The Translating Adolescent Brain Science (TABS) Project, carried out from March 2020-March 2021, sought to understand how workforce development organizations might incorporate aspects of one or more approaches informed by the science of adolescent development. These approaches include executive skill development (ES), positive youth development (PYD), and trauma-informed care (TIC). Collectively we refer to these approaches as EPT (ES-PYD-TIC) approaches. An assumption of the TABS Project is that EPT approaches improve outcomes in youth workforce-development contexts and that the expertise exists to apply these approaches to practice. Thus, this report examines the contexts and resources needed to successfully apply EPT approaches.
The context in which the TABS Project played out – the COVID-19 pandemic, economic upheaval, and police violence – further underlined the importance of placing racial and economic justice at the center of work with young people.
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