The Training Program in Research on Black Child Development seeks to prepare highly selected predoctoral students and postdoctoral fellows in psychology and related disciplines for distinguished careers in behavioral research focusing on African American children and families. Support for 4 predoctoral students and 2 postdoctoral fellows each year for a 5-year period is requested. The impetus for the program is the acute need for well-trained scientists who will advance knowledge about development in African American children. Because the program will train both ethnic minority and non-minority graduate students and postdoctoral fellows, it will serve the critical needs for a continuing supply of well trained scientists equipped to pursue innovative and exemplary research and a better representation of ethnic minority scientists in behavioral research. The program is structured to achieve several complementary goals: (a) to equip trainees with expertise in diverse research methodologies, especially longitudinal methods, and their application to the behavioral study of African American children and families; (b) to promote broad, multidisciplinary, and multi-level perspectives on African American children's socioemotional and psychoeducational development, health-related behaviors, and physical well being; (c) to foster competence in research strategies that enhance the cultural sensitivity and validity of research with African American populations; (d) to develop skills in addressing ethical issues, especially those prone to arise in research with ethnic minority and poor children and parents; and (e) to promote understanding of the application of developmental research to issues of practice and policy. Training of each predoctoral student and postdoctoral fellow will extend over a 2-year period. Predoctoral trainees typically will begin the program upon entry into graduate study in Developmental Psychology and the child/family subspeciality area of Clinical Psychology in the Department of Psychology at UNC-Chapel Hill. All trainees will receive research training through (a) active participation in supervised research in the laboratory of training faculty in Psychology and the Center for Developmental Science, (b) participation in advanced seminars and workshops focusing on ethnic minority research issues and populations, human development, developmental methodology, and policy issues, and (c) involvement in national professional meetings and summer institutes.

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 #
5T32HD049325-03
Application #
7230954
Study Section
Pediatrics Subcommittee (CHHD)
Program Officer
Maholmes, Valerie
Project Start
2005-05-01
Project End
2010-04-30
Budget Start
2007-05-01
Budget End
2008-04-30
Support Year
3
Fiscal Year
2007
Total Cost
$202,228
Indirect Cost
Name
University of North Carolina Chapel Hill
Department
Psychology
Type
Schools of Arts and Sciences
DUNS #
608195277
City
Chapel Hill
State
NC
Country
United States
Zip Code
27599
McKee, Laura G; Parent, Justin; Forehand, Rex et al. (2014) Reducing youth internalizing symptoms: effects of a family-based preventive intervention on parental guilt induction and youth cognitive style. Dev Psychopathol 26:319-32
Sterrett, Emma M; Jones, Deborah J; McKee, Laura G et al. (2011) Supportive non-parental adults and adolescent psychosocial functioning: using social support as a theoretical framework. Am J Community Psychol 48:284-95
McKee, Laura G; Bonn-Miller, Marcel O; Moos, Rudolf H (2011) Depressive symptoms, friend and partner relationship quality, and posttreatment abstinence. J Stud Alcohol Drugs 72:141-50
Cooper, Shauna M; McLoyd, Vonnie C (2011) Racial Barrier Socialization and the Well-being of African American Adolescents: The Moderating Role of Mother-Adolescent Relationship Quality. J Res Adolesc 21:895-903
Compas, Bruce E; Forehand, Rex; Thigpen, Jennifer C et al. (2011) Family group cognitive-behavioral preventive intervention for families of depressed parents: 18- and 24-month outcomes. J Consult Clin Psychol 79:488-99
Swinton, Akilah D; Kurtz-Costes, Beth; Rowley, Stephanie J et al. (2011) A longitudinal examination of African American adolescents' attributions about achievement outcomes. Child Dev 82:1486-500
Witherspoon, Dawn; Ennett, Susan (2011) Stability and change in rural youths' educational outcomes through the middle and high school years. J Youth Adolesc 40:1077-90
Shook, Sarah E; Jones, Deborah J; Forehand, Rex et al. (2010) The mother-coparent relationship and youth adjustment: a study of African American single-mother families. J Fam Psychol 24:243-51
Cooper, Shauna M; Smalls, Ciara (2010) Culturally distinctive and academic socialization: direct and interactive relationships with African American adolescents' academic adjustment. J Youth Adolesc 39:199-212
Jones, Deborah J; Forehand, Rex; McKee, Laura G et al. (2010) Behavioral Parent Training: Is There an ""App"" for That? Behav Ther (N Y N Y) 33:72-77

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