Centers, Research Programs & Activities

The Institute of Human Development’s activities are aligned with our model of integrative transdisciplinary science of human development, and focused on two key developmental windows that shape the life course: Early Childhood and Adolescence. A key value and strength of the IHD is our focus on collaborative and participatory approaches to science that recognize the expertise of young people, their families, and child- and youth-serving organizations in informing our research efforts and impact. We amplify cross-learning and collective impact on societal challenges in human development for a range of centers, research labs, scholars, and external partners under the inclusive IHD umbrella.

Early Development & Learning Science

Our rapidly expanding knowledge base in Early Development & Learning Science calls for the creation of a dynamic, integrated developmental science program that: 1) links cutting-edge laboratory advances with implementation science, and translates them into children’s diverse contexts; 2) connects to real-world challenges, informing ED&LS research; and 3) offers innovative training at this interface. Early Development & Learning Science at UC Berkeley enables such an exchange: connecting—bidirectionally—the cutting-edge research in developmental science with the real world problems and challenges that young children face, and training professionals at this nexus.

Training and Mentorship

Via training, mentorship, and colloquia, IHD prepares the next generation of public-impact scholars, working with practice and policy partners to promote thriving across early childhood, adolescence, and the lifespan.

Innovative Research for Impact

Our community-engaged research nurtures community and university partnerships to conduct innovative scholarship to promote the wellbeing and engagement of children, youth, and their families.

i4Y - Innovations for Youth

i4Y is a cross-disciplinary, innovative research hub addressing issues of youth inequity through collaborative research, training and community engagement. It catalyzes innovative interventions, practices and policies to improve equity and well-being for youth locally and worldwide.

Adolescent Research

The Adolescent Research Collective seeks to bring together several disciplinary perspectives to promote a more integrative understanding of developmental science, spanning public health, psychology, education and the systems that serve and support youth. We believe that a transdisciplinary approach can inform scientific advances that create positive impact in real world settings–improving the developmental trajectories in the lives of youth, their families, and communities, locally and globally. We also believe this approach is crucial in understanding the vulnerabilities and opportunities being created by the rapidly expanding role of technology in the daily lives and learning experiences of youth throughout the world.

Supporting Father Involvement

The Supporting Father Involvement project understands the importance of positively engaged and involved fathers; children grow and flourish when supported by a father who engages in all aspects of their development. The SFI project is coordinated by Strategies, in partnership with the California Department of Social Services (CDSS), Office of Child Abuse Prevention (OCAP). The SFI project aims to provide the training, skills, and resources family serving organizations need to help fathers make these kinds of lasting, positive contributions to the lives of their children and community.

Greater Good Science Center

The GGSC is unique in its commitment to both science and practice: Not only do we sponsor groundbreaking scientific research into social and emotional well-being, we help people apply this research to their personal and professional lives. Since 2001, we have been at the fore of a new scientific movement to explore the roots of happy and compassionate individuals, strong social bonds, and altruistic behavior—the science of a meaningful life. And we have been without peer in our award-winning efforts to translate and disseminate this science to the public.

Inter-Generational Studies (IGS)

IHD is proud to build on our historic, foundational studies in longitudinal life course research. The Inter-Generational Studies (IGS) date back to 1928, when Jean Walker Macfarlane sampled 250 infants born in the Berkeley area. This sample would long support the so-called Guidance Study and the Berkeley Growth Study. Harold E. Jones, shortly thereafter, launched a parallel sample, informing the Oakland Growth Study. These longitudinal studies allowed Prof. Jones and IHD colleagues to study human learning and maturation at various stages of development, tracking growth in physical, cognitive, and social-emotional domains.