The lab training philosophy is informed by a combination of values-based principles, evidence-based pedagogical and supervision principles, and Dr. Cooper's direct teaching experiences in the classroom, lab, and team settings. Fundamentally, lab training is viewed as a collaboration between the lab and the trainee, with attention paid to preferred learning styles instead of using a static approach. As such, a core value for the lab is flexibility in how we provide training, skills, and encourage scientific and critical thinking. Flexibility also applies to the number of perspectives we encourage in any area of scientific interest. Good science is rarely the product of a single empirical lens or viewpoint. Whether we're discussing a theoretical question, designing a study, or considering implications of our results, we actively welcome and seek out diverse perspectives—including those shaped by different disciplines, lived experiences, scientific methodologies, and worldviews.

Alongside our core value of flexibility, we place a strong emphasis on authenticity. Dr. Cooper and the team are genuinely enthusiastic about science and using research to make a positive impact on people and society. For us, authenticity means showing up with real excitement, curiosity, and engagement in our work—not going through motions, but actually finding meaning in what we do. Authenticity also extends to how we approach your professional training. You are not expected to be interested in every aspect of the lab’s core research areas (unless you genuinely are!). In fact, we actively encourage you to bring your own interests, values, and questions into your training. Your growth will be most meaningful when it's shaped by what matters to you, not just by what matters to us. This commitment to authenticity also means that training in our lab is process-oriented rather than strictly outcome-focused. We believe the journey—developing skills, exploring ideas, building confidence in a professional identity, and learning from setbacks—is just as important as the end results. 

Another core value is commitment to public good. Training in the lab involves interacting with the most up-to-date scientific data and views as possible, even some that might challenge personal experience. This means never shying away from controversies and issues in our field that have widespread negative impacts on mental health, particularly those that disproportionately affect the most vulnerable or resource-limited individuals and communities. Part of this is recognizing that science cannot be separated from the social context in which it is conducted, and that we must go beyond empiricism to make sure our work has actual utility and impact.

Finally, mutual respect and shared understanding is crucial to any training experience. You, the trainee, are entitled to respect and a commitment from others to understand your experiences, goals, and values. To foster this type of environment, we highly prioritize continual growth and humility in regards to understanding our biases. Ultimately, we think this is a crucial aspect of providing top-notch and inclusive training, supervision, and mentorship for everyone. 

The exact nature of lab responsibilities and training experiences depends on a number of factors. Below, we highlight general duties and possible skills/competencies one can acquire as an RA in the lab. We also include additional responsibilities and opportunities for graduate students.

Research Assistant Training and Duties

RAs are essential for almost every operation in a research lab, and part of our commitment to training is to ensure RAs leave the lab with a strong toolbox of research skills, a firm grounding in each part of the scientific process, and develop expertise in one or two topical areas. All RAs receive direct mentoring from either Dr. Cooper or a graduate student. Specific details of RA training include:

• Regardless of experience coming in, all RAs are trained in: basic human research ethics and regulations; interacting with participants to minimize bias and ensure professionalism; consenting participants; conducting research studies using computerized tasks, psychophysiological recording, and shock and/or white noise administration; basic risk assessment, data entry and management; and basic coding and data science principles. All new RAs undergo a probationary period during training in these topics.

• Additionally, highly-motivated RAs that have demonstrated professionalism and competency can receive training in one or more of the following: clinical interviewing; brief neuropsychological testing; dimensional/personality assessment; conducting/assisting with MRI studies; preprocessing of physiological and other types of data; eye-tracking; statistical analyses (including Mplus); intemediate to advanced coding in R and/or Python; task design; data visualization; academic presenting and writing.

• In addition to the above, we work hard to ensure all RAs receive guidance in effectively reading scientific publications, critical analysis, and synthesizing the literature, and identifying gaps and opportunities in the literature. We also aim for every RA to gain a solid understanding of key clinical science, cognitive neuroscience, and statistical concepts. Examples include conditioning theory, dimensional and quantitative psychopathology, neural substrates of emotion and memory, exposure therapy principles, and biological approaches to anxiety and trauma.

RA Availability Requirements

There are three main availability requirements for RAs in the lab. Please note that there are other duties and expectations, but these constitute the main requirements in regards to the practicalities of staffing a research lab:

1. Availability for at least 10 hours a week to be physically present in lab.

2. Your 10 hours of availability must be spread over at least two weekdays and at least 5 hours must overlap with hours we run experiments.

3. Availability to attend a weekly lab meeting OR, in some cases, meet with a mentor once a week. Lab or mentor meeting is typically NOT included in the 10 hr/week requirement.

4. Can commit to a minimum of 1 calendar year to the lab (exceptions made on a case-by-case basis).

Graduate students engage in duties and training similar to those described above for RAs, but with greater responsibility and increased independence. There are also the specifics of your graduate program, classes, etc. Beyond that, each graduate career is quite unique, so commonalities are harder to pin down. However, there are a few (more than a few) certainties for any graduate student training in the lab. Each is briefly outlined below and will be expanded on (sometimes in exhaustive depth!) by Dr. Cooper at the start of training. Consider this your fair warning for the rigor and multi-tasking expected of graduate students in the lab: 

• You will mentor/supervise: it is expected that all graduate students will be the direct mentor to at least one RA in the lab. Senior graduate students might help supervise some aspects of newer graduate student training.

• You will lead: this includes, but is not limited to, leading some lab meetings, teams of RAs, or an in-service training for the lab or department.

• You will code: modern data science requires some degree of coding competency. R, Python, and shell scripting are most commonly used in the lab and psychology/neuroscience.

• You will do stats: this is an understatement. You will do lots of statistical analyses with modern methods, even in techniques that are not immediately applicable to your current projects. Some will be Bayesian.

• You will do open science: all graduate students are expected to engage in best open science practices and maintain an OSF, ORCiD, and GitHub account.

• You will receive training in grant writing: grant writing is a practical reality of academia, of course, but is also involved to various degrees in industry, advocacy/non-profit, and even clinical work at times. Even if you do not submit a grant as a student, you will get some exposure to grant writing.

• You will learn clinical psychology ethics and best practices: At our core, we are a psychopathology lab. As such, all grad students (not just clinical psychology students) will receive this type of training and be expected to show it in their demeanor and writing. 

• You will be asked to take a course in psychometrics/measurement. If a course is not available or practical, 1-on-1 training with Dr. Cooper will be substituted.

• You will read meta-science and philosophy of science (especially from before we were all born): if you want a preview, see here and here.

• You are entitled to 1-on-1 meetings and career development: Specifically, you are entitled to weekly formal mentoring from Dr. Cooper as part of 1-on-1 meetings, with a portion of scheduled time protected for your career development or other topics of your choice.

• You get to do the research you find most interesting and meaningful (within reason): An expansive topic, but the general gist is that it's your graduate career, and your values and goals are what matter most in your training. This logic also applies to your goals for after graduate school - a successful graduate career does not need to end with another academic or professor (nor can the field support it!). 

• You will pay it forward: science is a generational endeavor, with each generation building upon the achievements of the previous one. The hope is that you take the above and everything else you learn, and then use that to help guide and train the next generation of scientists.

A note about a developmental approach to training, i.e., scaffolding:

As you advance in your training, you will be afforded greater independence to accompany increasing responsibilities. This doesn't mean you stop getting support! For more info on this approach, see this surprisingly helpful Wikipedia page.

A good fit with the lab mission and training approach is vital. Fit can be complex to assess without an in-depth conversation. Below are some general guidelines for potential fit. Also note that the above sections on training philosophy and what lab trainees do/learn can provide insight into whether you are a good fit for the lab.

You might be a good fit for the SCOOP lab if you...

• Are considering graduate school in psychology/neuroscience, an MD-PhD program, or are interested in a research career.

• Have a strong interest in clinical/cognitive/quantitative psychology, cognitive neuroscience, or computational/biological psychiatry.

• Enjoy computer science/coding and solving difficult problems using technology.

Potential factors that might limit fit

We want all early-career folks to find the research lab fit that is best for them, and sometimes we are not that lab. Below are some indicators that it might not be a great fit (although there are, of course, exceptions).

• Primary/exclusive interest in a clinical service/practice career. 

• Do not have any research interests in mental health/psychopathology/clinical or treatment topics (Note: a secondary interest in a clinical or psychopathology topic is fine!).