This post from the Chronicle of Evidence-Based Mentoring is part of a series on toxic stress. In this post, the authors highlight what professional staff need to know about toxic stress to best serve vulnerable youth and families.

Some aspects of child development are often misconstrued. This brief from the Harvard Center on the Developing Child examines these aspects and clarifies their meaning and importance. For example, even infants are adversely affected when significant…

The Annie E. Casey Foundation hosted this webinar in October 2016; the webinar recording is available online. The webinar is part of a series discussing lessons learned from the Foundation’s Learn and Earn to Achieve Potential (LEAP) initiative,…

The Children’s Institute, Inc. (CII), located in Los Angeles, California, combines clinical mental health and other supports to serve children and families affected by trauma. This report from MDRC presents findings from an evaluation of CII’s…

This May 2016 presentation to Connecticut’s Two-Generational Interagency Workgroup, which supports legislative pilot projects across the state, was provided by Alice M. Forrester, PhD, Chief Executive Officer of the Clifford Beers Clinic in New…

In recent years, significant focus has been placed on the concept of toxic stress and the impact of adverse experiences in childhood on lifelong health and development. As scientific understanding continues to grow, community leaders are searching…

This report from the Center on the Developing Child at Harvard University focuses on “core capabilities,” including executive function, and how they can be impacted by toxic stress, leading to challenges with life skills such as parenting and…

This report describes the results of a comprehensive review of self-regulation interventions spanning birth to young adulthood and a range of outcomes. It also summarizes the level of evidence for the different interventions. Additionally, the…

In this presentation, Stephanie M. Jones, Marie and Max Kargman Associate Professor in Human Development and Urban Education at the Harvard Graduate School of Education, describes a new intervention that links the science of brain development with…

The National Crittenton Foundation, in partnership with Ascend at the Aspen Institute, developed this toolkit to guide use of the Adverse Childhood Experiences (ACEs) survey in direct service, education, and policy settings. The toolkit is designed…