Self-Regulation and Stress for Social Workers
$4.50 | CE Hours:1.50 | Intermediate
CEU Course Description
This CEU course addresses important unanswered questions regarding the impact of stress on self-regulation development including how lasting these effects may be, if there are particular periods of development that are more sensitive to its effects, and how individual differences moderate the impact of stress on self-regulation. Environmental and contextual factors that may increase vulnerability to and protect children from the effects of stress is also examined.
Author: Hamoudi, A., Murray, D., Sorensen, L., and Fontaine, A. (2015, February). Self-Regulation and Toxic Stress: A Review of Ecological, Biological, and Developmental Studies of Self-Regulation and Stress. OPRE Report #2015-30, Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
CEU Course Objectives
1. Conclude three stressor characteristics that may be especially toxic.
2. Evaluate the part of the brain that plays a central role in managing “executive functions,” which are an important aspect of cognitive self-regulation.
3. Describe the parental attribute that has been found to predict emotion regulation and delay of gratification in children.
CEU Outline with Main Points
b. Self-Regulation and Its Development
c. Relationship between Stress and Self-Regulation
d. Important Unanswered Questions
2. Procedure for Emirical Literature Review
a. Search Terms
b. Search Procedure
a. Animal Research Methods
b. Findings from Studies of Laboratory Animals
c. Evidence for a Relationship between Stress and Self-Regulation in Humans
d. Parenting, Child Maltreatment, and Self-Regulation
e. Broader Family and Environmental Stressors and Self-Regulation
f. Stress and Self-Regulation in Studies of PTSD and ADHD
g. Factors that may moderate the Impact of Stress on Self-Regulation
Date Added: 2017-12-28
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