Development of Psychopathology: From Brain and Behavioral Science to Intervention

描述（由申请人提供）：本提案寻求持续资金，以培训研究儿童，青少年和成人精神病理学发展和治疗/预防的研究科学家。该培训计划的主要目标是培养研究科学家，他们将对以下方面的知识做出贡献：(a)精神病理学发展和维持中的社会心理和神经生物学过程，以及(b)将这些基本知识转化为经验支持的治疗和预防精神病理学的干预措施。方法：(a)项目的基础是基于学徒制的研究指导，受训者接受至少两名主要教师导师的直接指导。通过课程和研讨会为受训者制定个性化方案。(b)所有受训者都参加由项目主管和教员参加的持续的每周研讨会。本课程将提供以下方面的基础知识：不同类型的精神病理学背后的生物心理社会机制、将这些基本知识转化为干预策略、正常和异常行为的发展、研究设计和定量方法、少数民族和跨文化问题、负责任的研究行为和专业发展。(c)访问学者系列包括与不同的世界级学者举行为期两天的密集会议，讨论访问学者的研究，并让学员就自己的工作获得咨询。这些访问导致了高度刺激和互利的讨论与合作。结果：在20年的资助中，该项目已经成功地实现了其目标。在过去十年中，该项目资助的46名受训者中，77%目前在大学和医学院担任研究和/或教学职位，或继续接受研究培训。学员撰写了300多篇同行评议文章和500多篇会议报告，获得了多项著名奖项，48%的学员被联邦或州政府、基金会或大学基金资助为PI或联合PI。在过去的五年里，范德比尔特大学的研究质量得到了提高，这一点从教师的反馈和授予项目教师的研究经费的增加中可以看出。计划：申请资助两类研修生：(a)高级博士预科研修生（每年4个）和(b)博士后研修生（每年3个）。该项目强调该领域的跨学科性质，学员来自不同的背景，教师代表临床、发展、社会、认知和定量心理学、神经科学、精神病学、儿科学、药理学、社会学和教育学。该项目是心理与人类发展学系（皮博迪学院）和心理学系（艺术与科学）的合资项目，由范德比尔特大学约翰·肯尼迪人类发展研究中心管理。

DESCRIPTION (provided by applicant): This proposal seeks continuation funds to train research scientists studying the development and treatment/prevention of psychopathology in children, adolescents, and adults. The primary goals of this training program are to produce research scientists who will contribute to the state of knowledge about (a) the psychosocial and neurobiological processes in the development and maintenance of psychopathology, and (b) the translation of this basic knowledge into empirically supported interventions for treating and preventing psychopathology. Method: (a) The foundation of the program is apprenticeship-based research mentoring in which trainees receive direct guidance by at least two primary faculty mentors. Individualized programs are developed for trainees through courses and workshops, (b) All trainees participate in an ongoing weekly proseminar attended by program directors and faculty. This proseminar provides a foundation in the biopsychosocial mechanisms underlying different types of psychopathology, the translation of this basic knowledge into intervention strategies, development of normal and abnormal behavior, research design and quantitative methods, minority and cross-cultural issues, the responsible conduct of research, and professional development, (c) A Visiting Scholars series involves intensive two-day meetings with different world-class scholars to discuss the visitor's research and for trainees to receive consultation on their own work. These visits have led to highly stimulating and mutually beneficial discussions and collaborations. Results: During the twenty years of funding thus far, this program has been successful in achieving its goals. Seventy-seven percent of the 46 trainees funded by this program in the last decade currently hold research and/or teaching positions in universities and medical schools or continue their research training. Trainees have authored over 300 peer reviewed articles and 500 conference presentations, have received several prestigious awards, and 48% have been funded as the PI or co-PI of grants from the Federal or State government, Foundations, or University funds. The quality of research at Vanderbilt has been enhanced, as indicated by faculty feedback and an increase in research grant funds awarded to program faculty during the past five years. Plan: Funds are requested for two types of trainees: (a) advanced predoctoral trainees (four positions per year) and (b) postdoctoral trainees (three positions per year). The program emphasizes the interdisciplinary nature of the field in that trainees come from diverse backgrounds and faculty represent clinical, developmental, social, cognitive, and quantitative psychology, neuroscience, psychiatry, pediatrics, pharmacology, sociology, and education. The program is a joint venture of the Departments of Psychology and Human Development (Peabody College) and Psychology (Arts and Science), administered through the John F. Kennedy Center for Research on Human Development at Vanderbilt University. PUBLIC HEALTH RELEVANCE: Consistent with the mission of NIMH, this research training program aims to produce scientific experts who can (a) produce, integrate, and disseminate new knowledge about fundamental neurobiological and psychosocial mechanisms underlying a range of psychiatric conditions, and (b) translate this basic research into interventions for treating and preventing psychopathology in children, adolescents, and adults.