Infants and toddlers who experience physical abuse and/or neglect are at a severe risk for disruptions to emotion regulation. Recent prevention and treatment efforts have highlighted center-based child care as an important setting for providing support to the needs of these children, as child care centers are already an existing point of entry for reaching high-risk families. Guided by ecological theory, this review draws on the maltreatment and child care literatures to consider the opportunity for child care centers, specifically teacher-child interactions within the classroom, to support the unique regulatory needs of maltreated infants and toddlers. Existing research on the effects of child care for children facing other types of risk, as well as research with maltreated preschool children, provides a foundation for considering the role child care may play for infants and toddlers, whose emotion regulation skills are just emerging. More research is needed regarding teachers' roles in facilitating effective emotional experiences in the classroom that meet the unique needs of maltreated children. Additionally, early childhood teacher training that focuses on infant/toddler mental health and a trauma-informed perspective of care, as well as structuring child care centers as communities of support for high risk families, all may aid child care centers in better serving this vulnerable population. (C) 2016 Elsevier Ltd. All rights reserved.

Societies have established various forms of governance to protect the natural environment from the adverse effects of human activity. While direct “command and control” regulation has achieved significant improvements in environmental protection, concerns for its efficiency have led governments to seek alternative approaches to achieve environmental policy objectives. Commentators describe a shift from “government” to “governance” as policy makers and regulators seek to harness wider social forces beyond government, while risk-based regulation is pursued to target constrained regulatory resources for maximum effect. However, robust evidence for the effectiveness of different forms of regulation is lacking. This thesis addresses this gap, providing an evidence base for instrument selection and a data-informed critique of regulatory reform practice. Research followed a case study strategy, gathering qualitative data through 58 in-depth semi-structured interviews, analysed using the NVIVO™ Computer Aided Qualitative Data Analysis System (CAQDAS), with senior policy makers at the Department for Environment, Food and Rural Affairs, England (Defra) and senior executives in businesses and trade associations in 5 UK sectors. (1) A new typology of regulatory instruments has been compiled, validated with sector experts, refined for policy end-users, and published as part of Defra’s guidance on instrument selection. (2) The critical case of instrument selection in practice at Defra has been examined for the first time, revealing factors affecting choice, the use of coregulation to develop evidence and the importance of retaining policy maker skills for new forms of regulation. (3) A multiple-case study of senior business representatives found five strongly preferred voluntary regulation, seven expressed significant doubts about its effectiveness, and 19 expressed no general preference. While voluntary approaches were valued for flexibility and lower burdens, direct regulation offered stability and a level playing field. They sought inter alia coherent, evidence based regulatory frameworks, delivered through positive regulatory relationships. This research progresses the better and smarter regulation debate on the use of alternatives to direct regulation and has already been used to inform policy making in practice.

published_or_final_version / Zoology / Doctoral / Doctor of Philosophy

published_or_final_version / Zoology / Doctoral / Doctor of Philosophy

published_or_final_version / abstract / Zoology / Doctoral / Doctor of Philosophy

published_or_final_version / abstract / Anatomy / Doctoral / Doctor of Philosophy

published_or_final_version / abstract / Medicine / Doctoral / Doctor of Philosophy

published_or_final_version / abstract / Paediatrics and Adolescent Medicine / Master / Master of Philosophy

published_or_final_version / abstract / Biological Sciences / Master / Master of Philosophy

published_or_final_version / Law / Master / Master of Philosophy