MI Mental Health Prevention Research Training Program

描述（由申请人提供）：本申请是一项开发 多学科预防研究博士前培训计划， 心理学，社会学和联合博士课程的博士前学员 密歇根大学社会工作与社会科学系。我们的主要目标是 为了满足国家对预防研究人员的需求， 影响心理健康的社会文化和种族因素， 将基础科学转化为可测试的干预措施、方案和政策 旨在促进精神健康和减少精神疾病， 影响整个生命周期。培训计划的主要内容包括 支持制定重点课程，4个学期的培训研讨会 序列，并与教师为期两年的预防研究学徒 会员是否作为培训计划的一部分，学生将培养一种可持续的 预防研究学习和学习写补助金申请。较5 根据要求，总共将支助18名受训人员，6名受训人员将 第一年入学，第三年和第五年将增加6名学员。 将为每名受训人员提供为期4年的培训支持， 努力完成3-5年级入学学员的培训。中央 培训计划的一个特色是一系列特别研讨会 （1）关于心理健康和社会文化的实质性知识 文化、种族、性别和贫困等因素;（2）翻译技能 - 将基础科学研究成果转化为预防干预模式， （3）研究设计和措施-概念 实施评估、逻辑模型和编程理论，以增强 治疗效果的研究，以及在选择适当的 中期和长期结果测量;（4）统计分析 方法-概念上的理解，以选择适当的统计检验和 进行测试和解释结果的技能。学员将与 密歇根预防研究中心和贫困中心的教师， 风险与心理健康。学员将学习多学科，协作 与社区利益攸关方合作， 开展实地研究并传播干预措施。重要的程序功能 包括：（a）接触一系列预防研究重点，（B）形成 学员和教员之间的协作学习关系，以及（c） 融合不同背景的受训人员。教师包括职业中期 以及对精神疾病感兴趣的高级预防和服务研究人员， 社会文化背景因素，以及与之相关的定量方法 问题.所有培训教员都积极参与预防工作 科学-定量方法、心理健康干预和服务 研究强调贫穷、种族和其他社会文化背景因素。 参与研究的学院的具体研究包括（a）预防性干预 在青春期和成年期，（B）为慢性或严重 （c）社会文化和种族对精神病患者的影响， 心理健康，身体健康和应对之间的相互作用，（d）相互作用 贫困、扶贫政策和心理健康之间的关系，（e）方法问题 - 在环境中研究个体--邻里，关系， 课堂，并在研究自我报告的性质。

DESCRIPTION (provided by applicant): This application is a request to develop a multidisciplinary prevention research pre-doctoral training program for predoctoral trainees in Psychology, Sociology and the Joint Doctoral Program in Social Work and Social Sciences at the University of Michigan. Our major aim is to address the national need for prevention researchers who are both conversant in socio-cultural and racial factors influencing mental health, and able to translate basic science into testable interventions, programs and policies aimed at promoting mental health and reducing mental illness and its consequences across the lifespan. Major elements of the training program are support in developing focused coursework, a 4-semester training seminar sequence, and a two-year prevention research apprenticeship with a faculty member. As part of the training program, students will develop a publishable prevention research study and learn to write grant applications. Over the 5 years requested, a total of 18 trainees will be supported, 6 trainees will enter in Year 1, and 6 additional trainees will enter in Years 3 and 5. Training support will be provided for 4 years for each trainee, with funding sought to complete training of trainees entering in Years 3-5. A central feature of the training program will be a special seminar colloquium series focused on (1) Substantive knowledge about mental health and sociocultural factors, including culture, race, gender, and poverty; (2) Translational skills - translating basic science findings into prevention intervention models and implementing in field settings; (3) Research designs and measures - Concepts of implementation evaluation, logic models, and program theory to enhance treatment effectiveness research, as well as issues in selecting appropriate intermediate and long-term outcome measures; and (4) Statistical analysis methods - conceptual understanding to select appropriate statistical tests and skills in conducting tests and interpreting results. Trainees will work with faculty at the Michigan Prevention Research Center and the Center on Poverty, Risk and Mental Health. Trainees will learn multidisciplinary, collaborative and negotiation skills required to work with community stakeholders to carry out field research and disseminate interventions. Important program features include: (a) exposure to an array of prevention research foci, (b) formation of collaborative learning relationships among trainees and faculty, and (c) integration of trainees of diverse backgrounds. The faculty includes mid-career and senior prevention and services researchers interested in mental illness, sociocultural contextual factors, and quantitative methods related to these issues. All training faculty members are actively involved in prevention science - quantitative methods, mental health intervention and services research emphasizing poverty, race and other sociocultural contextual factors. Specific research by participating faculty include (a) preventive intervention in adolescence and adulthood, (b) services research in chronic or seriously mentally ill populations, (c) sociocultural and racial influences on the interplay between mental health, physical health, and coping, (d) the interplay between poverty, poverty policies, and mental health, (e) methodological issues - in studying individuals in contexts - neighborhoods, relationships, classrooms, and in studying the nature of self-reports.