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Biopsychosocial Regulatory Processes in the Development of Childhood Behavioral Problems
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Table of Contents

1. Conceptual issues in studying the development of self-regulation Arnold J. Sameroff; 2. How gene-environment interactions can influence the development of emotional regulation in Rhesus monkeys Steven J. Suomi; 3. Context matters: exploring definitions of a poorly modulated stress response Kate Keenan and Suma Jacob; 4. An integrative approach to the neurophysiology of emotion regulation: the case of social withdrawal Nestor L. Lopez, Sheryl L. Olson, Barbara Felt and Delia M. Vazquez; 5. Regulatory competence and early disruptive behavior problems: the role of physiological regulation Susan D. Calkins; 6. Behavioral regulation as a product of temperament and environment John E. Bates, Jackson A. Goodnight, Jennifer E. Fite and Angela D. Staples; 7. Self-regulatory processes in the development of disruptive behavior problems: the preschool to school transition Sheryl Olson, Arnold Sameroff, Erika Lunkenheimer and David Kerr; 8. Emotion dysregulation and the development of serious misconduct Pamela Cole, Anna Radzioch and Sarah Bender; 9. Regulatory processes in children's coping with exposure to marital conflict Mark E. Cummings, Lauren M. Papp and Chrystyna D. Kouros; 10. Family subsystems and children's self-regulation Brenda Volling, Amy M. Kolak and Alysia Blandon; 11. Culture and the development of regulatory competence: Chinese-US comparisons Twila Tardif, Wang Li and Sheryl Olson; 12. Self-regulation and the development of behavioral and emotional problems: toward an integrative conceptual and translational research agenda Ronald Dahl and Anne Conway.

About the Author

Sheryl Olson is Professor of Psychology and Research Professor in the Center for Human Growth and Development at the University of Michigan. She served as Director of Clinical Training between 2000 and 2005. She is Principal Investigator of the Michigan Longitudinal Study, a prospective longitudinal investigation of the development of self-regulation in young children at risk for school-age behavior problems. Dr Olson has received teaching and mentoring awards from the University of Michigan. Arnold Sameroff is Professor of Psychology and Research Professor in the Center for Human Growth and Development at the University of Michigan. Dr Sameroff has won major awards for his distinguished contributions to developmental science, including the G. Stanley Hall Award for Distinguished Contributions to Developmental Psychology (Divison 7, APA) and the Distinguished Scientist Award from the Society for Research in Child Development. He is the author of more than 160 publications relevant to the development of mental health across the lifespan, including a forthcoming volume on transactional development.

Reviews

"This volume is worth reading. Olson and Sameroff bring together diverse perspectives with the concept of regulatory processes. Unlike many edited volumes, this one provides an integrated formulation, in models of transactions between genes and environments across development. I learned a great deal and will cite this volume for years to come." -Kenneth A. Dodge, Duke University "Sheryl Olson and Arnold Sameroff, two of the most thoughtful scientists in the field of developmental psychology, have pulled together an outstanding volume on regulatory processes. Their book offers both breadth and depth on the development of regulation, and individual chapters range from neurotransmitters and temperament-by-environment interactions to culture and self-regulation within the family. Although dysregulatory problems and the development of psychopathology are discussed, the book also addresses the essential topic of developing regulatory competence. Overall, the book allows the reader an up-to-date treatment of a topic of fundamental importance to our field, and I highly recommend it." -Mary K. Rothbart, University of Oregon "This remarkable book takes our thinking about children's self-regulation to the next level. The contributors unpack the concept of "dysregulation" in childhood behavioral problems, and put a spotlight on the different regulatory influences that can arise from within and around the child, their interaction and their development over time. The research programs profiled in these chapters represent the best of the science in this field. A wonderful resource!" -Ross Thompson, University of California, Davis

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