PREVENTION AND METHODOLOGY TRAINING (PAMT)

描述（由申请人提供）： 宾夕法尼亚州立大学的预防研究中心（PRC）和方法学中心（MC）共同寻求对预防和方法学博士前和博士后培训计划的五年支持。这些中心将共同努力，培训研究人员开发和应用尖端研究方法，设计和评估药物滥用”和儿童、青年、家庭和社区共病预防方案。拟议中的培训补助金将现有的两种“研究文化”--预防学家和方法学家--结合成一个流动的预防学家社区，他们对尖端方法感到满意，而方法学家则认为自己是预防科学家。这两个中心在药物滥用病因学、方法、统计、评估和项目开发和测试方面的优势将为培养多学科研究团队的未来领导者提供高质量的培训环境。这两个中心目前都得到了NIDA和NIH的支持，并在国家努力推进预防科学领域的领导力量中建立了声誉。 该培训计划将培养以下研究人员：（1）了解预防科学的核心原则和模式;（2）了解应用环境中的有效预防战略;（3）能够利用复杂的纵向数据建模技术，包括处理缺失数据;（4）了解服务研究和功效问题之间的相互作用;（5）能够应用统计模型来理解预防计划的基础药物过程;（6）了解适应性研究设计;（7）能够应用包含不同分析单元的技术（8）能应用以人为中心的分析方法（如潜在增长曲线分析）;（9）了解积极的青年发展战略在预防方面的作用;（10）有能力将这些技能转化为改善青年生活的战略的发展和完善。

DESCRIPTION (provided by applicant): The Prevention Research Center (PRC) and Methodology Center (MC) at the Pennsylvania State University jointly seek five years of support for a prevention and methodology pre-doctoral and post-doctoral training program. The Centers will work together to train researchers in the development and application of cutting-edge research methods in the design and evaluation of substance abuse" and comorbid prevention programs for children, youth, families, and communities. The proposed training grant combines two existing "research cultures" - preventionists and methodologists - into a fluid community of preventionists who are comfortable with cutting edge methods and methodologist who consider themselves prevention scientists. The strengths of the two Centers in substance abuse etiology, methods, statistics, evaluation, and program development and testing will provide a high-quality training environment to develop future leaders of multidisciplinary research teams. Both Centers currently have a portfolio of support from NIDA and NIH and are establishing reputations as leading forces in national efforts to advance the field of Prevention Science. The training program will produce researchers who: (1) are knowledgeable about the central principles and models of prevention science; (2) are knowledgeable about effective prevention strategies in the context of applied settings; (3) can utilize sophisticated modeling techniques for longitudinal data, including handling of missing data; (4) understand the interplay between services research and efficacy issues; (5) can apply statistical models to understand medicational processes that underlie prevention programs; (6) are knowledgeable of adaptive research designs; (7) can apply techniques that incorporate different units of analysis (e.g. HLM); (8) can apply person-centered analytic methods {e.g. latent growth curve analysis); (9) understand the rote of positive youth development strategies in prevention; and (10) have the capacity to translate these skills into development and refinement of strategies to improve the lives of young people.