Table of Contents
Calm, Alert, and Learning
Introduction
Chapter 1: The Biological Domain
The Human Nervous System and Self-Regulation
Maintaining Optimal Self-Regulation in the Classroom
Interpreting a Child’s Behaviour
Research on the Development of Self-Regulation in Infants
Applications in the Classroom
Chapter 2: The Emotional Domain
Emotions and Self-Regulation
The Persistence of Long-Established Attitudes
The Regulating Role of Emotions
Greenspan’s Theory of Emotional Development
Implications of Greenspan’s Research for the Classroom
Applications in the Classroom
Chapter 3: The Cognitive Domain
Understanding Attention and the Ability to Process
Attention Is Not a Static Phenomenon
Why Do Some Children Have Diffi culty Focusing Attention?
Applications in the Classroom
Chapter 4: The Social Domain
What Is Social Intelligence?
The Co-Regulation “Dance”
How Regulation, Self-Regulation, and Co-Regulation Are Linked
Collaborative Learning Opportunities
Applications in the Classroom
Chapter 5: The Prosocial Domain
The Nature and Importance of Empathy
The Role of Empathy in the Evolution of Humans
The Role of Empathy in Co-Regulation
The Demands of the Prosocial Domain
Applications in the Classroom
Chapter 6: Self-Regulation and Special Education
Social Learning and Children with Special Needs
Social Learning and Scaffolding Theory
The Milton & Ethel Harris Research Initiative Treatment (MEHRIT) Program
Translating Results into a Strategy for Special Education
What Is “Special” About Special Education?
Chapter 7: Self-Regulation and Children’s Mental Health
Key Attributes of Mental Health
Pathways to Mental Health: Some Case Studies
The Mental Well-Being of Teachers
Concluding Words and Looking Ahead