There are many different types of regulatory instruments and tools. Chapter 6 classifies and examines regulatory tools according to their underlying technique or ‘modality’ of control or source of influence, examining five such modalities in turn: command, competition, communication, consensus and code (or ‘architecture’). This chapter also considers algorithmic regulation and the role of reputation as a form of regulation.

Moving prevention for college students out of the mental health clinic and into the classroom changes the campus environment. A curricular approach to enhancing student resilience is described through an exemplar of a one-credit general education course focused on adaptive responses to stress, Changing Minds, Changing Lives (CMCL). The experiential, strength-based curriculum is designed to meet basic psychological needs, buffer predictable stress, and boost adaptive resilience. Based on a social–ecological model of resilience, the CMCL program functions as a campus opportunity structure teaching self-regulation skills, facilitating greater connectedness, and strengthening resilience capacities. The model operationalizes the resilience response as a set of concrete actions that facilitate adaptive reorientation and reorganization in the face of challenge, mobilize relevant assets and resources, and leverage social connections to navigate adversity. Evidence-based applications of strength-based pedagogy, mindfulness practices, expressive writing, and inclusive group process in the course structure are described, and empirical validation of model efficacy is reviewed.

Historically, most intelligence theories include the personal intelligences that encompass apprehension of one’s own experience, the ability to understand and manage people, and insight into the states of other people. Intrapersonal intelligence enables an individual to cultivate self-awareness, which operates during transitions at three progressive levels. Self-knowledge is produced by reflective thinking and is the basis for growth and development. The capacity for self-assessment follows and evaluates strengths and weaknesses during a transition. This supports self-development, which turns awareness into action. Interpersonal intelligence enables an individual to empathize with others, manage relationships in mutually beneficial ways, give and receive feedback, and build collaborative relationships that develop and ultimately lead others. The personal intelligences are investigated through retrospective interviews with twenty-four elite performers in three domains (business, sports, and music) who successfully and repeatedly transitioned to higher positions within their field.

Productive scholars rarely publish alone. They collaborate on about 90 percent of their works, and mostly with students. Students carry much of the collaborative workload, steer faculty toward new and interesting research paths, and bring energy to projects and professors. Productive scholars are talent scouts, mining diamond-in-the-rough student collaborators found among their advisees, research assistants, and floaters who join projects outside their advisor’s. Although student advising offers opportunity to train the next generation of scholars and to expand one’s own research interests and productivity, student advising can prove onerous and should be carefully limited. Scholars enculturate and direct student collaborators. Enculturate them to research rigors and mechanics and direct them through successful project completion, via weekly meetings and rounds of feedback. In addition to directing research teams moving in unison, scholars push mentees to develop and pursue personal research ideas, knowing that scholars are more productive when they work on something that interests them. Mentors also help students form academic networks, by encouraging conference attendance and introducing them to influential scholars there and elsewhere, and teach students the hidden curriculum success advice found throughout this book. It is through effective mentoring that one’s legacy lives on.

This chapter goes into the role of children’s self-regulation in their transition from home to school. Over the last two decades, a sizable body of research has documented the importance of the early childhood years as a critical foundation not only for a successful transition to school, but for literacy success in elementary school and beyond. There is evidence that a complex set of factors in the child, family, school, and larger sociocultural context, independently and in interaction, shape the growth of early literacy skills over that crucial time period. Recently, attention has focused on a set of skills called self-regulation (also known as executive function or effortful control), which has been shown to uniquely impact children’s literacy development and academic growth across the school years, as well as success in adult life. This chapter focuses on how self-regulation can be conceptualized. In addition, it examines the extent and nature of individual differences in self-regulation during the transition to school and what unique impact it has on early literacy and later academic achievement. Finally, it is explored to what extent self-regulation can be modified through appropriate environmental stimulation in the home and school environment.

Emotional development can be described as the emergence of a child’s self-regulation out of coregulation by their caregivers, especially parents. This chapter highlights this transition, focusing on two interwoven facets of emotional development: the regulation of actions by emotions and the regulation of emotions by volitionally applied actions, called reflective emotion regulation. The significance of parental coregulation strategies is considered, specifically how they contribute to the differentiation of emotion qualities throughout ontogenesis as well as to a conceptual awareness of a child’s own elicited feelings and the inferred feelings of others, which is required for reflective emotion regulation. The chapter addresses core parental strategies such as context selection and modification, affect mirroring, modeling, reflective functioning and talking about emotions as well as levels of coregulation, and also presents a brief overview of the field. The chapter closes with a look at noteworthy issues for further research.

We discuss how children’s executive functions (EFs) and self-regulation (SR) contribute to coping by supporting positive adaptation in contexts of stress and adversity. We first describe literature linking EFs and SR to the most frequently studied child coping strategies, noting commonalities and identifying empirical gaps. Next, we synthesize how EFs and SR relate to adaptation in adverse contexts, which we conceptualize as reflecting successful coping. We highlight studies in which EFs and SR moderate and mediate the effects of adversity on developmental outcomes and discuss needed research extensions to address coping strategies and behaviors. In the final section, we raise future directions for studying EFs and SRs in the context of coping, including (1) improved assessments; (2) a reconceptualization of what is adaptive and maladaptive; (3) an understanding of promotive aspects of adversity; (4) examinations of dyadic, family, classroom, and communal co-regulation processes that affect and co-produce individual-level processes; and (5) the identification of processes that promote coping-relevant EFs and SR. We underscore the need for scholarship about EFs, SR, and coping beyond Western, Educated, Industrialized, Rich, and Democratic (WEIRD) contexts to reflect the diverse cultures, experiences, stressors, and resources children experience globally.

Schema therapy is often characterised by its focus on maladaptive processes, healing and managing the painful and maladaptive aspects of a client’s presentation (e.g. Vulnerable Child, Detached Protector). While this may be accurate to a large extent, Jeff Young, in his seminal book, also outlined the importance of two positive modes that often require development during schema-based treatment: The Healthy Adult mode and the Happy Child mode. This chapter provides updated definitions of the Healthy Adult and Happy Child modes, before describing a therapeutic approach to building and inducing these modes for client well-being and self-regulation.

This chapter investigates the potential and limitations of corporate social responsibility (CSR) as an inventive interventionist tool for indirect regulation of transnational non-governmental organisations (NGOs). It proceeds on the basis that transnational CSR discourse has moved on from exclusively focusing on multinational enterprises to include other business, sport, cultural and entertainment organisations. The chapter shows that CSR can be used to plug regulatory and governance gaps in international law and overcome obstructive solidarity and relational signals which will, in turn, facilitate national regulation of transnational NGOs.

This chapter argues that ‘stakeholder needs’ and the ‘value system paradigm’ are alternative approaches to regulating corporate social responsibility (CSR). Drawing on Pound’s Theory of Social Interests and the institutional and stakeholder theories, it highlights the importance of contextualism in CSR and demonstrates that a values system paradigm may be a more suitable regulatory strategy, particularly in the developing and emerging markets. The chapter suggests that the stakeholder needs approach should be coupled with a values system paradigm for a more effective CSR when stakeholder responsiveness is desired.

Chapter 3. The mechanisms that govern how a gold standard works, and the historical performance of gold standards in practice, have often been misunderstood or inaccurately described – both by critics and by supporters, including academic economists. We address the main misconceptions by critics, including “The Gold Standard caused the Great Depression,” “A gold standard is dangerously deflationary,” “The volatility of the price of gold in recent years shows that gold would be an unstable monetary standard.” We also address the main misconceptions by supporters, including “Gold has objective value,” “A gold standard provides a perfectly stable measure of value, like a yardstick provides a stable measure of length, because it fixes the definition of the monetary unit,” and “The quantity of money is self-regulating under a gold standard only if we outlaw fractional-reserve banking in favor of one hundred percent reserves.”