PA-00-105: BASIC AND TRANSLATIONAL RESEARCH IN EMOTION (R01)

Department of Health
and Human Services (HHS)

NIH... Turning Discovery Into Health^®

This Program Announcement expires three years from the Release Date shown directly below. BASIC AND TRANSLATIONAL RESEARCH IN EMOTION (R01) Release Date: June 15, 2000 (see replacement PA-03-169) PA NUMBER: PA-00-105 National Institute of Mental Health National Institute on Aging National Institute on Alcohol Abuse and Alcoholism National Cancer Institute National Institute of Child Health and Human Development National Institute on Drug Abuse National Institute of Neurological Disorders and Stroke THIS PA USES "MODULAR GRANT" AND "JUST-IN-TIME" CONCEPTS. THIS PA INCLUDES DETAILED MODIFICATIONS TO STANDARD APPLICATION INSTRUCTIONS THAT MUST BE USED WHEN PREPARING AN APPLICATION IN RESPONSE TO THIS PA. PURPOSE This Program Announcement (PA) and PA-00-106 Basic And Translational Research In Emotion: Small Grants (http://grants.nih.gov/grants/guide/pa-files/PA-00-106.html) are revisions of PA-94-059, which was published in the NIH Guide on April 29, 1994. Under this PA, the National Institute of Mental Health (NIMH), the National Institute on Aging (NIA), the National Institute on Alcohol Abuse and Alcoholism (NIAAA), the National Cancer Institute (NCI), the National Institute of Child Health and Human Development (NICHD), the National Institute on Drug Abuse (NIDA), and the National Institute of Neurological Disorders and Stroke (NINDS) invite research grant applications to expand basic research on the processes and mechanisms involved in the experience and expression of emotion. HEALTHY PEOPLE 2010 The Public Health Service (PHS) is committed to achieving the health promotion and disease prevention objectives of "Healthy People 2010," a PHS-led national activity for setting priority areas. This Program Announcement (PA), Basic and Translational Research in Emotion, is related to various priority areas. Potential applicants may obtain a copy of "Healthy People 2010" at http://www.health.gov/healthypeople. ELIGIBILITY REQUIREMENTS Applications may be submitted by domestic and foreign, for-profit and non-profit organizations, public and private, such as universities, colleges, hospitals, laboratories, units of State and local governments, and eligible agencies of the Federal government. Racial/ethnic minority individuals, women, and persons with disabilities are encouraged to apply as principal investigators. MECHANISM OF SUPPORT This PA will use the National Institutes of Health (NIH) R01 (research project grant) mechanism. Responsibility for the planning, direction, and execution of the proposed project will be solely that of the applicant. The total project period for an application submitted in response to this PA may not exceed five years. For applications requesting up to $250,000 direct costs per year, funds must be requested in $25,000 direct cost modules. A maximum of 10 modules per year may be requested for R01 applications. The cost of equipment is included in the budget limitation. Any necessary escalation must be included within the number of modules being requested. Only limited budget information is required and any budget adjustments made by the Initial Review Group will be in modules of $25,000. More detailed information about modular grant applications, including a sample budget narrative justification pages and a sample biographical sketch, is available via the Internet at: http://grants.nih.gov/grants/funding/modular/modular.htm. Applications that request more than $250,000 in any year must use the standard PHS 398 (rev. 4/98) application instructions. Applicants are strongly encouraged to consult with program staff (listed under INQUIRIES). RESEARCH OBJECTIVES Background The study of emotion encompasses a wide range of psychological, social, developmental, and biological phenomena, including characteristic expressive signals, alterations in physiology, and subjective feeling states. Central and autonomic nervous system (CNS, ANS) activity and the role of cognitive processing in emotion also are important objects of study, as is the contribution of emotional and motivational systems to cognitive faculties such as perception, attention, memory, and motor control. In addition, the study of emotion includes overt behavioral responses such as aggression or withdrawal, interpersonal relationships and communication, and environmental circumstances and experiences that elicit and shape emotion. Emotion research can also include the study of licit and illicit psychoactive substances that alter mood states, and conversely, the study of how emotional and mood states can predispose to, or modulate the effects of, pain or alcohol and psychoactive substances. This PA also encourages research on emotional reactions in the context of the diagnosis and treatment of cancer, and the study of emotion as it relates to this disease or increased risk of this disease, including outcomes such as social relationships, health care provider relationships, adherence and others. Although most emotion research involves human populations, animal models of emotion are also valuable for the investigation of particular aspects of emotion and its eliciting contexts. Recent years have shown the rapid expansion of concepts and methods for studying emotion in all of its aspects. Outlined in this program announcement are current needs that stem from these advances and that constitute critical components of a comprehensive basic research strategy, with the ultimate aim of fostering mental and physical health and the understanding of human development and aging. Sample research questions are provided for illustration, they are not intended to be exhaustive. Basic Mechanisms of Emotion The study of emotion involves measurements in a number of different response systems (e.g., neural, physiological, subjective, expressive). To foster the rapid and orderly accumulation of knowledge, it is important that multiple system measurements be conducted whenever possible. Interactions of emotion with cognition also constitute an important area of study. For example, more detailed understanding is needed of the interplay between emotion and cognition that can inform conceptualizations of disorders in which impairments of both emotion and cognition are apparent (e.g., schizophrenia, depression, alcohol and drug dependence, Parkinson’s Disease, Alzheimer’s Disease, autism), as well as provide data important for promoting emotional self-regulation and understanding developmental processes. In addition, the interplay between emotion and cognition may be studied in the context of risk perception and decision-making as it applies to treatment and screening among cancer patients or individuals at increased risk of cancer, and in the context of financial and medical decision- making by older adults. Sample research questions include the following: o What are the relationships among behavioral, expressive, physiological, and subjective aspects of emotion? What are the circumstances under which these various systems act in concert, and what is the significance of various patterns of desynchrony? What is the timing among the components and the developmental course? What are the biological or psychological consequences of the inhibition of one or more components? o A number of different emotion theories posit some number of discrete emotions. Other theories approach the domain as two, three or more dimensions of emotional response. How are these two approaches related, and can they be reconciled in a comprehensive theory of emotion? o What are the continuities across, and distinctions among, the phenomena of reflex, emotion, mood, temperament, emotional trait, and emotional disorder? What social, psychological, and biological factors mediate their interrelationships? How do these interrelationships change with age? How do these phenomena interact in order to contribute to psychological adjustment, normal psychological and biological development, treatment and screening adherence, and quality of life among individuals with physical illness or those at risk of illness? o What are potential mechanisms by which sensation and perception influence emotion? In turn, how are interactions between perception and emotion modulated in the experience of pain, in learning and memory, and in cognitive development? o How do attention and memory act to sustain or interrupt emotional states? In turn, how do emotional states serve to modulate or drive mechanisms of attention and memory? How are interactions between attention, memory, and emotion modulated or modified by alcohol and psychoactive drugs? How do these interactions change over the course of development? Emotional Processes in Mental, Substance Abuse, Developmental, and Neurological Disorders, and in Physical Disease The study of emotional processes in disorders involves both similarities and differences from research on basic mechanisms of emotion. Impairments of emotion found in psychopathology and developmental disorders may differ in either qualitative or quantitative ways from normal emotional processes. Emotional reactions may interact with the course of disease processes to alter the course of disorder. Examples of relevant issues include the following: o What are the continuities and discontinuities between normative emotional processes (e.g., emotional development, expression, understanding, awareness, communication) and emotional processes seen in psychopathology, developmental disorders, alcohol or drug abuse, or resilience? o To what extent can behavioral, expressive, physiological, and subjective measures of emotion identify intent in individuals at risk for suicidal, violent, or self-injurious behavior within the context of preventive interventions? o Do individual differences in emotional reactivity and regulation, including responses to stress, produce differential vulnerabilities to mental or developmental disorders, including alcohol and/or drug dependence? Conversely, does alcohol/drug use or dependence produce changes in emotional reactivity? How do stimuli associated with alcohol or drug use become triggers of emotional and subjective states that may lead to relapse? o Among cancer patients and people at increased risk for cancer, how do individual differences in emotional processes relate to reports of fatigue, return to work, adherence to treatment, nutritional recommendations, cancer screening behaviors, health care provider patient relationships, and other sequelae of the cancer diagnosis or known risk status? What are the psychological and/or health consequences of the use of denial/repression among cancer patients? o How can individuals be trained to best identify emotions and mood states that may represent a possible risk for relapse of physical or mental illness? Does focusing on such emotions/moods help prevent relapse, or actually increase risk for relapse? o How do cognitive changes associated with late aging modify the expression of emotion and its underlying processes in older individuals? o In neurologically impaired patients, are negative emotions, such as fear, more prevalent? Are anxiety states mediated by the fear system? Are there common neurobiological mechanisms for all kinds of fears such as social fear, imagined fears, or existential fears? Individual Differences Research is suggesting that individual differences in emotional responsivity may mark specific vulnerabilities to mental disorder, including alcohol or drug dependence, the detailed examination of these individual differences is critical for understanding etiology and for designing prevention efforts. In-depth study is needed of the determinants, consequences, and sequelae of infant temperament. Research in adult personality variation also is beginning to examine individual differences in emotional responsivity, with some indications of connections to physiology. Sample research questions include the following: o What are the biological (including genetic) and experiential sources of individual differences in emotional reactivity and regulation throughout development? How do biological and experiential influences combine and interact? How do these change with age? o How do individual differences in emotionality relate to phenomena such as activity level, attention, and cognitive processes? What are the neural substrates that underlie relationships among such phenomena and how do these relationships maintain or change over time? o Among children with developmental and learning disabilities or childhood illness, how are individual differences in emotional processes related to functioning over time? How does the presence of developmental and/or learning disabilities or other pediatric problems influence the development of emotional regulation and reactivity over time? o What biological, social, personality, and cognitive factors interact with emotion-based individual differences to contribute to psychopathology and drug use? o How do emotions get attached to attitudes, stereotypes, and identity? How do these influence illness and recovery? Developmental Aspects Data are accumulating rapidly in areas such as children"s understanding and experience of emotions, and in emotional communications occurring between parents and children beginning in the earliest weeks of life. The import of findings related to the development of emotions would be well served by an overarching theoretical framework specifying the ontogeny of emotion. Also, the primary concentration to date on the early years of life needs to be broadened to include focused attention on early and middle childhood, adolescence, adulthood, and old age. Sample research questions include the following: o Are connections among various components of emotional response present at birth? Do they change with age, particularly during periods of transition (e.g., adolescence)? How do changes in bodily systems with age affect the nature and intensity of emotional response and the interrelationships among response systems? Do such changes predispose toward psychopathology in older individuals? o What are the determinants, age-specific characteristics, and consequences of emotional attachments across the lifespan? What are the parallels among attachment patterns in infancy, in childhood, in adolescence, in adulthood, in old age? o How do cognitive factors (e.g., intelligence, learning disabilities) influence the development of emotional processes over the lifespan? o What affective processes are particularly germane to coping with events in the family life cycle (e.g., marriage, divorce, birth, transition to parenthood, aging, retirement, grandparenting, dealing with death and bereavement, coping with substance use of family members)? o What are the developmental psychobiological contributions of stress and other environmental influences on emotional development and expression? o What is the role of emotion in brain development over the life course and what are the relevant mechanisms? What is the role of endocrine and immune systems and their neural control over the course of development and aging? o Does prenatal exposure to alcohol or abused drugs or use of abused drugs in adolescence affect emotional development? Conversely, are children with disorders of emotional regulation more vulnerable to becoming drug dependent? Social Aspects The quality of interpersonal relationships can be a significant source of both positive and negative emotions. Further, social relationships play a substantial role in the modulation of emotional responses, however generated. Social factors thus make a critical contribution to an understanding of the risks for mental disorders and alcohol/drug dependence. In addition to the need for further research on these interpersonal aspects of emotion, it is very important to examine the macro-environmental processes (e.g., culture, social structure, the media) that help to shape emotional development and adjustment. Sample research questions include the following: o How do cultural and socialization processes influence the experience and expression of emotion? How do salient social factors and contexts (e.g., childcare settings, media, exposure to violence) in particular developmental stages shape affective development and expression? o What are the dynamics of emotional communications occurring within families and other intimate groups and how do they relate to the development, maintenance, or erosion of emotional bonds? How do variations in social sharing of emotions lead to differences in psychopathology, therapeutic approaches, and potential health outcomes? How are these patterns altered by drug dependence? Among cancer patients and significant others, what are the short- and long-term consequences of patterns of emotional communication on social relationships and psychological adjustment? o How do variations in parenting style and behaviors (e.g., teaching, limit- setting) influence the development of affect regulation in children? How does child neglect (resulting from psychopathology, alcohol or drug addiction or other causes) influence emotional development in children? o How does caregiver behavior influence affect regulation in persons with mental disorders in late life, including Alzheimer’s Disease? o How do the emotions involved with social relationships affect life in the community for severely disordered individuals, and how do these emotions interact with the characteristics of the disorder to affect its course? o What role does the process of social comparison play in the emotional response to cancer and to aging, what are some potential mechanisms explaining the direction of the social comparison process across individuals, and how might these processes be influenced by other social or non-social mechanisms? Biological Aspects The study of emotion provides a valuable opportunity for examination of the interplay between psychological, physiological, and neural processes, and methods are increasingly becoming available for examining the neural substrates of emotion. Sample research questions include the following: o What are the bi-directional influences between emotional states or emotional traits (e.g., temperament) and neurobiological, endocrine and immune systems? Among cancer patients, how might these influences on biology influence health status or treatment (side effects, ability to tolerate treatment)? o What are the neuroanatomical circuits and neurochemical processes involved in emotional states and emotion-based individual differences? How do these systems evolve over the lifespan? To what extent do these neural processes overlap with those associated with psychopathology and substance use disorders such as alcohol or drug addiction? o How can neuroimaging and large-array electrophysiological techniques best be used to study brain areas that are active during different emotional states and in pain perception? What is the relationship of observed CNS activity to other responses in emotion, including alcohol/drug-induced or alcohol/drug withdrawal- or craving-induced changes in emotion? o How does the aging process, either in association with age-associated neurogenerative disease processes or without disease, affect the emotion-based networks within the brain and those that interact with the endocrine system? Methodological Needs Methods related to the study of emotion run the full range, from self-report and interview procedures, to behavioral observations, and to measures of ANS and CNS structure and function. Improvements are needed in ways that enhance validity and efficiency of measurement without sacrificing richness and detail. In research on physical illness such as cancer, also needed is methodology that takes into account the reports of others in the patient’s social and medical environment, and reports that are sensitive to the changes in emotional responsiveness over time. Sample needs include the following: o Most research on emotional expression concentrates on the face. Methods also are needed to assess vocal, postural, and gestural components of emotional expression. Further, measures of emotion need to be developed that can be applied across cultures, cohorts, and species. o Techniques of computer science, neural networks, and image processing need to be applied to the task of producing valid and reliable judgments of facial and other behavioral expressions of emotion. o Expanded and improved neuroimaging techniques are needed to examine CNS activity in emotional responding. Further research is needed on the methodological and conceptual relationships among techniques with different spatial and temporal resolution. o Animal models need to be used to their fullest potential to examine social and biological determinants and consequences of emotion. o Advanced and ethically-guided human laboratory procedures for inducing positive and negative emotional states are needed. INCLUSION OF WOMEN AND MINORITIES IN RESEARCH INVOLVING HUMAN SUBJECTS It is the policy of the NIH that women and members of minority groups and their subpopulations must be included in all NIH supported biomedical and behavioral research projects involving human subjects, unless a clear and compelling rationale and justification is provided that inclusion is inappropriate with respect to the health of the subjects or the purpose of the research. This policy results from the NIH Revitalization Act of 1993 (Section 492B of Public Law 103-43). All investigators proposing research involving human subjects should read the "NIH Guidelines For Inclusion of Women and Minorities as Subjects in Clinical Research," which have been published in the Federal Register of March 28, 1994 (FR 59 14508-14513) and in the NIH Guide for Grants and Contracts, Vol. 23, No. 11, March 18, 1994 available on the web at the following URL address: http://grants.nih.gov/grants/guide/notice-files/not94-100.html INCLUSION OF CHILDREN AS PARTICIPANTS IN RESEARCH INVOLVING HUMAN SUBJECTS It is the policy of NIH that children (i.e., individuals under the age of 21) must be included in all human subjects research, conducted or supported by the NIH, unless there are scientific and ethical reasons not to include them. This policy applies to all initial (Type 1) applications submitted for receipt dates after October 1, 1998. All investigators proposing research involving human subjects should read the "NIH Policy and Guidelines on the Inclusion of Children as Participants in Research Involving Human Subjects" that was published in the NIH Guide for Grants and Contracts, March 6, 1998, and is available at the following URL address: http://grants.nih.gov/grants/guide/notice-files/not98-024.html Investigators also may obtain copies of these policies from the program staff listed under INQUIRIES. Program staff may also provide additional relevant information concerning the policy. NOTE FOR APPLICATIONS FOCUSED ON AGING RESEARCH Applications received in response to this PA may focus on scientific issues related to aging. In describing the plan to recruit human subjects investigators may cite a focus on aging as the justification for why children will be excluded. In this regard, applicants may use Justification 1 from the policy announcement, the research topic to be studied is irrelevant to children. SPECIAL NOTE: Describe any requirements for the inclusion in the application of plans to share data and indicate that reviewers will assess the adequacy of the proposed plan. Include this in review criteria section URLS IN NIH GRANT APPLICATIONS OR APPENDICES All applications and proposals for NIH funding must be self-contained within specified page limitations. Unless otherwise specified in an NIH solicitation, internet addresses (URLs) should not be used to provide information necessary to the review because reviewers are under no obligation to view the Internet sites. Reviewers are cautioned that their anonymity may be compromised when they directly access an Internet site. APPLICATION PROCEDURES Applicants are strongly encouraged to contact the program contacts listed under INQUIRIES with any questions regarding their proposed project and the goals of this PA. Applications are to be submitted on the grant application form PHS 398 (rev. 4/98) and will be accepted at the standard application deadlines as indicated in the application kit. Application kits are available at most institutional offices of sponsored research and from the Division of Extramural Outreach and Information Resources, National Institutes of Health, 6701 Rockledge Drive, MSC 7910, Bethesda, MD 20892-7910, telephone (301) 710-0267, Email: GrantsInfo@nih.gov. Applications are also available on the World Wide Web at: http://grants.nih.gov/grants/forms.htm. The modular grant concept establishes specific modules in which direct costs may be requested as well as a maximum level for requested budgets. Only limited budgetary information is required under this approach. The just-in-time concept allows applicants to submit certain information only when there is a possibility for an award. It is anticipated that these changes will reduce the administrative burden for the applicants, reviewers and Institute staff. The research grant application form PHS 398 (rev. 4/98) is to be used in applying for these grants, with the modifications noted below. BUDGET INSTRUCTIONS Modular Grant applications will request direct costs in $25,000 modules, up to a total direct cost request of $250,000 per year. (Applications that request more than $250,000 direct costs in any year must follow the traditional PHS 398 application instructions.) The total direct costs must be requested in accordance with the program guidelines and the modifications made to the standard PHS 398 application instructions described below: PHS 398 o FACE PAGE: Items 7a and 7b should be completed, indicating Direct Costs (in $25,000 increments up to a maximum of $250,000) and Total Costs [Modular Total Direct plus Facilities and Administrative (F&A) costs] for the initial budget period Items 8a and 8b should be completed indicating the Direct and Total Costs for the entire proposed period of support. o DETAILED BUDGET FOR THE INITIAL BUDGET PERIOD - Do not complete Form Page 4 of the PHS 398. It is not required and will not be accepted with the application. o BUDGET FOR THE ENTIRE PROPOSED PERIOD OF SUPPORT - Do not complete the categorical budget table on Form Page 5 of the PHS 398. It is not required and will not be accepted with the application. o NARRATIVE BUDGET JUSTIFICATION - Prepare a Modular Grant Budget Narrative page. (See http://grants.nih.gov/grants/funding/modular/modular.htm for sample pages.) At the top of the page, enter the total direct costs requested for each year. This is not a Form page. o Under Personnel, List key project personnel, including their names, percent of effort, and roles on the project. No individual salary information should be provided. However, the applicant should use the NIH appropriation language salary cap and the NIH policy for graduate student compensation in developing the budget request. o For Consortium/Contractual costs, provide an estimate of total costs (direct plus facilities and administrative) for each year, each rounded to the nearest $1,000. List the individuals/organizations with whom consortium or contractual arrangements have been made, the percent effort of key personnel, and the role on the project. Indicate whether the collaborating institution is foreign or domestic. The total cost for a consortium/contractual arrangement is included in the overall requested modular direct cost amount. Include the Letter of Intent to establish a consortium. o Provide an additional narrative budget justification for any variation in the number of modules requested. o BIOGRAPHICAL SKETCH - The Biographical Sketch provides information used by reviewers in the assessment of each individual"s qualifications for a specific role in the proposed project, as well as to evaluate the overall qualifications of the research team. A biographical sketch is required for all key personnel, following the instructions below. No more than three pages may be used for each person. A sample biographical sketch may be viewed at: http://grants.nih.gov/grants/funding/modular/modular.htm - Complete the educational block at the top of the form page, - List position(s) and any honors, - Provide information, including overall goals and responsibilities, on research projects ongoing or completed during the last three years. - List selected peer-reviewed publications, with full citations, o CHECKLIST - This page should be completed and submitted with the application. If the F&A rate agreement has been established, indicate the type of agreement and the date. All appropriate exclusions must be applied in the calculation of the F&A costs for the initial budget period and all future budget years. o The applicant should provide the name and phone number of the individual to contact concerning fiscal and administrative issues if additional information is necessary following the initial review. Applications not conforming to these guidelines will be considered unresponsive to this PA and will be returned without further review. Applicants planning to submit an investigator-initiated new (type 1), competing continuation (type 2), competing supplement, or any amended/revised version of the preceding grant application types requesting $500,000 or more in direct costs for any year are advised that he or she must contact the Institute program staff before submitting the application, i.e., as plans for the study are being developed. Furthermore, the application must obtain agreement from the Institute staff that the Institute will accept the application for consideration for award. Finally, the applicant must identify, in a cover letter sent with the application, the staff member and Institute who agreed to accept assignment of the application. This policy requires an applicant to obtain agreement for acceptance of both any such application and any such subsequent amendment. Refer to the NIH Guide for Grants and Contracts, March 20, 1998 at http://grants.nih.gov/grants/guide/notice-files/not98-030.html The title and number of the program announcement must be typed on line 2 of the face page of the application form and the YES box must be marked. Submit a signed, typewritten original of the application, including the Checklist, and five signed photocopies in one package to: CENTER FOR SCIENTIFIC REVIEW NATIONAL INSTITUTES OF HEALTH 6701 ROCKLEDGE DRIVE, ROOM 1040, MSC 7710 BETHESDA, MD 20892-7710 BETHESDA, MD 20817 (for express/courier service) REVIEW CONSIDERATIONS Applications will be assigned on the basis of established PHS referral guidelines. Applications will be evaluated for scientific and technical merit by an appropriate scientific review group convened in accordance with the standard NIH peer review procedures. As part of the initial merit review, all applications will receive a written critique and undergo a process in which only those applications deemed to have the highest scientific merit, generally the top half of applications under review, will be discussed, assigned a priority score, and receive a second level review by the appropriate national advisory council or board. Review Criteria The goals of NIH-supported research are to advance our understanding of biological systems, improve the control of disease, and enhance health. In the written comments reviewers will be asked to discuss the following aspects of the application in order to judge the likelihood that the proposed research will have a substantial impact on the pursuit of these goals. Each of these criteria will be addressed and considered in assigning the overall score, weighting them as appropriate for each application. Note that the application does not need to be strong in all categories to be judged likely to have major scientific impact and thus deserve a high priority score. For example, an investigator may propose to carry out important work that by its nature is not innovative but is essential to move a field forward. (1) Significance: Does this study address an important problem? If the aims of the application are achieved, how will scientific knowledge be advanced? What will be the effect of these studies on the concepts or methods that drive this field? (2) Approach: Are the conceptual framework, design, methods, and analyses adequately developed, well-integrated, and appropriate to the aims of the project? Does the applicant acknowledge potential problem areas and consider alternative tactics? (3) Innovation: Does the project employ novel concepts, approaches or methods? Are the aims original and innovative? Does the project challenge existing paradigms or develop new methodologies or technologies? (4) Investigator: Is the investigator appropriately trained and well suited to carry out this work? Is the work proposed appropriate to the experience level of the principal investigator and other researchers (if any)? (5) Environment: Does the scientific environment in which the work will be done contribute to the probability of success? Do the proposed experiments take advantage of unique features of the scientific environment or employ useful collaborative arrangements? Is there evidence of institutional support? In addition to the above criteria, in accordance with NIH policy, all applications will also be reviewed with respect to the following: o The adequacy of plans to include both genders, minorities and their subgroups, and children as appropriate for the scientific goals of the research. Plans for the recruitment and retention of subjects will also be evaluated. o The reasonableness of the proposed budget and duration in relation to the proposed research o The adequacy of the proposed protection for humans, animals or the environment, to the extent they may be adversely affected by the project proposed in the application. o The adequacy of the proposed plan to share data, if appropriate. AWARD CRITERIA Applications will compete for available funds with all other recommended applications assigned to the Institute. The following will be considered in making funding decisions: Quality of the proposed project as determined by peer review, availability of funds, and program priority. INQUIRIES Inquiries are encouraged. The opportunity to clarify any issues or questions from potential applicants is welcome. Direct inquiries regarding programmatic issues to: Mary Ellen Oliveri, Ph.D. Behavioral Science Research Branch Division of Neuroscience and Basic Behavioral Science National Institute of Mental Health 6001 Executive Blvd., Room 7220, MSC 9651 Bethesda, MD 20892-9651 (20852 for courier/express service) Telephone: (301) 443-3942 FAX: (301) 443-9876 Email: moliveri@nih.gov Jared B. Jobe, Ph.D. Behavioral and Social Research Program National Institute on Aging Gateway Building, Room 533 7201 Wisconsin Avenue Bethesda, MD 20892 Telephone: (301) 496-3137 FAX: (301) 402-0051 Email: Jared_Jobe@nih.gov Ellen D. Witt, Ph.D. Neuroscience and Behavioral Research Branch National Institute on Alcohol Abuse and Alcoholism 6000 Executive Blvd., Suite 402, MSC 7003 Bethesda, MD 20892-7003 Telephone: (301) 443-6545 FAX: (301) 594-0673 Email: ewitt@willco.niaaa.nih.gov Wendy Nelson, Ph.D. Basic Biobehavioral Research Branch Behavioral Research Program National Cancer Institute 6130 Executive Blvd., MSC 7326 Executive Plaza North, Room 211 Bethesda, MD 20892-7326 Telephone: 301-435-4590 FAX: 301-435-7547 Email: wn14x@nih.gov Margaret M. Feerick, Ph.D. Child Development and Behavior Branch National Institute of Child Health and Human Development 6100 Executive Blvd., Room 4B05, MSC 7510 Bethesda, MD 20892-7510 Telephone: (301) 435-6882 FAX: (301) 480-7773 Email: feerickm@mail.nih.gov Jaylan S. Turkkan, Ph.D. Behavioral Sciences Research Branch National Institute on Drug Abuse 6001 Executive Blvd., Room 4282, MSC 9555 Bethesda, MD 20892-9555 Telephone: (301) 443-1263 FAX: (301) 594-6043 Email: jaylan@nih.gov Emmeline Edwards, Ph.D. Systems and Cognitive Neuroscience National Institute of Neurological Disorders and Stroke 6001 Executive Blvd., Room 2109 Bethesda, MD 20892-9521 Telephone: (301) 496-9964 FAX: (301) 402-2060 Email: ee48r@nih.gov Direct inquiries regarding fiscal matters to: Diana S. Trunnell Grants Management Branch National Institute of Mental Health 6001 Executive Boulevard, Room 6115, MSC 9605 Bethesda, MD 20892-9605 Telephone: (301) 443-2805 FAX: (301) 443-6885 Email: Diana_Trunnell@nih.gov Joseph Ellis Grants Management Office National Institute on Aging Gateway Building, Room 2N-212 7201 Wisconsin Avenue Bethesda, MD 20892 Telephone: (301) 496-1472 FAX: (301) 402-3672 Email: ellisJ@exmur.nia.nih.gov Judy Simons Grants Management Branch National Institute on Alcohol Abuse and Alcoholism 6000 Executive Blvd., Suite 504, MSC 7003 Bethesda, MD 20892-7003 Telephone: (301) 443-2434 FAX: (301) 443-3891 Email: js182a@nih.gov Sara Stone Grants Administration Branch National Cancer Institute 6120 Executive Blvd., Room 243, MSC 7150 Bethesda, MD 20892-7150 Telephone: (301) 496-7249 FAX: (301) 496-8601 Email: stones@gab.nci.nih.gov Doug Shawver Grants Management Branch National Institute of Child Health and Human Development 6100 Executive Boulevard, Room 8A01C, MSC 7510 Bethesda, MD 20892-7510 Telephone: (301) 496-1303 FAX: (301) 402-0915 Email: ds117g@nih.gov Gary Fleming, J.D., M.A. Grants Management Branch National Institute on Drug Abuse 6001 Executive Boulevard, Room 3131, MSC 9541 Bethesda, MD 20892-9541 Telephone: (301) 443-6710 FAX: (301) 594-6849 Email: gf6s@nih.gov Dawn Richardson Grants Management Branch National Institute of Neurological Disorders and Stroke 6001 Executive Blvd., Room 3254 Bethesda, MD 20892-9537 Telephone: (301)496-9231 FAX: (301) 402-0219 Email: da8h@nih.gov AUTHORITY AND REGULATIONS This program is described in the Catalog of Federal Domestic Assistance No. 93.242 (NIMH), 93.866 (NIA), 93.273 (NIAAA), 93.399(NCI), 93.865 (NICHD), 93.279 (NIDA), and 93.853 (NINDS). Awards are made under authorization of the Public Health Service Act, Title IV, Part A (Public Law 78-410, as amended by Public Law 99-158, 42 USC 241 and 285) and administered under PHS grants policies and Federal Regulations 42 CFR 52 and 45 CFR Part 74. This program is not subject to the intergovernmental review requirements of Executive Order 12372 or Health Systems Agency review. The PHS strongly encourages all grant and contract recipients to provide a smoke-free workplace and promote the non-use of all tobacco products. In addition, Public Law 103-227, the Pro-Children Act of 1994, prohibits smoking in certain facilities (or in some cases, and portion of a facility) in which regular or routine education, library, day care, health care or early childhood development services are provided to children. This is consistent with the PHS mission to protect and advance the physical and mental health of the American people.

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