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Books on the topic 'Self-regulation skills'

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Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2023

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1

Bembenutty, Héfer, Marie C. White, and Miriam R. Vélez. Developing Self-regulation of Learning and Teaching Skills Among Teacher Candidates. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9950-8.

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2

Uka, Fitim. Longitudinal associations between components of self-regulation, intelligence and early academic skills. Freiburg: Universität, 2017.

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3

Chamberlain, John M. Doctoring medical governance: Medical self-regulation in transition. New York: Nova Science Publishers, 2009.

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4

Moyer, Sherry A. The ECLIPSE model: Teaching self-regulation, executive function, attribution, and sensory awareness to students with Asperger syndrome, high-functioning autism, and related disorders. Shawnee Mission, Kan: Autism Asperger Pub. Co., 2009.

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5

Learning, Collegiate. Help Your Special Needs Child Develop Self-Regulation Skills. Independently Published, 2018.

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6

Developing Self-Regulation of Learning and Teaching Skills among Teacher Candidates. Springer Netherlands, 2015.

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7

Vélez, Miriam R., Marie C. White, and Héfer Bembenutty. Developing Self-Regulation of Learning and Teaching Skills among Teacher Candidates. Springer London, Limited, 2015.

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8

Nongard, Tiers, and Woods. Practical Skills for Self Regulation: Stress Management and Relaxation Tools and Techniques. Summit International, 2022.

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9

Asquith, Sue. Self-Regulation Skills in Young Children: Activities and Strategies for Practitioners and Parents. Kingsley Publishers, Jessica, 2020.

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10

Asquith, Sue. Self-Regulation Skills in Young Children: Activities and Strategies for Practitioners and Parents. Kingsley Publishers, Jessica, 2020.

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11

McGlauflin, Helene. Calm & Alert: Yoga and Mindfulness Practices to Teach Self-regulation and Social Skills to Children. PESI Publishing & Media, 2018.

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12

McGlauflin, Helene. Calm and Alert: Yoga and Mindfulness Practices to Teach Self-Regulation and Social Skills to Children. PESI, 2018.

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13

McGlauflin, Helene. Calm and Alert: Yoga and Mindfulness Practices to Teach Self-Regulation and Social Skills to Children. PESI, 2018.

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14

Neiman, Barbara. Mindfulness & Yoga Skills for Children and Adolescents: 115 Activities fro Trauma, Self-Regulation, Sepcial Needs & Anxiety. Pesi Pub Media, 2015.

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15

Norris, Mary C., and Kangaroo Publications. Self-Regulation Skills Workbook for Kids: Mindfulness, Positive Thinking, and Self-Regulating Children's Daily Life Through CBT Exercises and Emotional Guidance. Independently Published, 2022.

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16

MEDLOCK, Robert S. Self Regulation Skills Workbook for Kids: Positive Thinking, Mindfulness, and Self-Regulating Children's Daily Life Through CBT Exercises and Emotional Guidance. Independently Published, 2022.

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17

van Hooft, Edwin. Self-Regulatory Perspectives in the Theory of Planned Job Search Behavior: Deliberate and Automatic Self-Regulation Strategies to Facilitate Job Seeking. Edited by Ute-Christine Klehe and Edwin van Hooft. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199764921.013.31.

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Because job search often is a lengthy process accompanied by complexities, disruptions, rejections, and other adversities, job seekers need self-regulation to initiate and maintain job search behaviors for obtaining employment goals. This chapter reviews goal/intention properties (e.g., specificity, proximity, conflicts, motivation type) and skills, beliefs, strategies, and capacities (e.g., self-monitoring skills and type, trait and momentary self-control capacity, nonlimited willpower beliefs, implementation intentions, goal-shielding and goal maintenance strategies) that facilitate self-regulation and as such may moderate the relationship between job search intentions and job search behavior. For each moderator, a theoretical rationale is developed based on self-regulation theory linked to the theory of planned job search behavior, available empirical support is reviewed, and future research recommendations are provided. The importance of irrationality and nonconscious processes is discussed; examples are given of hypoegoic self-regulation strategies that reduce the need for deliberate self-regulation and conscious control by automatizing job search behaviors.

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18

Neiman, Barbara. Mindfulness and Yoga Skills for Children and Adolescents: 115 Activities for Trauma, Self Regulation, Special Needs and Anxiety. PESI, 2015.

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19

Neiman, Barbara. Mindfulness and Yoga Skills for Children and Adolescents: 115 Activities for Trauma, Self Regulation, Special Needs and Anxiety. PESI, 2015.

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20

Social, Bee. Conquering Anger : (Children's Books about Making Good Choices, Anger, Emotions Management, Kids Ages 3 5, Preschool, Kindergarten) (Self-Regulation Skills). Blast Cafe, 2022.

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21

Anxiety and Depression in the Classroom: A Teacher's Guide to Fostering Self-Regulation in Young Students. W. W. Norton & Company, 2015.

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22

Whorton, Ryan, Alex Casillas, Frederick L. Oswald, and Amy Shaw. Critical Skills for the 21st Century Workforce. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199373222.003.0003.

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This chapter is based on the proposition that three major forces, taken together, have fundamentally changed the nature of work in the 21st century. These three forces are technology, the rise of the service economy, and globalization, and they drive organizations to seek employees who possess what are called 21st century skills. After reviewing the essential features of what generally defines a skill, this chapter focuses on discussing nine 21st century skills centered around these three driving forces: leadership, customer service, teamwork, safety, creativity, critical thinking, metacognition and self-regulation, cross-cultural knowledge and competence, and ethics and integrity. The chapter concludes with implications for education and training of the 21st century workforce.

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23

Ologe, Wendy. Emotional Intelligence Guide: A Guide on How to Build Emotional Intelligence and Develop Self Regulation Skills and How to Teach Your Child. Independently Published, 2021.

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24

John, Smith. When I Feel Angry: A Pratical Guide to Teaching Children Anger Management, Self-Regulation Skills and How to Deal with Their Emotions and Sensations. Independently Published, 2020.

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25

John, Smith. When I Am Sad: A Practical Guide to Teaching Children about Sadness Management, Self-Regulation Skills and How to Deal with Their Emotions and Sensations. Independently Published, 2021.

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26

Kim, Richard. Anger Management Workbook for Kids : Social Skills Activities for Kids: 100 Fun Activities for Talking, Listener, and Understand. Coping Skills to Overcome Anxiety and Help about Emotions and Anger Management. Self-Regulation and Mindfulness. Independently Published, 2020.

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27

Vasilkova, Yana, and Melissa Winn. Be Kind, Little Dragon!: A Book to Teach Children about Kindness, Empathy and Compassion. Picture Books for Children Ages 4-6. Manners Book, Self-Regulation Skills. Independently Published, 2020.

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28

Eddington, Kari M., Timothy J. Strauman, Angela Z. Vieth, and Gregory G. Kolden. Self-System Therapy for Depression. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190602482.001.0001.

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Self-system therapy (SST) for depression is a structured, short-term, evidence-based treatment approach that targets motivational deficits in depression. The treatment is grounded in an extensive research literature on self-regulation, and it translates that empirical work into therapeutic strategies aimed at enhancing effective goal pursuit in clients with depression. Studies have shown that SST is superior to cognitive therapy for depressed clients with specific self-regulatory deficits and that SST works in part by restoring adaptive self-regulation. Presented in a simplified format, the Therapist Guide provides clinicians with the critical theoretical background that forms the foundation of SST. It includes worksheets to aid therapists in treatment planning. Detailed descriptions of the core SST interventions, which are conducted during a 16-week course of therapy, are provided along with an optional module for managing perfectionism, which is prevalent among clients with depression. The accompanying Client Workbook explains the core SST concepts using concrete examples; it includes worksheets that can be used by the client to enhance learning and at-home application of the skills.

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29

Eddington, Kari M., Timothy J. Strauman, Angela Z. Vieth, and Gregory G. Kolden. Self-System Therapy for Depression. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190602512.001.0001.

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Self-system therapy (SST) for depression is a structured, short-term, evidence-based treatment approach that targets motivational deficits in depression. The treatment is grounded in an extensive research literature on self-regulation, and it translates that empirical work into therapeutic strategies aimed at enhancing effective goal pursuit in clients with depression. Studies have demonstrated that SST is superior to cognitive therapy for depressed clients with specific self-regulatory deficits and have shown that SST works in part by restoring adaptive self-regulation. Presented in a simplified format, the Therapist Guide provides clinicians with the critical theoretical background that forms the foundation of SST and includes worksheets to aid in treatment planning. The core SST interventions are presented within a 16-week course of therapy. Detailed descriptions of these interventions are provided along with an optional module for managing perfectionism, which is prevalent among clients with depression. The accompanying Client Workbook explains the core SST concepts using concrete examples and includes worksheets that can be used to enhance learning and at-home application of the skills.

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30

Dawson, Peg, and Richard Guare. Executive Skills in Children and Adolescents: A Practical Guide to Assessment and Intervention. Guilford Publications, 2010.

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31

Elmorjani, Khaoula. Grumbler Boy: An Anger Management Story for Kids, Children Book about Emotions and Feelings, and Parents Role to Self-Regulation Skills of Kids, and Learn to Control His Temper. Independently Published, 2022.

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32

Executive Skills in Children and Adolescents: A Practical Guide to Assessment and Intervention (Practical Intervention In The Schools). The Guilford Press, 2003.

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33

Toblin, Robin L., and Amy B. Adler. Resilience Training as a Complementary Treatment for PTSD. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190205959.003.0012.

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Resilience can be viewed as a process in which behaviors or attitudes can lead to a more positive outcome in the face of a traumatic stressor. Universal and targeted resilience training programs (e.g., primary and secondary prevention programs) can be adapted to complement evidence-based treatments (EBTs) for post-traumatic stress disorder (PTSD), tertiary interventions. Using a skill-focus for resilience may increase optimism and self-efficacy for individuals, and therefore, their engagement in the homework and self-examination required by EBTs. Resilience topics that seem especially fitting as an adjunct for treatment are (1) optimism, (2) relationship building, (3) cognitive skills, (4) energy management, (5) emotional regulation, and (6) PTG. The changes necessary for modifying content designed for a primary prevention audience, several group therapy considerations, and the timing of resilience training relative to EBTs are elucidated. Potential research areas are discussed.

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34

Linehan, Marsha M., Alexander L. Chapman, and Kim L. Gratz. Dialectical Behavior Therapy Skills Workbook for Anger: Using DBT Mindfulness and Emotion Regulation Skills to Manage Anger. New Harbinger Publications, 2015.

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35

Linehan, Marsha M., Alexander L. Chapman, and Kim L. Gratz. Dialectical Behavior Therapy Skills Workbook for Anger: Using DBT Mindfulness and Emotion Regulation Skills to Manage Anger. New Harbinger Publications, 2015.

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36

Bateman, Anthony W., and Roy Krawitz. Structured clinical management: core treatment strategies. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780199644209.003.0004.

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Chapter 4 explores the core treatment strategies of structured clinical management (SCM) as a treatment for borderline personality disorder (BPD). It includes nonspecific interventions (interviewing, clinician attitude, authenticity and openness, empathy, validation, positive regard, advocacy) and specific interventions (problem-solving skills, tolerance of emotions, mood regulation, impulse control, sensitivity and interpersonal problems, self-harm).

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37

Sozzi Nogueira, Atílio, George Hamilton S. Pinto, and Marcos Aguiar de Souza, eds. Liderança e Bem-Estar: Teoria e prática em contextos militares, organizacionais e educacionais. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-717-4.

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This work is the result of persistence, motivation, enthusiasm and de-dication from a team of researchers coordinated by the Professor and Doctor Marcos Aguiar de Souza and other authors, invited to know how individual behavioral variables interact with and permeate the organiza-tional environment in diverse professional contexts. These variables make up different psychological phenomena, such as: leadership, satisfaction with work and with life in general, locus of control, self-esteem, optimism, gratitude, well-being and personality. The main questions that guided the articles were: how, in practice, such phenomena occur and can be measured, and how transversal skills – also known as attitudinal contents or soft skills – can be developed to promote people´s leadership potential and their wellbeing. The answers to these questions are inside this book and provide interesting opportunities for orientation, intervention and reinforcement of attitudes. This publication glances, connects itself with and, in many occasions, runs through the book “Measurement Instruments in Military Context”, published in 2018, which aimed to develop and validate measurement instruments for the diagnosis of behavioral phenomena specifically in military environ-ments. Thus, we may consider that the present content expands the ho-rizons of perception, metering and registration of behavioral phenomena, aiming to supply, based on evidence, better quality of life and well-being to members of organizations, maintaining high labor performance through self-knowledge, self-determination and self-regulation.

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38

Kronenberger, William G., and David B. Pisoni. Neurocognitive Functioning in Deaf Children with Cochlear Implants. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0016.

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Cochlear implantation restores some attributes of hearing and spoken language to prelingually deaf children. However, reduced access to auditory and spoken-language experiences for children with cochlear implants can alter the development of downstream neurocognitive functions such as sequential processing and self-regulatory language skills, which are critical building blocks for executive functioning. Executive functioning is the active regulation of cognitive, behavioral, and emotional processes in the service of planned, organized, controlled, goal-driven behavior. This chapter presents findings from two primary lines of research on the development of executive functioning in prelingually deaf, early implanted children with cochlear implants. The first is identification of specific executive function domains that are at risk for delay in children with cochlear implants compared to hearing children. The second is reciprocal influences of executive function and spoken-language skills throughout development in children and adolescents with cochlear implants.

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39

Holtmann, Martin, Björn Albrecht, and Daniel Brandeis. Neurofeedback. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198739258.003.0039.

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Neurofeedback of specific brain activity patterns allows perceiving and learning to gain control over these otherwise unaware neuronal processes. Neurofeedback may improve underlying neuronal deficits, and/or establish more general self-regulatory skills for compensating behavioural difficulties in other domains. Treating ADHD is the most common clinical neurofeedback application. Standard neurofeedback protocols based on electroencephalography train self-regulation of oscillatory activity in certain frequency bands (targeting theta/beta ratio) or slow cortical potential shifts. Both protocols have demonstrated promising outcomes, particularly in improving inattention symptoms, although controlled effects remain heterogeneous and often attenuated in blinded ratings. Further randomized controlled and (as far as possible) blinded evaluation studies are needed for better understanding of the mode of action and to establish robust standard training protocols for routine care. In the current state of evidence, neurofeedback can be recommended as part of a multimodal treatment of ADHD.

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40

Landau, Carol. Mood Prep 101. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190914301.001.0001.

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Depression and anxiety in college students have reached a crisis, and the prevalence continues to rise. The increasing distress of the current generation, Gen Z, and their greater openness to mental health care have overwhelmed college counseling services. Despite this sobering news, parents can play a critically important role in helping their children. This book describes a plan that parents can use for supporting and preventing depression and anxiety in young people. Each chapter concludes with practical strategies for parents. The book consists of four sections. The first section is a description of adolescent development and the types of depressive and anxious symptoms and disorders. The second section details the foundations that students need to move toward a successful college experience, including family support, communication skills, self-efficacy and problem-solving skills, self-regulation, and distress tolerance. Barriers to optimal development include underage substance use and unsafe sexual relationships. The third section examines vulnerabilities to depression and anxiety, including cognitive distortions, perfectionism, and the stress of being a sexual minority or overweight. Challenges faced by students who are seen as “different” are explored. The final section is a description of life on campus, including the stresses of college life and the opportunities to develop friendships, relationships with faculty, and a more meaningful view of the future. There are also chapters on how to access mental health services before and during college. The book concludes with a call to reduce stress on students and to challenge the competitive individualistic culture in which we live.

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41

Chronis-Tuscano, Andrea, Kelly O'Brien, and Christina M. Danko. Supporting Caregivers of Children with ADHD. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190940119.001.0001.

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Although the causes of attention-deficit/hyperactivity disorder (ADHD) are largely neurobiological and genetic, the manner in which parents respond to their child’s challenging behaviors can influence both the severity and developmental course of the child’s difficulties. What makes this more challenging for many families is that ADHD and many of the problems that go along with it are highly heritable, making it even harder for many parents of children with ADHD to create the consistent, calm, and organized environment in which the child with ADHD is most likely to thrive. Even parents with the very best intentions may not have the self-regulation skills, motivation, persistence, or organization to do what the authors’ evidence-based interventions require. Until now, few interventions for ADHD have given adequate attention to this very important issue, and none has integrated the focus on parent mental health and parenting in exactly the way the authors do in this program.

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42

Nader, Kathleen, and Mary Beth Williams. Trauma- and Stressor-Related Disorders. Edited by Thomas H. Ollendick, Susan W. White, and Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.22.

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Developmental age and symptom variations influence treatment needs for trauma- and stressor-related disorders (TSRD). TSRD include disorders found in children age 6 and under (reactive attachment disorder, disinhibited social engagement disorder, post-traumatic stress disorder [PTSD] < 6) and those described for individuals who are older than age 6 (PTSD, PTSD with dissociative symptoms, acute stress disorder, adjustment reactions, and other specific TSRD, e.g., complicated grief). Treatments for children under age 6 primarily focus on caregiver–child dyads. Post-trauma symptoms such as those described for PTSD with dissociative symptoms, complicated grief, and complicated trauma require alterations in proven trauma-focused methods. In addition to appropriately timed processing of the trauma, treatments for youths are best when they are multifaceted (also include, for example, focus on support systems and relationships; self-skills, e.g., regulation, coping; and other age, symptom, and trait-related factors). For children, treatment methods often include creative methods as well (e.g., drawings, storytelling).

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43

Dombo, Eileen A., and Christine Anlauf Sabatino. Creating Trauma-Informed Schools. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190873806.001.0001.

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Creating Trauma-Informed Schools: A Guide for School Social Workers and Educators provides concrete skills and current knowledge about trauma-informed services in school settings. Children at all educational levels, from Early Head Start settings through high school, are vulnerable to abuse, neglect, bullying, violence in their homes and neighborhoods, and other traumatic experiences. Research shows that upward of 70% of children in schools report experiencing at least one traumatic event before age 16. The correlation between high rates of trauma exposure and poor academic performance has been established in the scholarly literature, as has the need for trauma-informed schools and communities. School social workers are on the front lines of service delivery through their work with children who face social and emotional struggles in the pursuit of education. They are in a prime position for preventing and addressing trauma, but there are scant resources for social workers to assist in the creation of trauma-informed schools. This book will provide an overview of the impact of trauma on children and adolescents, as well as interventions for direct practice and collaboration with teachers, families, and communities. Readers of this book will discover valuable resources and distinct examples of how to implement the ten principles of trauma-informed services in their schools to provide trauma-informed care to students grounded in the principles of safety, connection, and emotional regulation. They will also gain beneficial skills for self-care in their work.

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44

Browning, Birch P. How Students Acquire Musical Understanding. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199928200.003.0007.

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The chapter describes how initial musical learning occurs as infants are exposed to motherese, or infant-directed speech, and react to aural stimuli by encoding information. The aural-oral feedback loop by which babies learn sounds is illustrated. The chapter also covers children’s acquisition of an understanding of local musical culture through acculturation. Subsequent formal instruction enables students to perceive, think about, perform, and create music. The developmental process for understanding music notation is shown to be remarkably similar to thatfor learning oral and written language. The outcomes of formal instruction are covered, including the ability to understand music from a variety of perspectives, which enables the rapid acquisition of new repertoire. Musical understanding is described as the synthesis of and interaction between musical knowledge and musical skill, with the goal of self-regulation in learning

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45

Kolko, David J., and Eric M. Vernberg. Assessment and Intervention with Children and Adolescents Who Misuse Fire. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780190261191.001.0001.

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Children and adolescents in the general population and in clinical populations reveal surprisingly high rates of playing with fire or actual firesetting behavior. A single fire has the potential to cause a cascade of serious consequences to the child, family, and the community, some of which may continue forever. Yet, there is limited practical information and advice based on available empirical evidence to help programs or practitioners work effectively with children or adolescents who misuse fire, and their families. This book provides practical guidelines designed to facilitate the clinical assessment and treatment of youthful firesetting behavior based on nearly four decades of research and intervention experience with this population. The topics covered in this book address several important content areas. Initial chapters provide an overview of the significance of the problem, and some lessons learned based on case control, clinical trial, and real-world implementation projects. Recommendations for using screening and assessment measures that evaluate firesetting and general psychosocial issues are included. Several intervention methods are outlined for use with children, caregivers, and families. These methods encompass fire safety education materials and several cognitive-behavioral treatment skills-training procedures that focus on understanding of the fire, affect regulation and self-control, parenting practices, and home-based management programs. The book also includes suggestions to promote professional and program development which reflect on various educational, ethical, legal, collaborative, and community safety considerations. The book’s content is intended to help a diverse array of practitioners understand and target the context in which the misuse of fire occurs.

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46

West, Amy E., Sally M. Weinstein, and Mani N. Pavuluri. RAINBOW. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190609139.001.0001.

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RAINBOW: A Child- and Family-Focused Cognitive-Behavioral Treatment for Pediatric Bipolar Disorder is a comprehensive, evidence-based treatment manual designed specifically for children ages 7–13 with bipolar spectrum disorders and their families. Developed by experts in pediatric mood disorders and tested in a randomized clinical trial (RCT), RAINBOW integrates psychoeducation and cognitive-behavioral therapy (CBT) with complementary techniques from mindfulness-based intervention, positive psychology, and interpersonal therapy to address the range of therapeutic needs of families affected by this disorder. Guided by the evidence on the neurobiological and psychosocial difficulties accompanying pediatric bipolar disorder, this treatment targets the child and family across seven core components: Routine, Affect Regulation, I Can Do It, No Negative Thoughts and Live in the Now, Be a Good Friend/Balanced Lifestyle for Parents, Oh How Do We Solve This Problem, and Ways to Get Support. Throughout the treatment, the child and family will learn how to identify mood states and triggers of mood dysregulation, and develop cognitive and behavioral strategies for improving mood stability. Children will build social skills, and caregivers will develop greater balance and self-care in their own lives. The family will learn ways to use routines, problem-solving, and social support to improve overall family functioning. Intended for qualified child-focused mental health professionals, this manual includes the conceptual background of the treatment and user-friendly step-by-step instruction in delivering RAINBOW with families, including handy session outlines and engaging worksheets for the child and caregiver(s).

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