MI Mental Health Prevention Research Training Program

描述(由申请人提供)：本申请是一项开发 多学科预防研究博士前培训计划 年心理学、社会学和联合博士生项目博士前培训 密歇根大学社会工作和社会科学。我们的主要目标是 为了满足国家对预防研究人员的需求，他们既熟悉 影响心理健康的社会文化和种族因素，并能够 将基础科学转化为可检验的干预措施、方案和政策 旨在促进精神健康和减少精神疾病及其 在整个生命周期内的后果。培训计划的主要内容包括 支持开发重点课程，为期4个学期的培训研讨会 序列，以及一个为期两年的预防研究学徒期 成员。作为培训计划的一部分，学生将制定一份可出版的 预防研究学习并学习撰写拨款申请。在5个月内 年，共支持18名学员，6名学员 第一年入学，第三年和第五年还将有6名学员入学。 将为每位学员提供为期4年的培训支持，并提供资金 努力完成对3-5年级入学学员的培训。一个中环 培训计划的特点是将举行一系列特别研讨会和座谈会 侧重于(1)有关心理健康和社会文化的实质性知识 因素，包括文化、种族、性别和贫困；(2)翻译技能 -将基础科学成果转化为预防干预模式和 实地实施；(3)研究设计和措施--概念 实施评估、逻辑模型和计划理论，以增强 治疗效果研究，以及在选择适当的 中期和长期成果计量；和(4)统计分析 方法--选择适当的统计检验的概念性理解和 具备进行测试和解释测试结果的技能。实习生将与 密歇根预防研究中心和贫困中心的教职员工， 风险与心理健康。学员将学习多学科、协作 以及与社区利益相关者合作所需的谈判技能 开展实地研究并传播干预措施。重要的计划功能 包括：(A)接触一系列预防研究重点；(B)形成 学员和教职员工之间的协作学习关系，以及(C) 融合不同背景的受训人员。教职员工包括职业生涯中期。 以及对精神疾病感兴趣的高级预防和服务研究人员， 社会文化背景因素以及与之相关的量化方法 问题。所有培训教员都积极参与预防 科学--量化方法、心理健康干预和服务 强调贫困、种族和其他社会文化背景因素的研究。 参与研究的教师的具体研究包括：(A)预防性干预 在青春期和成年期，(B)为慢性或严重的研究提供服务 (C)社会文化和种族对精神病患者的影响 心理健康、身体健康和应对之间的相互作用，(D)相互作用 贫穷、贫穷政策和心理健康之间的关系，(E)方法问题 -在研究背景中的个人-邻居，关系， 在课堂上，并在学习自我报告的性质。

DESCRIPTION (provided by applicant): This application is a request to develop a multidisciplinary prevention research pre-doctoral training program for predoctoral trainees in Psychology, Sociology and the Joint Doctoral Program in Social Work and Social Sciences at the University of Michigan. Our major aim is to address the national need for prevention researchers who are both conversant in socio-cultural and racial factors influencing mental health, and able to translate basic science into testable interventions, programs and policies aimed at promoting mental health and reducing mental illness and its consequences across the lifespan. Major elements of the training program are support in developing focused coursework, a 4-semester training seminar sequence, and a two-year prevention research apprenticeship with a faculty member. As part of the training program, students will develop a publishable prevention research study and learn to write grant applications. Over the 5 years requested, a total of 18 trainees will be supported, 6 trainees will enter in Year 1, and 6 additional trainees will enter in Years 3 and 5. Training support will be provided for 4 years for each trainee, with funding sought to complete training of trainees entering in Years 3-5. A central feature of the training program will be a special seminar colloquium series focused on (1) Substantive knowledge about mental health and sociocultural factors, including culture, race, gender, and poverty; (2) Translational skills - translating basic science findings into prevention intervention models and implementing in field settings; (3) Research designs and measures - Concepts of implementation evaluation, logic models, and program theory to enhance treatment effectiveness research, as well as issues in selecting appropriate intermediate and long-term outcome measures; and (4) Statistical analysis methods - conceptual understanding to select appropriate statistical tests and skills in conducting tests and interpreting results. Trainees will work with faculty at the Michigan Prevention Research Center and the Center on Poverty, Risk and Mental Health. Trainees will learn multidisciplinary, collaborative and negotiation skills required to work with community stakeholders to carry out field research and disseminate interventions. Important program features include: (a) exposure to an array of prevention research foci, (b) formation of collaborative learning relationships among trainees and faculty, and (c) integration of trainees of diverse backgrounds. The faculty includes mid-career and senior prevention and services researchers interested in mental illness, sociocultural contextual factors, and quantitative methods related to these issues. All training faculty members are actively involved in prevention science - quantitative methods, mental health intervention and services research emphasizing poverty, race and other sociocultural contextual factors. Specific research by participating faculty include (a) preventive intervention in adolescence and adulthood, (b) services research in chronic or seriously mentally ill populations, (c) sociocultural and racial influences on the interplay between mental health, physical health, and coping, (d) the interplay between poverty, poverty policies, and mental health, (e) methodological issues - in studying individuals in contexts - neighborhoods, relationships, classrooms, and in studying the nature of self-reports.