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Dr. Stephanie Clarke, Clinical Instructor of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, and clinician at RISE Comprehensive DBT Intensive Outpatient Program shares how DBT’s problem-solving and acceptance-based approaches are helping teens build lives worth living. Read more >>

New Penn State research suggests that children’s executive function deficits may be an important risk factor for academic difficulties. Preliminary findings from a three-year National Science Foundation-funded project, recently published in Child Development, show that executive functions in kindergarten predict… Read more >>

There is a growing body of research proving that social and emotional learning (SEL) is fundamental to academic success, and must be woven into the work of every teacher in every classroom and every after school and summer enrichment program,… Read more >>

Each of us navigates daily life — learning, work, recreation and relationships — thanks to intrinsic skills called executive functions. Read more >>

Children with disabilities—such as physical, developmental, intellectual, emotional, and sensory disabilities—are at an increased risk of being bullied. Any number of factors— physical vulnerability, social skill challenges, or intolerant environments—may increase the risk. Research suggests that some children with disabilities… Read more >>

Most teens get stressed out by their families from time to time, but whether they bottle those emotions up or put a positive spin on things may affect certain processes in the body, including blood pressure and how immune cells… Read more >>