Neuroscience shows that humans develop their abilities for emotional self-regulation through connections with reliable caregivers who soothe and model in a process called "co-regulation." Since many troubled young people have not experienced a reliable, comforting presence, they have difficulty regulating their emotions and impulses. Co-regulation…

This project provides a comprehensive overview of the research literature on the brain and how trauma impacts brain development, structures, and functioning. A basic exploration of childhood trauma is outlined in this project, as it is essential in making associations and connections to brain development. Childhood trauma is processed in the…

The child-caregiver relationship has long been recognized as crucial to social-emotional functioning and later development. Specifically, the consistency with which caregivers interact with young children in warm, supportive ways is related to optimal early development. This may be especially critical in the families formed by international…

To examine the interrelations among parental relationships, emotional autonomy, and identity statuses, the authors asked 234 (105 male, 129 female) high school students to complete the Parental Bonding Scale (G. Parker, H. Tupling, & L. B. Brown, 1979), Emotional Autonomy Scale (L. D. Steinberg & S. B. Silverberg, 1986), and Extended Objective…

This paper provides a review of studies published between 1998 and 2006 that have evaluated the relationship between non-maternal childcare and children's social-behavioral adjustment. Recent studies have focused on how the factors of non-maternal childcare quantity, quality, type and timing interact with factors of family background and child…

Whereas several studies have explored the expression of emotions, little is known on how the visual and audio channels are combined during production of what we call the more controlled social affects, for example, "attitudinal" expressions. This article presents a perception study of the audovisual expression of 12 Japanese and 6 French…

This study examined the relations of parent-youth agreement and disagreement during a joint problem-solving task and multi-methodological indices of socioemotional outcomes in adolescents (mean age = 13). One hundred and sixty-seven parents and their adolescent children participated. Each parent-youth pair played the interactive game "Jenga", and…

The implementation of the No Child Left Behind (NCLB) Act has had many positive effects on students in schools today. The results have been less positive, however, for high-achieving students. Teachers often focus their instruction on students who need the most help, leaving little time to meet the academic or emotional needs of gifted students.…

Variation in temperament is characteristic of all people but is rarely studied as a predictor of individual differences among individuals with autism. Relative to a matched comparison sample, adolescents with High-Functioning Autism (HFA) reported lower levels of Surgency and higher levels of Negative Affectivity. Variability in temperament…

Mother-child planning was examined in relation to child emotional functioning and first-grade school performance. Ninety dyads were randomly assigned to the explicit-goal condition (emphasized accuracy and preparation for a child-only posttest) or the no-explicit-goal condition (dyads just asked to work together). In the no-explicit-goal condition…

Background: Children with developmental delays exhibit more difficulty with certain emotional processes than their typically developing peers, which seems to partially account for the increased risk for the development of social problems in this population. Despite considerable study with typically developing populations, research on parental…

How can schools create safe, well-supervised classroom environments while also teaching students skills for managing their behavior on their own? This invaluable guide presents a framework for achieving both of these crucial goals. It shows how to balance external reinforcements such as positive behavior supports with social-emotional learning…

Students' success in school and later in life is highly dependent on their ability to 1) regulate their emotions and control their behavior and 2) get along with their teachers and peers. In this book, the author wants to teach you how to inspire students to learn, behave responsibly, and improve their relationships with themselves, other…

New and veteran educators often face particular challenges in the classroom. Problems include classroom management, student academic achievement, and job satisfaction. This research examines the effects of implementing a Social and Emotional Learning (SEL) approach for students as part of the regular education for elementary public schools. SEL is…

Objective: To report experimental impacts of a universal, integrated school-based intervention in social-emotional learning and literacy development on change over 1 school year in 3rd-grade children's social-emotional, behavioral, and academic outcomes. Method: This study employed a school-randomized, experimental design and included 942…