Training in Developmental Science to Improve Child Health and Well-Being

 描述（由申请人提供）：童年为自我调节和决策过程奠定了基础，这些过程塑造了一生的健康和福祉。研究正在迅速揭示人类如何感知环境、处理信息、做出决定、体验、表达和调节情感、形成和改变态度、信仰和价值观以及成为并保持改变行为的动机的基本原则和过程。将这些基本的行为科学发现转化为应用的健康问题和可扩展的干预措施，以改善儿童时期的健康和福祉，是一项复杂的挑战。实现这一目标需要在三个关键领域的知识：儿童发展和行为的轨迹及其生物学基础，养育作为一个交易过程与生物学的根源，和行为干预的实施。我们提出了一个培训计划，将提供一个骨干的研究人员流利的整合这三个领域的知识。我们建议每年支持4名博士后研究员（2名发育和行为儿科学的MD研究员和2名博士心理学家）。每个研究员将参加为期2年的培训课程，为他们提供以下方面的知识和技能：（1）发展和行为理论;（2）发展科学方法论（例如，功能性磁共振成像、功能性近红外光谱、眼动追踪和观察行为方法学）;（3）研究设计和统计方法学;（4）将行为研究结果转化为干预措施;（5）演讲技巧;（6）科学文献的批判性评估;（7）通过寻求咨询和建议融入专业社会;（8）拨款准备和同行评审;（9）职业规划;（10）研究的道德行为。该培训计划将设在儿科与人类生长和发展中心（CHGD），密歇根大学的跨学科研究单位与强大的联邦资金50年的历史合作。CHGD包括38名正式教师，他们都在学术部门，包括发育和行为儿科学，儿科内分泌学，公共卫生（健康行为和健康教育，环境健康科学和流行病学），精神病学，社会工作，语言学，神经病学，心理学，新生儿学和妇产科联合任命。目前的申请中包括18名具有强大资金和指导历史的教师。培训将吸引富人 密歇根大学的资源，包括罗伯特·伍德约翰逊临床学者计划教学系列，密歇根大学临床和健康研究所，以及大学间政治和社会研究联盟的社会研究定量方法夏季计划。总之，我们的培训计划将培养儿童发展领域的领导者。他们将通过整合生物学，行为学和干预科学，为改善儿童的健康和福祉做出重大贡献。

 DESCRIPTION (provided by applicant): Childhood sets that stage for self-regulatory and decision making processes that shape health and well-being for a lifetime. Research is rapidly uncovering the fundamental principles and processes which govern how human beings perceive the environment, process information, make decisions, experience, express and regulate emotion, form and change attitudes, beliefs and values, and become and remain motivated to change behavior. Translation of these basic behavioral science findings to applied health problems and scalable interventions that improve health and well-being during the childhood years is a complex challenge. Achieving this goal requires knowledge in three critical domains: trajectories of child development and behavior and their biological underpinnings, parenting as a transactional process with roots in biology, and behavioral intervention implementation. We propose a training program that will supply a cadre of researchers fluent in the integration of these three domains of knowledge. We propose to support 4 post-doctoral fellows per year (2 MD fellows in Developmental and Behavioral Pediatrics and 2 PhD psychologists). Each fellow will participate in a 2-year course of training that will provide them with knowledge and skills in (1) theories of development and behavior; (2) developmental science methodologies (e.g., functional magnetic resonance imaging, functional near infrared spectroscopy, eye-tracking, and observational behavioral methodologies); (3) study design and statistical methodology; (4) translation of behavioral research findings to intervention; (5) presentation skills; (6) critical assessment of the scientific literature; (7) socialization into the profession by seeking consultation and advice; (8) grant preparation and peer review; (9) career planning; and (10) ethical conduct of research. The training program will be based in the Department of Pediatrics in collaboration with the Center for Human Growth and Development (CHGD), an interdisciplinary research unit of the University of Michigan with a 50- year history of robust federal funding. CHGD includes 38 regular faculty members, all of whom hold joint appointments in academic departments, including Developmental and Behavioral Pediatrics, Pediatric Endocrinology, Public Health (Health Behavior and Health Education, Environmental Health Sciences, and Epidemiology), Psychiatry, Social Work, Linguistics, Neurology, Psychology, Neonatology, and Obstetrics and Gynecology. Eighteen faculty with robust funding and mentoring histories are included in the current application. The training will draw on the rich resources at the University of Michigan, including the Robert Wood Johnson Clinical Scholars Program didactic series, the Michigan Institute for Clinical and Health Research, and the Inter-University Consortium for Political and Social Research Summer Program in Quantitative Methods of Social Research. In summary, our training program will prepare leaders in the field of child development. They will be poised to make substantial contributions to improving health and well-being in childhood by integrating biology, behavior, and intervention science.