The Journal of Self-Reg
The potential of Self-Reg is boundless. The five domains of Self-Reg encompass all aspects of life and the process of self-regulation is accessible to all ages, genders, abilities, and cultures. Yet much research is needed to better understand how Self-Reg can and does improve lives. And for scientists, especially important is how Self-Reg enables us to look at existing theories in a new light: to find important new questions and answers in theories that have already been deeply explored. As an open access, peer reviewed publication, Reframed: The Journal of Self-Reg provides a forum for academics and communities to share rigorous research into self-regulation so that we can further the conversation and our understanding of Self-Reg.
Inspired by questions arising from our community the first issue of Reframed focuses on an intensive review of existing literature in the following five areas: the domains of stress, the transition conditions between positive and negative stressors, Self-Reg reframing, Self-Reg in practice, and a review of Self-Reg measures. The goal of this review is to re-frame existing research from a Self-Reg perspective, to determine what we already know and what questions we need to focus on next.
Stuart Shanker, D.Phil.
Distinguished Research Professor Emeritus of Philosophy and Psychology, internationally celebrated speaker, thinker, and writer, Dr. Stuart Shanker is one of the world’s leading authorities on self-regulation. Stuart trained intensively in child psychotherapy under Stanley Greenspan; he was the Director of the Milton and Ethel Harris Research Initiative at York University; President of the Canadian Council of Early Child development; Director of the council of Human Development; and has served for many years as an advisor to government and education organizations across Canada and internationally.
Throughout his career, Stuart has researched and studied the role of self-regulation in mental and physical wellbeing and academic achievement. He has focused on the beneficial role that positive stress plays in children’s development and learning and the worrying effects of excessive negative stress.
Stuart founded SRI, where he currently serves as Science Director to continue his research into self-regulation.
Lisa Bayrami, Ph.D.
Dr. Lisa Bayrami is the Executive Director of the Self-Regulation Institute (SRI). Lisa is passionate about fostering wellbeing among children, youth, families, and communities. As former Director of Research at Roots of Empathy, a large non-for-profit organization, Lisa oversaw all aspects of research globally. Lisa trained as a developmental psychologist under Dr. Stuart Shanker and Dr. Stanley Greenspan and continued her journey as Senior Scientist at the Milton and Ethel Harris Research Initiative (MEHRI) at York University where she designed and led multiple school-based research initiatives and worked with children with special needs and their families. She has instructed as a Professor of Psychology in the School of Liberal Arts and Academic Partnerships at Seneca at York. Lisa also consults internationally supporting children, educators, parents, and Governments with the central focus of cultivating wellbeing.
In addition, Lisa is on the Advisory Committee for Measuring What Matters (People for Education) and the Editorial Board of the International Journal of Holistic Early Learning and Development. Previously, she has served as a member of the Babies and Preschool Working Groups as part of the National Reading campaign.
Lisa believes that Self-Reg is foundational to changing the landscape of wellbeing for all and is excited to bring her vision and enthusiasm to lead SRI into the future.
REFRAMED MANAGING EDITOR
Anne Showalter, B.Ed., Ph.D. Candidate
Anne is currently a doctoral candidate in Canadian Studies examining ideas of memory in four Canadian films and the on-line writing they have inspired. Past research includes practices of dying in long term care facilities, Girlhood in Canada, and the benefits environmental awareness in education. Anne finds connections to Self-Regulation research as a teacher and in her own research into how we narrate, discuss, and dispute traumatic memories.
Anne believes that research matters because it is takes a problem and seeks to find ways to address it. Research makes life better.
REFRAMED EDITORIAL BOARD
Jean Clinton, M.D.
Dr. Jean Clinton is a Clinical Professor, Department of Psychiatry and Behavioural Neurosciences at McMaster, division of Child Psychiatry. She is on staff at McMaster Children’s Hospital with cross appointments in Pediatrics and Family Medicine, and an Associate in the Department of Child Psychiatry, University of Toronto and Sick Children’s Hospital. She is also a senior scientist at the INCH (INfant Child Health) Lab at McMaster University. IN addition she is a Fellow of the Child Trauma Academy. She has been a consultant to children and youth mental health programs, child welfare, and primary care for almost 30 years. Dr Clinton was recently appointed as an education advisor to the Premier of Ontario and the Minister of Education.
Dr Clinton is renowned locally, provincially, nationally, and more recently internationally as an advocate for children’s issues. Her special interest lies in brain development, and the crucial role relationships and connectedness play therein. Jean champions the development of a national, comprehensive child well-being strategy including a system of early learning and care for all young children and their families. She is equally committed to ensuring that children’s and youths’ needs and voices are heard and respected.
Norah Fryer is a retired Early Childhood Co-ordinator who specialised in and still contributes to professional development programmes for teachers. Her current participation in the MEHRIT Centre international project and the IMHAANZ affiliate of the WAIMH involves the neuro-scientific research studies surrounding the contribution of positive and meaningful human relationships.
Growth fostering connections form the foundation for the development of resilient strategies, which in turn create relational competence. Relational competence can elevate us to feel safe within our human community where real resilience resides. Future research needs to view resilience as a relational phenomenon rather than a personality attribute; which in turn could lead us to deepen our understanding and significance; of the value and positive power, within our daily human growth fostering connections, for supporting curiosity, openness, responsiveness and respect.
“Movement towards empathic mutuality is at the core of relational resilience” (Jordan, 1992)
Keri J. Heilman, Ph.D.
Keri J. Heilman is a Research Assistant Professor in the Department of Psychiatry at the University of North Carolina, Chapel Hill. Dr. Heilman received her PhD in Psychology (Behavioral Neuroscience) from University of Illinois at Chicago in 2006. Working with her advisor and now colleague, Dr Stephen W. Porges, Dr Heilman has focused her research on the neurophysiology underlying the expression of social behavior, specifically within the framework of the Polyvagal Theory. Many of these studies evaluate interventions designed to promote state regulation and adaptive social engagement and communication. Dr Heilman is currently collaborating on local and international research studies designed to evaluate biobehavioral characteristics of individuals who have difficulties regulating behavioral and physiological state (e.g., Prader-Willi Syndrome, ADHD, autism spectrum disorder, alcoholism). She is also involved in research evaluating a Polyvagal-informed intervention, the Safe and Sound Protocol (SSP), on autonomic activity and behavior. In addition to teaching regular workshops on research methods involved in the collection of cardiac data and analyses of cardiac rhythms, she also serves as a consultant and data analyst for studies incorporating heart rate variability in mother-child dyads and studies of children with fetal alcohol syndrome and adults with depression and/or anxiety. Since 2016, Dr Heilman has also regularly lectured during Trauma-Informed Yoga Therapy Trainings (Sundara Yoga Therapy), focusing on the neurophysiology of self-regulation, how trauma disrupts regulation, and strategies to optimize interventions and treatments based on principles of Polyvagal Theory.
Sonia Mastrangelo, Ph.D.
Dr. Sonia Mastrangelo is an Associate Professor in the Faculty of Education at Lakehead University in Orillia, Ontario, Canada and is also a certified Miller Method therapist for children with autism spectrum disorders. She teaches primarily in the areas of educational psychology, special/inclusive education, and the early years. Over the past four years she has worked closely with the MEHRIT Centre in obtaining her foundations and facilitator certifications in Shanker Self-Reg™ and she now shares her passion for self-regulation both at the pre-service level at the Faculty of Education and with practicing teachers throughout Ontario and abroad. Dr. Mastrangelo is the recipient of a Social Sciences and Humanities Research Council Connection Grant for a project on self-regulation which allowed her to host the first Spring Symposium on Self-Reg at Lakehead University Orillia. She is currently working closely with the Simcoe District School Board on the Full Day Kindergarten program with a focus on literacy, inquiry and self-regulation. Dr. Mastrangelo consults nationally and internationally with parents, children, school teams, and clinical staff and more recently worked on developing a teacher education project in Peru with UNESCO. She has worked alongside teachers, administrators, parents and their children in: the Kingdom of Bahrain, South Korea, the Philippines, New Zealand, New York, New Jersey and Texas. Dr. Mastrangelo has published widely in the area of play, autism spectrum disorder, self-regulation, and family quality of life. She served as a member on the board of directors for a sustainable housing development project for young adults with autism spectrum disorder with Habitat for Humanity. She is also editor of the International Journal of Holistic Early Learning and Development.