Child Developmental Psychopathology

项目描述（由申请人提供）：本项目旨在培养发展心理学研究方向的博士生和博士后。申请是为了继续一项研究培训计划，该计划自1959年以来一直得到NIMH的支持。儿童发展研究所（Institute of Child Development，成立于1925年）是一个国际知名的发展科学研究中心，具有独特的地位。该研究所的学者群体在生物、感官、知觉、认知、社会和情感过程的发展方面从事实质性和重要的基础研究。同时，研究所的教师和学生设法“赠送”人类发展的知识；并参与跨多个学科的协作工作，包括大脑和行为之间的接口，以及个人和嵌入其发展的环境系统之间的接口，例如家庭，同伴，学校，社区和文化系统。该培训计划每年将为四名博士前学者提供支持，其中至少一人将从事发展精神病理学或发展神经科学等关键领域的跨学科研究；聘期为两年。进入该项目的博士预科学员将完成心理学或相关领域的学士学位学习，偶尔也会有一些（通常为2年）的研究生培训。博士预科学员完成完整的主修和辅修课程，包括课程作业、研究和教学实习以及考试。该培训计划还将每年为两名博士后培训生提供支持；聘期为两年。博士后培训生将从两类个人中招募：那些博士学位不是发展心理学，但希望在发展科学方面进行研究培训的人；还有那些接受过发展科学培训，但希望在发展精神病理学或发展神经科学方面寻求扩展的跨学科培训的人。博士后受训者的主要工作是研究。培训地点位于明尼苏达大学主校区。它包括最先进的计算机、实验室和图书馆设施，以及教职员工、学生和学员的办公室。教职员工包括16名教授，他们的工作涵盖了整个学科。

DESCRIPTION (provided by applicant): The purpose of the proposed program is to train predoctoral and postdoctoral students in research in developmental psychology. The application is to continue a research training program that has had continuous NIMH support since 1959. The training site, the Institute of Child Development (founded in 1925), holds a unique position as an internationally known, premier center of research in developmental science. The community of scholars at the Institute engages in substantive and significant basic research on the development of biological, sensory, perceptual, cognitive, social, and emotional processes. Simultaneously, the Institute faculty and students seek to "give away" knowledge of human development; and to engage in collaborative work across several disciplines, including the interface between brain and behavior, and between individuals and the contextual systems in which their development is embedded, such as family, peers, schools, community, and cultural systems. The training program would provide support for four predoctoral scholars per year, at least one of whom would be engaged in interdisciplinary research in the critical fields of developmental psychopathology or developmental neuroscience; appointments are for two years. Predoctoral trainees entering the program will have completed baccalaureate studies in psychology or a related field and occasionally will have had some (typically 2 yrs) graduate training. Predoctoral trainees complete a full major and minor program, including coursework, research and teaching apprenticeships, and examinations. The training program also would provide support for two postdoctoral trainees per year; appointments are for two years. Postdoctoral trainees would be recruited from two categories of individuals: those whose doctoral studies were not in developmental psychology, but who desire research training in developmental science; and those whose training was in development science, but who seek expanded interdisciplinary training in developmental psychopathology or developmental neuroscience. The primary engagement of postdoctoral trainees is research. The training site is located on the main campus of the University of Minnesota. It includes state-of-the-art computer, laboratory, and library facilities, as well as offices for staff, students, and trainees. The faculty includes 16 professors, whose work ranges across the entire discipline.