American youth are growing up in more contextually varied and distinct circumstances. Extensive research indicates that these circumstances profoundly impact the health and well-being of individuals both positively and negatively across the life course. However, little is known about how economic, cultural and ethnic contexts become biologically embedded and how this interaction with biology during development influences trajectories of developmental and health outcomes. Part of the reason for the sparse knowledge is that few investigators have expertise in the three domains necessary to successfully grapple with these questions, namely, developmental science of context, human neurobiology, and advanced research methods. We propose a training program that will help fill this gap in understanding. The objective is to train an outstanding cohort of graduate students and postdoctoral fellows on three pillars of knowledge: (1) developmental science of context; (2) human neurobiology, including brain imaging, genetics, epigenetics, and endocrine function; and (3) advanced research methods (e.g., quantitative statistics appropriate for combining and analyzing longitudinal data from different levels of functioning). This cross-training, which is predicated on an understanding of basic developmental processes, will produce researchers well-positioned to develop cutting- edge work that advances knowledge about how neurobiological factors interact with environmental contexts to influence development across several domains and contexts. It will help meet the demand for developmental scientists who integrate neuroscience perspectives and methods into their programs of research and possess the requisite skills for successful, collaborative, interdisciplinary work at the interface of neurobiology, context, and behavioral development. The demand for this expertise is strong and predicted to grow for years to come, as appreciation increases for the role of neurobiology in normative cognitive and social development and in developmental, learning, and behavior disorders. We request funds to support four advanced predoctoral and two postdoctoral trainees each year. Trainees will engage in a two-year series of courses and mentor-based research training that will allow them to integrate work on context and human neurobiology. The training program will be housed in the Developmental Area within the Department of Psychology. In addition to the 22 members of the Developmental faculty, the training grant includes six additional faculty members from other units including Human Genetics, Biopsychology and Cognition and Cognitive Neuroscience. The training will draw on the rich resources of the University of Michigan, including extensive training in integrative research, courses in advanced methodology and statistics and opportunities for engaging in international research. The training program will prepare predoctoral and postdoctoral students to bridge research in the developmental science of context and human neurobiology in order to decipher how the social environment interacts with genetics and the brain to guide development.

Public Health Relevance

American youth are growing up in more contextually varied and distinct circumstances. While it is established that these circumstances profoundly impact development, little is known about how they become biologically embedded and how this interaction with biology during development influences trajectories of developmental and health outcomes. The training program will prepare predoctoral and postdoctoral students to bridge research in the developmental science of context and human neurobiology in order to decipher how the social environment interacts with genetics and the brain to guide development.

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Institutional National Research Service Award (T32)
Project #
2T32HD007109-36
Application #
9073424
Study Section
Special Emphasis Panel (ZHD1)
Program Officer
Griffin, James
Project Start
1977-07-01
Project End
2021-04-30
Budget Start
2016-05-01
Budget End
2017-04-30
Support Year
36
Fiscal Year
2016
Total Cost
Indirect Cost
Name
University of Michigan Ann Arbor
Department
Psychology
Type
Schools of Arts and Sciences
DUNS #
073133571
City
Ann Arbor
State
MI
Country
United States
Zip Code
48109
Safyer, Paige; Stevenson, Matthew M; Gonzalez, Richard et al. (2017) X. DEVELOPMENTAL TRAJECTORIES OF CHILDREN'S SLEEP PROBLEMS AFTER THE BIRTH OF A SIBLING. Monogr Soc Res Child Dev 82:130-141
Velasquez, Francisco; Wiggins, Jillian Lee; Mattson, Whitney I et al. (2017) The influence of 5-HTTLPR transporter genotype on amygdala-subgenual anterior cingulate cortex connectivity in autism spectrum disorder. Dev Cogn Neurosci 24:12-20
Volling, Brenda L; Gonzalez, Richard; Yu, Tianyi et al. (2017) IV. DEVELOPMENTAL TRAJECTORIES OF CHILDREN'S AGGRESSIVE BEHAVIORS AFTER THE BIRTH OF A SIBLING. Monogr Soc Res Child Dev 82:53-71
Oh, Wonjung; Volling, Brenda L; Gonzalez, Richard et al. (2017) II. METHODS AND PROCEDURES FOR THE FAMILY TRANSITIONS STUDY. Monogr Soc Res Child Dev 82:26-45
Volling, Brenda L (2017) XI. GENERAL DISCUSSION: CHILDREN'S ADJUSTMENT AND ADAPTATION FOLLOWING THE BIRTH OF A SIBLING. Monogr Soc Res Child Dev 82:142-158
Volling, Brenda L (2017) I. INTRODUCTION: UNDERSTANDING THE TRANSITION TO SIBLINGHOOD FROM A DEVELOPMENTAL PSYCHOPATHOLOGY AND ECOLOGICAL SYSTEMS PERSPECTIVE. Monogr Soc Res Child Dev 82:7-25
Thomason, Elizabeth; Oh, Wonjung; Volling, Brenda L et al. (2017) VI. DEVELOPMENTAL TRAJECTORIES OF CHILDREN'S ANXIETY AND DEPRESSION AFTER THE BIRTH OF A SIBLING. Monogr Soc Res Child Dev 82:82-92
Kuo, Patty X; Volling, Brenda L; Gonzalez, Richard et al. (2017) VII. DEVELOPMENTAL TRAJECTORIES OF CHILDREN'S EMOTIONAL REACTIVITY AFTER THE BIRTH OF A SIBLING. Monogr Soc Res Child Dev 82:93-105
Song, Ju-Hyun; Oh, Wonjung; Gonzalez, Richard et al. (2017) V. DEVELOPMENTAL TRAJECTORIES OF CHILDREN'S ATTENTION PROBLEMS AFTER THE BIRTH OF A SIBLING. Monogr Soc Res Child Dev 82:72-81
Beyers-Carlson, Emma; Stevenson, Matthew M; Gonzalez, Richard et al. (2017) IX. DEVELOPMENTAL TRAJECTORIES OF CHILDREN'S SOMATIC COMPLAINTS AFTER THE BIRTH OF A SIBLING. Monogr Soc Res Child Dev 82:118-129

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