human development research essay

108 Human Development Essay Topics

🏆 best essay topics on human development, ✍️ human development essay topics for college, 👍 good human development research topics & essay examples, 🎓 most interesting human development research titles, ❓ human development research questions.

The Impact of Communication on Human Development
Theories of Charles Horton Cooley and George Herbert Mead about Human Development
Sustainable Human Development
The Role of the Environment and Genes in Human Development
Human Development Psychology
Art Education and Human Development
Bioecological Model of Human Development
Human Development in Early Adulthood During their life, a person goes through many developmental stages, each associated with specific activities. This paper examines early adulthood.
“Lifespan Human Development” by Sigelman, Carol, and Elizabeth Rider In his theory, Jean argues that we absorb information and knowledge according to our brain constructs that are developed from our past experience with certain concepts in the world
Analysis of Human Development Theories The paper focuses on the human development theories, such as classical conditioning, Hierarchy of Needs Theory, and social learning theory.
Human Development: Key Aspects The ecological perspective studies humans from an environmental standpoint, which includes social, emotional, and biological influences.
Child Labor’s Negative Impact on Human Development This paper argues that child labor is by far the worst form of atrocities because it inhibits positive development by robbing children of the opportunity to gain life skills.
Global Poverty and Human Development Poverty rates across the globe continue to be a major issue that could impair the progress of humanity as a whole.
Human Development Theories by Piaget, Vygotsky, and Erikson Several perspectives on the phenomenon of human development exist. These are represented by the framework designed by Piaget, Vygotsky, and Erikson.
Developmental Research: Human Development Developmental research determines progress and development. This can be done by examining the relationship between factors contributing to that development.
Human Development and the Security and Safety Index The objective of this research was to look at the connection between human development and the security and safety index.
Cognitive Changes in Human Development Cognitive development is part of human development and refers to the abilities of individuals to acquire thinking, problem-solving, concept understanding.
Research Designs in Human Development Studies This paper analyzes several types of research design, which include observational research technique, longitudinal design, cross-sectional research, and sequential research design.
Adolescence and Human Development Challenges There are various questions about how puberty affects adolescents concerning the fact that not all people are impacted in the same way.
A Unified Theory of Human Development In the paper, the definition, benefits and disadvantages of a unified theory on human development will be discussed.
Human Development Theories: The Science of Learning and Development There are many theories on how human development through different stages of life affects an individual’s life and mental health.
Why Adolescents Take Drugs: Human Development Delinquent and irresponsible behaviors such as substance abuse, violence, and unsafe safe practices produce serious social and health implications.
Human Development Psychology: Stages, Socio-emotional Development, and Emotional Attachment Lifespan development is the growth of the physical, cognitive, and psychosocial changes that incurs throughout life.
Human Development Psychology Issues This paper summarizes learned information on the development of human, in particular transgender disorders and homosexuality, and personality development.
Pregnancy, Human Development and Heredity This paper presents the physiological concepts that revolve around pregnancy and their implication in human development.
Technologies Growth: Significance for Human Development Nowadays, various types of technologies are acknowledged to have become an integral part of people’s life. It is reasonable to claim that such progress might have a positive impact.
Global Social Progress and Human Development The global social progress concept provides an opportunity to look at the development of the humankind as the process enhanced by a combination of multiple factors.
Human Development in Zimbabwe The report covers’ human development’, it’s meaning, and measures within the context of Zimbabwe development by incorporating aspects of the United Nations Development Program.
Mobile Phones’ Social Impacts on Sustainable Human Development
Addiction and the Effects on Human Development
Child Health and Human Development Over the Lifespan
Foreign Direct Investment According to Different Countries’ Stages of Human Development
Biological and Environmental Factors and Human Development
How Nature and Nurture Affect Human Development
Corruption and Human Development Correlation in Western Balkan Countries
Determining the Relationship Between Happiness and Human Development
Psychology and Human Development: Theory of Radical Behaviorism
Human Development and Quality of Institutions in Highly Developed Countries
Computers and Their Influence on Human Development
Economic and Human Development in Global North and Global South
Measuring Human Development and Environmental Sustainability in European Countries
Developmental Psychology and Human Development
Rainbows: Jean Piaget and Human Development
Cognitive Development and Erikson’s Stages of Human Development
Animal and Human Development Throughout the Ages
Human Development and Income Inequality as Factors of Regional Economic Growth
Genetic and Environmental Influences on Human Development
Economic and Social Determinants of Human Development
Capitalism, the State, and the Underlying Drivers of Human Development
Human Development and Its Impact on the World
Biological Human Development and Its Interaction With Environmental Influences
Environmental Degradation and Inclusive Human Development in Sub‐Saharan Africa
Civil War and Human Development: Impacts of Finance and Financial Infrastructure
Natural Environment and Early Human Development
Factors Affecting the Human Development Index
Aid, Conflict, and Human Development
Comprehensive Human Development: Realities and Aspirations
Education and Human Development: How Much Do Parents Matter?
Democratization and Human Development
Poverty, Human Development, and Growth: An Emerging Consensus
Human Development and Regional Disparities in India
Ecological System and Its Effects on Human Development
Dynamic Linkage Between Economic Growth and Human Development
Climate Changes and Human Development
Gender and Regional Inequality in Human Development
Behaviorism and Human Development
Migration, Poverty Reduction Strategies and Human Development
Anxiety Disorder, Socialization, and Human Development
Circular Migration and Human Development
Economic and Human Development Policies Since Independence
Gender Codes and the Human Development Indicator
Counseling and Human Development in Multicultural Society
Global Governance for Human Development
Freud’s and Erikson’s Perspectives on Human Development
Shaping the Future: How Changing Demographics Can Power Human Development
Cultural and Political Influences on Human Development
Energy Consumption Transition and Human Development
Faith and Successful Human Development
What Happens at Each Stage of Human Development?
How Have the Natural Characteristics of Melanesia Affected Human Development?
How Does Cultural Anthropology Influence Human Development?
What Research Designs Are Used to Study Human Development?
How Do the Foundations of Human Development Influence the Work of Mental Health Counselors?
What Are the Main Theories of Human Development?
How Does the Impact of the Human Development Process Differ From Learning?
How Does Biology and the Environment Affect Human Development?
When Was Sigmund Freud’s Theory on Human Development First Published?
How Does Culture Affect Human Development?
What Is Human Ecology about Human Development?
How Does “Nature vs. Nurture” Influences Human Development?
How Did Erik Erikson Apply the Epigenetic Principle to Human Development?
How Do Heredity and Environment Interact to Influence Human Development?
What Variables Does the Human Development Index Incorporate?
Why Do Many Countries With High Gross Domestic Product Have a Low Human Development Index?
How Many Stages Does the Human Development Have?
Why Lifelong Motor Development Is a Vital Part of Human Development?
What Factors Best Explain Human Development?
At What Stage During Human Development Does the Lumbar Curve of the Spine Develop?
What Does the Science of Human Development Seek to Understand?
What Period of Human Development Brings About the Most Rapid Change?
What Importance Does Social or Moral Development Have for Human Development?
What Is the Critical Period Hypothesis of Human Development?
How Do Philosophy, Psychology, and Sociology Each Relate to Human Development?
How Does Neuroscience Relate to Human Development?
What Makes the Study of Human Development a Science?
What Is the Cognitive Domain in Human Development?
Is Human Development a “Means” to Achieve Economic Growth?
How Does Physical Geography Impact Human Development and Settlement?

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Published: 29 July 2021

The evolution of our understanding of human development over the last 10 years

Ali H. Brivanlou ORCID: orcid.org/0000-0002-1761-280X 1 &
Norbert Gleicher ORCID: orcid.org/0000-0002-0202-4167 2 , 3 , 4

Nature Communications volume 12 , Article number: 4615 ( 2021 ) Cite this article

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Developmental biology
Embryogenesis

As it fulfills an irresistible need to understand our own origins, research on human development occupies a unique niche in scientific and medical research. In this Comment, we explore the progress in our understanding of human development over the past 10 years. The focus is on basic research, clinical applications, and ethical considerations.

What basic research has taught us about human development

Over the last decade, progress in understanding our own development was mostly driven by the emergence and combination of remarkable new technologies. New molecular biology tools such as single-cell RNA-sequencing (sc-RNA-seq) unveiled the earliest genetic signature of the three cell lineages of the human blastocyst and allowed for the discovery of human-specific signatures 1 , 2 , 3 . CRISPR/Cas9 genome editing has offered further access to in vitro functional studies in human blastocysts 4 . However, as we discuss below, an ethical line was crossed when a group claimed that genetically modified human embryos had been transferred, leading to births 5 when neither public opinion nor a consensus within the scientific community had been reached regarding whether crossing the germline in in vitro fertilization (IVF) was safe and ethically acceptable.

On the embryology side, the development of an in vitro attachment platform for human blastocysts offered a first glance into post-implantation events up to 12 days 1 , 3 , 5 , 6 . This paved the way for several important discoveries, including the observation that the human embryo can self-organize to generate embryonic and extraembryonic germ layers, yolk sac, and amniotic cavities in the absence of maternal influences 5 , 6 ; and the presence of a transient embryonic tissue of trophectodermal lineage, adjacent to the yolk sac, therefore named, yolk-sac trophectoderm ( ysTE ) 5 . The presence of these seemingly human-specific populations was independently confirmed by sc-RNA-seq 1 .

The marriage of stem cell biology with bioengineering gave birth to the field of synthetic embryology 7 , 8 , 9 , 10 , 11 , 12 , 13 . This technology uses human embryonic stem cells (hESCs) cultured on geometrically confined micropatterned substrates to generate 2D in vitro models of human conceptuses, such as models of the gastrula ( gastruloids ) 7 , 8 , 9 , 10 , 11 , 12 , 13 , or parts of the embryo, such as cerebroids and neuruloids 14 . Thousands of nearly identical self-organizing human embryonic structures allow for standardization and reproducibility, which cannot be achieved in standard organoid structures 15 . Cells within these structures can be tracked and quantified in real time with sub-cellular resolution, using sophisticated quantification code, including artificial intelligence 14 .

Human gastruloids induce formation of the primitive streak and have enabled the deciphering of the molecular network underlying gastrulation—the most crucial moment of our lives 7 , 8 , 9 , 10 , 11 , 12 , 13 . 3D models of human epiblasts can spontaneously break axial symmetry, thus providing an assay for the elucidation of molecular events underlying the emergence of antero–posterior polarity 11 , 16 . A highly homogenous population of self-organizing 3D models of amniotic ectoderm-like cells can be obtained by combining microfluidic and microculture approaches 17 .

Finally, the development of interspecies chimeras provided the most stringent in vivo validation of human embryo models 9 , 10 , 18 . Unimaginable in human models, inter-species chimeras have become the next best choice to test whether hESC behavior in self-organizing gastruloids , as observed on microchips, would also occur in an embryonic environment 10 , 18 , 19 . Human/bird chimeras generated from transplanting human gastruloids into early chick embryos in ovo unexpectedly proved more efficient than previous methods 9 , 19 . They allowed for the observation of an entire self-organizing embryonic axis in bird eggs 9 . As birds are closer to dinosaurs than to humans, this high rate of success with these chimeras further suggested that these early patterning events must be highly conserved.

Translational clinical applications that arose from basic research

The past 10 years bore witness to significant clinical progress in reproductive medicine, often translated from basic research. Successful human uterus transplantation and the subsequent birth of healthy offspring was, for example, only achieved after years of meticulous laboratory work in animals 10 . Significant improvements in cryopreservation technology for human eggs and ovarian tissue were also preceded by research in model systems 10 , 20 . Practical clinical applications have been developed for women in need of cancer treatment that are toxic to ovaries. In these cases, oocytes and/or ovarian tissue can be cryopreserved for later use in fertility treatments once the patient is cured of her cancer 21 . This ever-evolving technology has already proven to result in live births, and has also become an integral part of routine infertility treatments with IVF, giving rise to the brand-new concept of fertility extension through egg-freezing.

Diagnostic technologies to assess retrieved eggs and preimplantation-stage embryos in the IVF process have been disappointing. For example, tracking extended embryo culture to blastocyst-stage with time-lapse imaging failed to improve embryo selection 22 . That chromosomal-abnormal embryos increase with maternal (but not paternal) age has been interpreted to mean that chromosomal abnormalities were a principal cause for lower implantation chances and higher miscarriage risks among older women. This assumption led to the rapidly growing utilization of chromosomal testing of human embryos prior to embryo transfer in a procedure recently renamed preimplantation genetic testing for aneuploidy (PGT-A) 23 . The hypothesis behind PGT-A is to exclude chromosomal-abnormal embryos from the transfer, thereby improving implantation potentials of remaining euploid embryos.

Here too, clinical evidence was unable to confirm the hypothesis 24 . Moreover, basic research demonstrated a self-correction mechanism in mouse 25 and human embryos 26 , 27 , 28 , 29 that arose during embryogenesis that was cell lineage-specific to the embryonic cell lineage. In contrast, PGT-A biopsies are obtained from the extraembryonic-derived trophectoderm, rendering any diagnostic procedure at the blastocyst stage ineffective. In addition, mathematical modeling demonstrated that results from a single trophectoderm biopsy could not be extrapolated to the whole embryo 30 . Transfer of PGT-A “chromosomal-abnormal diagnosed embryos” has resulted in the births of over 400 chromosomal-normal offspring 20 , 21 .

In recent years, increasing attention has also been given to the quickly evolving understanding of how interdependent lifestyle and human fertility are 31 , 32 , 33 , including the influence of diet on the microbiome, as in many other areas of medicine.

The ethical significance of understanding human development

Whether in clinical medicine or in the research laboratory, human embryology has remained an ethical minefield, strongly influenced by socio-political and religious considerations. At the core of the controversy resides the special moral value of the human embryo, a subject that has come to the forefront again with the ascent of human embryonic stem cell research 34 . There is, however, little consensus as to how to answer a previously raised question: “ what is an embryo ?” 35 . The term pre-embryo, first introduced in 1986, was defined as the interval up to the appearance of the primitive streak, which marks biological individuation at ~14 days post-fertilization. This definition designated the period beyond 14 days as the time when a pre-embryo attains special moral status 36 , 37 . Paradoxically, the term pre-embryo has been replaced by the indiscriminate use of the term embryo, whether at preimplantation cleavage or blastocyst-stages or post-implantation before day 14. It was suggested that the distinction was important for ethical, moral, and biological relevance. The principal reason is simple: Until a pre-embryo becomes an embryo, there is no way of knowing whether implantation has taken place, whether a pregnancy is developing, whether there is a single pregnancy or twinning, or whether fertilization ended up in a benign (hydatidiform mole) or even in a malignant tumor (choriocarcinoma) 35 . Assigning advanced moral value to embryos at those early stages is, therefore, difficult to defend.

The past 10 years have witnessed innumerous ethical debates related to this subject, each with its own social, historical, and religious justifications, reflecting cultural diversities in human populations. Most are triggered by scientific breakthroughs. We summarize here the major ethical challenges preoccupying reproductive research and clinical practice.

We have already briefly referred to CRISPR/Cas9 genome editing. While the use of sc-RNA-seq to identify the molecular blueprint of human development has not elicited significant controversy, CRISPR/Cas9 genome editing of human embryos has been a topic of intense discussions and is currently permissible only in vitro 38 . An alleged attempt in China of implanting human genome-edited embryos into the uterus supposedly led to two births (one a twin birth). Though widely discussed in the media, neither attempt was published in the medical literature, and therefore cannot be verified 5 , 38 .

The ethical debates surrounding the 14-day rule, quiescent since the early IVF days, experienced a rebirth that was prompted by in vitro human embryo attachment studies and the emergence of synthetic human embryos. Within this context, we note that self-organizing embryo models are nothing more than cells in culture and are certainly not embryos. Regardless of scientific merits, in the U.S., the National Institutes of Health (NIH) currently prohibits the use of public funds for the study of synthetic embryos “for ethical reasons”. After being under an NIH moratorium for more than a year, research on chimeras is now, however, again permitted, though human/non-human primate chimeras remain prohibited.

These ongoing ethical debates mostly also mirror those surrounding the lack of U.S. federal funding for clinical IVF and related research, as well as hESCs-derived model embryos. In this context, the American Society for Reproductive Medicine (ASRM)’s Ethics in Embryo Research Task Force recently made an important statement: “ Scientific research using human embryos advances human health and provides vital insights into reproduction and disease ” 39 .

Provided certain guidelines and safeguards are followed, research with already existing embryos or embryos specifically produced for research should be ethically acceptable as a means of obtaining new knowledge that may benefit human health. ASRM also pointed out that scientists and society must understand which research questions necessitate the use of human embryos.

It is gratifying to acknowledge the history and vitality of ongoing debates, especially since they increasingly mimic decision-making processes in the medical field. These debates are meant to be based on cost-benefit and/or risk-benefit assessments. These debates will, unquestionably, continue and, indeed, considering that every intervention has consequences, must be decided based on careful considerations, including all relevant stakeholders and all parts of society.

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Acknowledgements

We like to thank Min Yang, Jean Marx Santel, Adam Souza, and Amir Brivanlou, for data gathering and critical reading of the manuscript, and constructive criticism.

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Brivanlou, A.H., Gleicher, N. The evolution of our understanding of human development over the last 10 years. Nat Commun 12 , 4615 (2021). https://doi.org/10.1038/s41467-021-24793-3

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Cartoons and animation: Roles and impact in children learning and unlearning
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Human development has to do with human behavior. Therefore, as man evolves, there are always new things to research and talk about. You might need to focus your research on trending and current events. The following are human development paper topics you can lay your hands on;

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Some Easy Human Growth and Development Research Topics

No doubt, human development is a broad field of study. At the same time, you can find some human development essay topics that are pretty easy. These are research topics that you can quickly develop without much stress. You find such topics below;

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Human development encompasses human life from birth to death. Your research paper might have to deal with the human lifespan. The following are research topics for human development as it relates to lifespan;

Research on the relationship between psychology and aging.
Is it possible to have an abnormal aging process, and what are the factors responsible?
Controlling depression and anxiousness about death
Research on the phases of human growth and development.
Study on coping mechanisms and managing loneliness through the human lifespan

Human Development Research Paper Topics in Sociology

Society is made up of humans. Hence you can not separate human development and sociology. Studying human development might imply a study of society. It is vital to have some research paper topics and human development thesis topics in sociology.

Racism: Effects on the society and the factors responsible for it
Study on gender roles in society
Homophobia: Definition, psychological aspect, and its effect on society
Research on eliminating gender discrimination and enhancing gender equality
Bullying and its effect on the social interaction of a child in high school or colleges

Human Development Topics in Biology

You can find some human development topics as it relates to biology. Perhaps you need some human resources development thesis topics about biology. Some of such topics are;

The relationship between human physical growth and mental growth
Happiness as a genetic condition: Exploration using biological and psychological constructs
Research on prenatal memory and child choices while growing.
The impact of maternal stress in pregnancy on a child’s cognitive ability
Research on hormones responsible for growth, emotion, and aging in humans

Education Topics on Human Development

Writing a research paper might be for education. Generally, every research paper is expected to educate the reader. For the sake of education, the following are human growth and development research paper topics you may want to consider;

Autism in human psychology.
Memory loss: Causes and when does it happen in the human development phase?
Speech disorder and cognitive development in kids: The relationship and the resultant effects
Research on the possibility of recovering memory loss.
What is attention span, and how does it affect children’s cognitive behavior?

Writing a human development research paper can be hard at first. You will find it easier when you have the best research topic. The next step is to brainstorm ideas necessary to develop your arguments.

Above are human development topics as it relates to many other fields. As such, it is safe to say you have taken a step toward getting a good grade. However, you can get professional help to increase your chances of getting good grades.

At our reputable writing service, we understand the challenges that come with crafting a thesis in the field of human development. That’s why we’re here to offer you expert assistance to help you write your thesis. Our team of experienced writers specializes in human development topics, equipped with in-depth knowledge and a thorough understanding of the subject. When you reach out to us and say, “ Help me write my thesis ” we are ready to guide you through the entire process.

Frequently Asked Questions

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Child health and human development over the lifespan

Joav merrick.

1 National Institute of Child Health and Human Development, Jerusalem, Israel

2 Office of the Medical Director, Health Services, Division for Intellectual and Developmental Disabilities, Ministry of Social Affairs and Social Services, Jerusalem, Israel

3 Division of Pediatrics, Hadassah Hebrew University Medical Center, Mt. Scopus Campus, Jerusalem, Israel

4 Kentucky Children's Hospital, University of Kentucky, Lexington, KY, USA

The topic of child health and human development is a wide area of interest spanning from pregnancy, delivery, childhood, adolescence, adulthood, and end of life. A study of health, development, and well-being over the lifespan.

Before birth through young adulthood there is a wide range of health issues that affect our children, such as general childhood illnesses, eating and obesity, accidents and injuries, and particular stages of life, such as teenage independence. Childs health and pediatrics focus on the well-being of children from conception through adolescence, but human development is a life span issue, so research in childhood does not stop with the end of adolescence, but we need a long-term and lifelong study to observe and understand the development process. Pediatrics is vitally concerned with all aspects of children's growth and development and with the unique opportunity that each child has to achieve their full potential as a healthy adult.

Pediatrics or child health was once not a specific entity, just as adolescence really did not exist as a concept, since all was a part of adult medicine. This field emerged in the nineteenth and early twentieth century as a medical specialty, because of the gradual awareness that the health problems of children were different from those of adults and children's response to illness, medications, and the environment is very depending upon the age of the child.

This uniqueness of children, along with diseases that are particular to this age group, has been responsible for the development of pediatrics as a specialty and for the creation of children's hospitals for the care of children.

Child health research

These same factors have also driven the creation of child health research, but we are still only able to do a few large lifelong studies to see the effects of pregnancy or early childhood on health and well-being in adulthood and older age. Long-term birth cohort studies have been and are conducted in the United Kingdom under the auspices of the Centre for Longitudinal Studies in London, like the National Survey of Health and Development (NSHD) established in 1946, the National Child Development Study (NCDS) established in 1958, the 1970 British Cohort Study (BCS70), and the Millennium Cohort Study (MCS) established in 2000 ( 1 ). In Denmark with the Copenhagen Perinatal Birth Cohort of 9125 individuals born 1959–1961 at the maternity departments of the Copenhagen University Hospital, Rigshospitalet ( 2 ) and the Danish National Birth Cohort 1996–2002 of 101,042 pregnant women recruited in first trimester at first antenatal visit at the general practitioner with 96,986 children resulting from the pregnancies ( 3 ). In the United States the National Institute of Child Health and Human Development has recently also initiated a large prospective life-history study, the National Children's Study, examining the effects of the environment and genetics on the growth, development, and health of children with more than 100,000 children who will be followed up from conception to age 21 years ( 4 ).

Such cohort studies of child health and human development over the lifespan are very important for our understanding of trends in health and well-being, quality of life, and quality of care, which will reveal emerging of “new morbidities” as we have seen over the past 50 years in pediatrics ( 5 ), but such cohort studies are very expensive, huge logistics involved and not always possible to conduct.

Growth and development

A healthy development begins before conception with parental health and their genetic composition and continues on to conception and through the prenatal period. Once delivered, new issues emerge, such as breastfeeding, newborn screening tests, health care appointments, and immunizations. Development constitutes a continuum and a child changes amazingly during the neonatal, newborn period, and early infancy. During this period there are many challenges both for the child, the parents, and the family and before you know it the child enter adolescence and adulthood.

Current issues

CS Mott Children's Hospital at the University of Michigan in Ann Arbor conducts a National Poll on Children's Health in order to monitor the future. In their collaboration with Knowledge Networks in this nationally representative household survey they administer to a randomly selected, group of adult with and without children of about 2000 person that closely resembles the United States population. In 2010, the following overall health concerns for US children in 2010 and the percentage of adults who rate each as a “big problem” included ( 6 ):

Childhood obesity, 38%
Drug abuse, 30%
Smoking, 29%
Internet safety, 25%
Stress, 24%
Bullying, 23%
Teen pregnancy, 23%
Child abuse and neglect, 21%
Alcohol abuse, 20%
Not enough opportunities for physical activity, 20%
Chemicals in the environment, 18%
Sexting, 16%
Depression, 15%
Sexually transmitted infections, 15%
School violence, 13%
Asthma, 10%
Neighborhood safety, 8%
Suicide, 8%

But the perception of the parent does not always portray the view of the child and researchers have therefore become concerned with the children's own perception of health. One study from Portugal ( 7 ) used creative drawing language to identify external factors perceived as negative or positive to health by children. The sample consisted of 130 children in 3rd and 4th classes from four randomly selected schools found that children value healthy food, physical activity, mental health, prevention of inappropriate substance consumption and health and environment. The drawings and comments showed links between diet and physical exercise, and between mental health and interpersonal relationships ( 7 ).

Conclusions

Just a few decades ago, children born with significant congenital anomalies or genetic and metabolic diseases perished at an early age and very few survived into their teens and even less into adulthood. Congenital heart disease, major errors in metabolism, cancer, cystic fibrosis, and many other major diseases were fatal. Because of that many physicians in adult primary care did not have the opportunity to see patients with these problems and thus were unable to learn how to care for them.

With major advancements in medical knowledge, technology, imaging techniques, surgical skills, and pharmaceutical products as well as prosthetic devices, many of these patients now live much longer life and sometimes even close to the average life expectancy for the country at least in the developed world. With that, a new medical care challenge has been created and we have to take a life span approach.

In the Frontier of Child Health and Human Development we would like to provide an academic focal point for the scholarly interdisciplinary study of child life, health, public health, welfare, disability, rehabilitation, intellectual disability, and related aspects of human development over the life span. Research, clinical work, public service activities in the field of child health and human development over the life span will be important topics for this journal.

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What is Human Development?

While the expression “human development” is widely used, it is understood in different ways around..

HDRO Outreach

2015 marks 25 years since the first Human Development Report introduced a new approach for advancing human flourishing. And while the expression “human development” is widely used, it is understood in different ways around the world. So on the occasion of the 25th anniversary year of human development reporting, we’d like to highlight how the Human Development Report Office (HDRO) presents human development.

Credit: UNDP Kosovo’s animation "What is Human Development?" explains and promotes sustainable human development.

Human development grew out of global discussions on the links between economic growth and development during the second half of the 20th Century. By the early 1960s there were increasingly loud calls to “dethrone” GDP: economic growth had emerged as both a leading objective, and indicator, of national progress in many countries i , even though GDP was never intended to be used as a measure of wellbeing ii . In the 1970s and 80s development debate considered using alternative focuses to go beyond GDP, including putting greater emphasis on employment, followed by redistribution with growth, and then whether people had their basic needs met.

These ideas helped pave the way for the human development approach, which is about expanding the richness of human life, rather than simply the richness of the economy in which human beings live. It is an approach that is focused on creating fair opportunities and choices for all people. So how do these ideas come together in the human development approach?

People: the human development approach focuses on improving the lives people lead rather than assuming that economic growth will lead, automatically, to greater opportunities for all. Income growth is an important means to development, rather than an end in itself.

Choices: human development is, fundamentally, about more choice. It is about providing people with opportunities, not insisting that they make use of them. No one can guarantee human happiness, and the choices people make are their own concern. The process of development – human development - should at least create an environment for people, individually and collectively, to develop to their full potential and to have a reasonable chance of leading productive and creative lives that they value.

The human development approach, developed by the economist Mahbub Ul Haq, is anchored in Amartya Sen’s work on human capabilities, often framed in terms of whether people are able to “be” and “do” desirable things in life iii . Examples include

Beings: well fed, sheltered, healthy

Doings: work, education, voting, participating in community life.

Freedom of choice is central: someone choosing to be hungry (during a religious fast say) is quite different to someone who is hungry because they cannot afford to buy food.

As the international community seeks to define a new development agenda post-2015, the human development approach remains useful to articulating the objectives of development and improving people’s well-being by ensuring an equitable, sustainable and stable planet.

i Kennedy, Robert. (1968). Address to the University of Kansas, Lawrence, Kansas on March 18, 1968. www.informationclearinghouse.info/article27718.htm ii Simon Kuznets, who created GDP, warned expressly against using it as a measure of wellbeing. Kuznets, Simon. “National Income, 1929–1932.” U.S. Congress, Senate Doc. No. 124–73, at 7 (1934) iii Professor Sen was awarded the Nobel Memorial Prize in Economic Sciences in 1998 for his work in welfare economics.

Photo credit: UNDP Mongolia's #GivingTuesday

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50+ Research Topics for Psychology Papers

How to Find Psychology Research Topics for Your Student Paper

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital.

Specific Branches of Psychology
Topics Involving a Disorder or Type of Therapy
Human Cognition
Human Development
Critique of Publications
Famous Experiments
Historical Figures
Specific Careers
Case Studies
Literature Reviews
Your Own Study/Experiment

Are you searching for a great topic for your psychology paper ? Sometimes it seems like coming up with topics of psychology research is more challenging than the actual research and writing. Fortunately, there are plenty of great places to find inspiration and the following list contains just a few ideas to help get you started.

Finding a solid topic is one of the most important steps when writing any type of paper. It can be particularly important when you are writing a psychology research paper or essay. Psychology is such a broad topic, so you want to find a topic that allows you to adequately cover the subject without becoming overwhelmed with information.

I can always tell when a student really cares about the topic they chose; it comes through in the writing. My advice is to choose a topic that genuinely interests you, so you’ll be more motivated to do thorough research.

In some cases, such as in a general psychology class, you might have the option to select any topic from within psychology's broad reach. Other instances, such as in an abnormal psychology course, might require you to write your paper on a specific subject such as a psychological disorder.

As you begin your search for a topic for your psychology paper, it is first important to consider the guidelines established by your instructor.

Research Topics Within Specific Branches of Psychology

The key to selecting a good topic for your psychology paper is to select something that is narrow enough to allow you to really focus on the subject, but not so narrow that it is difficult to find sources or information to write about.

One approach is to narrow your focus down to a subject within a specific branch of psychology. For example, you might start by deciding that you want to write a paper on some sort of social psychology topic. Next, you might narrow your focus down to how persuasion can be used to influence behavior .

Other social psychology topics you might consider include:

Prejudice and discrimination (i.e., homophobia, sexism, racism)
Social cognition
Person perception
Social control and cults
Persuasion, propaganda, and marketing
Attraction, romance, and love
Nonverbal communication
Prosocial behavior

Psychology Research Topics Involving a Disorder or Type of Therapy

Exploring a psychological disorder or a specific treatment modality can also be a good topic for a psychology paper. Some potential abnormal psychology topics include specific psychological disorders or particular treatment modalities, including:

Eating disorders
Borderline personality disorder
Seasonal affective disorder
Schizophrenia
Antisocial personality disorder
Profile a type of therapy (i.e., cognitive-behavioral therapy, group therapy, psychoanalytic therapy)

Topics of Psychology Research Related to Human Cognition

Some of the possible topics you might explore in this area include thinking, language, intelligence, and decision-making. Other ideas might include:

False memories
Speech disorders
Problem-solving

Topics of Psychology Research Related to Human Development

In this area, you might opt to focus on issues pertinent to early childhood such as language development, social learning, or childhood attachment or you might instead opt to concentrate on issues that affect older adults such as dementia or Alzheimer's disease.

Some other topics you might consider include:

Language acquisition
Media violence and children
Learning disabilities
Gender roles
Child abuse
Prenatal development
Parenting styles
Aspects of the aging process

Do a Critique of Publications Involving Psychology Research Topics

One option is to consider writing a critique paper of a published psychology book or academic journal article. For example, you might write a critical analysis of Sigmund Freud's Interpretation of Dreams or you might evaluate a more recent book such as Philip Zimbardo's The Lucifer Effect: Understanding How Good People Turn Evil .

Professional and academic journals are also great places to find materials for a critique paper. Browse through the collection at your university library to find titles devoted to the subject that you are most interested in, then look through recent articles until you find one that grabs your attention.

Topics of Psychology Research Related to Famous Experiments

There have been many fascinating and groundbreaking experiments throughout the history of psychology, providing ample material for students looking for an interesting term paper topic. In your paper, you might choose to summarize the experiment, analyze the ethics of the research, or evaluate the implications of the study. Possible experiments that you might consider include:

The Milgram Obedience Experiment
The Stanford Prison Experiment
The Little Albert Experiment
Pavlov's Conditioning Experiments
The Asch Conformity Experiment
Harlow's Rhesus Monkey Experiments

Topics of Psychology Research About Historical Figures

One of the simplest ways to find a great topic is to choose an interesting person in the history of psychology and write a paper about them. Your paper might focus on many different elements of the individual's life, such as their biography, professional history, theories, or influence on psychology.

While this type of paper may be historical in nature, there is no need for this assignment to be dry or boring. Psychology is full of fascinating figures rife with intriguing stories and anecdotes. Consider such famous individuals as Sigmund Freud, B.F. Skinner, Harry Harlow, or one of the many other eminent psychologists .

Psychology Research Topics About a Specific Career

Another possible topic, depending on the course in which you are enrolled, is to write about specific career paths within the field of psychology . This type of paper is especially appropriate if you are exploring different subtopics or considering which area interests you the most.

In your paper, you might opt to explore the typical duties of a psychologist, how much people working in these fields typically earn, and the different employment options that are available.

Topics of Psychology Research Involving Case Studies

One potentially interesting idea is to write a psychology case study of a particular individual or group of people. In this type of paper, you will provide an in-depth analysis of your subject, including a thorough biography.

Generally, you will also assess the person, often using a major psychological theory such as Piaget's stages of cognitive development or Erikson's eight-stage theory of human development . It is also important to note that your paper doesn't necessarily have to be about someone you know personally.

In fact, many professors encourage students to write case studies on historical figures or fictional characters from books, television programs, or films.

Psychology Research Topics Involving Literature Reviews

Another possibility that would work well for a number of psychology courses is to do a literature review of a specific topic within psychology. A literature review involves finding a variety of sources on a particular subject, then summarizing and reporting on what these sources have to say about the topic.

Literature reviews are generally found in the introduction of journal articles and other psychology papers , but this type of analysis also works well for a full-scale psychology term paper.

Topics of Psychology Research Based on Your Own Study or Experiment

Many psychology courses require students to design an actual psychological study or perform some type of experiment. In some cases, students simply devise the study and then imagine the possible results that might occur. In other situations, you may actually have the opportunity to collect data, analyze your findings, and write up your results.

Finding a topic for your study can be difficult, but there are plenty of great ways to come up with intriguing ideas. Start by considering your own interests as well as subjects you have studied in the past.

Online sources, newspaper articles, books , journal articles, and even your own class textbook are all great places to start searching for topics for your experiments and psychology term papers. Before you begin, learn more about how to conduct a psychology experiment .

What This Means For You

After looking at this brief list of possible topics for psychology papers, it is easy to see that psychology is a very broad and diverse subject. While this variety makes it possible to find a topic that really catches your interest, it can sometimes make it very difficult for some students to select a good topic.

If you are still stumped by your assignment, ask your instructor for suggestions and consider a few from this list for inspiration.

Hockenbury, SE & Nolan, SA. Psychology. New York: Worth Publishers; 2014.
Santrock, JW. A Topical Approach to Lifespan Development. New York: McGraw-Hill Education; 2016.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

75 Lifespan Development Essay Ideas & Examples

🏆 best lifespan development topics, 📌 simple lifespan development research paper topics, 👍 good lifespan psychology topics, ❓ lifespan development research topics & questions.

The Significance of Lifespan Development in the Practice of Counseling Psychology The physical aspect of lifespan development is one of the important ones: it is related to the growth and development of the body and changes in the body and the brain.
The Lifespan Development Perspective In addition, the impact of the interaction between genes and the environment on the process of human development is also discussed. We will write a custom essay specifically for you by our professional experts 808 writers online Learn More
Lifespan development and the human servises This is the period when their attachment to parents decreases and they search for new relationships. This is also the period when adolescents find their selves and learn how to be a part of the […]
Aspects of Lifespan Human Development Thus, I decided not to stop there and continue to build my life in a way that would make my grandmother proud of me.
Areas That Tied to Lifespan Development Such important problems as health and well-being, parenting, education, socio-cultural context, and social policy are the cause for concern and reflection and are closely related to the development of the life cycle of individuals and […]
Schizophrenia & Neurosis and Lifespan Development The learning objectives are to comprehend worrying conduct in the scope of the growth missions, series, and procedures that show human development.
Lifespan Development: Adolescent Psychology Physical changes occur in the child during the period of adolescence as they hit puberty. It is known as the formal operational period and is the fourth stage in the life of the individual.
Lifespan Development Psychology: Observation at Cosmo Park Finally, the paper will discern the parenting style that the parents were using on the subject being observed.”Life Span is the study of life from the womb to the tomb”.
Lifespan Development and Learning Disabilities in Childhood Parents in this situation would most likely select the authoritative parenting style to manage children because they are left to make their own choices under a guided framework.
Lifespan Development and Its Stages in Psychology The choice of this research method is preconditioned by the need to investigate the way cognitive processes among this age group occur and find out factors that result in the appearance of differences between participants.
Exploring Lifespan Development: Child Perspectives Mesman, van Ijzendoorn, and Bakermans-Kranenburg are the authors of the article about parental sensitivity and its role in the establishment of family relationships and child development.
Lifespan Perspectives on Human Development This makes it necessary for individuals to understand the human development process, a function that they can achieve using the human lifespan perspective. Finally, because the context of occurrence of different activities is important in […]
Issues in Lifespan Development Although a strand of existing literature demonstrates that research on human growth and development is a relatively recent endeavor, particularly in reference to the fact that studies involving children did not begin until the late […]
Lifespan Developmental Theories The article can be considered credible and serve as an illustration to the inappropriateness of contrasting nature and nurture, as the knowledge about the interaction between the hereditary factors and environmental influences is the key […]
Lifespan Development and Personality Paper The traits that are visible includes; development of hair in the pubic and armpits, onset of menstruation, enlargement of breasts, endometrial development for females due to estrogen and penis enlargement for males and spermarche or […]
Lifespan Development and Personality In the same way, the genes that a child gets from the parents also affects the way development of the mind.
Lifespan Development and Its Theories This paper will discuss lifespan development perspective, theories of lifespan development, and the interaction between heredity and environment. Culture and the context in which the changes occur must be considered when analyzing the changes.
Schizophrenia, Psychosis and Lifespan Development Schizophrenia is a complicated condition not only due to its nature but also due to the fact that it results from a wide range of factors.
Lifespan Development of Howard Hughes
Pupal Development And Adult Lifespan Of Different Beetles
An Analysis of the Behavior Perspective of Lifespan Development Theories
Development Across the Lifespan: Adulthood
A Thematic Analysis on Lifespan Development of a Couple
Personal and Occupational Development Throughout the Lifespan
Child Observation During The Lifespan Development
How Having An Understanding Of Lifespan Development Can Help Those Delivering Care To Different Client Groups
Development in the Lifespan/Preschool & Elderly
Theories And Theorists On Lifespan Development
Advanced Lifespan and Development by John Santrock
Physical, Mental, And Psychosocial Development Through Lifespan
Edgar Allan Poe’s Personality and Lifespan Development
How Human Lifespan Develops During Emotional Development
Human Lifespan and Development: The Nature of Children
The Confusing Issues, Concepts, and Definitions of Development Theories in Essentials of Lifespan Development
Lifespan Development: Examining Child and Adolescent Development Influence on Adulthood
Motivational Theory Of Lifespan Development
The Contribution Of Piaget On The Field Of Lifespan And Development
Main Developmental Tasks and Milestones Associated with Each Stage in Human Development over the Lifespan
Schizophrenia and Psychosis and Lifespan Development Matrix
Adloph Hitler – Lifespan Development and Personality
Theories Of Lifespan Development In Psychology
Synthesis Of Principles Defining The Lifespan Development
Human Development and Performance Throughout the Lifespan
Schizophrenia and Disorder of Lifespan Development
Human Development : The Importance Of Human And Lifespan
How Does Human Behavior Affect Lifespan Development?
Are the Lifespan Development and the Development of Communication Related?
What Are the Psychological Theories of Lifespan Development?
What Are the Issues Surrounding the Lifespan Development?
What Is Physical Development in Lifespan Development?
Which Best Describes the Concept of Lifespan Development?
What Is the Outlook for Lifespan Development?
What Are the Psychological Factors of Lifespan Development?
What Are the Main Stages of Lifespan Development?
How Does Schizophrenia Affect Lifespan Development?
What Is Lifespan Perspective in Child Development?
Should the Lifespan Development Be Explored?
What Are the Concepts of Lifespan Development?
Does Adverse Childhood Experience Affect Lifespan Development?
What Were Stages of Erikson’s Theory of Lifespan Development?
How Does Personality Affects Development Across Lifespan?
Do Alzheimer’s Genes Impair the Lifespan Development?
Does Lifelong Brain Plasticity Affect the Lifespan Development?
Can Physical Activity Improve the Lifespan Development?
What Is Freud’s Theory of Lifespan Development?
How Does Bipolar Disorder Affect Lifespan Development?
Why Is It Important to View Health From a Lifespan Developmental Perspective?
Does Medicine Improve the Development of the Lifespan Development?
How Does Transhumanist Technology Work to Increase the Lifespan Development?
What Are the Main Tasks of the Lifespan Development?
Why Is Lifespan Development Important to Mental Health Professionals?
Do Multivitamins Affect Lifespan Development?
What Are the Different Views of Lifespan Development?
Does Exercise Improve Lifespan Development?
What Are the Human Needs at Each Stage of the Lifespan Development?
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The Significance of Lifespan Development in the Practice of Counseling Psychology

This essay about the significance of lifespan development in counseling psychology highlights how understanding human growth and change is essential for effective counseling practice. Lifespan development provides insights into individual uniqueness, the interplay of nature and nurture, and the resilience inherent in the human spirit. By embracing a narrative approach and celebrating human diversity, counselors can guide clients through life’s complexities with empathy and compassion.

How it works

In the vibrant world of counseling psychology, the melody of lifespan development plays a symphony of growth, echoing the rhythm of human experience in its myriad of forms. Like a skilled conductor, counselors harmonize with this melody, guiding their clients through the ever-changing landscapes of life’s journey. Yet, within this symphony, lies not just a predictable score, but a dynamic improvisation, where each note is infused with the unique essence of the individual.

Central to the significance of lifespan development in counseling psychology is its role as a storyteller, weaving narratives of growth and transformation across the tapestry of human existence.

Each individual enters the counseling room not merely as a collection of symptoms or diagnoses, but as the protagonist of their own life story. By embracing this narrative approach, counselors step into the role of co-author, collaboratively exploring the twists and turns of their clients’ narratives, uncovering the hidden themes and motifs that shape their lived experiences.

Moreover, lifespan development serves as a compass, guiding counselors through the uncharted waters of human diversity and complexity. Just as no two snowflakes are alike, no two individuals navigate the journey of life in quite the same way. From the bustling streets of urban metropolises to the quiet solitude of rural landscapes, each environment leaves its indelible mark on the developmental trajectory of its inhabitants. By embracing this diversity, counselors cultivate a spirit of curiosity and openness, celebrating the richness of human experience in all its forms.

Furthermore, lifespan development invites counselors to embrace the paradox of human resilience in the face of adversity. Like a phoenix rising from the ashes, individuals possess an innate capacity for growth and transformation, even in the darkest of times. By embracing this developmental perspective, counselors bear witness to the inherent resilience of the human spirit, guiding their clients through the labyrinth of loss and grief towards the dawning light of hope and renewal.

In conclusion, the significance of lifespan development in the practice of counseling psychology lies not merely in its theoretical frameworks or empirical findings, but in its capacity to illuminate the human experience in all its richness and complexity. As counselors journey alongside their clients through the unfolding narrative of life, they draw upon the insights of lifespan development to navigate the ebb and flow of human existence with empathy, compassion, and humility. In doing so, they honor the uniqueness of each individual’s story, celebrating the diversity of human experience and bearing witness to the transformative power of the human spirit

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Return Migration and Human Capital Flows

We bring to bear a novel dataset covering the employment history of about 450 million individuals from 180 countries to study return migration and the impact of skilled international migration on human capital stocks across countries. Return migration is a common phenomenon, with 38% of skilled migrants returning to their origin countries within 10 years. Return migration is significantly correlated with industry growth in the origin and destination countries, and is asymmetrically exposed to negative firm employment growth. Using an AKM-style model, we identify worker and country-firm fixed effects, as well as the returns to experience and education by location and current workplace. For workers in emerging economies, the returns to a year of experience in the United States are 59-204% higher than a year of experience in the origin country. Migrants to advanced economies are positively selected on ability relative to stayers, while within this migrant population, returnees exhibit lower ability. Simulations suggest that eliminating skilled international migration would have highly heterogeneous effects across countries, adjusting total (average) human capital stocks within a range of -60% to 40% (-3% to 4%).

We thank seminar participants at UC Berkeley Macro-Lunch, CKGSB, West Coast Trade Workshop 2024, NBER Labor Studies 2024 Spring Meeting, West Coast Spatial Workshop 2024, and Wharton Real Estate. We are particularly grateful to Gaurav Khanna, Mathilde Muñoz, Emi Nakamura, Andrés Rodríguez-Clare and Benjamin Schoefer. This work was supported by the Fisher Center for Real Estate and Urban Economics and the Clausen Center at UC Berkeley. All remaining errors are ours. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research.

MARC RIS BibTeΧ

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Working Groups

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In addition to working papers , the NBER disseminates affiliates’ latest findings through a range of free periodicals — the NBER Reporter , the NBER Digest , the Bulletin on Retirement and Disability , the Bulletin on Health , and the Bulletin on Entrepreneurship — as well as online conference reports , video lectures , and interviews .

15th Annual Feldstein Lecture, Mario Draghi, "The Next Flight of the Bumblebee: The Path to Common Fiscal Policy in the Eurozone cover slide

Part 1. Overview Information

National Institutes of Health ( NIH )

National Eye Institute ( NEI )

National Heart, Lung, and Blood Institute ( NHLBI )

National Human Genome Research Institute ( NHGRI )

National Institute on Aging ( NIA )

National Institute on Alcohol Abuse and Alcoholism ( NIAAA )

National Institute of Allergy and Infectious Diseases ( NIAID )

National Institute of Arthritis and Musculoskeletal and Skin Diseases ( NIAMS )

National Institute of Biomedical Imaging and Bioengineering ( NIBIB )

Eunice Kennedy Shriver National Institute of Child Health and Human Development ( NICHD )

National Institute on Deafness and Other Communication Disorders ( NIDCD )

National Institute of Dental and Craniofacial Research ( NIDCR )

National Institute of Diabetes and Digestive and Kidney Diseases ( NIDDK )

National Institute on Drug Abuse ( NIDA )

National Institute of Environmental Health Sciences ( NIEHS )

National Institute of General Medical Sciences ( NIGMS )

National Institute of Mental Health ( NIMH )

National Institute of Neurological Disorders and Stroke ( NINDS )

National Institute on Minority Health and Health Disparities ( NIMHD )

National Library of Medicine ( NLM )

National Center for Complementary and Integrative Health ( NCCIH )

National Cancer Institute ( NCI )

All applications to this funding opportunity announcement should fall within the mission of the Institutes/Centers. The following NIH Offices may co-fund applications assigned to those Institutes/Centers.

Office of Research on Women's Health ( ORWH )

Office of Data Science Strategy ( ODSS )

Special Note: Not all NIH Institutes and Centers participate in Parent Announcements. Candidates should carefully note which ICs participate in this announcement and view their respective areas of research interest and requirements at the Table of IC-Specific Information, Requirements and Staff Contacts website. ICs that do not participate in this announcement will not consider applications for funding. Consultation with NIH staff before submitting an application is strongly encouraged.

August 31, 2022 - Implementation Changes for Genomic Data Sharing Plans Included with Applications Due on or after January 25, 2023. See Notice NOT-OD-22-198 .
August 5, 2022 - Implementation Details for the NIH Data Management and Sharing Policy. See Notice NOT-OD-22-189 .

See Section III. 3. Additional Information on Eligibility .

The primary purpose of the NIH Mentored Clinical Scientist Research Career Development Awards (K08) program is to prepare qualified individuals for careers that have a significant impact on the health-related research needs of the Nation. This program represents the continuation of a long-standing NIH program that provides support and "protected time" to individuals with a clinical doctoral degree for an intensive, supervised research career development experience in the fields of biomedical and behavioral research, including translational research.

This Notice of Funding Opportunity (NOFO) is designed specifically for applicants proposing research that does not involve leading an independent clinical trial, a clinical trial feasibility study, or an ancillary clinical trial . Under this NOFO applicants are permitted to propose a research experience in a clinical trial led by a mentor or co-mentor. Those proposing a clinical trial or an ancillary clinical trial as lead investigator, should apply to the companion NOFO ( PA-24-181 ).

Not Applicable

All applications are due by 5:00 PM local time of applicant organization.

Applicants are encouraged to apply early to allow adequate time to make any corrections to errors found in the application during the submission process by the due date.

It is critical that applicants follow the instructions in the Career Development (K) Instructions in the How to Apply - Application Guide except where instructed to do otherwise (in this NOFO or in a Notice from the NIH Guide for Grants and Contracts ). Conformance to all requirements (both in the How to Apply - Application Guide and the NOFO) is required and strictly enforced. Applicants must read and follow all application instructions in the How to Apply - Application Guide as well as any program-specific instructions noted in Section IV . When the program-specific instructions deviate from those in the How to Apply - Application Guide , follow the program-specific instructions. Applications that do not comply with these instructions may be delayed or not accepted for review.

There are several options available to submit your application through Grants.gov to NIH and Department of Health and Human Services partners. You must use one of these submission options to access the application forms for this opportunity.

Use the NIH ASSIST system to prepare, submit and track your application online.
Use an institutional system-to-system (S2S) solution to prepare and submit your application to Grants.gov and eRA Commons to track your application. Check with your institutional officials regarding availability.
Use Grants.gov Workspace to prepare and submit your application and eRA Commons to track your application.

Part 2. Full Text of Announcement

Section i. funding opportunity description.

The overall goal of the NIH Research Career Development program is to help ensure that a diverse pool of highly trained scientists is available in appropriate scientific disciplines to address the Nation's biomedical, behavioral, and clinical research needs. NIH Institutes and Centers (ICs) support a variety of mentored and non-mentored career development award programs designed to foster the transition of new investigators to research independence and to support established investigators in achieving specific objectives. Candidates should review the different career development (K) award programs to determine the best program to support their goals. More information about Career programs may be found at the NIH Research Training and Career Development website.

The objective of the NIH Mentored Clinical Scientist Research Career Development Award (K08) is to provide salary and research support for a sustained period of “protected time” (3-5 years) to support didactic study and/or mentored research for individuals with clinical doctoral degrees (e.g., MD, DDS, DMD, DO, DC, OD, ND, DVM, PharmD, or PhD in clinical disciplines). The K08 provides support for an intensive, mentored research career development experience in biomedical or behavioral research, including translational research. For the purpose of this award, translational research is defined as the application of basic research discoveries toward the diagnosis, management, and prevention of human disease. Individuals with a clinical doctoral degree interested in pursuing a career in patient-oriented research should refer to the NIH Mentored Patient Oriented Research Career Development Award (K23).

The K08 award may be used by candidates with different levels of prior research training and at different stages in their mentored career development. For example, a candidate with limited experience in a given field of research may use an award to support a career development experience that includes a designated period of didactic training followed by a period of closely supervised research experience. A candidate with previous research experience and training may not require extensive additional didactic preparation, and may use an award to support a career development experience that focuses on an intensive, supervised research experience.

Note: This Notice of Funding Opportunity (NOFO) is designed specifically for proposing research that does not involve leading an independent clinical trial, a clinical trial feasibility study, or an ancillary clinical trial. Under this NOFO are permitted to propose a research experience in a clinical trial led by a mentor or co-mentor. Those proposing a clinical trial or an ancillary clinical trial as lead investigator, should apply to the companion NOFO ( PA-24-181 ).

Special Note: Because of the differences in individual Institute and Center (IC) program requirements for this NOFO, prospective applicants are strongly encouraged to consult the Table of IC-Specific Information, Requirements and Staff Contacts , to make sure that their application is appropriate for the requirements of one of the participating NIH ICs.

See Section VIII. Other Information for award authorities and regulations.

Section II. Award Information

Grant: A financial assistance mechanism providing money, property, or both to an eligible entity to carry out an approved project or activity.

The OER Glossary and the How to Apply - Application Guide provides details on these application types.

Not Allowed: Only accepting applications that do not propose clinical trials.

Note: Applicants may propose to gain experience in a clinical trial led by a mentor/co-mentor as part of their research career development.

The number of awards is contingent upon NIH appropriations and the submission of a sufficient number of meritorious applications.

Other Award Budget Information

The participating NIH Institutes and Centers will provide salary and fringe benefits for the award recipient (see Table of IC-Specific Information, Requirements and Staff Contacts ). Further guidance on budgeting for career development salaries is provided in the How to Apply - Application Guide .

In addition, the candidate may derive additional compensation for effort associated with other Federal sources or awards provided the total salary derived from all Federal sources does not exceed the maximum legislated salary rate (see http://grants.nih.gov/grants/policy/salcap_summary.html ) and the total percent effort does not exceed 100%. See also NOT-OD-17-094 .

These funds may be used for the following expenses: (a) tuition and fees related to career development; (b) research-related expenses, such as supplies, equipment and technical personnel; c) travel to research meetings or training; and (d) statistical services including personnel and computer time.

Salary for mentors, secretarial and administrative assistants, etc. is not allowed.

NIH grants policies as described in the NIH Grants Policy Statement will apply to the applications submitted and awards made from this NOFO.

Section III. Eligibility Information

1. Eligible Applicants

Higher Education Institutions

Public/State Controlled Institutions of Higher Education
Private Institutions of Higher Education

The following types of Higher Education Institutions are always encouraged to apply for NIH support as Public or Private Institutions of Higher Education:

Hispanic-serving Institutions
Historically Black Colleges and Universities (HBCUs)
Tribally Controlled Colleges and Universities (TCCUs)
Alaska Native and Native Hawaiian Serving Institutions
Asian American Native American Pacific Islander Serving Institutions (AANAPISIs)

Nonprofits Other Than Institutions of Higher Education

Nonprofits with 501(c)(3) IRS Status (Other than Institutions of Higher Education)
Nonprofits without 501(c)(3) IRS Status (Other than Institutions of Higher Education)

For-Profit Organizations

Small Businesses
For-Profit Organizations (Other than Small Businesses)

Local Governments

State Governments
County Governments
City or Township Governments
Special District Governments
Indian/Native American Tribal Governments (Federally Recognized)
Indian/Native American Tribal Governments (Other than Federally Recognized)

Federal Governments

U.S. Territory or Possession
Independent School Districts
Public Housing Authorities/Indian Housing Authorities
Native American Tribal Organizations (other than Federally recognized tribal governments)
Faith-based or Community-based Organizations
Regional Organizations

Non-domestic (non-U.S.) Entities (Foreign Organizations) are not eligible to apply.

Non-domestic (non-U.S.) components of U.S. Organizations are not eligible to apply.

Foreign components, as defined in the NIH Grants Policy Statement , are allowed.

Applicant Organizations

Applicant organizations must complete and maintain the following registrations as described in the How to Apply - Application Guide to be eligible to apply for or receive an award. All registrations must be completed prior to the application being submitted. Registration can take 6 weeks or more, so applicants should begin the registration process as soon as possible. Failure to complete registrations in advance of a due date is not a valid reason for a late submission, please reference NIH Grants Policy Statement 2.3.9.2 Electronically Submitted Applications for additional information.

NATO Commercial and Government Entity (NCAGE) Code – Foreign organizations must obtain an NCAGE code (in lieu of a CAGE code) in order to register in SAM.
Unique Entity Identifier (UEI) - A UEI is issued as part of the SAM.gov registration process. The same UEI must be used for all registrations, as well as on the grant application.
eRA Commons - Once the unique organization identifier is established, organizations can register with eRA Commons in tandem with completing their Grants.gov registration; all registrations must be in place by time of submission. eRA Commons requires organizations to identify at least one Signing Official (SO) and at least one Program Director/Principal Investigator (PD/PI) account in order to submit an application.
Grants.gov – Applicants must have an active SAM registration in order to complete the Grants.gov registration.

Program Directors/Principal Investigators (PD(s)/PI(s))

All PD(s)/PI(s) must have an eRA Commons account. PD(s)/PI(s) should work with their organizational officials to either create a new account or to affiliate their existing account with the applicant organization in eRA Commons. If the PD/PI is also the organizational Signing Official, they must have two distinct eRA Commons accounts, one for each role. Obtaining an eRA Commons account can take up to 2 weeks.

All PD(s)/PI(s) must be registered with ORCID . The personal profile associated with the PD(s)/PI(s) eRA Commons account must be linked to a valid ORCID ID. For more information on linking an ORCID ID to an eRA Commons personal profile see the ORCID topic in our eRA Commons online help .

Any candidate with the skills, knowledge, and resources necessary to carry out the proposed research as the Program Director/Principal Investigator (PD/PI) is invited to work with their mentor and organization to develop an application for support. Individuals from diverse backgrounds, including individuals from underrepresented racial and ethnic groups, individuals with disabilities, and women are always encouraged to apply for NIH support. See, Reminder: Notice of NIH's Encouragement of Applications Supporting Individuals from Underrepresented Ethnic and Racial Groups as well as Individuals with Disabilities , NOT-OD-22-019 . Multiple PDs/PIs are not allowed.

By the time of award, the individual must be a citizen or a non-citizen national of the United States or have been lawfully admitted for permanent residence (i.e., possess a currently valid Permanent Resident Card USCIS Form I-551, or other legal verification of such status).

Current and former PDs/PIs on NIH research project (R01), program project (P01), center grants (P50), or Project Leads of program project (P01), or center grants (P50), other major individual career development awards (e.g., DP5, K01, K07, K08, K22, K23, K25, K76, K99/R00), or Project Leads of program project (P01) or center grants (P50) or the equivalent are not eligible. Current and former PDs/PIs of an NIH Small Grant (R03), Exploratory/Developmental Grants (R21/R33), Planning Grant (R34/U34), Dissertation Award (R36), or SBIR/STTR (R41, R42, R43, R44) remain eligible, as do PD/PIs of Transition Scholar (K38) awards and individuals appointed to institutional K programs (K12, KL2). Candidates for the K08 award must have a clinical doctoral degree. Such degrees include, but are not limited to, the MD, DO, DDS, DMD, OD, DC, PharmD, ND (Doctor of Naturopathy), and DVM. Individuals with the PhD or other doctoral degree in clinical disciplines such as clinical psychology, nursing, clinical genetics, speech-language pathology, audiology or rehabilitation are also eligible. Individuals holding the PhD in a non-clinical discipline who are certified to perform clinical duties should contact the appropriate Institute concerning their eligibility for a K08 award.

2. Cost Sharing

This NOFO does not require cost sharing as defined in the NIH Grants Policy Statement Section 1.2 Definitions of Terms .

3. Additional Information on Eligibility

Applicant organizations may submit more than one application, provided that each application is scientifically distinct, and each is from a different candidate.

NIH will not accept duplicate or highly overlapping applications under review at the same time per NIH Grants Policy Statement Section 2.3.7.4 Submission of Resubmission Application . An individual may not have two or more competing NIH career development applications pending review concurrently. In addition, NIH will not accept:

A new (A0) application that is submitted before issuance of the summary statement from the review of an overlapping new (A0) or resubmission (A1) application.
A resubmission (A1) application that is submitted before issuance of the summary statement from the review of the previous new (A0) application.
An application that has substantial overlap with another application pending appeal of initial peer review. (See NIH Grants Policy Statement 2.3.9.4 Similar, Essentially Identical, or Identical Applications ).

Candidates may submit research project grant (RPG) applications concurrently with the K application. However, any concurrent RPG application may not have substantial scientific and/or budgetary overlap with the career award application. K award recipients are encouraged to obtain funding from NIH or other Federal sources either as a PD/PI on a competing research grant award or cooperative agreement, or as project leader on a competing multi-project award as described in NOT-OD-18-157.

At the time of award, the candidate must have a “full-time” appointment at the academic institution. Candidates are required to commit a minimum of 75% of full-time professional effort (i.e., a minimum of 9 person-months) to their program of career development. Candidates may engage in other duties as part of the remaining 25% of their full-time professional effort not covered by this award, as long as such duties do not interfere with or detract from the proposed career development program.

Candidates who have VA appointments may not consider part of the VA effort toward satisfying the full time requirement at the applicant institution. Candidates with VA appointments should contact the staff person in the relevant Institute or Center prior to preparing an application to discuss their eligibility.

After the receipt of the award, adjustments to the required level of effort may be made in certain circumstances. See NOT-OD-18-156 and NIH Grants Policy Statement , Section 12.3.6.4 Temporary Adjustments to the Percent Effort Requirement for more details.

Before submitting the application, the candidate must identify a mentor who will supervise the proposed career development and research experience. The mentor should be an active investigator in the area of the proposed research and be committed both to the career development of the candidate and to the direct supervision of the candidate’s research. The mentor must document the availability of sufficient research support and facilities. Candidates are encouraged to identify more than one mentor, i.e., a mentoring team, if this is deemed advantageous for providing expert advice in all aspects of the research career development program. In such cases, one individual must be identified as the primary mentor who will coordinate the candidate’s research. The candidate must work with the mentor(s) in preparing the application. The mentor, or a member of the mentoring team, should have a successful track record of mentoring individuals at the candidate’s career stage. The recruitment of women, individuals from underrepresented racial and ethnic groups, and individuals with disabilities as potential mentors is encouraged.

The mentor(s) or mentoring team must demonstrate appropriate expertise, experience, and ability to guide the candidate in the organization, management and implementation of the proposed research and/or clinical trial.

The applicant institution must have a strong, well-established record of research and career development activities and faculty qualified to serve as mentors in biomedical, behavioral, or clinical research.

Section IV. Application and Submission Information

1. Requesting an Application Package

Buttons to access the online ASSIST system or to download application forms are available in Part 1 of this NOFO. See your administrative office for instructions if you plan to use an institutional system-to-system solution.

2. Content and Form of Application Submission

It is critical that applicants follow the instructions in the Career Development (K) Instructions in the How to Apply - Application Guide except where instructed in this notice of funding opportunity to do otherwise. Conformance to the requirements in the How to Apply - Application Guide is required and strictly enforced. Applications that are out of compliance with these instructions may be delayed or not accepted for review.

For information on Application Submission and Receipt, visit Frequently Asked Questions – Application Guide, Electronic Submission of Grant Applications .

Page Limitations

All page limitations described in the How to Apply - Application Guide and the Table of Page Limits must be followed.

The following section supplements the instructions found in the How to Apply - Application Guide and should be used for preparing an application to this NOFO.

SF424(R&R) Cover

All instructions in the How to Apply - Application Guide must be followed.

SF424(R&R) Project/Performance Site Locations

Other Project Information

SF424(R&R) Senior/Key Person Profile Expanded

R&R Budget

PHS 398 Cover Page Supplement

PHS 398 Career Development Award Supplemental Form

The PHS 398 Career Development Award Supplemental Form is comprised of the following sections:

Candidate Research Plan Other Candidate Information Mentor, Co-Mentor, Consultant, Collaborators Environment & Institutional Commitment to the Candidate Other Research Plan Sections Appendix

Candidate Section

All instructions in the How to Apply - Application Guide must be followed, with the following additional instructions:

Candidate Information and Goals for Career Development

Candidate’s Background

Describe the candidate's commitment to a health-related research career. Describe all the candidate's professional responsibilities in the recipient institution and elsewhere and describe their relationship to the proposed activities on the career award.
Describe prior training and how it relates to the objectives and long-term career plans of the candidate.
Describe the candidate's research efforts to this point in their research career, including any publications, prior research interests and experience.
Provide evidence of the candidate's potential to develop into an independent investigator.

Career Goals and Objectives

Describe a systematic plan: (1) that shows a logical progression from prior research and training experiences to the research and career development experiences that will occur during the career award period and then to independent investigator status; and (2) that justifies the need for further career development to become an independent investigator.

Candidate’s Plan for Career Development/Training Activities During Award Period

The candidate and the mentor(s) are jointly responsible for the preparation of the career development plan. A career development timeline is often helpful.
The didactic (if any) and the research aspects of the plan must be designed to develop the necessary knowledge and research skills in scientific areas relevant to the candidate's career goals.
Describe the professional responsibilities/activities including other research projects beyond the minimum required 9 person months (75% full-time professional effort) commitment to the career award. Explain how these responsibilities/activities will help ensure career progression to achieve independence as an investigator.

Research Plan Section

All instructions in the How to Apply - Application Guide must be followed, with the following additional instructions:

Research Strategy

A sound research project that is consistent with the candidate’s level of research development and objectives of their career development plan must be provided. The research description should demonstrate the quality of the candidate’s research thus far and also the novelty, significance, creativity and approach, as well as the ability of the candidate to carry out the research.
The application must also describe the relationship between the mentor’s research and the candidate’s proposed research plan.
If the applicant is proposing to gain experience in a clinical trial, ancillary clinical trial or a clinical trial feasibility study as part of his or her research career development, describe the relationship of the proposed research project to the clinical trial.

Training in the Responsible Conduct of Research

All applications must include a plan to fulfill NIH requirements for instruction in the Responsible Conduct of Research (RCR). See How to Apply - Application Guide for instructions.

Mentor, Co-Mentor, Consultant, Collaborators Section

Plans and Statements of Mentor and Co-mentor(s)

The candidate must name a primary mentor who, together with the candidate, is responsible for the planning, directing, monitoring, and executing the proposed program. The candidate may also nominate co-mentors as appropriate to the goals of the program.
The mentor should have sufficient independent research support to cover the costs of the proposed research project in excess of the allowable costs of this award.
Include a statement that the candidate will commit at least 9 person months (75% of full-time professional effort) to the career development program and related career development activities.
The application must include a statement from the mentor providing: 1) information on his/her research qualifications and previous experience as a research supervisor; 2) a plan that describes the nature of the supervision and mentoring that will occur during the proposed award period; 3) a plan for career progression for the candidate to move from the mentored stage of his/her career to independent research investigator status during the project period of the award; and 4) a plan for monitoring the candidate’s research, publications, and progression towards independence.
Similar information must be provided by any co-mentor. If more than one co-mentor is proposed, the respective areas of expertise and responsibility of each should be described. Co-mentors should clearly describe how they will coordinate the mentoring of the candidate. If any co-mentor is not located at the sponsoring institution, a statement should be provided describing the mechanism(s) and frequency of communication with the candidate, including the frequency of face-to-face meetings.
The mentor must agree to provide annual evaluations of the candidate’s progress as required in the annual progress report.
If the candidate is proposing to gain experience in a clinical trial as part of his or her research career development, the mentor or co-mentor of the mentoring team must include a statement to document leadership of the clinical trial, and appropriate expertise to guide the applicant in any proposed clinical trials research experience.

Letters of Support from Collaborators, Contributors and Consultants

Signed statements must be provided by all collaborators and/or consultants confirming their participation in the project and describing their specific roles. Unless also listed as senior/key personnel, collaborators and consultants do not need to provide their biographical sketches. However, information should be provided clearly documenting the appropriate expertise in the proposed areas of consulting/collaboration.
Advisory committee members (if applicable): Signed statements must be provided by each member of the proposed advisory committee. These statements should confirm their participation, describe their specific roles, and document the expertise they will contribute. Unless also listed as senior/key personnel, these individuals do not need to provide their biographical sketches.

Environmental and Institutional Commitment to the Candidate

Description of Institutional Environment

The sponsoring institution must document a strong, well-established research and career development program related to the candidate's area of interest, including a high-quality research environment with key faculty members and other investigators capable of productive collaboration with the candidate.
Describe how the institutional research environment is particularly suited for the development of the candidate's research career and the pursuit of the proposed research plan.
Describe the resources and facilities that will be available to the candidate.

Institutional Commitment to the Candidate’s Research Career Development

The sponsoring institution must provide a statement of commitment to the candidate's development into a productive, independent investigator and to meeting the requirements of this award. It should be clear that the institutional commitment to the candidate is not contingent upon receipt of this career award.
Provide assurances that the candidate will be able to devote the required effort to activities under this award. The remaining effort should be devoted to activities related to the development of the candidate’s career as an independent scientist.
Provide assurances that the candidate will have access to appropriate office and laboratory space, equipment, and other resources and facilities (including access to clinical and/or other research populations, as applicable) to carry out the proposed research plan.
Provide assurance that appropriate time and support will be available for any proposed mentor(s) and/or other staff consistent with the career development plan.

Other Plan(s):

Note: Effective for due dates on or after January 25, 2023, the Data Management and Sharing Plan will be attached in the Other Plan(s) attachment in FORMS-H application forms packages.

All applicants planning research (funded or conducted in whole or in part by NIH) that results in the generation of scientific data are required to comply with the instructions for the Data Management and Sharing Plan. All applications, regardless of the amount of direct costs requested for any one year, must address a Data Management and Sharing Plan.

Limited items are allowed in the Appendix. Follow all instructions for the Appendix as described in the How to Apply - Application Guide ; any instructions provided here are in addition to the How to Apply - Application Guide instructions.

PHS Human Subjects and Clinical Trials Information

When involving NIH-defined human subjects research, clinical research, and/or clinical trials (and when applicable, clinical trials research experience) follow all instructions for the PHS Human Subjects and Clinical Trials Information form in the How to Apply - Application Guide , with the following additional instructions:

If you answered “Yes” to the question “Are Human Subjects Involved?” on the R&R Other Project Information form, you must include at least one human subjects study record using the Study Record: PHS Human Subjects and Clinical Trials Information form or Delayed Onset Study record.

Study Record: PHS Human Subjects and Clinical Trials Information

For NOFOs that do not allow independent clinical trials, do not complete Section 4 – Protocol Synopsis information or Section 5 - Other Clinical Trial-related Attachments.

Delayed Onset Study

Note: Delayed onset does NOT apply to a study that can be described but will not start immediately (i.e., delayed start).

All instructions in the SF424 (R&R) Application Guide must be followed.

PHS Assignment Request Form

Reference Letters

Candidates must carefully follow the How to Apply - Application Guide , including the time period for when reference letters will be accepted . Applications lacking the appropriate required reference letters will not be reviewed. This is a separate process from submitting an application electronically. Reference letters are submitted directly through the eRA Commons Submit Referee Information link and not through Grants.gov.

3. Unique Entity Identifier and System for Award Management (SAM)

See Part 2. Section III.1 for information regarding the requirement for obtaining a unique entity identifier and for completing and maintaining active registrations in System for Award Management (SAM), NATO Commercial and Government Entity (NCAGE) Code (if applicable), eRA Commons, and Grants.gov

4. Submission Dates and Times

Part I. contains information about Key Dates and Times. Applicants are encouraged to submit applications before the due date to ensure they have time to make any application corrections that might be necessary for successful submission. When a submission date falls on a weekend or Federal holiday , the application deadline is automatically extended to the next business day.

Organizations must submit applications to Grants.gov (the online portal to find and apply for grants across all Federal agencies) using ASSIST or other electronic submission systems. Applicants must then complete the submission process by tracking the status of the application in the eRA Commons , NIH’s electronic system for grants administration. NIH and Grants.gov systems check the application against many of the application instructions upon submission. Errors must be corrected and a changed/corrected application must be submitted to Grants.gov on or before the application due date and time. If a Changed/Corrected application is submitted after the deadline, the application will be considered late. Applications that miss the due date and time are subjected to the NIH Grants Policy Statement Section 2.3.9.2 Electronically Submitted Applications .

Applicants are responsible for viewing their application before the due date in the eRA Commons to ensure accurate and successful submission.

Information on the submission process and a definition of on-time submission are provided in the How to Apply - Application Guide .

5. Intergovernmental Review (E.O. 12372)

This initiative is not subject to intergovernmental review.

6. Funding Restrictions

All NIH awards are subject to the terms and conditions, cost principles, and other considerations described in the NIH Grants Policy Statement Section 7.9.1 Selected Items of Cost .

Pre-award costs are allowable only as described in the NIH Grants Policy Statement .

7. Other Submission Requirements and Information

Applications must be submitted electronically following the instructions described in the How to Apply - Application Guide . Paper applications will not be accepted.

Applicants must complete all required registrations before the application due date. Section III. Eligibility Information contains information about registration.

For assistance with your electronic application or for more information on the electronic submission process, visit How to Apply - Application Guide . If you encounter a system issue beyond your control that threatens your ability to complete the submission process on-time, you must follow the Dealing with System Issues guidance. For assistance with application submission, contact the Application Submission Contacts in Section VII.

Important reminders:

All PD(s)/PI(s) must include their eRA Commons ID in the Credential field of the Senior/Key Person Profile form . Failure to register in the Commons and to include a valid PD/PI Commons ID in the credential field will prevent the successful submission of an electronic application to NIH. See Section III of this NOFO for information on registration requirements.

The applicant organization must ensure that the unique entity identifier provided on the application is the same identifier used in the organization’s profile in the eRA Commons and for the System for Award Management. Additional information may be found in the How to Apply - Application Guide .

See more tips for avoiding common errors.

Upon receipt, applications will be evaluated for completeness and compliance with application instructions by the Center for Scientific Review, NIH. Applications that are incomplete or non-compliant will not be reviewed.

Post Submission Materials

Applicants are required to follow the instructions for post-submission materials, as described in the policy .

Any instructions provided here are in addition to the instructions in the policy.

Section V. Application Review Information

1. Criteria

Only the review criteria described below will be considered in the review process. Applications submitted to the NIH in support of the NIH mission are evaluated for scientific and technical merit through the NIH peer review system.

For this particular announcement, note the following : Reviewers should evaluate the candidate’s potential for developing an independent research program that will make important contributions to the field, taking into consideration the years of research experience and the likely value of the proposed research career development as a vehicle for developing a successful, independent research program.

Overall Impact

Reviewers should provide their assessment of the likelihood that the proposed career development and research plan will enhance the candidate’s potential for a productive, independent scientific research career in a health-related field, taking into consideration the criteria below in determining the overall impact score.

Reviewers will consider each of the review criteria below in the determination of scientific merit, and give a separate score for each. An application does not need to be strong in all categories to be judged likely to have major scientific impact.

Candidate

Does the candidate have the potential to develop as an independent and productive researcher?
Are the candidate's prior training and research experience appropriate for this award?
Is the candidate’s academic, clinical (if relevant), and research record of high quality?
Is there evidence of the candidate’s commitment to meeting the program objectives to become an independent investigator in research?
Do the reference letters address the above review criteria, and do they provide evidence that the candidate has a high potential for becoming an independent investigator?

Career Development Plan/Career Goals and Objectives

What is the likelihood that the plan will contribute substantially to the scientific development of the candidate and lead to scientific independence?
Are the candidate's prior training and research experience appropriate for this award?
Are the content, scope, phasing, and duration of the career development plan appropriate when considered in the context of prior training/research experience and the stated training and research objectives for achieving research independence?
Are there adequate plans for monitoring and evaluating the candidate’s research and career development progress?
If proposed, will the clinical trial experience contribute to the applicant's research career development?

Research Plan

Are the proposed research questions, design, and methodology of significant scientific and technical merit?
Is the prior research that serves as the key support for the proposed project rigorous?
Has the candidate included plans to address weaknesses in the rigor of prior research that serves as the key support for the proposed project?
Has the candidate presented strategies to ensure a robust and unbiased approach, as appropriate for the work proposed?
Has the candidate presented adequate plans to address relevant biological variables, such as sex, for studies in vertebrate animals or human subjects?
Is the research plan relevant to the candidate's research career objectives?
Is the research plan appropriate to the candidate's stage of research development and as a vehicle for developing the research skills described in the career development plan?
If proposed, will the clinical trial experience contribute to the research project?

Mentor(s), Co-Mentor(s), Consultant(s), Collaborator(s)

Are the qualifications of the mentor(s) in the area of the proposed research appropriate?
Does the mentor(s) adequately address the candidate’s potential and their strengths and areas needing improvement?
Is there adequate description of the quality and extent of the mentor’s proposed role in providing guidance and advice to the candidate?
Is the mentor’s description of the elements of the research career development activities, including formal course work adequate?
Is there evidence of the mentor’s, consultant’s, and/or collaborator’s previous experience in fostering the development of independent investigators?
Is there evidence of the mentor's current research productivity and peer-reviewed support?
Is active/pending support for the proposed research project appropriate and adequate?
Are there adequate plans for monitoring and evaluating the career development recipient’s progress toward independence?
Are the mentor’s research qualifications, scientific stature, experience, and mentoring track record appropriate for the candidate's research career development needs?
Are the nature and extent of the proposed mentorship adequate and appropriate, and is the commitment of the mentor(s) to the candidate's advanced research career development appropriate?
Does the mentor(s) have a history of research productivity and support?
If the applicant is proposing to gain experience in a clinical trial as part of his or her research career development, is there evidence of the appropriate expertise, experience, and ability on the part of the mentor(s) to guide the applicant during participation in the clinical trial?

Environment & Institutional Commitment to the Candidate

Is there clear commitment of the sponsoring institution to ensure that the required minimum of the candidate’s effort will be devoted directly to the research described in the application, with the remaining percent effort being devoted to an appropriate balance of research, teaching, administrative, and clinical responsibilities?
Is the institutional commitment to the career development of the candidate appropriately strong?
Are the research facilities, resources and training opportunities, including faculty capable of productive collaboration with the candidate adequate and appropriate?
Is the environment for the candidate’s scientific and professional development of high quality?
Is there assurance that the institution intends the candidate to be an integral part of its research program as an independent investigator?

Protections for Human Subjects

For research that involves human subjects but does not involve one of the categories of research that are exempt under 45 CFR Part 46, the committee will evaluate the justification for involvement of human subjects and the proposed protections from research risk relating to their participation according to the following five review criteria: 1) risk to subjects, 2) adequacy of protection against risks, 3) potential benefits to the subjects and others, 4) importance of the knowledge to be gained, and 5) data and safety monitoring for clinical trials.

For research that involves human subjects and meets the criteria for one or more of the categories of research that are exempt under 45 CFR Part 46, the committee will evaluate: 1) the justification for the exemption, 2) human subjects involvement and characteristics, and 3) sources of materials. For additional information on review of the Human Subjects section, please refer to the Guidelines for the Review of Human Subjects .

Inclusion of Women, Minorities, and Individuals Across the Lifespan

When the proposed project involves human subjects and/or NIH-defined clinical research, the committee will evaluate the proposed plans for the inclusion (or exclusion) of individuals on the basis of sex/gender, race, and ethnicity, as well as the inclusion (or exclusion) of individuals of all ages (including children and older adults) to determine if it is justified in terms of the scientific goals and research strategy proposed. For additional information on review of the Inclusion section, please refer to the Guidelines for the Review of Inclusion in Clinical Research .

Vertebrate Animals

The committee will evaluate the involvement of live vertebrate animals as part of the scientific assessment according to the following three points: (1) a complete description of all proposed procedures including the species, strains, ages, sex, and total numbers of animals to be used; (2) justifications that the species is appropriate for the proposed research and why the research goals cannot be accomplished using an alternative non-animal model; and (3) interventions including analgesia, anesthesia, sedation, palliative care, and humane endpoints that will be used to limit any unavoidable discomfort, distress, pain and injury in the conduct of scientifically valuable research. Methods of euthanasia and justification for selected methods, if NOT consistent with the AVMA Guidelines for the Euthanasia of Animals, is also required but is found in a separate section of the application. For additional information on review of the Vertebrate Animals Section, please refer to the Worksheet for Review of the Vertebrate Animals Section.

Reviewers will assess whether materials or procedures proposed are potentially hazardous to research personnel and/or the environment, and if needed, determine whether adequate protection is proposed.

Resubmissions

For Resubmissions, the committee will evaluate the application as now presented, taking into consideration the responses to comments from the previous scientific review group and changes made to the project.

For Revisions, the committee will consider the appropriateness of the proposed expansion of the scope of the project. If the Revision application relates to a specific line of investigation presented in the original application that was not recommended for approval by the committee, then the committee will consider whether the responses to comments from the previous scientific review group are adequate and whether substantial changes are clearly evident.

As applicable for the project proposed, reviewers will consider each of the following items, but will not give scores for these items, and should not consider them in providing an overall impact score.

Resource Sharing Plans

Reviewers will comment on whether the Resource Sharing Plan(s) (i.e., Sharing Model Organisms ) or the rationale for not sharing the resources, is reasonable.

All applications for support under this NOFO must include a plan to fulfill NIH requirements for instruction in the Responsible Conduct of Research (RCR). Taking into account the level of experience of the candidate, including any prior instruction or participation in RCR as appropriate for the candidate’s career stage, the reviewers will evaluate the adequacy of the proposed RCR training in relation to the following five required components: 1) Format - the required format of instruction, i.e., face-to-face lectures, coursework, and/or real-time discussion groups (a plan with only on-line instruction is not acceptable); 2) Subject Matter - the breadth of subject matter, e.g., conflict of interest, authorship, data management, human subjects and animal use, laboratory safety, research misconduct, research ethics; 3) Faculty Participation - the role of the mentor(s) and other faculty involvement in the fellow’s instruction; 4) Duration of Instruction - the number of contact hours of instruction (at least eight contact hours are required); and 5) Frequency of Instruction – instruction must occur during each career stage and at least once every four years. Plans and past record will be rated as ACCEPTABLE or UNACCEPTABLE , and the summary statement will provide the consensus of the review committee. See also: NOT-OD-10-019 .

Select Agent Research

Reviewers will assess the information provided in this section of the application, including 1) the Select Agent(s) to be used in the proposed research, 2) the registration status of all entities where Select Agent(s) will be used, 3) the procedures that will be used to monitor possession use and transfer of Select Agent(s), and 4) plans for appropriate biosafety, biocontainment, and security of the Select Agent(s).

Authentication of Key Biological and/or Chemical Resources

For projects involving key biological and/or chemical resources, reviewers will comment on the brief plans proposed for identifying and ensuring the validity of those resources.

Budget and Period of Support

Reviewers will consider whether the budget and the requested period of support are fully justified and reasonable in relation to the proposed research.

2. Review and Selection Process

Applications will be evaluated for scientific and technical merit by (an) appropriate Scientific Review Group(s), in accordance with NIH peer review policies and practices , using the stated review criteria. Assignment to a Scientific Review Group will be shown in the eRA Commons.

As part of the scientific peer review, all applications:

May undergo a selection process in which only those applications deemed to have the highest scientific and technical merit (generally the top half of applications under review) will be discussed and assigned an overall impact score.
Will receive a written critique.

Applications will be assigned on the basis of established PHS referral guidelines to the appropriate NIH Institute or Center. Applications will compete for available funds with all other recommended applications. Following initial peer review, recommended applications will receive a second level of review by the appropriate national Advisory Council or Board.

Scientific and technical merit of the proposed project as determined by scientific peer review.
Availability of funds.
Relevance of the proposed project to program priorities

3. Anticipated Announcement and Award Dates

After the peer review of the application is completed, the PD/PI will be able to access his or her Summary Statement (written critique) via the eRA Commons . Refer to Part 1 for dates for peer review, advisory council review, and earliest start date.

Information regarding the disposition of applications is available in the NIH Grants Policy Statement Section 2.4.4 Disposition of Applications .

Section VI. Award Administration Information

1. Award Notices

If the application is under consideration for funding, NIH will request "just-in-time" information from the applicant as described in the NIH Grants Policy Statement . This request is not a Notice of Award nor should it be construed to be an indicator of possible funding.

A formal notification in the form of a Notice of Award (NoA) will be provided to the applicant organization for successful applications. The NoA signed by the grants management officer is the authorizing document and will be sent via email to the recipient’s business official.

Recipients must comply with any funding restrictions described in Section IV.6. Funding Restrictions . Selection of an application for award is not an authorization to begin performance. Any costs incurred before receipt of the NoA are at the recipient's risk. These costs may be reimbursed only to the extent considered allowable pre-award costs.

Any application awarded in response to this NOFO will be subject to terms and conditions found on the Award Conditions and Information for NIH Grants website. This includes any recent legislation and policy applicable to awards that is highlighted on this website.

Institutional Review Board or Independent Ethics Committee Approval: Grantee institutions must ensure that all protocols are reviewed by their IRB or IEC. To help ensure the safety of participants enrolled in NIH-funded studies, the recipient must provide NIH copies of documents related to all major changes in the status of ongoing protocols.

2. Administrative and National Policy Requirements

All NIH grant and cooperative agreement awards include the NIH Grants Policy Statement as part of the NoA. For these terms of award, see the NIH Grants Policy Statement Part II: Terms and Conditions of NIH Grant Awards, Subpart A: General and Part II: Terms and Conditions of NIH Grant Awards, Subpart B: Terms and Conditions for Specific Types of Grants, Recipients, and Activities , including of note, but not limited to:

Federal-wide Standard Terms and Conditions for Research Grants
Prohibition on Certain Telecommunications and Video Surveillance Services or Equipment
Acknowledgment of Federal Funding

If a recipient is successful and receives a Notice of Award, in accepting the award, the recipient agrees that any activities under the award are subject to all provisions currently in effect or implemented during the period of the award, other Department regulations and policies in effect at the time of the award, and applicable statutory provisions.

If a recipient receives an award, the recipient must follow all applicable nondiscrimination laws. The recipient agrees to this when registering in SAM.gov. The recipient must also submit an Assurance of Compliance ( HHS-690 ). To learn more, see Laws and Regulations Enforced by the HHS Office for Civil Rights website .

HHS recognizes that NIH research projects are often limited in scope for many reasons that are nondiscriminatory, such as the principal investigator’s scientific interest, funding limitations, recruitment requirements, and other considerations. Thus, criteria in research protocols that target or exclude certain populations are warranted where nondiscriminatory justifications establish that such criteria are appropriate with respect to the health or safety of the subjects, the scientific study design, or the purpose of the research. For additional guidance regarding how the provisions apply to NIH grant programs, please contact the Scientific/Research Contact that is identified in Section VII under Agency Contacts of this NOFO.

In accordance with the statutory provisions contained in Section 872 of the Duncan Hunter National Defense Authorization Act of Fiscal Year 2009 (Public Law 110-417), NIH awards will be subject to System for Award Management (SAM.gov) requirements. SAM.gov requires Federal agencies to review and consider information about an applicant in the designated integrity and performance system (currently SAM.gov) prior to making an award. An applicant can review and comment on any information in the responsibility/qualification records available in SAM.gov. NIH will consider any comments by the applicant, in addition to the information available in the responsibility/qualification records in SAM.gov, in making a judgement about the applicant’s integrity, business ethics, and record of performance under Federal awards when completing the review of risk posed by applicants as described in 2 CFR Part 200.206 “Federal awarding agency review of risk posed by applicants.” This provision will apply to all NIH grants and cooperative agreements except fellowships.

3. Data Management and Sharing

Consistent with the 2023 NIH Policy for Data Management and Sharing, when data management and sharing is applicable to the award, recipients will be required to adhere to the Data Management and Sharing requirements as outlined in the NIH Grants Policy Statement . Upon the approval of a Data Management and Sharing Plan, it is required for recipients to implement the plan as described.

4. Reporting

When multiple years are involved, recipients will be required to submit the Research Performance Progress Report (RPPR) annually and financial statements as required in the NIH Grants Policy Statement . The Supplemental Instructions for Individual Career Development (K) RPPRs must be followed. For mentored awards, the Mentor’s Report must include an annual evaluation statement of the candidate’s progress.

A final RPPR, invention statement, and the expenditure data portion of the Federal Financial Report are required for closeout of an award, as described in the NIH Grants Policy Statement . NIH NOFOs outline intended research goals and objectives. Post award, NIH will review and measure performance based on the details and outcomes that are shared within the RPPR, as described at 2 CFR 200.301.

The Federal Funding Accountability and Transparency Act of 2006 as amended (FFATA), includes a requirement for recipients of Federal grants to report information about first-tier subawards and executive compensation under Federal assistance awards issued in FY2011 or later. All recipients of applicable NIH grants and cooperative agreements are required to report to the Federal Subaward Reporting System (FSRS) available at www.fsrs.gov on all subawards over the threshold. See the NIH Grants Policy Statement for additional information on this reporting requirement.

In accordance with the regulatory requirements provided at 2 CFR Part 200.113 and Appendix XII to 2 CFR Part 200, recipients that have currently active Federal grants, cooperative agreements, and procurement contracts from all Federal awarding agencies with a cumulative total value greater than $10,000,000 for any period of time during the period of performance of a Federal award, must report and maintain the currency of information reported in the System for Award Management (SAM) about civil, criminal, and administrative proceedings in connection with the award or performance of a Federal award that reached final disposition within the most recent five-year period. The recipient must also make semiannual disclosures regarding such proceedings. Proceedings information will be made publicly available in the designated integrity and performance system (Responsibility/Qualification in SAM.gov, formerly FAPIIS). This is a statutory requirement under section 872 of Public Law 110-417, as amended (41 U.S.C. 2313). As required by section 3010 of Public Law 111-212, all information posted in the designated integrity and performance system on or after April 15, 2011, except past performance reviews required for Federal procurement contracts, will be publicly available. Full reporting requirements and procedures are found in Appendix XII to 2 CFR Part 200 – Award Term and Condition for Recipient Integrity and Performance Matters.

5. Evaluation

In carrying out its stewardship of human resource-related programs, NIH may request information essential to an assessment of the effectiveness of this program from databases and from participants themselves. Participants may be contacted after the completion of this award for periodic updates on various aspects of their employment history, publications, support from research grants or contracts, honors and awards, professional activities, and other information helpful in evaluating the impact of the program.

Section VII. Agency Contacts

We encourage inquiries concerning this funding opportunity and welcome the opportunity to answer questions from potential applicants.

Because of the difference in individual Institute and Center (IC) program requirements for this NOFO, prospective applications MUST consult the Table of IC-Specific Information, Requirements, and Staff Contacts , to make sure that their application is responsive to the requirements of one of the participating NIH ICs. Prior consultation with NIH staff is strongly encouraged.

eRA Service Desk (Questions regarding ASSIST, eRA Commons, application errors and warnings, documenting system problems that threaten on-time submission, and post-submission issues)

Finding Help Online: https://www.era.nih.gov/need-help (preferred method of contact) Telephone: 301-402-7469 or 866-504-9552 (Toll Free)

General Grants Information (Questions regarding application processes and NIH grant resources) Email: [email protected] (preferred method of contact) Telephone: 301-637-3015

Grants.gov Customer Support (Questions regarding Grants.gov registration and Workspace) Contact Center Telephone: 800-518-4726 Email: [email protected]

See Table of IC-Specific Information, Requirements and Staff Contacts .

Examine your eRA Commons account for review assignment and contact information (information appears two weeks after the submission due date).

Section VIII. Other Information

Recently issued trans-NIH policy notices may affect your application submission. A full list of policy notices published by NIH is provided in the NIH Guide for Grants and Contracts . All awards are subject to the terms and conditions, cost principles, and other considerations described in the NIH Grants Policy Statement .

Please note that the NIH Loan Repayment Programs (LRPs) are a set of programs to attract and retain promising early-stage investigators in research careers by helping them to repay their student loans. Recipients of career development awards are encouraged to consider applying for an extramural LRP award.

Awards are made under the authorization of Sections 301 and 405 of the Public Health Service Act as amended (42 USC 241 and 284) and under Federal Regulations 42 CFR Part 52 and 2 CFR Part 75.

Note: For help accessing PDF, RTF, MS Word, Excel, PowerPoint, Audio or Video files, see Help Downloading Files .

COMMENTS

88 Human Development Essay Topic Ideas & Examples
Discussion of Human Development. Human development refers to individuals' social, psychological, physical, and cognitive development throughout their lifespan, from prenatal development to late adulthood. Physical development includes growth in motor skills and brain, body, sense, and health development.
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The human development approach, developed by the economist Mahbub Ul Haq, is anchored in Amartya Sen's work on human capabilities, often framed in terms of whether people are able to "be" and "do" desirable things in life iii. Examples include. Beings: well fed, sheltered, healthy. Doings: work, education, voting, participating in ...
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The primary objective of this paper is to empirically examine whether human development significantly affects economic growth. We use panel data consisting of 25 developed and 25 developing countries from the year 2000 to 2014. The data has been collected from Human Development Report (UNDP) and World Development Indicators (World Bank).
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Rev. ed. of: Research methods in human development / Paul C. Cozby, PatriciaE. Worden, Daniel W Kee. 1989. Includes bibliographical references and index. ISBN 1-55934-875-5 1. Social sciences-Methodology. I. Brown, Kathleen W II. Cozby, Paul C. Research methods in human development. H61.R4657 1998 300'.72-DC21 98-16053 CIP
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152. Bay State Road. Boston, MA, USA. Received 9 July 1997; received in revised form 15 October 1997; accepted 17 October 1997. Abstract. Since 1990, the United Nations Development Programme (UNDP ...
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Research in Human Development, Volume 20, Issue 3-4 (2023) See all volumes and issues. Volume 20, 2023 Vol 19, 2022 Vol 18, 2021 Vol 17, 2020 Vol 16, 2019 Vol 15, 2018 Vol 14, 2017 Vol 13, 2016 Vol 12, 2015 Vol 11, 2014 Vol 10, 2013 Vol 9, 2012 Vol 8, 2011 Vol 7, 2010 Vol 6, 2009 Vol 5, 2008 Vol 4, 2007 Vol 3, 2006 Vol 2, 2005 Vol 1, 2004.
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The physical aspect of lifespan development is one of the important ones: it is related to the growth and development of the body and changes in the body and the brain. The Lifespan Development Perspective. In addition, the impact of the interaction between genes and the environment on the process of human development is also discussed.
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We bring to bear a novel dataset covering the employment history of about 450 million individuals from 180 countries to study return migration and the impact of skilled international migration on human capital stocks across countries. Return migration is a common phenomenon, with 38% of skilled ...
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