatedness within self-determination theory. This offers a broader context for personal choice and connection; the course does not classify people into a fixed set of care preferences.
Field, T. (2010) Touch for socioemotional and physical well-being: a review Developmental Review, 30(4), 367–383.
A review relevant to touch and wellbeing in particular research settings. Touch is optional and requires freely given consent; it is not a test of love or a guaranteed route to hormonal, stress or relationship changes.
Johnson, S. M. (2004) The Practice of Emotionally Focused Couple Therapy Brunner-Routledge.
A clinical text on Emotionally Focused Couple Therapy, included as background reading on couple relationships. The course offers communication reflection rather than EFT, a therapist-led protocol or a prescribed model of care.
Related reading on communication, emotional distance and attachment. Withdrawal can have many contributors. These sources do not establish a partner’s motives, childhood history or nervous-system state.
Gottman, J. M. (1994). What Predicts Divorce? The Relationship Between Marital Processes and Marital Outcomes. Lawrence Erlbaum Associates.
Research on marital interaction and outcomes, including withdrawal during conflict. Group findings do not identify why a particular partner withdraws, establish a nervous-system explanation or predict the outcome of an individual relationship. Understanding a possible pattern does not excuse intimidation or unsafe behaviour. Source record
Bowlby, J. (1969, 1973, 1980). Attachment and Loss (Vols. 1–3). Basic Books.
Historical attachment theory concerning development, separation and loss. These volumes are background reading; they do not establish a present-day partner’s childhood history or prove that adult withdrawal has one developmental cause. Adult “dismissing” classifications are not a diagnosis supplied by this course.
Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. (1978). Patterns of Attachment: A Psychological Study of the Strange Situation. Lawrence Erlbaum Associates.
Research on infant–caregiver attachment in the Strange Situation. Infant observations are not an adult relationship test and do not establish that a particular adult’s emotional availability is an early-formed or fixed strategy. Source record
Johnson, S. M. (2004). The Practice of Emotionally Focused Couple Therapy: Creating Connection (2nd ed.). Brunner-Routledge.
A professional couple-therapy text describing relational patterns, including pursuit and withdrawal. It is related clinical reading, not evidence that the course delivers EFT, reproduces its treatment programme or establishes why any particular couple behaves as it does. Source record
Related first-person, sociological and theoretical writing on maternal anger, ambivalence and unequal workload. Anger has many possible contributors; these references do not diagnose its cause or excuse threatening or harmful behaviour.
Lazarre, J. (1976)The Mother Knot
McGraw-Hill. One of the earliest honest accounts of the ambivalence, exhaustion, and rage that accompany maternal love — and the cultural prohibition against naming these experiences without immediately qualifying them as exceptions to genuine maternal feeling.
Rich, A. (1976)Of Woman Born: Motherhood as Experience and Institution
Norton. Rich's distinction between the institution of motherhood (the cultural ideal) and the lived experience of mothering — including the anger, the loss of self, and the impossible standard — provides the sociological frame within which the course situates maternal rage as a structural response rather than a personal failure.
Porges, S. W. (2011)The Polyvagal Theory
Norton. Polyvagal theory's account of the sympathetic nervous system state — specifically the way that chronic demand without adequate recovery produces a chronically elevated baseline and disproportionate anger responses — provides the physiological framework for the course's treatment of maternal rage as a depletion signal, not a character verdict.
Hochschild, A. R., with Machung, A. (1989). The Second Shift: Working Parents and the Revolution at Home. Viking.
Research-informed sociological writing on employed parents and domestic work in the studied families. It does not establish identical workloads or effects in every household. Source record
Related reading on conversations after conflict and the wider context of couple relationships. The course’s original reflection considers accountability, safety and choices. It does not administer a branded repair protocol or guarantee reconciliation.
Gottman, J. M. & DeClaire, J. (2001) The Relationship Cure Crown.
Related reading on connection and everyday interactions. The course uses original reflection rather than reproducing a relationship programme, a fixed repair script or a predictor of relationship success.
Gottman, J. M. & Silver, N. (1999) The Seven Principles for Making Marriage Work Crown.
Related reading on how the wider relationship context can influence an interaction. It does not establish how a partner will interpret an action or prove that a course activity changes that interpretation.
Johnson, S. M. (2004) The Practice of Emotionally Focused Couple Therapy Brunner-Routledge.
A clinical text on Emotionally Focused Couple Therapy. Included as background reading; the course does not identify an attachment injury or deliver its treatment process. Repair and renewed contact remain matters of safety and choice.
Related developmental and relationship writing on midlife, individual choice and changing responsibilities. The course does not presume that every partnership must follow a developmental reckoning or that one theory explains its difficulties.
Jung, C. G. (1933). “The stages of life.” In Modern Man in Search of a Soul (W. S. Dell & C. F. Baynes, Trans.). Kegan Paul, Trench, Trübner & Co.
A historical depth-psychological perspective on adult life, not an empirical rule requiring a midlife crisis or a particular relationship transition. Source record
Levinson, D. J. (1978, 1996). The Seasons of a Man’s Life (1978); The Seasons of a Woman’s Life (1996). Knopf.
Historical research and developmental theory on adult transitions. Its samples and cultural context limit generalisation; age does not prescribe a midlife crisis or relationship reckoning.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
Related theory on autonomy, competence and relatedness, relevant to individual choice within shared responsibilities. Source record
Related reading on couple relationships, communication, motivation and change. The course offers original educational activities; it is not a Gottman or EFT programme, a relationship assessment or evidence that a particular marriage will last.
Gottman, J. M. & Silver, N. (1999) The Seven Principles for Making Marriage Work Crown.
Related reading on relationship research and everyday interaction. The course does not reproduce the Seven Principles programme or use a reader’s answers to predict satisfaction or stability.
Gottman, J. M. (1994) What Predicts Divorce Lawrence Erlbaum.
Research background on relationship outcomes in particular studies. Findings do not establish a scientific forecast for an individual couple or validate the course’s original exercises.
Johnson, S. M. (2004) The Practice of Emotionally Focused Couple Therapy Brunner-Routledge.
A clinical text on Emotionally Focused Couple Therapy. Evidence about qualified therapy does not establish that a self-paced educational activity produces the same effects.
Deci, E. L. & Ryan, R. M. (1985) Intrinsic Motivation and Self-Determination in Human Behavior Plenum.
Related reading on motivation, autonomy, competence and relatedness. It offers context for considering choice and commitment; it does not determine whether a relationship is genuine or predict its outcome.
Related reading on closeness, communication and change in long-term relationships. Course activities invite original reflection on current circumstances. They do not classify a couple, infer an attachment history or guarantee reconnection.
Gottman, J. M. & Silver, N. (1999) The Seven Principles for Making Marriage Work Crown.
Related reading on everyday couple interactions. Observations from selected research groups do not establish percentages, a prognosis or the meaning of a particular action in the reader’s relationship.
Johnson, S. M. (2008) Hold Me Tight Little, Brown.
A popular presentation of attachment-based couples therapy. Included as related reading; the course does not deliver that therapy, prescribe its conversations or identify a hidden attachment need from distance between partners.
Bowlby, J. (1969, 1973, 1980) Attachment and Loss (Vols 1–3). Basic Books.
Background reading on attachment theory. Emotional distance in an adult partnership does not establish a sequence of protest and despair or identify one partner’s psychological state.
Related sociological research and books on employment, household work and identity. Findings are specific to the studied settings; they do not establish that parental employment has the same effect on every family or that maternal guilt has only one cause.
Hochschild, A. R., with Machung, A. (1989). The Second Shift: Working Parents and the Revolution at Home. Viking.
Research-informed sociological writing on employed parents and domestic work in the studied families. It does not establish identical workloads or effects in every household. Source record
Daminger, A. (2019) The cognitive dimension of household labor
American Sociological Review, 84(4), 609–633. Daminger's research on the cognitive labour of household management — anticipating, identifying, deciding, monitoring — and its disproportionate concentration in women informs the course's account of the mental load as a distinct and measurable form of labour that persists regardless of how physical tasks are distributed.
Walzer, S. (1996) Thinking about the baby: Gender and divisions of infant care
Social Problems, 43(2), 219–234. Walzer's research on how new mothers take on the primary cognitive burden of infant monitoring — the background mental processing that runs continuously regardless of who is performing physical caregiving — informs the course's account of why even equitably arranged households leave mothers carrying disproportionate mental weight.
Barnett, R. C., & Rivers, C. (1998). She Works/He Works. Harvard University Press.
A research-informed account of dual-earner families in particular social settings. It does not establish identical child outcomes in every family or support a universal statement about maternal employment. Source record
This course addresses the pattern of postponing what matters most, the words unsaid, the beginning kept for later, the life filed under someday. It draws on the empirical psychology of regret and on first-person accounts from end-of-life care, presented as educational context rather than clinical claims.
Gilovich, T., & Medvec, V. H. (1995) The experience of regret: What, when, and why.
Psychological Review, 102(2), 379–395. This foundational research found that regrets of inaction are reported more often, and are felt for longer, than regrets of action. The course's central claim, that the things left undone tend to weigh more heavily over time than the things done imperfectly, draws directly on this body of research.
Ware, B. (2011, rev. 2012) The Top Five Regrets of the Dying: A Life Transformed by the Dearly Departing.
Hay House. A first-person account, written from years of palliative care work, of the most common regrets expressed by people nearing the end of life, most centrally the wish to have lived more honestly and said more of what mattered while there was time. The course treats this as illustrative, real-world testimony rather than as peer-reviewed research, and presents it accordingly.
Related reading on workplace psychological safety, coaching and awareness. Team research is not proof that a leader’s bodily state regulates other people or that the course changes workplace outcomes.
Edmondson, A. C. (2018) The Fearless Organization: Creating Psychological Safety in the Workplace for Learning, Innovation, and Growth.
Wiley. Edmondson's research on psychological safety, the shared belief that a team is safe for interpersonal risk-taking, underpins the course's account of why people follow the felt sense of safety near a leader before they follow a title, and how that safety is built or eroded in ordinary moments.
Bungay Stanier, M. (2016) The Coaching Habit: Say Less, Ask More & Change the Way You Lead Forever.
Box of Crayons Press. This work on question-based coaching, and the habit of offering questions rather than immediate answers, informs the course's module on moving from solving problems for people to developing their own capacity to solve them.
Porges, S. W. (2011) The Polyvagal Theory. See full citation under High Alert.
The course's account of regulation as the first skill of leadership, and of a leader's state as information the body reads before it registers a leader's words, draws on the same Polyvagal framework used throughout this library's nervous-system content.
Related theoretical and clinical reading on stress and bodily experience. “Reset” is a course title, not a claim to repair or reset autonomic function. Reflection does not determine a nervous-system setting, identify where it was learned or release stored trauma.
Porges, S. W. (2011) The Polyvagal Theory. See full citation under High Alert.
The course's central definition of regulation, the capacity to move between mobilisation and rest and to complete the return afterward, is drawn directly from Porges's account of autonomic state and neuroception.
Dana, D. (2018) The Polyvagal Theory in Therapy. See full citation under High Alert.
Dana's mapping of nervous-system states informs the course's educational discussion of breath, the senses, and orienting as optional reflective practices; individual responses vary and no physiological outcome is promised.
Levine, P. A. (1997) Waking the Tiger: Healing Trauma. See full citation under High Alert.
Levine's Somatic Experiencing framework, and its account of held, incomplete activation in the body, informs the course's module on where a chronically activated setting was originally learned, and how titrated body-level work supports its release.
This course separates established nervous-system physiology from useful clinical models and emerging claims. It draws on research into autonomic flexibility, allostatic load, stress appraisal, interoception, breathing, co-regulation, sleep, movement, and learning.
McEwen, B. S. (1998) Protective and damaging effects of stress mediators.
New England Journal of Medicine, 338(3), 171–179. McEwen's account of allostasis and allostatic load underpins the course's distinction between a short-term stress response that protects and a repeated, poorly recovered stress response that creates cumulative wear.
Thayer, J. F., & Lane, R. D. (2009) Claude Bernard and the heart–brain connection: Further elaboration of a model of neurovisceral integration.
Neuroscience & Biobehavioral Reviews, 33(2), 81–88. The neurovisceral integration model informs the course's account of flexible regulation as coordinated communication between cortical, limbic, and autonomic systems rather than a permanent state of calm.
Critchley, H. D., & Garfinkel, S. N. (2017) Interoception and emotion.
Current Opinion in Psychology, 17, 7–14. This review supports the course's body-mapping work: the brain's interpretation of internal signals such as heartbeat, breath, temperature, and muscle tension is central to emotional experience and self-regulation.
Lehrer, P. M., & Gevirtz, R. (2014) Heart rate variability biofeedback: How and why does it work?
Frontiers in Psychology, 5, 756. A review of HRV biofeedback and paced-breathing research. It does not show that an unmonitored course exercise has the same effects as individualised biofeedback or that a breathing rate suits every person.
Kiecolt-Glaser, J. K., Gouin, J.-P., & Hantsoo, L. (2010) Close relationships, inflammation, and health.
Neuroscience & Biobehavioral Reviews, 35(1), 33–38. The course's co-regulation material draws on the broader evidence that close relationships can shape stress physiology and health, without implying that another person is responsible for regulating us.
Porges, S. W. (2011) The Polyvagal Theory. W. W. Norton.
Polyvagal language is included as an influential theoretical framework for organising experiences of mobilisation, connection, and shutdown. The course explicitly identifies which claims are broadly consistent with autonomic science and which remain debated or are not established as a complete account of human emotion.
Loved Carelessly examines adult friendship without reducing every disappointment to toxicity. Its evidence base focuses on responsiveness, friendship maintenance, reciprocity, social support, relational loss, and the difference between another person's intent and the impact of their repeated behaviour.
Reis, H. T., Clark, M. S., & Holmes, J. G. (2004) Perceived partner responsiveness as an organizing construct in the study of intimacy and closeness.
In D. J. Mashek & A. Aron (Eds.), Handbook of Closeness and Intimacy. Perceived responsiveness—the sense that another person understands, validates, and cares for us—is central to the course's distinction between being loved in principle and feeling held in mind in practice.
Oswald, D. L., Clark, E. M., & Kelly, C. M. (2004) Friendship maintenance: An analysis of individual and dyad behaviors.
Journal of Social and Clinical Psychology, 23(3), 413–441. Research on positivity, supportiveness, openness, and interaction informs the course's account of the ordinary behaviours through which friendships are maintained—and how invisible maintenance can become uneven.
Hall, J. A. (2019) How many hours does it take to make a friend?
Journal of Social and Personal Relationships, 36(4), 1278–1296. Hall's work supports the course's emphasis on time and repeated contact as real ingredients of friendship, while recognising that time alone does not guarantee attunement or reciprocity.
Fehr, B. (1996) Friendship Processes. Sage.
Fehr's synthesis of friendship formation, maintenance, intimacy, expectations, and dissolution provides a broad foundation for the course's discussion of reciprocity and the quiet rules people carry into adult friendship.
Sbarra, D. A., & Emery, R. E. (2005) The emotional sequelae of nonmarital relationship dissolution.
Personal Relationships, 12(2), 213–232. Research on romantic relationship dissolution. It is related context for thinking about loss; applying it to friendship is an educational analogy rather than direct evidence of the same process.
The Tomorrow Trap treats procrastination as a self-regulation problem rather than a character flaw. The course draws on evidence about short-term mood repair, temporal discounting, perfectionism, implementation intentions, task design, attention, and cognitive-behavioural treatment.
Steel, P. (2007) The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure.
Psychological Bulletin, 133(1), 65–94. This major review supports the course's framing of procrastination as a predictable interaction between task value, delay, expectancy, impulsiveness, and self-regulation—not evidence of laziness.
Sirois, F. M., & Pychyl, T. A. (2013) Procrastination and the priority of short-term mood regulation: Consequences for future self.
Social and Personality Psychology Compass, 7(2), 115–127. The course's central reframe—that procrastination often regulates an uncomfortable feeling now by transferring cost to a future self—draws directly on this account.
Tice, D. M., & Baumeister, R. F. (1997) Longitudinal study of procrastination, performance, stress, and health.
Psychological Science, 8(6), 454–458. Their findings inform the course's description of procrastination's bargain: immediate relief can be followed by greater stress and poorer outcomes later.
Gollwitzer, P. M. (1999) Implementation intentions: Strong effects of simple plans.
American Psychologist, 54(7), 493–503. The course's use of precise if–then starting plans is grounded in implementation-intention research, while making clear that planning works best when the task has also been made emotionally and practically startable.
Rozental, A., Bennett, S., Forsström, D., et al. (2018) Targeting procrastination using psychological treatments: A systematic review and meta-analysis.
Frontiers in Psychology, 9, 1588. A systematic review of psychological treatments for procrastination. Findings about structured treatment do not establish that this self-paced educational course has the same effectiveness.
Honesty, punishment, development and trustworthy boundaries. References live here so the course itself can remain calm, readable and focused on the teaching.
Talwar, V., & Lee, K. (2011). A punitive environment fosters children’s dishonesty: A natural experiment. Child Development, 82(6), 1751–1758.
Research involving particular school environments and a defined task. It does not determine why an individual child lies or guarantee that one parenting response produces honesty. Source record
Talwar, V., Arruda, C., & Yachison, S. (2015). The effects of punishment and appeals for honesty on children’s truth-telling behavior. Journal of Experimental Child Psychology, 130, 209–217.
Research on appeals and expected punishment in a particular task with children aged 4–8. It does not establish a universal method for truth-telling. Source record
Evans, A. D., & Lee, K. (2013). Emergence of lying in very young children. Developmental Psychology, 49(10), 1958–1963.
A study of children aged 2–3 in a specific task. It provides developmental context rather than a conclusion about a particular child’s character or capacity. Source record
Grolnick, W. S. (2003). The Psychology of Parental Control. Lawrence Erlbaum.
Related professional reading on parenting, development and practical responses. It does not validate this course or establish one response for every child.
Siegel, D. J., & Bryson, T. P. (2014). No-Drama Discipline. Bantam.
Related professional reading on parenting, development and practical responses. It does not validate this course or establish one response for every child.
Sege, R. D., & Siegel, B. S.; American Academy of Pediatrics (2018). Effective discipline to raise healthy children. Pediatrics, 142(6), e 20183112.
An AAP policy statement discussing discipline and the avoidance of physical and verbal harm. It is professional guidance, not a clinical trial of this course; readers should consult current local guidance for individual needs. Source record
Children’s inner worlds, family narratives and emotional development. References live here so the course itself can remain calm, readable and focused on the teaching.
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. W. H. Freeman.
Related research, theory or professional writing on motivation, learning and development. Findings depend on the studied contexts and do not prove that a particular praise phrase, belief or course exercise determines a child’s future.
Deci, E. L., & Ryan, R. M. (2000). The ‘what’ and ‘why’ of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
Related research, theory or professional writing on motivation, learning and development. Findings depend on the studied contexts and do not prove that a particular praise phrase, belief or course exercise determines a child’s future.
Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75(1), 33–52.
Related research, theory or professional writing on motivation, learning and development. Findings depend on the studied contexts and do not prove that a particular praise phrase, belief or course exercise determines a child’s future.
Yeager, D. S., et al. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573, 364–369.
Related research, theory or professional writing on motivation, learning and development. Findings depend on the studied contexts and do not prove that a particular praise phrase, belief or course exercise determines a child’s future.
Haimovitz, K., & Dweck, C. S. (2016). What predicts children’s fixed and growth intelligence mind-sets? Psychological Science, 27(6), 859–869.
Related research, theory or professional writing on motivation, learning and development. Findings depend on the studied contexts and do not prove that a particular praise phrase, belief or course exercise determines a child’s future.
Masten, A. S. (2014). Ordinary Magic: Resilience in Development. Guilford Press.
Related research, theory or professional writing on motivation, learning and development. Findings depend on the studied contexts and do not prove that a particular praise phrase, belief or course exercise determines a child’s future.
Morris, A. S., Silk, J. S., Steinberg, L., Myers, S. S., & Robinson, L. R. (2007). The role of the family context in the development of emotion regulation. Social Development, 16(2), 361–388.
Related research, theory or professional writing on motivation, learning and development. Findings depend on the studied contexts and do not prove that a particular praise phrase, belief or course exercise determines a child’s future.
Gunderson, E. A., et al. (2013). Parent praise to 1- to 3-year-olds predicts children’s motivational frameworks 5 years later. Child Development, 84(5), 1526–1541.
Related research, theory or professional writing on motivation, learning and development. Findings depend on the studied contexts and do not prove that a particular praise phrase, belief or course exercise determines a child’s future.
Kamins, M. L., & Dweck, C. S. (1999). Person versus process praise and criticism. Developmental Psychology, 35(3), 835–847.
Related research, theory or professional writing on motivation, learning and development. Findings depend on the studied contexts and do not prove that a particular praise phrase, belief or course exercise determines a child’s future.
Skinner, E. A., & Pitzer, J. R. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. In Handbook of Research on Student Engagement.
Related research, theory or professional writing on motivation, learning and development. Findings depend on the studied contexts and do not prove that a particular praise phrase, belief or course exercise determines a child’s future.
This course uses breakup-specific research carefully. It does not claim that every person follows one recovery timeline, that no-contact is universally required, or that ordinary heartbreak is a diagnosis.
Sbarra, D. A., & Emery, R. E. (2005) The emotional sequelae of nonmarital relationship dissolution.
Personal Relationships, 12(2), 213–232. Supports the course's treatment of breakup distress as dynamic rather than linear, with emotional responses changing across time and context.
Slotter, E. B., Emery, L. F., & Luchies, L. B. (2014) Me after you: Partner influence and individual effort predict rejection of self-aspects and self-concept clarity after relationship dissolution.
Personality and Social Psychology Bulletin, 40, 831–844. Directly informs the lessons on recovering identity and deciding which parts of the shared self to retain, release or rebuild.
Marshall, T. C. (2012) Facebook surveillance of former romantic partners: Associations with postbreakup recovery and personal growth.
Cyberpsychology, Behavior, and Social Networking, 15(10), 521–526. Informs the measured discussion of online monitoring: continued surveillance was associated with poorer adjustment, but the course avoids turning a correlational study into a universal rule.
Knöpfli, B., Morselli, D., & Perrig-Chiello, P. (2016) Trajectories of psychological adaptation to marital breakup after a long-term marriage.
Gerontology, 62(5), 541–552. Supports the course's refusal of a single timetable: the study found heterogeneous adaptation trajectories, with most participants adapting relatively well and a minority experiencing enduring difficulty.
Farber, B. A., & Roe, D. (2026). Clinical perspectives on the nature and treatment of romantic breakups. Journal of Clinical Psychology, 82(6), 823–826. DOI: 10.1002/jclp.70118.
An introductory clinical editorial about psychotherapy for romantic breakups. It provides context for recognising distress and differences in experience, not evidence that an educational course treats breakup-related difficulties. Source record
American Psychological Association Grief and social-support guidance.
APA public guidance informs the course's emphasis on time, healthy routines and usable social support. These are presented as supportive conditions, not guaranteed cures or substitutes for professional care.
The game translates developmental principles into a light family ritual. The evidence supports responsive back-and-forth interaction and sensitive, open-ended conversation; it does not prove that a card game guarantees attachment, disclosure or any particular mental-health outcome.
Center on the Developing Child at Harvard University Serve and Return.
Responsive, attentive back-and-forth interaction with a caring adult supports communication and social development. This informs the game’s reciprocal structure: both people answer, notice and respond.
Valentino, K., Cummings, E. M., Borkowski, J., Hibel, L. C., Lefever, J., & Lawson, M. (2019). Efficacy of a reminiscing and emotion training intervention on maltreating families with preschool-aged children. Developmental Psychology, 55(11), 2365–2378. DOI: 10.1037/dev0000792.
A randomised study of a specific professionally delivered intervention with maltreating families and preschool-aged children. It is related research on emotionally supportive reminiscing; its results do not validate this question game or justify using game prompts to investigate possible abuse. Source record
Wu, Y., & Jobson, L. (2019). Maternal reminiscing and child autobiographical memory elaboration: A meta-analytic review. Developmental Psychology, 55(12), 2505–2521. DOI: 10.1037/dev0000821.
A synthesis of studies on elaborative maternal reminiscing and children’s autobiographical memory. Associations and research findings do not establish that the app’s question game improves memory, mental health or a particular child’s development. Source record
Koh, J. B. K., & Wang, Q. (2021). Mother–child reminiscing about emotionally negative events and children’s long-term mental health. Frontiers in Psychology, 12, 632799. DOI: 10.3389/fpsyg.2021.632799.
Research on how mothers and children discussed negative events in a particular longitudinal sample. This is background reading, not evidence that these game prompts produce mental-health outcomes. Children should not be pressed to recall or discuss distressing experiences. Source record
American Academy of Pediatrics Communication with children and families.
AAP guidance supports open, compassionate and developmentally appropriate communication. The game’s age modes, pass option and adult safety note reflect those boundaries.
The game uses open questions and reciprocal listening as invitations, not as a formula for intimacy. These sources support the relational principles behind the experience; they do not show that one game guarantees closeness, trust or any mental-health outcome.
Aron, A., Melinat, E., Aron, E. N., Vallone, R. D., & Bator, R. J. (1997) The experimental generation of interpersonal closeness: A procedure and some preliminary findings.
Personality and Social Psychology Bulletin, 23(4), 363–377. This classic study informs the broad principle that structured, reciprocal self-disclosure can support felt closeness. Past the Small Talk is an original friendship game and does not claim to reproduce the study’s procedure.
Reis, H. T., & Shaver, P. (1988) Intimacy as an interpersonal process.
In Handbook of Personal Relationships. Their model describes intimacy as involving disclosure and a response experienced as understanding, validation and care. This informs the game’s emphasis on receiving an answer without fixing or evaluating it.
Laurenceau, J.-P., Barrett, L. F., & Pietromonaco, P. R. (1998) Intimacy as an interpersonal process: The importance of self-disclosure, partner disclosure, and perceived partner responsiveness.
Journal of Personality and Social Psychology, 74(5), 1238–1251. Supports the reciprocal design: speaking matters, and feeling understood in response matters too.
Hall, J. A. (2019) How many hours does it take to make a friend?
Journal of Social and Personal Relationships, 36(4), 1278–1296. This observational work links time spent together with developing friendship. Its estimates are not universal thresholds; the game simply creates one intentional way to spend that time.
Fehr, B. (1996) Friendship Processes.
SAGE. This synthesis informs the game’s treatment of friendship as an active relational process shaped by companionship, support, disclosure and everyday maintenance rather than a static label.
The game turns relational principles into original questions. The evidence supports reciprocal disclosure, perceived responsiveness and consent-led emotional safety; it does not show that a question deck guarantees intimacy, repair or relationship success.
Reis, H. T., & Shaver, P. (1988) Intimacy as an interpersonal process.
Their model frames intimacy as disclosure met with understanding, validation and care. This informs the instruction to receive an answer before defending, interpreting or fixing.
Laurenceau, J.-P., Barrett, L. F., & Pietromonaco, P. R. (1998) Intimacy as an interpersonal process: The importance of self-disclosure, partner disclosure, and perceived partner responsiveness.
Journal of Personality and Social Psychology, 74(5), 1238–1251. Supports the reciprocal structure and the emphasis on feeling understood rather than merely revealing more.
Mikulincer, M., & Shaver, P. R. (2016) Attachment in Adulthood: Structure, Dynamics, and Change.
This synthesis informs questions about closeness, distance, threat, self-protection and relationship history. The game uses attachment as a reflective lens, not a diagnosis or fixed label.
American Association of Sexuality Educators, Counselors and Therapists Position and educational materials on consent and sexual health.
The deck’s intimacy prompts are framed by ongoing, freely given consent, the right to pass and the principle that a boundary is not a relationship failure.
This course draws on established research concerning autonomy, assertiveness, emotional labour, interruptions, role overload and burnout. It does not treat a popular boundary slogan as scientific proof, and it does not use research to imply that every late arrival, cancellation or request is disrespectful. Context, power, disability, care responsibilities and genuine emergencies matter.
Self-determination theory describes autonomy as experiencing meaningful choice and volition, not as independence from all obligations. The course uses this distinction to help readers ask whether an offer is genuinely owned, while recognising that work, care and shared life create real responsibilities.
Assertiveness research supports clear expression of needs and limits while respecting the rights of others. The course frames a boundary as a statement about one’s own participation and follow-through, rather than a method for controlling another person.
Hochschild’s work on emotional labour, research on task interruption and attention residue, and Maslach’s multidimensional model of burnout help explain why apparently small demands can create costs beyond their clock time. These concepts are presented as lenses, not diagnoses or universal explanations.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
Related reading on the course’s themes of time, choice, responsibilities and practical limits. It does not establish an individual cause or validate the course activities.
Hochschild, A. R. (1983). The Managed Heart: Commercialization of Human Feeling. University of California Press.
Related reading on the course’s themes of time, choice, responsibilities and practical limits. It does not establish an individual cause or validate the course activities.
Leroy, S. (2009). Why is it so hard to do my work? The challenge of attention residue when switching between work tasks. Organizational Behavior and Human Decision Processes, 109(2), 168–181.
Related reading on the course’s themes of time, choice, responsibilities and practical limits. It does not establish an individual cause or validate the course activities.
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397–422.
Related reading on the course’s themes of time, choice, responsibilities and practical limits. It does not establish an individual cause or validate the course activities.
Speed, B. C., Goldstein, B. L., & Goldfried, M. R. (2018). Assertiveness training: A forgotten evidence-based treatment. Clinical Psychology: Science and Practice, 25(1), e 12216.
Related reading on the course’s themes of time, choice, responsibilities and practical limits. It does not establish an individual cause or validate the course activities.
The course uses established cognitive and acceptance-based ideas as reflective tools. A core belief is treated as a revisable working conclusion, not a diagnosis or permanent truth, and the course does not replace individual mental-health care.
Beck, A. T. (1976) Cognitive Therapy and the Emotional Disorders.
The foundational cognitive-therapy account of schemas and enduring beliefs that shape interpretation, emotion and behaviour.
Beck, J. S. (2020) Cognitive Behavior Therapy: Basics and Beyond (3rd ed.).
Guilford Press. Supports the course’s work with automatic thoughts, conditional rules, balanced evidence review and carefully designed behavioural experiments.
Kuyken, W., et al. (2010) How does mindfulness-based cognitive therapy work?
Behaviour Research and Therapy, 48(11), 1105–1112. Supports the distinction between noticing a thought and treating it as literal fact. The course does not claim mindfulness erases difficult beliefs.
Neff, K. D. (2003) Self-compassion: An alternative conceptualization of a healthy attitude toward oneself.
Self and Identity, 2(2), 85–101. Grounds the use of mindfulness, self-kindness and common humanity without turning self-compassion into positive thinking or avoidance of responsibility.
Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (2012) Acceptance and Commitment Therapy (2nd ed.).
Guilford Press. Informs the acceptance-based stance toward difficult inner content and the emphasis on values-consistent action without requiring every painful thought to disappear first.
These works provide directly relevant topic coverage for courses previously linked only to broad shared frameworks. Bibliographic records and available abstracts or publisher descriptions were checked; this is not a full-text review of every work or validation of the course.
Tversky, A., & Kahneman, D. (1974). Judgment under uncertainty: Heuristics and biases. Science,185(4157),1124–1131.
Research on representativeness, availability and anchoring in judgement under uncertainty. It offers background rather than a guarantee of unbiased decisions. Source record
Kunda, Z. (1990). The case for motivated reasoning. Psychological Bulletin,108(3),480–498.
A theoretical review of how goals can influence reasoning and the evaluation of beliefs. It does not establish an individual’s motives. Source record
Nickerson, R. S. (1998). Confirmation bias: A ubiquitous phenomenon in many guises. Review of General Psychology,2(2),175–220.
A research review about seeking and interpreting evidence in ways that favour existing beliefs. It does not mean that every disagreement is a bias. Source record
Kahneman, D., & Klein, G. (2009). Conditions for intuitive expertise: A failure to disagree. American Psychologist,64(6),515–526.
A comparison of conditions that support skilled intuition and conditions that make it unreliable. Confidence alone is not proof of accuracy. Source record
Simon, H. A. (1955). A behavioral model of rational choice. The Quarterly Journal of Economics,69(1),99–118.
A theoretical account of decision-making under practical limits. It provides context for workable choices rather than a formula that guarantees the best outcome. Source record
Meadows, D. H. (2008). Thinking in Systems: A Primer. D. Wright (Ed.). Chelsea Green Publishing.
A systems-thinking introduction covering stocks, flows, feedback, delays and boundaries. Applying these ideas to everyday choices is educational interpretation. Source record
Lord, C. G., Lepper, M. R., & Preston, E. (1984). Considering the opposite: A corrective strategy for social judgment. Journal of Personality and Social Psychology,47(6),1231–1243.
Experiments on considering alternative possibilities in particular judgement tasks. This does not prove that any course exercise reliably removes bias. Source record
Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2007). Peer interactions, relationships, and groups. In W. Damon,R. M. Lerner,& N. Eisenberg (Eds.),Handbook of Child Psychology. Wiley.
A developmental review of peer relationships, acceptance, rejection and friendship from childhood through adolescence. It does not prescribe one response for every child. Source record
Fiese, B. H., Tomcho, T. J., Douglas, M., Josephs, K., Poltrock, S., & Baker, T. (2002). A review of50 years of research on naturally occurring family routines and rituals: Cause for celebration? Journal of Family Psychology,16(4),381–390.
A review of family routines and rituals, with attention to developmental and cultural context. Associations do not show that a course activity creates a particular family outcome. Source record
Choose a course to see its current module themes and a selected reading list. Each listed work is linked to a full reference note. A topical match is not proof of every statement, clinical validation, author endorsement or permission to reproduce material.
Current modules: The Life Hidden Inside an Hour · The Patterns That Consume Your Time · Why You Keep Giving It Away · Boundaries That Stay Human · A Life With Room in It
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The Grief Inside the Love · What Memory Is Asking For · Meeting the Child Who Is Here · Keeping Without Freezing · Living the Years You Are In
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: Seeing the Ground · Following the Pattern · Separating Belief from Fact · Learning Through Experience · Tending New Ground
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: Nervous System Foundations · Breath & the Nervous System · The Fight Response · The Flight Response · The Freeze Response · The Fawn Response
Expanded beyond general parenting books to stress, breathing and body-awareness background matching the six current sessions; no clinical effect inferred.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The Manual You Were Not Given · Seeing Capacity Before Behaviour · The Caregiver Under Pressure · School, Systems, and Being Believed · Demands, Boundaries, and Daily Life · Siblings and the Quiet Load · Partners, Co-Parents, and the Wider Family · Identity, Self-Trust, and Being Known · Crisis, Safety, and Getting More Help · Hope, Future, and the Life That Fits · When You Are New to All of This · The Caregiver Who May Also Be Neurodivergent · Out in the World Together
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: Awakening Awareness · Ego & Shadow · The Alchemy of Change · The Deep Work · Boundaries — Foundation to Mastery · Soul Alignment & Rebuilding · Stabilisation & Embodiment · Biology, Completion & Living Forward
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: Every Relationship Is a Mirror · The Patterns You Carry · The Attachment Blueprint · What You Attract and Why · Building a Different Self · Arriving as Yourself
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: Awareness · Acceptance · Alignment · Expression · Integration
Changed from attachment-only links to self-concept, cognitive/acceptance perspectives and autonomy matching the actual five modules.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: Declutter · Organise · Deep Clean · Systems · Identity
Narrowed from an unrelated mixed bibliography to home environment, possessions and habit formation.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The Loop · The Physiology of Rest · When Stillness Feels Unsafe · The Transition Practice · Environmental Rest Conditions · The Ongoing Practice
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: Understanding Attention and Executive Function · Starting Tasks with Less Friction · Working with Your Sense of Time · Building Habits That Hold
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The Receiving Wound · Why Love Feels Unsafe · The Self-Protection Patterns · The Practice of Receiving
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: Secure Attachment · Anxious Attachment · Avoidant Attachment · Disorganised Attachment · How to Love Differently
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: Notice the Situation · Ask and Listen · Make Practical Care Workable · Respect Choice and Boundaries · Respond When Care Misses · Share Care Fairly · Keep the Conversation Open
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The Noise Audit · Crossing Into Depth · The Inner Chamber · Internal Authority
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The Foundation · Earned Access · The Dose and the Timing · The Practice · The Integration
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: What Shame Actually Is · The Shame Spiral · The Body That Carries It · Where It Came From · The Antidote to Shame · Shame in Relationships · The Long Practice
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The Signal You Were Told to Ignore · The Anger History · The Body · Anger and Boundaries · The Inheritance · Anger in Relationships · Rage, Resentment and Grief · From Signal to Response
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The Science of High Sensitivity · Stimulation in Daily Life · Emotional Depth and Reactivity · Absorbing Other People · Overstimulation and Recovery · The Sensitive History · Sensitivity in Relationships · The Self You Were Meant to Be
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: Not a Personality, A Pattern · The Origin Story · The Cost Inventory · The Dependency Terror · Learning to Receive · Asking Without Shame · Building Interdependence
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: Named and Known · The Internal vs External Standard · Success Attribution · The Chronic Concealment · High Functioning Fear · Working with the Pattern
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: You Are a Process, Not a Product · The Brain Is a Prediction Machine · Flaws as History · The Standard Is Cultural · Wabi-Sabi and Kintsugi · The Integrated Stance · The Long Practice
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The Pattern · The Motive · The Root · The Cost · The Exit
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: Where Did the Day Actually Go · The Hidden Expenditures · People as Energy Sources and Drains · The Role Audit · The Environment Factor · Rebuilding the Surplus
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: What Emotions Actually Are · The Suppression Cost · Reading the Signal · Difficult Emotions · Emotional Regulation vs Emotional Intelligence · The Integrated Emotional Life
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The Postponed Life · The Only Tense You Can Live In · The Body Knows the Present · Beginning Before You Are Ready · Presence With the People in Front of You · A Life Lived Forward
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The Ground of Leadership · Leading Your Own State · From Solving to Developing · Leading the Whole Person · The Hard Moments · Presence and Legacy
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: What a Reset Really Means · Reading Your Own State · The Body's Brake · Where the Setting Was Learned · The Practice of Returning · A Steadier Baseline
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: Understanding Your Depletion · The Structural Pattern · The Body in Recovery · Redesigning the System · The Sustainable Life
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: Not Kindness, A Pattern · The Origin Story · The Anatomy of the Yes · The No Practice · Disappointing People Deliberately · The Integrated Self
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: What High Alert Actually Is · The Threat Map · The Body in High Alert · Where the Calibration Came From · Noticing Patterns · The Experience of Felt Safety
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: What The Merge Actually Is · The Regulatory Strategy · The Cost Inventory · Differentiation · Building Self-in-Relationship · The New Closeness
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent phases: The Foundation · Presence & Sensitivity · Worth & Identity · Shadow Work · Relationships · Deep Fire · Integration
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent question themes: Little Things · When You Were My Age · Inside My World · What I Notice · Our Family · Imagine Together · A Little Repair
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent question themes: Beyond the Bio · The Life Behind You · What Matters · The Unsaid Ordinary · Friendship Itself · Imagine · Between Us
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent question themes: The Person Beside Me · How We Love · The Unsaid Between Us · Desire & Tenderness · Rupture & Repair · The Lives We Carry · The Future We Are Making
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: What a Boundary Actually Is · Where Boundaries Come From · The Anatomy of a Crossing · Setting and Holding · Boundaries in Practice
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: What Grief Actually Is · Where Grief Lives · What Grief Is Protecting · How to Be With It Without Being Lost · How Grief Integrates
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: Money, Worry and Everyday Life · When Your Balance Becomes Your Verdict · Not Looking Is Doing Something · The Money Story You Inherited · When Enough Never Feels Like Enough · Not Security, Something Better
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The Intelligence of Survival · The Needs That Went Unmet · The Conclusions Your Childhood Drew · The Practice of Contact · What You Can Provide Now · Permission to Grieve · Integration
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The Mechanism, Not the Person · The Body That Survived · Trusting Yourself Again · Finding the Parts That Went Quiet · Grieving What Hurt You · The Return
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: What Is Actually Happening · Your Own State · The Bridge · The Conversations That Matter · When It's More Than You Can Handle · The Long Game · Before You Speak · The Body Conversations · Loss, Death, and the Hard Endings · The Real-World Conversations · The Harder Personal Conversations · Your Own Mistakes and What Comes After
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The Fourth Trimester · The Emergence · The Discovery · The First Year Becomes
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The Change · The Mood You Don't Recognise · The Body You Don't Recognise · The Relationships That Are Shifting · The Grief and the Gift · Who You Are Becoming
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The Question That Arrived · The Archaeology · The Permission · The Return
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The War and How It Started · The Body as Project · The Body After Everything · The Body's Intelligence · The Body as Home
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: How the Good Girl Was Built · What the Performance Costs · The No She Has Never Said · The Self Beneath the Accommodation · How to Become Yourself
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The Marriage Is Over · Who You Were in It · The Grief That Has Many Faces · What You Are Carrying From It · Who You Are Now
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The Break Is Real · Grief Without Going Back · Make Space for Yourself · Recover the Author · Build the New Life
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: What the Mental Load Actually Is · The Invisible Labour Architecture · The Resentment Is Information · What a Genuine Redistribution Requires · What You Are Willing to Carry
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: How the Self Erodes · The Self-Doubt That Was Installed · What the Checking Is About · The Return to Your Own Perception · Who You Were Before, and Who You Are Now
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The Guilt That Has No Bottom · The Identity Question · What the Research Actually Says · The Relationship · What Working Parenthood Can Be
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The Anger You Are Not Supposed to Have · Where It Comes From · What It Is Actually About · What the Rage Costs · What to Do With It
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: What We Actually Mean When We Fight · The Language of Needs · How You Were Taught to Speak · Repair · The Conversations You've Been Avoiding · A New Language Between You
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: How It Happened · What This Is Actually About · The Two People in the Room · Finding Each Other Again · The Marriage You Are Building
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: What We Get Wrong About Good Marriages · The Architecture of a Good Marriage · How Good Marriages Handle Difficulty · Desire and Intimacy in a Good Marriage · Building It on Purpose
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: What Midlife Does to a Marriage · The Specific Challenges · What Each of You Is Going Through · Navigating It Together · What Comes After
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: What Repair Actually Is · The Mechanics of Repair · What Repair Requires of You · Building a Marriage That Repairs Well
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: Understanding What You Are Dealing With · What You Have Been Doing · What Actually Reaches Them · What You Need From This Marriage · The Honest Future
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: What Happened · The Body · The Conversation · Reigniting · A Different Kind of Life
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: Meet Your Nervous System · Your Internal Communication Network · The Brain’s Survival Network · The Autonomic Nervous System · The States You Live In · Your Window of Tolerance · Stress Across Minutes, Days and Years · The Vagus Nerve Without the Hype · Co-Regulation and Relationship · The Regulation Laboratory · Build Capacity Before Crisis · Your Nervous System Plan
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The Ache You Couldn't Name · Why You Notice So Much · The Gap Between You · The Invisible Ledger · What You Are Allowed to Want · Saying the Thing, or Not · Letting the Friendship Find Its Level · Keeping Your Tenderness
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The Work Beneath the Delay · What the Task Has Come to Mean · Make the Work Small Enough to Enter · Work With Attention, Not Against It · The Emotional Traps · Beginning in Real Life · Repairing Trust With Yourself · A Life That Does Not Need Panic to Move
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The First Sixty Seconds · How to Listen · Different Kinds of Disclosure · What Happens Next · Keeping the Door Open
Selected developmentally appropriate communication guidance and parent–child relationship perspectives; these are background rather than child-protection protocols.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: Safety Before Honesty · What Lying Means at Different Ages · Boundaries Children Can Trust · When They Go Against You · Consequences Without Shame · Conversations That Open Children Up · Repairing Trust in Both Directions · A Family Culture of Truth
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The Invisible Audience · Children as Evidence · Values Over Optics · Public Moments · A Private Family Life
Selected parental-control, autonomous motivation and praise research matching approval, image and values themes.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: Why We Rescue · The Shape of Useful Struggle · Language That Builds Capability · Failure, Frustration, and Recovery · Raising a Capable Person
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: Culture Is What Repeats · Choosing Family Values · Rituals and Belonging · Communication Culture · Becoming on Purpose
Added family-routine and ritual research for family culture, repeated practices and belonging.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: What Friendship Means to a Child · Exclusion and Rejection · Skills Children Can Practise · The Parent's Role · Friendship That Lasts Beyond One Friend
Added developmental peer-relationship research; general teen neurobiology alone did not cover childhood friendship, exclusion and rejection.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The Change in Closeness · Connection Without Interrogation · A Home That Can Hold Difference · When They Pull Away · The Long Relationship
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The Child Who Is Easy to Miss · Learning to See More · Inviting Without Intruding · Voice, Needs, and Boundaries · Keeping the Quiet Child Visible
Selected developmental peer-relationship, family-emotion and responsive-interaction background instead of only generic parenting texts.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The Moment Another Person Reaches You · How Feelings Get Made Smaller · Listening Without Taking Over · Repair After You Have Hurt Someone · A More Considerate Way of Living
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: Where Beliefs Begin · Behaviour Is Not Identity · The Power and Limits of Yet · Praise That Builds Capability · Failure Without Fear · The Parent as Model · Comparison, Siblings and School · Rewriting Limiting Beliefs · The Family Language They Carry
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: Fair Does Not Always Mean Equal · The Child Who Needs More · The Child Who Needs Less · Sibling Resentment Without Shame · A Family That Can Hold Difference
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The Moment Beneath the Moment · What Your Body Does First · The Wounds Children Touch · Responding Without Repeating · A Different Pattern at Home
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: Why Adult Friendship Gets Hard · Finding Your People · Making the First Move · Building Real Closeness · Keeping Friendship Alive
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: Naming the Loss · What Actually Happened · Should You Reach Out? · Letting Go Without Erasing · Making Room Again
Selected friendship-dissolution synthesis and ambiguous-loss writing; romantic-breakup findings are explicitly marked as an analogy.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The Loneliness No One Sees · How Life Became So Full · What You Are Actually Missing · Making Space for People · Building a Life With Company
Selected social connection, friendship maintenance and responsiveness, rather than unrelated motherhood and household sources.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: What People Feel Around You · The Practice of Interest · Reliability and Ease · Room for Other People · Belonging as a Practice
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The Midlife Question · Release the Old Identity · Find the Live Edge · Design the Experiment · Become in Public
Selected possible selves, adult-development perspectives and autonomous choice, rather than an indiscriminate mixed bibliography.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The Quiet After · Who Are You Now? · The Couple Again · Let Them Go Without Disappearing · Build the Next Home
Selected ambiguous loss, adult transition, adolescent independence and autonomy; the transition is not equated with death bereavement.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The Role Reversal · What Care Requires · Boundaries Inside Duty · Hard Decisions · Love Through the Ending
Narrowed a mixed list to caregiving health, ambiguous loss and practical limits.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The Change Beneath the Symptoms · Confidence in a Changing Body · Marriage, Sex and Visibility · Work, Ambition and Meaning · Becoming More Yourself
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: Before the Conversation · How to Begin · Staying in the Room · Truth With Care · What Happens After
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: Why Criticism Hurts · Staying Present · Finding the Truth · Responding With Strength · Growing After Feedback
Selected shame/guilt, self-compassion, cognitive appraisal and assertiveness rather than a whole shame bibliography as if it validated each activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: Is Repair Possible? · The Honest Account · The Repair Conversation · Rebuilding Slowly · When Repair Is Release
Selected friendship maintenance and limits; applying close-relationship accommodation research to friendship is explicitly qualified.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The System You Entered · The Couple as a Team · Boundaries That Hold · Difficult Personalities · A Sustainable Family Relationship
Selected clinical boundary and self-in-relationship perspectives; these are general background, not in-law-specific intervention evidence.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: What Availability Is · Why We Close · Staying With Feeling · Letting Yourself Be Known · Availability With Boundaries
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: How Distance Begins · The Family Story · Reaching Across the Gap · Limits of Reunion · A New Kind of Family
Selected ambiguous loss, closeness and autonomy; these are general background, not direct proof of an estrangement intervention.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The Mind at Work · Reasoning Clearly · Thinking Under Emotion · Uncertainty and Probability · A Better Thinking Practice
Judgement under uncertainty, conditions for reliable intuition and bounded rationality directly match reasoning, probability and better thinking; generic autonomic frameworks did not.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: Belief Is More Than Information · How Beliefs Take Hold · Why Bad Beliefs Survive · Evaluating a Belief · Believing More Wisely
Motivated reasoning, confirmation bias and considering alternatives match belief formation, evaluation and revision.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: Why Bias Exists · Seeing What You Expect · Social Bias · Decision Bias · Building Bias Checks
Heuristics, confirmation bias and corrective judgement research match the specific bias themes.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: Define the Decision · Generate Real Options · Evaluate What Matters · Decide Under Uncertainty · Learn From the Result
Bounded rationality, uncertain judgement and expert intuition match workable choices, evidence and learning from results.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: Models Are Tools · Systems and Feedback · Incentives and Trade-offs · Compounding and Thresholds · Build Your Toolkit
Stocks, flows, feedback and delays match systems topics; bounded rationality and heuristic limits match models as tools.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: Why It Feels Dangerous · Notice the Defences · Create Conditions for Revision · Say I Was Wrong · Become More Revisable
Motivated reasoning, confirmation bias and considering alternatives match defensiveness, revising a view and acknowledging error.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: Interest Before Impressiveness · Learn to Listen · A Rich Inner Life · Tell Better Stories · Presence and Wonder
Selected curiosity and responsiveness/intimacy perspectives matching interest, listening and engagement.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexCurrent modules: The Emotional Climate You Create · Respect Is Behaviour · Warmth Without Self-Abandonment · When You Are Tired, Hurried, or Cross · A Life That Leaves Less Bruising
The selected works have topical relevance to the current module themes. Clinical, historical, theoretical and research sources are distinguished in the reference notes; they do not directly validate every statement or activity.
This is a topic-level reading selection, not a citation for every lesson or evidence that the course itself has been tested. Clinical, popular and philosophical works are not equivalent to clinical trials. Interpretations and original activities are My Inner Foundation’s.
Back to course indexAdditional related reading for particular topics in the library. Each current course has its own selected reading note below, so unrelated subjects are not presented as the evidence for that course. These references do not establish clinical care, endorsement or a licence.
Saxbe, D. E., & Repetti, R. L. (2010) No place like home: Home tours correlate with daily patterns of mood and cortisol.
Personality and Social Psychology Bulletin, 36(1), 71–81. Observational research linking descriptions of home environments with particular mood and cortisol patterns in the studied couples. It is related reading for 30-Day Life Reset; correlation does not show that tidying changes hormones or treats distress.
Kashdan, T. B. (2009) Curious? Discover the Missing Ingredient to a Fulfilling Life.
William Morrow. Relevant to Becoming Interesting: curiosity is treated as a practice of attention and engagement, not as performance or social polish.
Miller, W. R., & Rollnick, S. (2013) Motivational Interviewing: Helping People Change (3rd ed.).
Guilford Press. Relevant to Before the Journey: compassionate change begins with autonomy, ambivalence and reasons that belong to the person rather than pressure imposed from outside.
Schulz, R., & Sherwood, P. R. (2008) Physical and mental health effects of family caregiving.
American Journal of Nursing, 108(9 Suppl), 23–27. Relevant to Caring for Ageing Parents: sustained caregiving can carry measurable psychological and physical costs, making boundaries, support and recovery legitimate parts of care.
Fehr, B. (1996) Friendship Processes.
Sage. Relevant to Friendship Breakups, Repairing Friendships and Making Friends Again: friendship formation, expectations, maintenance, intimacy and dissolution are genuine relational processes, even when culture gives them less ceremony than romantic bonds.
Holt-Lunstad, J., Smith, T. B., & Layton, J. B. (2010) Social relationships and mortality risk: A meta-analytic review.
PLoS Medicine, 7(7), e 1000316. Relevant to Lonely in a Full Life: social connection is not measured only by how many people are nearby; relationship quality, integration and reliable support matter.
Grolnick, W. S. (2003) The Psychology of Parental Control: How Well-Meant Parenting Backfires.
Lawrence Erlbaum. Relevant to Parenting Without an Audience: parenting guided by image, control or external approval can crowd out autonomy-supportive, relationship-led decision-making.
Markus, H., & Nurius, P. (1986) Possible selves.
American Psychologist, 41(9), 954–969. Relevant to Reinvention: imagined future selves can organise motivation and identity while remaining grounded in present action rather than fantasy alone.
Rusbult, C. E., Verette, J., Whitney, G. A., Slovik, L. F., & Lipkus, I. (1991) Accommodation processes in close relationships.
Journal of Personality and Social Psychology, 60(1), 53–78. Research on accommodation in close relationships. Applying it to friendship repair is an educational interpretation, not proof that repair is possible or appropriate in a particular friendship.
Mark, G., Gudith, D., & Klocke, U. (2008) The cost of interrupted work: More speed and stress.
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 107–110. Research on interruptions in a particular work setting. This paper is not the source of a universal 23-minute recovery rule, and attention residue is discussed separately in Leroy’s 2009 work.
Raphael, D. (1973) The Tender Gift: Breastfeeding.
Prentice-Hall. Raphael introduced the term matrescence in anthropological writing; later scholarship, including work by Aurélie Athan, has developed its use for the psychological transition into motherhood. Relevant to Her First Year.
Related reading for The Years Go By So Quickly, without treating ordinary parental sadness as a diagnosis.
Boss, P. Ambiguous Loss.
A lens for transitions in which presence and absence coexist. The course uses this cautiously as a way of naming experience, not as a diagnosis or an equation with bereavement.
Harvard Center on the Developing Child. Building the Core Skills Youth Need for Life.
Supports respect for young people’s growing autonomy alongside open, reliable relationships with adults.
UNICEF. Parenting of Adolescents Guidance.
Informs the course’s emphasis on connection, respect, communication and developmentally appropriate independence.
Conway, M. A., & Pleydell-Pearce, C. W. (2000). The construction of autobiographical memories in the self-memory system.
Psychological Review, 107(2), 261–288. Informs the distinction between meaningful autobiographical memory and a complete literal recording of the past.