Provide self-regulation interventions at varying levels and intensity matched to youth context and needs¶

Strategy · All strategies
Evidence · no claims cited

Description¶

This strategy from the brief's implementation guidelines tailors support intensity to need. It recommends programs "Provide interventions at varying levels and intensity depending on the youth's context and needs": universal approaches for all youth to build self-regulation and promote positive climate; decreasing environmental stressors for youth in adverse environments; more intensive skills support for at-risk youth through mentoring, leadership, or youth employment programs; and co-regulation supports from a trained self-regulation coach for youth showing difficulties. It arises from the review of theoretical and empirical literature.

Design Implications¶

Context¶

Requirements¶

• Skills curricula should be reviewed to determine if they address the specific self-regulation skills described, such as persisting, problem-solving, delaying gratification, goal setting and monitoring, decision-making, managing negative emotions and stress, and help-seeking.

Constraints¶

• Not all programs have proven effective and not all have been used with at-risk youth or youth living in adversity, so specific interventions should be selected carefully.

Target Learners¶

• Adolescents and young adults aged 14 to 25, including at-risk youth and youth living in adversity

Target Learning Goals¶

• Cognitive, emotional, and behavioral self-regulation skills

Affordances¶

• Co Regulation Framework Adolescents

Related Strategies¶

• Target emotion regulation skills in middle and high school youth to close the gap between emotional and cognitive control systems

Examples¶

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Key Sources¶

• Murray, D. W. & Rosanbalm, K. (2017). Promoting Self-Regulation in Adolescents and Young Adults: A Practice Brief. OPRE Report #2015-82. https://www.acf.hhs.gov/opre/resource/self-regulation-and-toxic-stress-implications-for-programs-and-practice