TRAINING IN PERSONALITY AND EMOTION

该计划为人格，情感和精神病理学基础研究的职业提供培训。它强调基本理论和心理机制、实验方法培训以及人格、情感和情感调节的广泛综合方法。学员将是攻读博士学位的博士预科生。在心理学上。该课程包括核心课程的坚实基础和处理基本心理机制的高级研讨会，并辅以研究心理学有前途的新理论和方法进步的专业研讨会。在与教师协商，学生计划选修课程的个性化计划，以获得相关的技能和背景，他们的具体研究兴趣。培训计划通常需要四年以上的学士学位，并遵循心理学系的要求。学生开始通过导师制的方式进行研究的强化训练，在导师制中，每个学生都与特定的教师密切合作。当他们通过程序进行，学生承担越来越多的责任，发起和进行研究。由学生和教师进行的研究主要集中在控制情绪，情绪调节和行为的不同样本的儿童，青少年和成人的个体差异的基本心理机制。该计划核心教师的具体研究重点包括自我效能在情感状态，健康和疾病调节中的作用;人们在生命周期的不同阶段调整情绪调节策略的过程;人际关系风格在情绪调节中的作用;抑郁症的心理社会因素;精神病理学风险代际传递的机制;以及情绪抑制的生理、行为和情感后果。研究的人群范围从正常和紊乱的儿童，到社区中的青少年及其父母，到成年精神病患者，到有心血管疾病风险的患者，再到非常老的人。学生可以进入斯坦福大学校园和周围社区的许多研究环境。资金要求每年支持五（5）名博士前学员。

This program provides training for careers in basic research in personality, emotion, and psychopathology. It emphasizes basic theory and psychological mechanisms, training in experimental methodologies, and broad integrative approaches to personality, emotion, and emotion regulation. Trainees will be predoctoral students working towards a Ph.D. in psychology. The curriculum includes a solid foundation in core courses and advanced seminars dealing with basic psychological mechanisms, supplemented by specialized seminars that examine promising new theoretical and methodological advances in psychology. In consultation with faculty, students plan an individualized program of elective courses to acquire skills and background relevant to their specific research interests. The training program generally requires four years beyond the Bachelor's degree, and follows the requirements of the Psychology Department. Students begin their intensive training in research by means of a tutorial system in which each student collaborates closely with a particular faculty member. As they proceed through the program, students take increasing responsibility for originating and conducting research studies. The research conducted by students and faculty focuses generally on basic psychological mechanisms governing individual differences in emotion, emotion regulation, and behavior in diverse samples of children, adolescents, and adults. Specific research foci of the core faculty in the program include the role of self-efficacy in the regulation of affective states, health and illness; processes by which people adapt their emotion-regulation strategies at different points in the life-span; the role of interpersonal styles in emotion regulation; psychosocial factors in depression; mechanisms underlying the intergenerational transmission of risk for psychopathology; and the physiological, behavioral, and affective consequences of emotion suppression. The populations studied range from normal and disordered children, to adolescents and their parents in the community, to adult psychiatric patients, to patients at risk for cardiovascular disease, to the very old. Students have access to numerous research settings, both on the Stanford campus and in the surrounding community. Funds are requested to support five (5) predoctoral trainees per year.