Self-Regulation and Toxic Stress Series

Project Overview

In 2013, OPRE commissioned four inter-related 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 in these reports include the following:

Practice briefs that synthesize information regarding particular age groups:

Briefs focused on a particular topic:

Snap shots that summarize key concepts about self-regulation development and intervention across six age groups for practitioners and educators:

Practitioner tip sheets that describe how childcare professionals and teachers can support the development of self-regulation in young children: 

The point of contact is Aleta Meyer.

More Reports on this Project