PREVENTION AND METHODOLOGY TRAINING (PAMT)

描述(由申请人提供)： 宾夕法尼亚州立大学预防研究中心(PRC)和方法论中心(MC)共同为预防和方法学博士后和博士后培训计划寻求五年的支持。这些中心将共同努力，培训研究人员在药物滥用的设计和评估中开发和应用尖端研究方法，并为儿童、青年、家庭和社区开展共同的预防方案。拟议的培训拨款将现有的两种“研究文化”--预防性专家和方法学家--结合在一起，形成了一个流动性很强的社区，其中既有适应尖端方法的预防性专家，也有自认为是预防科学家的方法学家。这两个中心在药物滥用病因学、方法、统计、评估以及项目开发和测试方面的优势将为培养未来多学科研究团队的领导者提供高质量的培训环境。这两个中心目前都得到了NIDA和NIH的支持，并在推动预防科学领域的国家努力中建立了领导力量的声誉。 培训计划将培养出这样的研究人员：(1)了解预防科学的中心原则和模型；(2)在应用环境中了解有效的预防策略；(3)能够利用复杂的纵向数据建模技术，包括对缺失数据的处理；(4)了解服务研究和疗效问题之间的相互作用；(5)能够应用统计模型来理解作为预防计划基础的医学过程；(6)了解适应性研究设计；(7)能够应用结合不同分析单位的技术(例如HLM)；(8)能够应用以人为中心的分析方法(例如，潜在增长曲线分析)；(9)了解积极的青年发展战略在预防方面的死记硬背；(10)有能力将这些技能转化为发展和改进战略，以改善青年的生活。

DESCRIPTION (provided by applicant): The Prevention Research Center (PRC) and Methodology Center (MC) at the Pennsylvania State University jointly seek five years of support for a prevention and methodology pre-doctoral and post-doctoral training program. The Centers will work together to train researchers in the development and application of cutting-edge research methods in the design and evaluation of substance abuse" and comorbid prevention programs for children, youth, families, and communities. The proposed training grant combines two existing "research cultures" - preventionists and methodologists - into a fluid community of preventionists who are comfortable with cutting edge methods and methodologist who consider themselves prevention scientists. The strengths of the two Centers in substance abuse etiology, methods, statistics, evaluation, and program development and testing will provide a high-quality training environment to develop future leaders of multidisciplinary research teams. Both Centers currently have a portfolio of support from NIDA and NIH and are establishing reputations as leading forces in national efforts to advance the field of Prevention Science. The training program will produce researchers who: (1) are knowledgeable about the central principles and models of prevention science; (2) are knowledgeable about effective prevention strategies in the context of applied settings; (3) can utilize sophisticated modeling techniques for longitudinal data, including handling of missing data; (4) understand the interplay between services research and efficacy issues; (5) can apply statistical models to understand medicational processes that underlie prevention programs; (6) are knowledgeable of adaptive research designs; (7) can apply techniques that incorporate different units of analysis (e.g. HLM); (8) can apply person-centered analytic methods {e.g. latent growth curve analysis); (9) understand the rote of positive youth development strategies in prevention; and (10) have the capacity to translate these skills into development and refinement of strategies to improve the lives of young people.