Self-Regulation and Toxic Stress Report 4: Implications for Programs and Practice.

Page Count
Year Published
Author (Individual)
Murray, Desiree W.
Rosanbalm, Katie.
Christopoulos, Christina.
Author (Organization)
Duke University Center for Child and Family Policy.
United States Administration for Children and Families. Office of Planning, Research and Evaluation.
Resource Type
Resource Format
This report is the fourth and final in a series on Self-Regulation and Toxic Stress; it is targeted specifically towards program administrators and practitioners. This report reviews the key concepts for understanding self-regulation, including the relationship between stress and self-regulation. Additionally, it summarizes principal findings from a comprehensive review of self-regulation interventions. Finally and most importantly, it addresses how current theory and knowledge of self-regulation may apply to programs and practitioners serving children and youth in different developmental groups from birth through young adulthood.Key conclusions from the report indicate that: a variety of self-regulation interventions result in meaningful positive effects on cognitive, emotional, and behavioral self-regulation, as well as broader outcomes across development in functional domains like mental health and academic achievement; many promising intervention approaches exist for supporting self-regulation development that could be incorporated into existing ACF programs; care is needed in selecting interventions that may be a good “fit” for relevant populations and settings; and given the profound impacts that self-regulation can have across areas of functioning into adulthood, a self-regulation framework to support the well-being of children and families living in adversity may have great value.

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