Gil Gabriel Noam, Ed.D., Dr. Habil is the founder and director of The PEAR Institute: Partnerships in Education and Resilience. [1] and an associate professor at Harvard Medical School and McLean Hospital. [2] Trained as a clinical and developmental psychologist and psychoanalyst in both Europe and the United States, Noam has a strong interest in supporting resilience in youth, especially in educational settings. [3] He served as the director of the Risk and Prevention program, and is the founder of the RALLY Prevention Program, a Boston-based intervention that bridges social and academic support in school, afterschool, and community settings. [4] Noam has also followed a large group of high-risk children into adulthood in a longitudinal study that explores clinical, educational, and occupational outcomes.
Since the establishment of PEAR, Noam and his team have been contributing to the effort to establish the field of afterschool education. [3] Noam has published over 200 papers, articles, and books in the areas of child and adolescent development as well as risk and resiliency in clinical, school and afterschool settings. [5] He served as the editor-in-chief of the journal New Directions in Youth Development: Theory, Practice and Research, [6] which has a strong focus on out-of-school time. [7]
Noam lives in Cambridge, MA.
Psychological resilience is the ability to cope mentally and emotionally with a crisis, or to return to pre-crisis status quickly.
Marilyn R. McDonald is an American academic and social worker. She works as a senior scientist at the Wisconsin Center for Education Research, and University of Wisconsin–Madison. She is also a consultant for the United Nations.
After-school activities, also known as after-school programs or after-school care, started in the early 1900s mainly just as supervision of students after the final school bell. Today, after-school programs do much more. There is a focus on helping students with school work but can be beneficial to students in other ways. An after-school program, today, will not limit its focus on academics but with a holistic sense of helping the student population. An after-school activity is any organized program that youth or adult learner voluntary can participate in outside of the traditional school day. Some programs are run by a primary or secondary school, while others are run by externally funded non-profit or commercial organizations. After-school youth programs can occur inside a school building or elsewhere in the community, for instance at a community center, church, library, or park. After-school activities are a cornerstone of concerted cultivation, which is a style of parenting that emphasizes children gaining leadership experience and social skills through participating in organized activities. Such children are believed by proponents to be more successful in later life, while others consider too many activities to indicate overparenting. While some research has shown that structured after-school programs can lead to better test scores, improved homework completion, and higher grades, further research has questioned the effectiveness of after-school programs at improving youth outcomes such as externalizing behavior and school attendance. Additionally, certain activities or programs have made strides in closing the achievement gap, or the gap in academic performance between white students and students of color as measured by standardized tests. Though the existence of after-school activities is relatively universal, different countries implement after-school activities differently, causing after-school activities to vary on a global scale.
Multisystemic therapy (MST) is an intense, family-focused and community-based treatment program for juveniles with serious criminal offenses who are possibly abusing substances. It is also a therapy strategy to teach their families how to foster their success in recovery.
Suniya S. Luthar was Founder and executive director of AC Groups nonprofit, Professor Emerita at Teachers College-Columbia University, and Co-founder Emerita at Authentic Connections Co. She had previously served on the faculty at Yale University's Department of Psychiatry and the Yale Child Study Center and as Foundation Professor of Psychology at the Arizona State University.
David Allen Wolfe is an academic, psychologist and author specializing in issues of child abuse, domestic violence, children and youth. His work includes the promotion of healthy relationships through school programs, with a major focus on the prevention of child abuse and neglect, bullying, dating violence, unsafe sex, substance abuse and other consequences of unhealthy relationships.
Pediatric psychology is a multidisciplinary field of both scientific research and clinical practice which attempts to address the psychological aspects of illness, injury, and the promotion of health behaviors in children, adolescents, and families in a pediatric health setting. Psychological issues are addressed in a developmental framework and emphasize the dynamic relationships which exist between children, their families, and the health delivery system as a whole.
An important part of the heritage of family resilience is the concept of individual psychological resilience which originates from work with children focusing on what helped them become resilient in the face of adversity. Individual resilience emerged primarily in the field of developmental psychopathology as scholars sought to identify the characteristics of children that allowed them to function "OK" after adversity. Individual resilience gradually moved into understanding the processes associated with overcoming adversity, then into prevention and intervention and now focuses on examining how factors at multiple levels of the system and using interdisciplinary approaches promote resilience. Resilience also has origins to the field of positive psychology. The term resilience gradually changed definitions and meanings, from a personality trait to a dynamic process of families, individuals, and communities.
Dante Cicchetti is a developmental psychology and developmental psychopathology scientist specializing in high-risk and disenfranchised populations, including maltreated children and offspring of depressed parents. He holds a joint appointment in the Department of Psychiatry at the University of Minnesota Medical School and in the Institute of Child Development. He is the McKnight Presidential Endowed Chair and the William Harris Endowed Chair.
Emory L. Cowen was an American psychologist who pioneered the promotion of wellness in mental health. Cowen is widely considered one of the fathers of community psychology and community mental health due to his research and implementation of early detection and primary and secondary prevention in mental health. In the field of psychology, he initiated the shift from treating dysfunction to preventing problems before they occurred.
The FRIENDS Programs are a series of Resilience programs developed by Professor Paula Barrett. The programs aim to increase social and emotional skills, promote resilience, and preventing anxiety and depression across the lifespan. As a prevention protocol, FRIENDS has been noted as “one of the most robustly-supported programmes for internalising disorders,” with “a number of large-scale type 1 randomised control trials worldwide” demonstrating its effectiveness. The FRIENDS programs are acknowledged by the World Health Organization as effective evidence based prevention programs.
Margaret Beale Spencer is an American psychologist whose work centers on the effects of ethnicity, gender, and race on youth and adolescent development. She currently serves as the Marshall Field IV Professor of Urban Education in the Department of Comparative Human Development at the University of Chicago. Dr. Spencer's career spans more than 30 years and consists of over 115 published articles and chapters, stemming from work funded by over two-dozen foundations and federal agencies.
Sports-based youth development or SBYD is a theory and practice model for direct youth service. Grounded in youth development, sports psychology, and youth sports practice, SBYD aims to use the sport experience to contribute to positive youth development. Sports-based youth development is similar to sport for social development.
Robert L. Selman is an American-born educational psychologist and perspective-taking theorist who specializes in adolescent social development. He is currently a professor of Education and Human Development at the Harvard Graduate School of Education, and a professor of psychology in Medicine at Harvard University. He is also known as the author of the 1980s G.I. Joe public service announcements.
Ann S. Masten is a professor at the Institute of Child Development at the University of Minnesota known for her research on the development of resilience and for advancing theory on the positive outcomes of children and families facing adversity. Masten received the American Psychological Association Urie Bronfenbrenner Award for Lifetime Contributions to the Service of Science and Society in 2014. She has served as president of the Society for Research in Child Development and of Division 7 (Developmental) of the American Psychological Association.
Jelena Obradovic is a developmental psychologist who currently works as associate professor at the Stanford Graduate School of Education, where she is a member of the Steering Committee of the Center for Education Policy Analysis (CEPA). She also directs the Stanford Project on Adaptation and Resilience in Kids (SPARK).
Gene Howard Brody is an American developmental psychologist and prevention scientist and Regent's Professor at the University of Georgia and is the founder and co-director of the University of Georgia's Center for Family Research. He is known for his research on the physiological, biological, and mental health effects of poverty, community disadvantage, and racial discrimination and for the development of efficacious prevention programs for African American youth and their families.
Leslie D. Leve is an American academic and researcher. She is a professor in the Counseling Psychology and Human Services Department as well as the associate director of Prevention Science Institute at the University of Oregon. She also holds the positions of Associate Director for the Prevention Science graduate programs, was President of the Society for Prevention Research from 2017 to 2019, and was an Associate Vice President for Research in the Office of the Vice President for Research and Innovation from 2017 to 2022, and serves on National Institutes of Health study section panels and on the editorial board for Development and Psychopathology.
Deborah Lowe Vandell is a developmental psychologist and an expert on the impact of early child care on children's developmental trajectories and the benefits of children's participation in afterschool programs and other organized activities. She is the Founding Dean of the University of California, Irvine School of Education and Chancellor Professor of Education and Psychology.
Mark T. Greenberg is the emeritus holder of The Bennett Endowed Chair in Prevention Research in the Penn State College of Health and Human Development, and founding director of the Edna Bennett Pierce Prevention Research Center at the Pennsylvania State University. He is the chair of CREATE for Education, a non-profit organization that promotes caring and compassion in education.