Development of Psychopathology, Psychobiology, & Behavior

了解发展对于理解精神病理学是至关重要的，特别是对于识别 疾病的前兆和早期表现。这一博士后培训项目进入第43个年头， 专注于在与翻译发育神经科学相关的领域培训科学家。发展中的 心理生物学研究小组是一个多专业、多部门、多机构的小组 来自丹佛大都会地区的合作科学家。朝鲜政府已经实施了这一T32 培训计划自40多年前开始实施以来，正在申请额外的五年资金， 它的2-3年博士后培训计划每年有6名实习生。该计划招募医生(主要是 儿童精神病学家)，一般有五到七年的博士后工作经验 以及拥有博士学位的个人，他们通常会在0到4年的博士后期间进入该项目 训练。指导教师的选择是基于研究成就，即成功研究的历史 合作，以及成功的研究指导的历史。自上次续订以来，我们还添加了 中学导师，以扩展专业知识，让初级教员参与，并提供额外的协作 机遇。该计划包括核心课程和个性化课程两部分。核心课程 组成部分包括一个有教职员工和实习生参与的持续进行中的研讨会，一篇 小组、年度静修、职业发展研讨会和与负责任的行为有关的培训 提高重复性和严谨性的研究和方法。个性化的课程构成包括 班级工作和直接的项目经验，包括传播，由指导团队指导。 正在进行的基于经验的计划审查证明了该计划的高水平成功 毕业生以及该计划在应对这些审查结果方面的课程灵活性。评估 该计划的实施正在进行中。该计划的优势包括申请者的质量，一个协作小组 优秀的教师队伍，来自不同学科的受训者之间的互动，以及强有力的评估过程。这个 经过该计划培训的科学家成为识别儿童和青少年精神疾病前驱的领导者 在制定新的治疗和预防战略方面取得了很大进展。

Understanding development is critical for understanding psychopathology, particularly for identifying the precursors and early manifestations of illness. This postdoctoral training program, entering its 43rd year, focuses on training scientists in areas related to translational developmental neuroscience. The Developmental Psychobiology Research Group (DPRG) is a multi-specialty, multi-departmental, multi-institutional group of collaborative scientists from throughout the Denver metropolitan region. The DPRG has administered this T32 training program since its inception over 40 years ago and is requesting an additional five years of funding with six trainees per year for its 2-3 year postdoctoral training program. The program recruits physicians (primarily child psychiatrists) who will generally enter the program with five to seven years of postdoctoral experience and individuals with a PhD, who will generally enter the program with zero to four years of postdoctoral training. Mentoring faculty are chosen based on research accomplishment, a history of successful research collaborations, and a history of successful research mentoring. Since the last renewal, we have also added secondary mentors, to expand expertise, involve junior faculty, and provide additional collaborative opportunities. The program includes both core and individualized curricular components. Core curricular components includes an ongoing work-in-progress seminar with both faculty and trainee involvement, a writing group, yearly retreats, career development seminars, and training related to the responsible conduct of research and methods to enhance reproducibility and rigor. The individualized curricular components include both class work and direct project experience, including dissemination, mentored by a mentorship team. Ongoing empirically-based review of the program demonstrates both a high level of success of this program’s graduates as well as the program’s curricular flexibility in responding to the results of those reviews. Evaluation of the program is ongoing. Strengths of the program include the quality of the applicants, a collaborative group of outstanding faculty, interaction of trainees from a variety of disciplines, and a strong evaluation process. The scientists trained by this program become leaders in identifying the child and adolescent precursors to mental illness, and in developing novel strategies for treatment and prevention.