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Self-regulation snap shot #6: A focus on young adults

Date Added to Library: 
Thursday, April 12, 2018 - 10:39
Priority: 
high
Individual Author: 
Murray, D.W.
Rosanbalm, K.
Reference Type: 
Published Date: 
04/04/2018
Published Date (Date): 
Wednesday, April 4, 2018
Publication: 
OPRE Report
Issue Number: 
2018-14
Year: 
2017
Language(s): 
Abstract: 

Introduction Adult caregivers such as parents, teachers, coaches, and other mentors play a critical role in shaping and supporting self-regulation development from birth through young adulthood through an interactive process called “co-regulation.” Purpose This is one of six snapshots focused on different age groups based on a series of reports on Self-Regulation and Toxic Stress prepared for the Administration for Children and Families (ACF). This snapshot summarized key concepts about self-regulation development and intervention for high-school aged youth. It is designed tobe a helpful resource for practitioners and educators interested in promoting self-regulation for this high-school age group. Visit the Toxic Stress and Self-Regulation Reports page for more information. Highlights Self-regulation skills developing in young adults: 

  • Goal setting and commitment
  • Maintaining orientation toward the future
  • Planning and organizing time and tasks to achieve goals
  • Self-monitoring and self-reinforcement in pursuit of goals
  • Effective decision-making in the context of strong emotion and peer influence
  • Complex problem-solving considering consequences and others’ perspectives
  • Recognizing and accepting emotions
  • Tolerating distress
  • Using healthy coping strategies to manage stress
  • Using empathy and concern for others to guide goals and decisions

 Key considerations for promoting self-regulation in young adults: 

  • Communicate the relevance of self-regulation for employment success and self-sufficiency
  • Teach specific self-regulation skills in youth development, healthy relationships, and employment programs
  • Involve partners and peers in supporting youth’s self-regulation
  • Identify ways to support the self-regulation capacity of youth program staff including mentors and job coaches. (Author introduction)

 

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