Life-Span Development of Normal and Abnormal Behavior

描述（由申请人提供）：该提案寻求继续资助，以培训研究科学家，研究异常行为的发展，生命过程和预防。范德比尔特大学发展心理病理学研究培训计划的目标是：（a）培养学员成为发展心理病理学和预防科学跨学科领域的领先研究科学家;（B）为这些领域的成熟和发展提供一个国家论坛，以及（c）提高在这些领域进行的研究质量。在迄今为止的14年资助期间，该计划成功地实现了所有三个目标。77%的受训人员谁已经资助了这个方案持有研究和/或教学职位在大学和医学院或继续他们的研究培训。由于该方案，48名现任和前任受训人员在过去十年中完成了220篇文章，并在全国会议上作了312次发言。通过访问学者计划建立了该领域的论坛，该计划导致了高度刺激和互利的讨论，联合手稿和合作研究项目。教师的反馈和过去五年授予项目教师的研究补助金的增加都表明，范德比尔特大学的研究质量得到了提高。教师和实习生的研究集中在内化障碍，外化障碍，认知和学习障碍，基本的情感，认知和心理过程，以及预防和治疗。为两类学员申请资金：（a）博士前高级学员（每年6个职位）和（B）博士后学员（每年6个职位）。该计划强调该领域的跨学科性质，因为学员来自不同的背景，教师来自临床，发展，社会和定量心理学，精神病学，儿科学，药理学，社会学和教育学。该计划的基础是基于学徒制的研究指导。所有学员都参加由项目教师和著名访问学者参加的每周一次的研讨会。通过课程，研讨会和其他经验为学员制定个性化计划。该计划是心理学和人类发展（皮博迪学院）和心理学（艺术和科学），通过约翰F。范德比尔特大学肯尼迪人类发展研究中心。

DESCRIPTION (provided by applicant): This proposal seeks continuation funds to train research scientists studying the development, life course, and prevention of abnormal behavior. The goals of the Vanderbilt University Developmental Psychopathology Research Training Program are to: (a) prepare trainees to become leading research scientists in the interdisciplinary fields of developmental psychopathology and prevention science; (b) provide a national forum for the maturation and evolution of these fields, and (c) enhance the quality of research being conducted in these fields. During the fourteen years of funding thus far, this program has been successful in achieving all three goals. Seventy-seven percent of trainees who have been funded by this program hold research and/or teaching positions in universities and medical schools or continue their research training. As a result of the program, the 48 current and former trainees during the last decade have completed 220 articles and 312 presentations at national conferences. A forum for the field has been established through a Visiting Scholars program that has led to highly stimulating and mutually beneficial discussions, joint manuscripts, and collaborative research projects. The quality of research at Vanderbilt University has been enhanced, as indicated by both faculty feedback and an increase in research grant funds awarded to program faculty during the past five years. Faculty and trainee research has focused on internalizing disorders, externalizing disorders, disorders of cognition and learning, basic emotional, cognitive, and biogical processes, and prevention and treatment. Funds are requested for two types of trainees: (a) advanced predoctoral trainees (six positions per year) and (b) postdoctoral trainees (six positions per year). The program emphasizes the interdisciplinary nature of the field in that trainees come from diverse backgrounds and faculty are represented from clinical, developmental, social, and quantitative psychology, psychiatry, pediatrics, pharmacology, sociology, and education. The foundation of the program is apprenticeship-based research mentoring. All trainees participate in an ongoing weekly proseminar attended by program faculty and renowned Visiting Scholars. Individualized programs are developed for trainees through coursework, workshops, and other experiences. The program is a joint venture of the Departments of Psychology and Human Development (Peabody College) and Psychology (Arts and Science), administered through the John F. Kennedy Center for Research on Human Development at Vanderbilt University.