UROP Project
suicide risk, virtual reality, ecological momentary assessment, psychophysiology, intervention development, theory refinement
Research Mentor: Dr. Sarah Louise Brown, she/her
Department, College, Affiliation: Psychology, Arts and Sciences
Contact Email: sbrown@psy.fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:
Department, College, Affiliation: Psychology, Arts and Sciences
Contact Email: sbrown@psy.fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:
Looking for Research Assistants: No
Number of Research Assistants: 3
Relevant Majors: Psychology and related fields
Project Location: On FSU Main Campus
Research Assistant Transportation Required: Remote or In-person: Partially Remote
Approximate Weekly Hours: 8-10,
Roundtable Times and Zoom Link: Not participating in the Roundtable
Number of Research Assistants: 3
Relevant Majors: Psychology and related fields
Project Location: On FSU Main Campus
Research Assistant Transportation Required: Remote or In-person: Partially Remote
Approximate Weekly Hours: 8-10,
Roundtable Times and Zoom Link: Not participating in the Roundtable
Project Description
How does someone go from thinking about suicide to engaging in suicidal behaviors? This project aims to investigate processes involved in the development of suicidal ideation and the transition to suicidal behaviors. We use an experimental therapeutics approach to improve our understanding and theoretical models of suicide while directly informing the development of novel interventions that target mechanisms involved in suicide ideation and suicidal behaviors. We use a multi-method approach to examine short-term fluctuations in suicidal processes both in controlled laboratory settings and ecologically valid real-world situations. Our studies use a combination of1) virtual reality tasks, affective and suicide-related imagery tasks, social interaction tasks, decision-making tasks etc.
2) neurophysiology (electrocardiography, electrodermal activity, electroencephalography)
3) ecological momentary assessment
4) clinical interviews and self-reports
Research Tasks: - Conduct literature reviews on relevant topics (e.g., suicidal imagery, virtual reality interventions, ecological momentary assessment and suicide risk)
- Assist with study implementation and data collection, including in-person experiments involving virtual reality and neurophysiology
- Help develop surveys, measures, and experimental tasks to capture suicidal processes and related risk factors
- Assist with study management and participant recruitment
- Assist in quality checking and coding of interview, self-report, behavioral, and neurophysiology data
- Assist in analyzing data and preparing study findings for publication, presentation, and dissemination
Skills that research assistant(s) may need: Required:
- Eagerness to learn and curiosity
- Positive professional demeanor
- Interest in learning how we study suicide and other psychological phenomena
- Strong written and verbal communication skills
- Strong analytical and problem-solving skills
Recommended:
- Basic statistical knowledge, including use of statistics programs ( e.g., SPSS, R)
- Familiarity with survey tools (e.g., Qualtrics, RedCap)
- Programming experience (e.g., Python, Matlab)
Mentoring Philosophy
The mentor-mentee relationship is the cornerstone of scientific progress. This relationship should be mutually beneficial, fostering growth for both individuals and positively contributing to the field of psychological science. My goal is to create a supportive environment where students can explore the scientific process, gain insights into clinical psychology, develop their own scientific passions, and reflect on their personal and professional growth.I aim to guide my students in understanding the rigors and rewards of scientific inquiry, encouraging them to ask meaningful questions, think critically, and engage with complex problems. At the same time, I strive to cultivate independence and self-reliance.
My mentorship is built on open communication, trust, and mutual respect. I encourage my students to articulate their goals and provide them with opportunities to achieve these objectives through research projects, professional development, or experiential learning. I firmly believe in setting clear expectations and matching the effort my students put forth. I see this balance as not just important, but critical to their growth and confidence as junior scientists and to the productivity of our lab.
As a mentor, my goal is to inspire a passion for learning and discovery. I aim to help students develop the skills and confidence they need to make meaningful contributions in their chosen fields and communities. Each mentorship is a partnership that evolves with time and effort, and I hope that it will have a lasting, positive impact on both of us and on the science we seek to advance.