Science has an important role to play in advising policymakers on crafting effective responses to social problems that affect the development of children. This article describes lessons learned from a multiyear, working collaboration among neuroscientists, developmental psychologists, pediatricians, economists, and communications researchers who are engaged in the iterative construction of a core story of development, using explanatory metaphors like “brain architecture,”“toxic stress,” and “serve and return” to explain complex scientific concepts to nonscientists. The aim of this article is to stimulate more systematic, empirical approaches to the task of knowledge mobilization and to underscore the need to view the translation of science into policy and practice as an important academic endeavor in its own right.
Collaborative for Child & Family Resilience Symposium: Strengthening Resilience through the Power of Literacy
When it comes to communicating about childhood adversity, the words we chose matter greatly. This webinar covers a set of evidence-based recommendations that researchers, advocates, and...
“Just Do It” Communicating Implementation Science and Practice
How can we talk about evidence-based decisionmaking and implementation science in ways that build support for robust, intentional implementation efforts?
Framing Racial Equity in Adolescence: Messaging Strategies for Social Change
This playbook is part of a broader effort to change how we think and talk about adolescence and adolescent development in America.