Nicole Morrell, CPPR Administrative Director
The Translational Prevention Science Training Program utilizes a “team science” model providing three major mechanisms for training. Trainees will (1) participate in formal coursework, seminars, and colloquia, (2) complete a research apprenticeship as a member of a transdisciplinary team, and (3) execute a research project in a community practice setting.
By virtue of participation in this program, it is anticipated that trainees will select training experiences and develop an Individual Training Plan (ITP) organized around one or more of the following themes:
The proposed training program will be offered by a transdisciplinary consortium of faculty across college units at the University of Minnesota, as well as a network of community practice partners representing child-serving systems of care in children’s mental health in the greater Twin Cities area.
Community Intervention/Implementation (2 courses in prevention science)
Neurobehavioral Development (at least 1 course required in basic neuroscience)
Psychosocial (at least 1 psychosocial-based course required)
Quantitative (2 courses required) and Mixed Methods (1 course required):
Core course in grant writing
**The courses listed are recommendations. Relevant graduate-level courses may be substituted in each domain with the prior approval of the training program director.
Trainees are required to develop expertise in a subspecialty content area and infuse this knowledge into the design and testing of preventive interventions. Trainees will select a primary and an associate mentor from the Prevention Science faculty. In collaboration with their mentors, trainees are expected to draft an individual training plan (ITP) drawing from three disciplinary cores: prevention science (PS), neurobehavioral development (NBD), and community intervention and implementation (CI/I).
Based on their ITP, a selection of a research apprenticeship with a transdisciplinary (TD) team will be provided. The TD team will consist of the Prevention Science trainee, primary and associate mentors representing PS, affiliate mentors drawn from complementary neurobehavioral development (NBD) and developmental science (DS) disciplines, and community mentors from a community care system.
The trainee is expected to spend a minimum of 10 hours a week engaged in a research project with collaboration from their TD team. Trainees are encouraged to work both within and across NBD and DS labs. Depending on the trainee’s interests and goals, the apprenticeship may vary from an independent project selected by the trainee to an ongoing project being conducted by the TD team.
Each trainee will be placed in a community practice setting to carry out a project generated from their research apprenticeship. This placement will provide the trainee with an opportunity to gain experience and expertise in collaborating and negotiating with community agencies that are crucial partners in research studies. Community practicum opportunities will be available via an expanding network of community-academic partnerships that include service providers who are being asked to provide prevention services to underrepresented populations (e.g., child guidance clinics, domestic violence and homeless shelters, supportive housing, diversion and probation programs, urban primary care clinics and family resource and support centers, etc.) as well as local government and state agencies/systems.
It is expected that trainees will spend approximately 10 hours a week engaged in the following activities:
Calvary Diggs, Educational Psychology 2016-current
Kate Gliske, Family Social Science 2014-current
Eric Thibodeau, Institute of Child Development 2014-2016