Doctoral Training in Brain and Behavioral Development during Adolescence

项目摘要 发展认知和情感神经科学一直是重新关注 青少年是发展的关键时期，对健康和福祉具有终身影响。 科学进步突出了这一时期大脑发育的重要性， 对儿童和青年公共政策的影响，从最高法院关于罪责和少年司法的裁决， 关于吸烟、脑震荡风险和性健康的公共卫生运动。 到目前为止，青少年大脑和行为发展研究的基础性贡献 为将来为国家的公共卫生做出更广泛的贡献提供了希望。为了最好地 促进健康和富有成效的青少年发展，该领域将需要通过发展研究来扩大 并在四个主要领域培养下一代科学家：（1）综合方法， 包括典型和非典型的大脑发育;（2）大脑发育和 社会环境;（3）研究随时间变化的纵向变化的复杂方法;（4） 根据种族和社会经济资源重视人口多样性。 然而，据我们所知，没有关于青少年大脑的综合博士前培训计划， 行为发展在美国现有的博士课程，包括那些在加州大学洛杉矶分校，不能单独 系统和可持续地为学生提供必要的培训，以推进研究的未来 在外地主要的限制包括课程和实验室轮换的障碍，财政限制，以及缺乏 在大脑和行为发展方面的综合专业社会化。 在加州大学洛杉矶分校，我们拥有独特的优势，在机构研究培训补助金的支持下， NICHD，可以汇集在一起，为下一代学者创造一个尖端的培训计划 谁能在上述四个领域推进科学，并最终提高健康和福祉， 青少年。我们提出了一个博士前培训计划，每年支持五名学员，为期两年 我们现有的心理学和神经科学博士的学生课程注册新课程 关于青少年大脑和行为发展的实质性和方法问题，参加新的 学术讨论会和科学活动，接受专业发展和道德实践方面的指导， 积极参与由大脑和行为发展领域的顶尖科学家指导的前沿研究。 学员将能够利用加州大学洛杉矶分校的许多机构资源和承诺， 神经科学和来自不同背景的下一代熟练科学家的培训，包括那些 传统上在外地任职人数不足。我们的目标是为拟议的计划，以帮助NICHD实现 科学愿景“基础和转化研究，结合神经心理学，行为和社会 科学的观点，以及新的工具”，以提高我们对典型和非典型发展的理解。 .

PROJECT SUMMARY Developmental cognitive and affective neuroscience has been a major force in the renewed focus upon adolescence as a critical period in development with life-long consequences for health and well-being. Scientific advances have highlighted the significance of brain development during this period, with a profound effect on public policy for children and youth, from Supreme Court rulings on culpability and juvenile justice to public health campaigns on smoking, concussion risk, and sexual health. The foundational contributions of research on adolescent brain and behavioral development up to this point offer promise for even broader contributions to the country's public health in the future. In order to best enhance healthy and productive adolescent development, the field will need to expand by developing research and training the next generation of scientists in four primary areas: (1) an integrative approach that incorporates both typical and atypical brain development; (2) the interaction between brain development and the social environment; (3) sophisticated approaches to examining longitudinal change over time; and (4) attention to population diversity according to ethnicity and socioeconomic resources. To our knowledge, however, there is no integrated predoctoral training program on adolescent brain and behavioral development in the U.S. Existing doctoral programs, including those at UCLA, alone cannot systematically and sustainably provide students with the training necessary to advance the future of research in the field. Key limitations include curricular and lab rotation barriers, financial constraints, and the lack of integrated professional socialization in both brain and behavioral development. At UCLA, we possess unique strengths that with the support of an Institutional Research Training Grant from NICHD, can be brought together to create a cutting-edge training program for the next generation of scholars who can advance science in the four areas describe above, and ultimately enhance the health and well-being of adolescents. We propose a predoctoral training program that supports five trainees per year for a two-year period in which students from our existing Psychology and Neuroscience Ph.D. programs enroll in new courses on substantive and methodological issues in adolescent brain and behavioral development, participate in new colloquia and scientific events, receive guidance on professional development and ethical practices, and actively engage in cutting-edge research mentored by top scientists in brain and behavioral development. Trainees will be able to take advantage of UCLA's many institutional resources and commitments to neuroscience and the training of next generation of skilled scientists from diverse backgrounds, including those traditionally underrepresented in the field. Our goal is for the proposed program to help NICHD achieve the scientific vision of “basic and translational research that combines neuropsychological, behavioral, and social science perspectives, as well as new tools” to improve our understanding of typical and atypical development. .