Translational Prevention Science Training Program

转化预防科学培训计划

• 批准号: 8880272
• 负责人: GERALD J AUGUST
• 金额: $ 8.46万
• 依托单位: UNIVERSITY OF MINNESOTA
• 依托单位国家: 美国
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-07-01 至 2019-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8880272
• 关键词: Prevention; Science; Training Programs

DESCRIPTION (provided by applicant): The overarching goal of the proposed training program is to educate and mentor the next generation of prevention scientists in children's mental health who will conduct research addressing three of the four NIMH strategic objectives for scientific research using a translational perspective. By virtue of their participation in this translational prevention science training program, it is anticipated that trainees will (1) strengthen their understanding of the genetic, neurobiological and experiential basis of mental, emotional and behavioral disorders in children and adolescents, (2) learn how to develop and test mechanism-based cognitive, affective, and behavioral interventions that seek to optimize outcomes via innovative intervention strategies, (3) incorporate culturally sensitive needs and preferences into the design of personalized prevention programs, taking into account individual and cultural factors (e.g., acculturation, language preference, different child- rearing practices, mental health stigma) and larger systemic barriers to care (e.g., access to services), and (4) develop communication and collaboration skills that facilitate community-partnered research collaboration. The proposed training program will be offered by a transdisciplinary (TD) consortium of scientists affiliated with three academic research sectors at the University of Minnesota, as well as a network of community practice partners representing child-serving systems of care in children's mental health in the greater Twin Cities area. The proposal seeks support for four pre-doctoral trainees for three-year terms. Trainees will enter the training grant as 2nd year Ph.D. students to maximize the potential for TD training by beginning relatively early in their research careers before their viewpoint becomes too narrowed by training in their major field. The proposed pre-doctoral training experience features TD collaboration oriented around three core areas: prevention science (PS Core), neurobehavioral development (NBD Core), and community intervention and implementation (CI/I Core). The PS Core will provide each student with coursework and mentored training in (a) prevention research concepts and methods, (b) epidemiology of child and adolescent mental health problems, (c) development, risk, and resilience perspectives, and (d) cross-cultural issues in prevention research. The NBD Core will provide each student with opportunities for specialized formal course work, seminars and colloquia and a research apprenticeship in a translational science laboratory. In the CI/I Core, each student will participate in a mixed methods interdisciplinary group and be placed in a community practice care setting matched to a children's mental health problem relevant to his/her chosen area of scientific inquiry. Within this setting trainees will collaborate with community practitioners in the design, implementation, and evaluation of a research study emanating from their translational-based apprenticeship.

描述（由申请人提供）：拟议培训计划的总体目标是教育和指导下一代儿童心理健康预防科学家，他们将利用转化视角开展研究，解决 NIMH 的四个科学研究战略目标中的三个。凭借他们对本次活动的参与 在转化预防科学培训计划中，预计学员将（1）加强对儿童和青少年精神、情绪和行为障碍的遗传、神经生物学和经验基础的理解，（2）学习如何开发和测试基于机制的认知、情感和行为干预措施，通过创新干预策略寻求优化结果，（3）将文化敏感的需求和偏好纳入设计 个性化的预防计划，考虑到个人和文化因素（例如文化适应、语言偏好、不同的育儿方式、 心理健康耻辱）和更大的系统性护理障碍（例如，获得服务），以及（4）发展沟通和协作技能，促进社区合作研究合作。拟议的培训计划将由隶属于明尼苏达大学三个学术研究部门的跨学科 (TD) 科学家联盟以及代表大双城地区儿童心理健康护理系统的社区实践合作伙伴网络提供。 该提案寻求对四名博士前培训生的为期三年的支持。学员将进入培训补助金 作为第二年博士。学生们可以在他们的观点因专业领域的培训而变得过于狭隘之前，在他们的研究生涯中相对较早地开始，从而最大限度地发挥 TD 培训的潜力。拟议的博士前培训经验以围绕三个核心领域的 TD 合作为特色：预防科学（PS 核心）、神经行为发展（NBD 核心）以及社区干预和实施（CI/I 核心）。 PS 核心将为每位学生提供以下方面的课程作业和指导培训：(a) 预防研究概念和方法，(b) 儿童和青少年心理健康问题的流行病学，(c) 发展、风险和复原力观点，以及 (d) 预防研究中的跨文化问题。 NBD 核心将为每位学生提供专业正式课程作业、研讨会和座谈会以及转化科学实验室研究学徒的机会。在 CI/I 核心课程中，每个学生将参加混合方法的跨学科小组，并被安置在与他/她选择的科学探究领域相关的儿童心理健康问题相匹配的社区实践护理环境中。在此背景下，学员将与社区从业者合作，设计、实施和评估基于转化学徒期的研究。