Development of Psychopathology, Psychobiology & Behavior

发育对于理解精神病理学至关重要，特别是对于理解 疾病的前兆和早期表现。这个博士后培养计划，进入其 第39年，专注于培养与翻译发展相关领域的科学家 神经科学发展心理生物学研究小组（DPRG）是一个多专业， 来自世界各地的多部门、多机构的合作科学家小组 丹佛大都会区。DPRG自其成立以来一直管理着T32培训计划。 成立近40年前，并要求额外的五年资金与六个 每年为2-3年的博士后培训计划培训学员。该计划招募医生 （主要是儿童精神科医生），他们通常会在五到七年的时间内进入该项目， 博士后经验和具有博士学位的个人，他们通常会进入该计划， 0到4年的博士后培训。指导教师是根据研究选择的 成就，成功的研究合作的历史，和成功的历史， 研究指导; 100%的教师是高级教师（副教授或正教授）。的 该计划包括核心和个性化的课程组成部分。核心课程 组成部分包括一个正在进行的工作与教师和学员研讨会 参与，写作研讨会，年度务虚会，职业发展务虚会和研讨会 与负责任的研究行为有关。个性化课程内容 包括课堂作业和直接项目经验，包括传播，由 导师团队对该计划进行的基于实验的审查表明， 该项目毕业生的成功水平以及该项目的课程灵活性 对这些审查的结果作出反应。对该方案的评价正在进行中。强度 该计划包括申请人的质量，优秀教师的协作小组， 来自不同学科的受训者的互动，以及强大的评估过程。的 通过该计划培训的科学家成为识别儿童和青少年的领导者， 精神疾病的前兆，并制定新的治疗和预防战略。

Development is critical for understanding psychopathology, particularly for understanding the precursors and early manifestations of illness. This postdoctoral training program, entering its 39th year, focuses on training scientists in areas related to translational developmental neuroscience. The Developmental Psychobiology Research Group (DPRG) is a multi-specialty, multi-departmental, multi-institutional group of collaborative scientists from throughout the Denver metropolitan region. The DPRG has administered this T32 training program since its inception almost 40 years ago and is requesting an additional five years of funding with six trainees per year for its 2-3 year postdoctoral training program. The program recruits physicians (primarily child psychiatrists) who will generally enter the program with five to seven years of postdoctoral experience and individuals with a PhD, who will generally enter the program with zero to four years of postdoctoral training. Mentoring faculty are chosen based on research accomplishment, a history of successful research collaborations, and a history of successful research mentoring; 100% of the faculty are senior faculty (Associate or full Professors). The program includes both core and individualized curricular components. Core curricular components includes an ongoing work-in-progress seminar with both faculty and trainee involvement, a writing seminar, yearly retreats, career development retreats, and a seminar related to the Responsible Conduct of Research. The individualized curricular components include both class work and direct project experience, including dissemination, mentored by a mentorship team. Ongoing empirically-based review of the program demonstrates both a high level of success of this program's graduates as well as the program's curricular flexibility in responding to the results of those reviews. Evaluation of the program is ongoing. Strengths of the program include the quality of the applicants, a collaborative group of outstanding faculty, interaction of trainees from a variety of disciplines, and a strong evaluation process. The scientists trained by this program become leaders in identifying the child and adolescent precursors to mental illness, and in developing novel strategies for treatment and prevention.