Susan E. Gans, PhD - US grants

Affiliations:

Psychology

West Chester University, West Chester, PA, United States

Website:

http://www.wcupa.edu/_academics/sch_cas.psy/gans.asp

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High-probability grants

According to our matching algorithm, Susan E. Gans is the likely recipient of the following grants.

Years	Recipients	Code	Title / Keywords	Matching score
1991 — 1993	Gans, Susan E	F31Activity Code Description: To provide predoctoral individuals with supervised research training in specified health and health-related areas leading toward the research degree (e.g., Ph.D.).	Lh Surge Onset Time;Sources of Individual Differences @ University of Chicago	0.948
1995 — 1997	Gans, Susan E	F32Activity Code Description: To provide postdoctoral research training to individuals to broaden their scientific background and extend their potential for research in specified health-related areas.	Female Behavior and Fertility: the Role of Androgens @ Boston University	0.961
2010	Gans, Susan E Johnson, Vanessa K (co-PI) [⬀]	R15Activity Code Description: Supports small-scale research projects at educational institutions that provide baccalaureate or advanced degrees for a significant number of the Nation’s research scientists but that have not been major recipients of NIH support. The goals of the program are to (1) support meritorious research, (2) expose students to research, and (3) strengthen the research environment of the institution. Awards provide limited Direct Costs, plus applicable F&A costs, for periods not to exceed 36 months. This activity code uses multi-year funding authority; however, OER approval is NOT needed prior to an IC using this activity code.	Whole Family Biopsychology as a Marker For Adjustment @ West Chester University of Pennsylvania DESCRIPTION (provided by applicant): The proposed project uses the transition to college to investigate risk and protective factors for adjustment to college during emerging adulthood. This proposal represents several advances on the current literature. It uses a multimethod approach to assess insider and outsider perspectives on family functioning and adjustment. It extends family systems theory by reconceptualizing whole-family dynamics to include family changes in salivary cortisol during family interaction. The project's longitudinal design allows for the assessment of change in perception of family dynamics across a yearlong transitional period, and includes both pre- and post-transition assessments. The proposed project focuses on three domains of adjustment critical to emerging adults;academic, social, and emotional adjustment. One hundred and twenty prospective first-year college students between 17 and 19 years of age who have never attended college before will be assessed at three time points before and during their first college year. During a pre- college assessment all participants and their parents will complete self-report measures and participate in two videotaped family interaction tasks. We will sample cortisol before, directly after, and 30-minutes after family members work together to build a house of cards. During fall and spring semester assessments participants will fill out self- report measures. Adaptive whole-family functioning, including family cortisol response, is predicted to protect emerging adults from adjustment problems leading to depression, loneliness, stress, academic failure, substance abuse and other risky behavior. PUBLIC HEALTH RELEVANCE: The proposed project uses the transition to college to investigate risk and protective factors for adjustment to college during emerging adulthood. Adaptive whole-family functioning, including family cortical response, is predicted to protect emerging adults from adjustment problems that can lead to depression, loneliness, stress, academic failure, substance abuse and other risky behavior. Show summary Hide summary	1