Ecological, Biological, and Developmental Studies of Self-Regulation and Stress

$15.00 | CE Hours:5.00

CE Course Description

Severe childhood stress appears to have lasting effects, with self-regulation-related difficulties seen into adulthood.  This CE course provides clarity on how stress may impact the development of self-regulation by operationalizing stress and self-regulation; discussing different perspectives of how stress and self-regulation interact and influence each other; and identifying and addressing important questions in scientific literature with a methodical and comprehensive empirical review of human and nonhuman studies of stress and self-regulation.

Article Author:  Amar Hamoudi Ph.D. Assistant Professor, Duke University, Desiree W. Murray Ph.D. University of South Florida

Exam writer:  Patricia Hocking-Walker, M.S. (Psychology)

CE Course Objectives

1.  Discuss which caregiver characteristics are believed to serve a protective or buffering role for the impact of stressors on children.

2.  Enumerate stressors that may induce toxic stress responses.

3.  Explain what exposure to high levels of stress can do long after an original stressor is taken away.

4.  Investigate, on which part of the brain, that a relatively short burst of stress, if traumatic enough, can have long lasting effects.

5.  Examine what has been found to predict emotion regulation and delay of gratification among low-income children.

6.  Identify the behaviors that those with a history of maltreatment or exposure to a parent’s intimate partner violence have been observed to be less effective.

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