Abstract
This theoretical paper presents a public health approach for promoting self-regulation across development that is based in cross-disciplinary theory and research. The self-regulation promotion model includes three key approaches that are each dependent on the relationship that children and youth have with caregivers: teaching self-regulation skills, building supportive environments, and providing co-regulation. This model extends the science of self-regulation insofar as it: (1) focuses on promoting wellbeing (not only reducing risks) across domains of functioning, (2) addresses self-regulation intervention across childhood and through young adulthood, (3) integrates multiple theories and applies them to intervention in meaningful ways, and (4) identifies specific strategies that can be used in natural developmental contexts and that address the social ecological environment as well as the individual child. We describe seven key principles that support the model including a description of self-regulation processes and implications for promoting self-regulation at each developmental stage. We end with broad implications for intervention, highlighting the relevance of the self-regulation promotion model for practitioners, policy makers, and prevention researchers.
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Notes
This metaphor is attributed to Ken Dodge at Duke University, who was involved in initial conversations about our model.
References
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Acknowledgements
We would like to acknowledge Ken Dodge for contributing to the early conceptualization of this project.
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This work was supported by a contract with the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services (HHSP23320095636WC).
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Dr. Murray has received research grants from the Institute of Education Sciences to develop and evaluate self-regulation interventions. She receives compensation for consulting with the Office of Planning Research and Evaluation (OPRE) in the Administration for Children and Families (DHHS) and Public Strategies, Inc. in applying some of the concepts presented in this paper. She is also a trained mentor in the Incredible Years Teacher Classroom Management Program, and receives compensation from community organizations for providing trainings and consultation. Dr. Meyer oversaw the work presented in this paper in her role as a senior social science research analyst at OPRE. She also serves on the Editorial Board for the Journal of Primary Prevention. None of the other authors has any conflicts of interest to disclose.
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Murray, D.W., Rosanbalm, K., Christopoulos, C. et al. An Applied Contextual Model for Promoting Self-Regulation Enactment Across Development: Implications for Prevention, Public Health and Future Research. J Primary Prevent 40, 367–403 (2019). https://doi.org/10.1007/s10935-019-00556-1
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DOI: https://doi.org/10.1007/s10935-019-00556-1