Opportunities

The Department of Psychology currently has two tenure track faculty positions and one postdoctoral position for which we are accepting applications. In addition there are several positions, paid and unpaid, available in our labs. 

Open Faculty Positions

Assistant Professor, Neural Mechanisms of Cognition and Behavior

The Department of Psychology at Emory University invites applications for a tenure-track position at the level of assistant professor with an anticipated start date of August 1, 2018.  We seek applicants to establish an independent, federally-funded program of research aimed at understanding mechanisms of cognition and behavior at biological and psychological levels with a goal of building on Emory’s strengths in behavioral, cognitive, affective, social, computational, developmental, and/or comparative neuroscience.  We also seek applicants with a strong commitment to undergraduate and graduate teaching.  Laboratory space for small animals as well as research facilities for humans (including a research-dedicated 3T MRI scanner) are available.  Applicants whose research uses cutting-edge techniques in small animals and bridges to studies with humans are particularly encouraged to apply. 

Ph.D. required. Candidates should submit applications via Interfolio. Please include a CV, a research statement, a teaching statement, two or three representative publications, and three letters of recommendation.  Please also include a brief statement in your cover letter that addresses past activities and future plans to advance equity, inclusion, and diversity in your professional career.  Review of applications will begin on November 1, 2017, and applications received up to 30 days after review begins will be given full consideration.  Emory University (Atlanta, GA) is a diverse community that values multiple perspectives and is an Equal Opportunity/Affirmative Action/Disability/Veteran employer. Women, minorities, persons with disabilities and veterans are encouraged to apply.

Assistant/Associate Professor, Nonhuman Primate Behavioral Neuroscience 

Emory University, Department of Psychology and the Yerkes National Primate Research Center, Division of Developmental and Cognitive Neuroscience invite applications for a tenure-track position at the Assistant or Associate Professor level in the area of nonhuman primate behavioral neuroscience. Applicants of particular interest to us include: behavioral neuroscientists who focus on developmental behavioral genetics and work with large populations of nonhuman primates; primate behavioral neuroendocrinologists; primate neuroscientists who use large-scale neural recording and decoding technologies and/or MRI and PET; neuroscientists who manipulate brain activity using cutting-edge pharmacogenetic interventions, transcranial magnetic stimulation, or deep brain stimulation to inform on primate brain neural circuitry. This new hire would likely have synergistic interests with faculty from Psychology, Anthropology, and Yerkes studying social behavior, social determinants of health, stress, memory, decision-making, or other cognitive processes as well as neurobehavioral or developmental aspects of these processes. The department seeks a candidate with strong commitment to undergraduate and graduate teaching.

Ph.D. required. Candidates should submit applications via Interfolio. Please include a CV, a research statement, a teaching statement, two or three representative publications, and three letters of recommendation.  Please also include a brief diversity statement in your cover letter that addresses past activities and future plans to advance equity, inclusion, and diversity in your professional career.  We will begin reviewing applications Nov. 1, 2017, but applications received up to 30 days after review begins will be given full consideration. Emory University (Atlanta, GA) is an Equal Opportunity/Affirmative Action/Disability/Veteran employer. Women, minorities, persons with disabilities and veterans are encouraged to apply.

Research Assistants

RESEARCH ASSISTANT POSITION AVAILABLE

Starting Fall 2017

Mental Health and Development Research Program

The Mental Health and Development Research Program at Emory has an opening for a research assistant for a project dealing with youth at risk for serious mental illness. This paid position will begin as part-time, with likely option for subsequent full time. Priority will be given to candidates with previous experience with psychophysiology/EEG, as well as clinical research experience.

If interested, please email Dr. Elaine Walker, psyefw@emory.edu, along with your resume.


RESEARCH ASSISTANT POSITION AVAILABLE

Summer/Fall 2017

Spatial Cognition Lab at Emory University

The Spatial Cognition Lab in the Child Study Center at Emory University is looking for Research Assistants (RAs) to begin starting summer of 2017 and to continue into the fall. The ideal candidate has excellent academic credentials, a desire to continue education beyond the undergraduate degree, an interest in developing research skills in children’s cognitive development, and an ability to commit to our lab for approximately 10 hours/week for at least the next two semesters. Programming experience is beneficial but not required. This is not a paid position, but academic credit can be arranged.       

The Spatial Cognition Lab seeks to answer a variety of closely related questions. Here are some examples: How do humans represent our bodies in space? What is the relationship between abstract reasoning (e.g., mathematical ability) and spatial representation? Are children born with an ability to represent abstract relations, or does this ability develop over time? You can read about specific studies on our website: http://www.psychology.emory.edu/cognition/lourenco/lab/ 

This is a fantastic opportunity for the right candidate to develop research skills as an undergraduate, which is important if you are considering graduate school. If you think your qualifications and interests would be a good fit, send a resume to: ccheun4@emory.edu. Please include undergraduate courses taken in psychology and the grades you earned in those courses. If you are not a psychology major, please include any classes you have taken in related fields. Also, we would like to know why you are interested in working in the Spatial Cognition Lab. Please send all materials no later than May 3rd. We look forward to hearing from you.

Postdoctoral Fellowships

Postdoctoral Position in Diffusion Tensor Imaging for Brain Ark
Psychology Department
Emory University, Atlanta, GA

Despite the advances in neuroimaging tools, they have not been widely applied to the brains of non-human animals. Apart from humans, non-human primates, rats and mice, almost no information exists about the connectivity of other species’ brains. For example, what is it in a tiger’s brain that makes it a tiger? Or in a bear’s brain that makes a bear? The relationship between brain and species is fundamental to understanding the evolution of the nervous system, and can illuminate sensory, motoric, and cognitive adaptations that help situate each species in its ecological niche. A postdoctoral position is available in the Canine Cognitive Neuroscience Laboratory at Emory University. We are using diffusion tensor imaging (DTI) in opportunistically-acquired brain specimens of a wide range of mammals to construct a digital “Brain Ark.” The successful candidate will join a dynamic environment with a dedicated 3T research scanner, supercomputing cluster, and collaborations across multiple disciplines. Prior DTI experience is required, and a strong computational background is desirable. To apply for this position, please go to http://apply.interfolio.com/41710 AA/EOE.

For more information about the position, please contact directly:

Gregory S. Berns, M.D., Ph.D.
Distinguished Professor of Neuroeconomics and Psychology
Director, Facility for Education and Research in Neuroscience

URLs:  brainark.org and www.neuropolicy.emory.edu
Email:  gberns@emory.edu

Volunteers

External Opportunities

Hiring Opportunity for Research Fellowships, Yale Child Study Center, Yale University School of Medicine

The Yale Early Social Cognition Lab at the Yale Child Study Center is interested in recruiting highly qualified students for exciting pre-doctoral fellowships for current graduates or graduating seniors. The positions will commence July 2018.

  1. Yale Fellowship in Developmental Psychopathology and Social Neuroscience

Successful applicants will be involved in a 2-year training program involving clinical research experience. The primary training experience will be in daily activities related to behavioral, psychophysiological, eye-tracking and neuroimaging studies of infants and toddlers with and without autism. With research mentorship, selected applicants will be expected to guide a pre-determined project of research from the point of data collection through analysis and publication of results. 

Interested students should send cover page, CV, official transcripts, and personal statements no later than January 15, 2018 in order to be considered for the position. Letters of recommendation are due by January 29, 2018.  Additional information about the lab can be found on our website:  http://www.childstudycenter.yale.edu/yescog/ 

Questions regarding the Yale Fellowship in Developmental Psychopathology and Social Neuroscience may be directed to Dr. Suzanne Macari at yescog@yale.edu

  1. Yale Fellowship in Translational Technologies in Development

The recipient of the fellowship will be involved in a 2-year training program in data science, cutting-edge computational technologies in a clinically based developmental disabilities research lab.  The primary experience will be in daily activities related to training in rapid prototyping and robust development of translational technologies, which may include eye-tracking technologies, image processing, physiological sensing technologies, machine learning projects and experimental paradigms. With research mentorship, selected applicants will be expected to guide a pre-determined project of research from the point of data collection through analysis and publication of results.

Interested students should send cover page, CV, official transcripts, and personal statements no later than January 15, 2018 in order to be considered for the position. Letters of recommendation are due by January 29, 2018.  Additional information about the lab can be found on our website:  http://www.childstudycenter.yale.edu/yescog/ 

Questions regarding the Yale Fellowship in Translational Technologies in Development may be directed to Dr. Quan Wang at quan.wang@yale.edu.


Florida International University
Center for Children and Families
Summer Treatment Program
2018 Counselor Positions 

The Center for Children and Families at Florida International University announces Summer Treatment Program Counselor positions for 2018. The Summer Treatment Program (STP) provides services to children with Attention-Deficit Hyperactivity Disorder (ADHD), Conduct Disorder, Oppositional-Defiant Disorder, learning problems, and related behavior problems. The program provides treatment tailored to children's individual behavioral and learning difficulties. Counselors will work in the STP-PreK, for children in preschool or entering Kindergarten, or the STP-E, for children ages 6-12 in elementary school. Opportunities are also available for applicants interested in working with children at-risk for pediatric obesity through the Healthy-Lifestyle Intervention Program (HIP). The Center for Children and Families is directed by William E. Pelham, Jr., Ph.D., who is a Distinguished Professor of Psychology and Psychiatry at Florida International University. Paulo Graziano, Ph.D., and Katie Hart, Ph.D., are the Program Directors for the STP-PreK, and Erika Coles, Ph.D., is the Program Director for the STP-E. 

The dates of employment for the Counselor position are Monday, June 4, 2018 through Saturday, August 11, 2018. Counselor hours of employment are 7:00 AM to 7:00 PM, Monday through Friday, and on Saturday, August 11. In addition, Counselors continue to work with the children until 8:30 PM one evening each week while parents participate in weekly parent training groups. 

Counselors are paid a salary of $4,000 for the summer. In addition, current students may be able to arrange for academic course credit through their university departments.

In each of the programs, children and counselors are assigned to groups that remain constant for the duration of the program. Each group consists of four or five counselors and 10 to 15 children of similar age. Children participate in a variety of classroom-based and recreational activities. Staff members implement an extensive behavior modification treatment program during all program activities. The behavior modification program includes feedback and associated consequences for positive and negative behaviors, daily and weekly rewards for appropriate behavior, social praise and attention, appropriate commands, and age-appropriate removal from positive reinforcement. Counselors will also be responsible for recording, tracking, and entering daily records of children’s behavior and response to the treatment. Counselors will work under the supervision of experienced faculty and staff members and will receive regular feedback about their performance. A brief description of daily activities for each program follows: 

  • Counselors in the STP-PreK deliver the treatment components within both classroom and recreational contexts. Counselors will assist in the following each day: (1) leading an academic center (i.e., English/Language Arts, Math, Science, Writing); (2) leading a sport (i.e., soccer, kickball, teeball); (3) delivery of treatment components during large group instruction periods; (4) assisting in the delivery of an evidence-based reading intervention; and (5) tracking the daily behavioral progress for assigned cases. Within the STP-PreK, we serve children with and at-risk for ADHD and related learning problems and disruptive behavior disorders. Sports experience or teaching experience is not a requirement for the STP-PreK program.
  • Counselors in the HIP will assist in the following each day: (1) leading and/or supporting daily structured and non-structured physical activities; (2) supporting large- and small-group literacy and academic development; (3) supporting daily social skills and emotional development activities; (4) supporting daily nutritional activities; and (5) implementation of behavioral treatment program and tracking daily behavioral progress for assigned cases. Sports and active exercise experience is a requirement.
  • Counselors in the STP-E deliver the treatment components during daily sports-based recreational periods in which children practice and play soccer, teeball/softball, and basketball. Counselors plan and conduct skill drills to address children’s specific skill deficits, provide appropriate coaching, assess children’s knowledge of the game rules and procedures, model appropriate sports skills, and encourage and reinforce appropriate effort, sportsmanship, leadership, and teamwork. All counselors are required to be familiar with the rules and fundamentals of each sport and will be expected to model appropriate skill and enthusiasm. Counselors also assist with daily social skills training sessions, conduct problem solving discussions as necessary, and assist with the implementation of daily report cards and individualized treatment programs. In addition, Counselors organize, prepare and lead weekly Fun Friday activities such as video games, water slides, and field day activities that serve as reinforcers for children who met their behavioral goals for the week. Most of the daily activities take place outdoors and counselors are physically active throughout the day. Counselors in the STP-E spend a substantial amount of time coaching and teaching children sports rules and skills. Therefore, previous experience in teaching, refereeing, or coaching children is preferred. Counselors will be required to transport, setup, and breakdown sports equipment used in games, drills, and recess activities. 

Prior to the start of employment, Counselors will be required to read the applicable treatment program manual and to be extensively familiar with behavior modification program and rules and procedures for daily activities, including the rules and fundamentals for the sports played in the program and other daily activities. Counselors will be required to memorize, verbatim, information such the operational definitions for the behavior modification system categories, activity rules, rules for classifying behaviors, and other related information. Counselors will need to spend a significant amount of time preparing prior to the start of employment.

During the first two weeks of employment, Counselors will participate in a variety of training activities. Training will consist of lectures, slide and video presentations, testing, and daily active role-plays during which staff members will act as counselors and children during activities such as games, drills, discussions, and time out. On the last day of employment, Counselors will complete rating scales regarding progress children made in the program and children’s response to treatment. In addition, Counselors will prepare and summarize information to be included in children’s final treatment reports.

The Summer Treatment Program has been conducted at Florida State University from 1980 to 1986; at Western Psychiatric Institute and Clinic from 1987 to 1996; at the University at Buffalo from 1997 to 2009; and at Florida International University since 2010. The STP was named as a Model Program for Service Delivery for Child and Family Mental Health by the Section on Clinical Child Psychology and Division of Child, Youth, and Family Services of the American Psychological Association. The STP has also been used in clinical trials conducted under the auspices of the National Institute of Mental Health, has been named a Model Program in Child and Family Mental Health by the American Psychological Association and SAMHSA, and has been named a program of the year by CHADD, the national parent advocacy group for children with ADHD. The STP has been listed in SAMHSA's National Registry of Evidence-based Programs and Practices.

Experience in the STP may be helpful to prepare students for further study or employment in the fields of education, mental health, physical education, pediatrics, psychiatry, recreational therapy, behavior analysis, social work, counseling, and related areas. Staff members have uniformly reported the experience to be the most demanding but also the most rewarding clinical experience of their careers.

Desired qualifications for Counselors include: undergraduate-level study in Psychology, Education, Behavior Analysis, Social Work, or related field; experience working with children or adolescents in settings such as summer camps, after-school programs, sports programs, daycare programs, and educational programs; and experience with activities such as organized sports activities, art, music, dance, theater, journalism, photography, and videography.

Additionally, participation in the STP requires staff members to ensure the safety, well-being and treatment of children and adolescents with mental health, learning, attention and behavior problems. Staff must be able to visually scan the environment, effectively attend to and hear verbal exchanges between children, provide neutral, corrective feedback on children’s misbehavior (which can include aggression), provide a consistent, warm, positive climate for children, and actively engage in sports and physical activity. Applicants must be able to meet the above requirements of the position.

All finalists must clear a Criminal Background Check initiated by the Division of Human Resources at FIU before an offer of employment will be made. All finalists must be digitally fingerprinted and cleared by the FIU Division of Human Resource before beginning assignment.

Employees placed on Temporary Appointments are not eligible to participate in employee benefit programs (i.e., paid leave, health insurances, etc.) but are enrolled in the FICA Alternative plan.      

Florida International University is a member of the State University System of Florida and is an Equal Opportunity, Equal Access Affirmative Action Employer. 

Applications for STP positions will be accepted beginning in October, 2017. There is no cutoff date for applying. Applications received after all positions have been filled will be placed on a waiting list. Positions are competitive so interested individuals should apply as soon as possible. 

For detailed descriptions of each program, and to apply for this position, please visit https://ccf.fiu.edu/opportunities/summer-treatment-program-opportunities-and-training/


NSF-REU Site: Comparative and Developmental Origins of Social Cognition at Yale

Dates: June 4- August 10, 2018

The Canine Cognition Center and Social Cognitive Development Lab are seeking applicants for a summer 2018 NSF-REU program. The REU program is supported by an award from the U.S. National Science Foundation (Award #1659085) to Yale University as part of the Research Experiences for Undergraduates Program.  The broad goal of the Comparative and Developmental Origins of Social Cognition REU Site is to provide students from under-represented backgrounds with joint training in developmental and comparative psychology research. Students will gain experience investigating the origins of human social cognition from two different but related perspectives: developmental studies testing human children’s social understanding and comparative studies examining social cognition in domesticated dogs. The REU is coordinated by Psychology professors Dr. Laurie Santos and Dr. Yarrow Dunham. 

REU students will have a rare opportunity to participate in all aspects of the research process: research design, subject recruitment, stimulus generation, data collection, data entry, coding, and statistical analysis. In addition, students will have the opportunity to interact as colleagues: participating in weekly lab meetings, reading current literature, contributing to theoretical discussions regarding the comparative and developmental origins of social cognition, and attending a professional development series focusing on topics such as applying to graduate school, getting the most out of your undergraduate career, etc. Students will meet weekly with a graduate student mentor, and the PI and co-PI will attend bi-monthly social events. The REU Fellowship includes a $500/week stipend and can cover limited travel costs. 

To be eligible for the Yale REU program, applicants must:

  • be a U.S. citizen or permanent resident
  • be a full-time undergraduate student and return to their institution after the internship
  • have experience or be comfortable working around dogs
  • commit to the 40 hr/ week 9-week internship, which will include at least some weekends

Women and members of underrepresented groups are especially encouraged to apply. NSF defines underrepresented groups as Alaska Natives, Native Americans, Blacks or African Americans, Hispanics, Native Hawaiians, and other Pacific Islanders, and Persons with Disabilities. Applicants who are first generation college-going (neither of their parents graduated from college) and/or geographically isolated (separated by geographic barriers or distance) are also of special interest. 

For more detailed information and for our application, visit https://doglab.yale.edu/NSF-REU. For any specific questions, feel free to email canine.cognition@yale.edu.