Self-Regulation and Toxic Stress Series

Project Overview

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: Self- 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?
  • Current Gaps and Future Directions for Self-Regulation Intervention Research

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

Forthcoming: Practitioner tip sheets that describe how childcare professionals and teachers can help young children develop fundamental self-regulation skills for the following settings: Infants in childcare settings; toddlers in classroom settings; preschool children in classroom settings; and families in home settings.

The point of contact is Aleta Meyer.

More Reports on this Project