Part of our mission at SRI is to share our own research and create a database of other research about Self-Reg. As a hub of Self-Reg research, we are always seeking to share our work and learn from others for the benefit of all the children, families and communities we work with. To accomplish this, SRI hosts a fully accessible research database and on-line journal to anyone interested in Self-Reg practices.

Our goal is to share research that helps to grow the understanding and use of Self-Reg practices. This means we publish articles written by researchers who show ways in which Self-Reg is improving wellbeing but also study ways that Self-Reg is not helping. By including research that demonstrates a flawed Self-Reg practice we are able to not only open up a discussion about how to use Self-Reg, but also inspire future research.

Read our most recent issue by clicking the journal cover, or with this link.

Recent Articles

Hide and Seek:
The Challenge of Understanding the Full Complexity of Stress and Stress-Reactivity

Stuart Shanker DPhil and Travis Francis HBASc

This paper presents an interactive model of stress in place of more standard additive models. This approach considers not just the manner in which multiple stresses impinge on and magnify each other, but also the bi-directional relationship between internal state and stress-reactivity. Such an outlook has profound implications for our efforts to understand why so many children today are over-stressed. (read more)

Good Stress Gone Bad:
Transition Conditions in Transforming Stress from Negative to Positive

Stuart Shanker DPhil and Elizabeth Shepherd MSc

One of the basic precepts of Self-Reg® is that one’s level of energy and tension is critical for whether a particular stressor is experienced as positive or negative. This energy/tension state is largely a function of one’s overall stress load. Accordingly, the better we can manage our stress across five domains – biological, emotion, cognitive, social and prosocial – the better we can maximize positive arousal and performance. (read more)

Self-Reg and Reframing

Stuart Shanker DPhil and Casey Burgess MA

Shanker Self-Reg® always begins with reframing. The concept of reframing is grounded in the work of Ludwig Wittgenstein. Reframing constitutes an “aspect-shift” in how we see and categorize the world around us. Perceptual, experiential and creative components are all involved. The current paper explores each of these strands and how they are woven together. It then discusses how reframing applies, not only to behaviour, thought and emotion, but even to scientific research and theories. (read more)

Masking Stress with Misbehaviour: A Shanker Self-Reg® Lens

Susan Hopkins EdD and Elizabeth Shepherd MSc

The concept of self-regulation has been present in the literature for over 150 years. However, many believe that self-regulation and self-control are synonymous. According to Shanker Self-Reg®, self-regulation makes self-control possible by understanding stress and effectively managing our energy and tension levels. This paper discusses and provides evidence in support of the key constructs of Shanker Self-Reg®, including the 5 Steps of The Shanker Method® (reframe, recognize, reduce, reflect and respond), the distinction between stress behaviour and misbehaviour, the importance of reframing what is often viewed as misbehaviour as stress behaviour, and much more. (read more)

Self-Regulation, Self-Control, and the Practice of Shanker Self-Reg®

 Susan Hopkins EdD, Stuart Shanker DPhil, and Rebecca Leslie BEd

The Shanker Self-Reg® framework, based on the psychophysiological understanding of self-regulation and the hierarchy of human stress responses, differs from programs rooted in self-control-based conceptions of self-regulation. Self-Reg is a process rather than a program. It applies to everyone —children, youth and adults — rather than students in general, or specific age groups or subgroups of students. Self-Reg encourages reflective thinking that helps people understand and respond to stressors and internal states in order to bring online the brain mechanisms that enable exercise self-control, learning and overall well-being. These differences are illuminated through a comparison of Self-Reg to two popular self-regulation programs. (read more)

Measuring the Foundations of Self-Reg:
Bio-physiological Assessments of the Stress Response

Casey Burgess MA and Brenda Smith-Chant PhD

The Self-Reg Framework (Shanker, 2016) is a comprehensive model of self-regulation grounded in psychophysiology. This paper presents a literature review of existing physiological measures of self-regulation and discusses their potential for research relevant to the Self-Reg framework. Although many of these brain- and heart-based measures provide indicators of a stress response, few are able to provide information about the causes of the stress response and the ability of the individual to respond and recover.  We also note challenges inherent in physiological measurements of self-regulation including the invasiveness and complexity in collecting physiological data and their limitations in assessing self-regulation as a process.  The tools reviewed have potential in measuring some of the key aspects of the stress response and provide opportunities for future applications of use of physiological measurement. (read more)