Pushing Toward Breakthroughs: Using Innovative Practice to Address Toxic Stress
A new article in the multi-part series entitled, “Tackling Toxic Stress” is now available. This final installment describes how a small but growing group of forward-thinking social service practitioners are using the expanding scientific evidence about the long-term, damaging effects of toxic stress to try innovative approaches that target its root causes and could lead to breakthroughs in the effectiveness of interventions—for both children and their caregivers. Read this article >>
InBrief: The Science of Neglect
Extensive biological and developmental research shows significant neglect—the ongoing disruption or significant absence of caregiver responsiveness—can cause more harm to a young child’s development than overt physical abuse, including subsequent cognitive delays, impairments in executive functioning, and disruptions of the body’s stress response. This edition of the InBrief series explains why significant deprivation is so harmful in the earliest years of life and why effective interventions are likely to pay significant dividends in better long-term outcomes in learning, health, and parenting of the next generation.
Voices from Frontiers of Innovation: Building Adult Capabilities
A new interactive video gallery includes members of Frontiers of Innovation (FOI) speaking about how the initiative’s science-based theory of change for achieving breakthrough outcomes for vulnerable children and families is relevant to—and changing—the way they and others work in a range of policy and practice sectors.
Any available full-time positions at the Center are posted on Harvard’s employment Web site at http://www.employment.harvard.edu. All applicants for employment with Harvard University must apply for the specific job opening through its Web site.
Throughout the year, the Center offers work for highly motivated students in its offices at 50 Church Street and in the labs of our affiliated faculty across the campus.
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Student Seminar Series
The Center on the Developing Child’s Student Seminar Series is designed to foster interdisciplinary conversations among Harvard undergraduates and graduate students who are interested in promoting the healthy development of young children in the United States and abroad.
Led by a doctoral student facilitator, the yearlong, non-credit Student Seminar Series will focus on a variety of topics and employs various formats, including conversations with practitioners, policymakers, and researchers and discussion of current events. The seminars will be on Tuesdays of select months, from 5:30-7:30 p.m. at the Center, and dinner will be served.
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