FPR: Programs

Our program includes fellowship and grants, to both graduate students, post-docs and faculty; lecture series; annual workshop and symposia; publications, and national/ international network development, which are all based on a 3 year topical focus.

First Topical Focus (2000-2003):
Post Traumatic Stress and Resilience.

Second Topical Focus (2004-2006):
Trauma and the Interaction of early Relational Experiences, Social Context, and Developmental Trajectories.

Third Topical Focus (2006-2009):
Culture, Brain, and Emotion.

Fourth topical focus (2009-2012):
Culture, Brain, and Mental Illness.


Current topical focus (2012-2015):
Biological, Social, and Cultural Bases of Sex/Gender Differences


The following are specific programs that the Foundation supports initially:

At University of California, Los Angeles:

The FPR-UCLA Center for the Study of Culture, Brain and Development has been established in 2002. It is an interdisciplinary research and training center to:

  • Create a distinguished visiting scholar/lecture series;
  • Support graduate students and fellows with training grants to work with researchers;
  • Fund a bi-weekly seminar and monthly lecture series.
  • The Foundation for Psychocultural Research-UCLA Center for Culture, Brain, and Development web address: http://www.CBD.UCLA.edu

NEW:
FPR-UCLA Program for Culture, Brain, Development, and Mental Health

Dr. Robert Lemelson and The Foundation for Psychocultural Research (FPR) have expanded the funding of the FPR-UCLA Center for Culture, Brain, and Development (CBD) to include a new Program for Culture, Brain, Development, and Mental Health (CBDMH).

At Hampshire College, Amherst, Massachusetts:

The FPR-Hampshire College Program in Culture, Brain and Development was founded in 2003. It formally links the Schools of Cognitive Science, Social Science, and Natural Science in order to generate new cross-school courses and activities at the intersection of neuroscience, anthropology, psychology, and related fields.

The goal of the Program is to sharpen our understanding of human development by re-conceptualizing biology and culture in a radical way. This involves moving away from the familiar nature/nurture dichotomy by encouraging the exploration of development as a process (both collective and individual, historical and contemporary) that implicates body and mind and requires that both biology and culture be taken seriously.

With core and advanced courses in each of the three schools, the Program sponsors seminars, lecture series, summer institutes, conferences, and cross-School Division II and III research projects. In addition, it offers stipends to encourage student and faculty work at the interface of mind/brain/culture.

The Program provides an arena in which perspectives from a range of disciplines (which might include genetics as well as history, computer science as well as cultural anthropology, linguistics as well as clinical psychology) are brought to bear on questions about what is considered innate, how the social and the biological influence one another, and how experience is integrated into the developing architecture of the brain. An exploration of these questions requires thinking about the "biological" in ways that allow for the elasticity of genes in an organism that is socially embedded. It also requires attending seriously to what it means for our understanding of the malleability of culture that it is embodied.


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