Self and Co-Regulation - Development, Promotion, and Principles
$3.00 | CE Hours:1.00 | Beginning
CE Course Description
Adult caregivers play a critical role in shaping and supporting self-regulation development from birth through young adulthood through an interactive process called “co-regulation.” This CE course provides guidelines for effective co-regulation support at each stage of development.
Author: Rosanbalm, K.D., & Murray, D.W. (2017). Caregiver Co-regulation Across Development: A Practice Brief. OPRE Brief #2017-80. Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, US. Department of Health and Human Services.
Promoting Self-Regulation in Early Childhood: A Practice Brief. OPRE Brief #2017-79. Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. Murray, D.W. and Rosanbalm, K. (2017, February).
Promoting Self-Regulation in Adolescents and Young Adults: A Practice Brief. OPRE Brief #2015-82. Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. Murray, D.W., Rosanbalm, K., and Christopoulos, C. (2017, February).
Self Regulation and Toxic Stress: Seven Key Principles of Self Regulation in Context. OPRE Brief #2016-39. Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services
Retrieved from: https://www.acf.hhs.gov/opre
1. (Murray, Rosanbalm, & Christopoulos, 2016: A Comprehensive Review of Self-Regulation Interventions from Birth through Young Adulthood, http://www.acf.hhs.gov/opre/resource/self-regulation-and-toxic-stress-report-3
2. (Murray, Rosanbalm, Christopoulos, & Hamoudi, 2015: Foundations for Understanding Self-Regulation from an Applied Developmental Perspective, http://www.acf.hhs.gov/programs/opre/resource/selfregulation-and-toxic-stress-foundations-for-understanding-self-regulation-from-an-applieddevelopmental-perspective)
CE Course Objectives
1. Define self-regulation.
2. Describe the two developmental periods where child and youth abilities to self-regulate can increase dramatically due to corresponding changes in brain development.
3. Explain when there is a relatively stable period developmentally giving caregivers extensive opportunities to instruct and coach children in using self-regulatory skills.
4. Identify the first thing for caregivers to focus on when teaching self-regulation.
5. Name the factor that remains central to co-regulation across all age groups.
CE Outline with Main Points
1. Co-Regulation From Birth Through Young Adulthood
a. Co-Regulation: What is it and why is it important?
b. What caregiver behaviors contribute to co-regulation?
c. What about caregiver self-regulation?
d. How much co-regulation is needed?
e. Do all children, youth, and young adults require the same level of co-regulation support?
f. Co-Regulation support by developmental age group
g. What do we know about co-regulation interventions across development?
h. What are the key considerations for enhancing co-regulation across development?
2. Promoting Self-Regulation in the First Five Years
a. How does self-regulation develop?
b. What are the benefits of focusing on self-regulation development in early childhood?
c. How important are parents and other caregivers in the development of self-regulation?
d. What does self-regulation look like during early childhood?
e. What does effective co-regulation look like during early childhood?
f. Self-Regulation Interventions: What is the evidence of effectiveness in early childhood?
g. What are the key considerations for promoting early childhood self-regulation in practice?
3. Promoting Self-Regulation in Adolescents and Young Adults
a. Why focus on self-regulation in older adolescents and young adults?
b. Do older adolescents and young adults really need caregivers to help them develop self-regulation?
c. Why do some youth need more support with self-regulation than others?
d. What’s the big deal about stress? Isn’t it good for us?
e. What is the impact of self-regulation interventions during adolescence?
f. How can programs support self-regulation development in older adolescents and young adults?
4. Seven Key Principles of Self-Regulation and Self Regulation in Context
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Added On: 2019-06-17