Self-regulation and toxic stress: Foundations for understanding self-regulation from an applied developmental perspective

Katie Rosanbalm is trained as a child clinical and quantitative psychologist. Her work focuses on program implementation and evaluation in the areas of early care and education, self-regulation development, child welfare, and trauma-sensitive schools. She has conducted longitudinal evaluations of child welfare reform, early childhood Systems of Care, and prevention/intervention programs for mental health and education.

Rosanbalm currently leads implementation and evaluation for two trauma-informed programs in NC:

• ITTI Care, a multi-level professional development framework for the early care and education (ECE) workforce that promotes workforce wellness and trauma-informed practices, prioritizing co-regulation and early relational health. 

• Resilience and Learning, a partnership with the Public School Forum of NC to deploy a “whole child, whole school” framework that equips and supports North Carolina schools/districts in creating trauma-informed learning environments through specialized training and technical assistance.

Rosanbalm has co-authored a series of white papers and briefs on self-regulation development from birth through early adulthood. Links to tip sheets for the early childhood workforce are provided below.

Tip Sheets on Supporting the Development of Self-Regulation in Young Children

Co-authored by Katie Rosanbalm for the Office of Planning, Research & Evaluation, U.S. Department of Health and Human Services.

• Tips for Promoting Self-Regulation when Working with Infants
• Tips for Promoting Self-Regulation when Working with Toddlers
• Tips for Promoting Self-Regulation when Working with Preschoolers
• Tips for Promoting Self-Regulation when Working with Young Children in Home Settings

• Child Maltreatment Prevention
• Self-Regulation/Co-Regulation
• Trauma-Informed Schools
• Program Evaluation
• Early Care and Education