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GEM Lab

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If you wish to become part of the GEM lab, please select the appropriate application type (Research Assistant or Graduate) below. You will be presented with the necessary information to begin your time at the GEM lab!

RESEARCH ASSISTANTS

Being a research assistant in the GEM lab is a valuable volunteer experience that will enhance your knowledge of research methods, enrich your interpersonal skills, and provide a behind the scenes view of graduate school. You do not have to be a DU student to be a research assistant in our lab. If interested, please contact project coordinators. 

Benefits of being an RA in the GEM Lab:

  • Experience with statistical software (SPSS) for data entry and analysis
  • Interaction with participants while scheduling phone interviews and lab visits
  • Running families for in-lab visits
  • Experience carrying out study protocols and administering lab tasks, including questionnaires, computer-based tasks of executive functioning, diagnostic interviews, etc.
  • Access to resources/advice for graduate programs and other job opportunities from graduate students, lab staff members, and principal investigators
  • Transferable skills that will make you a competitive candidate for graduate programs
  • DU students may receive credit for volunteering in the lab

Requirements:

  • Minimum time commitment of 6hrs/week for at least 2 quarters/6 months
  • Minimum GPA of 3.5
  • Demonstration of great interpersonal skills
  • Evening and weekend availability is a bonus

Accepting Research Assistants: No

PROSPECTIVE GRADUATE STUDENTS

Generally, students who are interested in studying child or adolescent depression, or related and co-occurring problems (e.g., anxiety disorders and symptoms, eating pathologies, suicidality and non-suicidal behaviors, personality disorders), from a developmental psychopathology perspective, would be a good match for my lab, especially if they are interested in one of my primary lines of research (risk and etiology; personalized prevention). I believe that my primary goal as a mentor is to assist students to develop their own program of research so that they can become an independent clinical scientist. I do this by building on students' own innate curiosity and enthusiasm for scientific inquiry. In my lab, post docs and students are treated as junior colleagues, and the amount of supervision and structure is based on a developmental, scaffolding model of increasing independence as the trainee matures. We have an active research lab, including post docs and grad students, all of whom have different programs of research, although they all touch on and center around developmental psychopathology of depression and related forms of emotional distress. As such, students will achieve both depth and breadth in research training as they become an expert in their selected program of research and learn from their fellow students' and post docs' related, but separate, programs of research (e.g., genetics, cognitive neuroscience, social cognitive risks, information processing, stress, interpersonal vulnerabilities, etc.) Students in my lab are expected to publish papers, based on their program of research, and often paper submissions are based on data collected from existing data as well as active, ongoing data collection from funded research projects.

Additionally, students typically have numerous opportunities to present their research findings at major conferences. To date, all past students who have applied for external pre-doctoral funding (e.g., NIMH NRSA) have been successful. Finally, in addition to strong scientific passion, curiosity, and intelligence, we seek students who are team players, responsible, careful, interpersonally skilled, balanced, and well-rounded. Consistent with the overall DU motto, "a happy grad student is a successful grad student!"

  • University admissions (website)
  • Accepting Students: No