Volume 1, Issue 1:

Supporting the Well-Being of University Students

2024

In this journal, we aim to provide a platform for cutting-edge research that advances our understanding of self-regulation from diverse perspectives. Whether investigating the 5 steps of Shanker Self-Reg, examining the five domains of stressors, or exploring the socio-cultural factors shaping our self-regulatory capacities, our goal is to foster interdisciplinary dialogue and promote rigorous inquiry into this fundamental aspect of human nature.

The inaugural issue of the Journal of Applied Self-Regulation Research “Supporting the Well-Being of University Students” shares diverse and impactful research practice that seeks to support of university students in a post-COVID world. While the COVID pandemic is shrinking in our rear view mirror we are still spinning in this COVID endemic world, and the changes and losses of the past three years are ever present. University students have spent a significant portion of their post-secondary learning in the flickering landscape of screens as instructors worked to inspire new thinking and collaboration amongst students they sometimes couldn’t even see. Now that universities are open again, the whole community faces another dizzying pivot. How do we all thrive when everything has changed yet again? “Supporting the Well-Being of University Students” brings together the work of a multi-disciplinary team of scholars, researchers, and practitioners who share their findings from the fields of neuroscience, psychology, education, health, and social work all in support of student well-being.

Journal of Applied Self-Regulation Launched
Dr. Sonia Mastrangelo, Dr. Anne Showalter

Art by Alice Lehman
Alice Lehman

Overwhelmed Students/Overwhelmed Staff and Faculty Personality Disorders in University Students
Les Fleischer

Lights! Cameras! Action Research! Self-Reg in the Spotlight for Pre-Service Teachers’ Wellbeing
Marie Edwards

Art by Clara Lehman

Teacher Candidate Wellbeing in the Lakehead Faculty of Education, Orillia
Dr. Gary Pluim

Creating a community of safety Classroom tools and techniques
Alexandra Thomson

Trigger warnings may not be enough: Cultivating a trauma-informed classroom
Evan George, Dr. Angela Hovey

Applying the Shanker Self-Reg Framework®: Supporting the Mental Health and Wellbeing of an International Woman Graduate Student Transitioning to Canada during the COVID-19 Pandemic
Claudia Flores-Moreno, Dr. Meridith Lovell-Johnston, Sonia Mastrangelo

Volume 1, Issue 1

2017

Inspired by questions arising from our communities, 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 overarching goal is to reframe existing research from a Self-Reg perspective, to determine what we already know and what we need to focus on next.

Sparking Reframed: A Letter from the Editor
Stuart Shanker

Hide and Seek: The Challenge of Understanding the Full Complexity of Stress and Stress-Reactivity
Stuart Shanker and Travis Francis

Good Stress Gone Bad: Transition Conditions in Transforming Stress from Negative to Positive
Stuart Shanker and Elizabeth Shepherd

Self-Reg and Reframing
Stuart Shanker and Casey Burgess

Reframing: A Literature Review
Casey Burgess

Masking Stress with Misbehaviour: A Shanker Self-Reg® Lens
Susan Hopkins and Elizabeth Shepherd

Self-Regulation, Self-Control, and the Practice of Shanker Self-Reg®
Susan Hopkins, Stuart Shanker, and Rebecca Leslie

Examining the Measures: Review of Self-Reg Components Captured in Current Measures Labelled “Self-Regulation”
Daisy Pyman and Brenda Smith-Chant

Measuring the Biological Foundations of Self-Reg: Psychophysiological Assessments of the Stress Response
Casey Burgess and Brenda Smith-Chant

Volume 2, Issue 1

2018

Editorial
Stuart Shanker

Sensory Over-Responsivity, Attachment, and Self-Regulation: Considerations of the Specific Impact of Auditory Stimuli
Jennifer Jo Brout, Roianne Ahn, and Madeline S. Appelbaum

Reframing Autism Spectrum Disorder: ASD through a Neuropsychological Lens
Casey C. Burgess

Reframing High Math Anxiety: Avoiding the Perils of a Victorian Paradigm
Stuart Shanker

On the Brink of Peril and Promise: Renewing the Moral Imperative for Transformation in Education – The Ontario Context
Stefani Burosch

Guiding SRI: An Interview with Executive Director Dr. Lisa Bayrami
Brenda Smith-Chant

Self-Regulation, Self-Control, and the Practice of Shanker Self-Reg®
Susan Hopkins, Stuart Shanker, and Rebecca Leslie