Development of Psychopathology: From Brain and Behavioral Science to Intervention

描述（由申请人提供）：该提案寻求继续资助，以培训研究科学家，研究儿童，青少年和成人精神病理学的发展和治疗/预防。该培训计划的主要目标是培养研究科学家，他们将对以下知识做出贡献：（a）精神病理学发展和维持中的心理社会和神经生物学过程，以及（B）将这些基本知识转化为治疗和预防精神病理学的经验支持干预措施。方法：（a）该方案的基础是基于学徒制的研究指导，受训者接受至少两名初级教员导师的直接指导。通过课程和研讨会为学员制定个性化的课程。（B）所有学员都参加由课程主任和教师参加的每周一次的研讨会。该研讨会提供了不同类型的精神病理学的生物心理社会机制的基础，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。这些访问导致了非常有启发性和互利的讨论与合作。结果：在迄今为止的20年资助期间，该方案成功地实现了其目标。在过去十年中，该计划资助的46名受训人员中有77%目前在大学和医学院担任研究和/或教学职务，或继续他们的研究培训。学员撰写了300多篇同行评审文章和500次会议演讲，获得了多个著名奖项，48%的学员获得了联邦或州政府，基金会或大学基金的PI或共同PI赠款。范德比尔特的研究质量得到了提高，正如教师反馈和过去五年中授予计划教师的研究补助金增加所表明的那样。计划：为两类学员申请资金：（a）博士前高级学员（每年4个职位）和（B）博士后学员（每年3个职位）。该计划强调该领域的跨学科性质，因为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，药理学，社会学和教育。该计划是心理学和人类发展（皮博迪学院）和心理学（艺术和科学），通过约翰F。范德比尔特大学肯尼迪人类发展研究中心。

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.