TRAINING IN PERSONALITY AND EMOTION

该项目为人格、情感和精神病理学的基础研究提供职业培训。它强调基本理论和心理机制，实验方法的训练，以及人格、情绪和情绪调节的广泛综合方法。受训者将是攻读心理学博士学位的博士生。课程包括核心课程的坚实基础和处理基本心理机制的高级研讨会，辅以研究心理学中有前途的新理论和方法进展的专门研讨会。在与教师协商后，学生计划一个个性化的选修课程计划，以获得与他们特定研究兴趣相关的技能和背景。培训项目一般要求学士学位以外的四年学习，并遵循心理学系的要求。学生们通过导师制开始他们的研究强化训练，在这种制度下，每个学生与一名特定的教员密切合作。随着课程的进行，学生们要承担越来越多的发起和开展研究的责任。由学生和教师进行的研究主要集中在控制儿童、青少年和成人不同样本中情绪、情绪调节和行为的个体差异的基本心理机制。该项目核心教师的具体研究重点包括自我效能感在情感状态、健康和疾病调节中的作用；人们在人生的不同阶段调整情绪调节策略的过程；人际关系风格在情绪调节中的作用抑郁症的社会心理因素；精神病理风险代际传递的机制；以及情绪压抑的生理，行为和情感后果。所研究的人口范围从正常和患有疾病的儿童，到社区中的青少年及其父母，到成年精神病患者，到有心血管疾病风险的患者，再到老年人。学生们可以在斯坦福大学校园和周围社区进行大量的研究。每年资助五(5)名博士预科生。

This program provides training for careers in basic research in personality, emotion, and psychopathology. It emphasizes basic theory and psychological mechanisms, training in experimental methodologies, and broad integrative approaches to personality, emotion, and emotion regulation. Trainees will be predoctoral students working towards a Ph.D. in psychology. The curriculum includes a solid foundation in core courses and advanced seminars dealing with basic psychological mechanisms, supplemented by specialized seminars that examine promising new theoretical and methodological advances in psychology. In consultation with faculty, students plan an individualized program of elective courses to acquire skills and background relevant to their specific research interests. The training program generally requires four years beyond the Bachelor's degree, and follows the requirements of the Psychology Department. Students begin their intensive training in research by means of a tutorial system in which each student collaborates closely with a particular faculty member. As they proceed through the program, students take increasing responsibility for originating and conducting research studies. The research conducted by students and faculty focuses generally on basic psychological mechanisms governing individual differences in emotion, emotion regulation, and behavior in diverse samples of children, adolescents, and adults. Specific research foci of the core faculty in the program include the role of self-efficacy in the regulation of affective states, health and illness; processes by which people adapt their emotion-regulation strategies at different points in the life-span; the role of interpersonal styles in emotion regulation; psychosocial factors in depression; mechanisms underlying the intergenerational transmission of risk for psychopathology; and the physiological, behavioral, and affective consequences of emotion suppression. The populations studied range from normal and disordered children, to adolescents and their parents in the community, to adult psychiatric patients, to patients at risk for cardiovascular disease, to the very old. Students have access to numerous research settings, both on the Stanford campus and in the surrounding community. Funds are requested to support five (5) predoctoral trainees per year.