The primary goals of this training program are to produce independent 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. During the 23 years of funding to date, this program has been successful in achieving these goals.
The program faculty represent multiple disciplines including clinical, developmental, social, quantitative, and cognitive psychology, neuroscience, psychometrics and statistics, child and adult psychiatry, pediatrics, sociology, and public policy. Faculty and trainee research has focused on internalizing disorders, particularly depression and anxiety; externalizing disorders; autism and other developmental disorders of cognition and learning; pediatric health psychology; basic emotional, cognitive, and biological processes; neurobiological bases of psychopathology, and prevention and treatment. A range of expertise is available in state-of-the-art neuroscience methods including functional MRI, structural MRI, diffusion tensor imaging, near-infrared optical imaging, positron-emission tomography (PET), electroencephalogram (EEG), event-related potential (ERP), psychophysiological recordings, and hormonal assays to understand the complex relations among cognitions, emotions, behavior, and brain structure and function.
Several mechanisms for training are used including a mentor-trainee apprenticeship, a weekly proseminar attended by multiple program faculty and trainees, visits by world renowned researchers, university-wide seminars on ethics of research, regular professional development seminars, and individually-tailored curricula to meet the specific needs of trainees. The proseminar provides a foundation in the biological, psychological, and social mechanisms underlying different types of psychopathology across development, the translation of basic knowledge into intervention strategies, research design and quantitative methods, minority and cross-cultural issues, the responsible conduct of research, and professional development.
A Visiting Scholars series involves intensive meetings with different internationally recognized 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.
The foundation of the program is the research mentoring in which trainees receive direct guidance by at least two primary faculty mentors. Individualized programs are developed for trainees in consultation with their mentors and program directors through courses and workshops. Trainees are encouraged to develop their own independent program of research and are not expected to serve as a project coordinator on their mentors’ studies unless doing so enhances the trainee’s own research program.
This program's funds support four advanced predoctoral trainee positions per year and two postdoctoral trainee positions per year.
The program emphasizes the interdisciplinary nature of the field in that trainees and faculty come from diverse backgrounds and disciplines (e.g., clinical, developmental, social, and quantitative psychology; psychiatry; neuroscience; pediatrics; sociology; and education).
We strongly encourage applications from:
The program is designed to build the research skills needed for an academic research career.
This fellowship program is intended for predoctoral psychologists and neuroscientists (entering year three or four of their doctoral programs) and postdoctoral trainees (zero or one year since degree). U.S. citizenship is required. Fellows are selected on the basis of overall academic excellence, publications, research program, recommendations, and evidence of interest and facility in working with colleagues in other disciplines. Application is initiated by submitting the following information:
Judy Garber, Ph.D.
Dept. of Psychology & Human Development
230 Appleton Place
Nashville, TN 37240
In the weekly proseminar, trainees learn the work of highly regarded scholars in-depth and receive consultation on their own research.
Peabody College has been consistently ranked among the top 10 schools of education in the nation by U. S. News and World Report for the past six years, and Special Education within the top 3 nationwide.
Judy Garber, Ph.D., Program Director, Developmental Psychopathology Research Training, (615) 343-8714