In 2013, OPRE commissioned four interrelated reports focused on self-regulation and toxic stress from a team at the Center for Child and Social Policy at Duke University. Since then, that team and other experts have created multiple practice-oriented resources grounded in the initial reports. Together, these reports and resources comprise the ’Self-Regulation and Toxic Stress Series.’ The goal of this series is to communicate the potential of a self-regulation framework for strengthening prevention programs and human services.
The first report, Self-Regulation and Toxic Stress Report 1: Foundations for Understanding Self-Regulation from an Applied Developmental Perspective provides a comprehensive framework for understanding self-regulation in context, using a theoretical model that reflects the influence of biology, caregiving, and the environment on the development of self-regulation. The second report, Self-Regulation and Toxic Stress Report 2: Review of Ecological, Biological, and Developmental Studies of Self-Regulation and Stress provides a cross-disciplinary review of research on the relationship between stress and self-regulation. The third report, Self-Regulation and Toxic Stress Report 3: A Comprehensive Review of Self-Regulation Interventions from Birth through Young Adulthood describes the strength of evidence for interventions to promote self-regulation for universal and targeted populations across development. The fourth report, Self-Regulation and Toxic Stress Report 4: Implications for Programs and Practice, considers implications of findings from Reports 1-3 for programs supported by the Administration for Children and Families (ACF).
The resources based on these reports include the following:
Practice briefs that synthesize information regarding particular age groups:
- Promoting Self-Regulation in the First Five Years: A Practice Brief
- Promoting Self-Regulation in Adolescents and Young Adults: A Practice Brief
- Co-Regulation from Birth through Young Adulthood: A Practice Brief
Briefs focused on a particular topic:
- Reflections on the Relevance of ’Self-Regulation’ for Native Communities
- Seven Key Principles of Self-Regulation and Self-Regulation in Context
- Communicating Scientific Findings About Adolescence and Self-Regulation: Challenges and Opportunities
- How Do Acute and Chronic Stress Impact the Development of Self-Regulation?
Snap shots that summarize key concepts about self-regulation development and intervention across six age groups for practitioners and educators:
- Self-Regulation Snap Shot #1: A focus on infants and toddlers
- Self-Regulation Snap Shot #2: A focus on preschool-aged children
- Self-Regulation Snap Shot #3: A focus on elementary-aged children
- Self-Regulation Snap Shot #4: A focus on middle-school aged youth
- Self-Regulation Snap Shot #5: A focus on high-school aged youth
- Self-Regulation Snap Shot #6: A focus on young adults
Practitioner tip sheets that describe how childcare professionals and teachers can support the development of self-regulation in young children:
- Tips for Practitioners Working in Home Settings
- Tips for Practitioners Working with Infants in Childcare Settings
- Tips for Practitioners Working with Toddlers in Classroom Settings
- Tips for Practitioners Working with Preschool Children in Classroom Settings
Summaries that highlight gaps and future directions for research and practice:
- Current Gaps and Future Directions for Self-Regulation Intervention Research
- Building Capacity in Foster Care to Support the Self-Regulation Development of Youth and Young Adults: Meeting Summary
Point(s) of contact: Aleta Meyer.