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Doctor of Philosophy (PhD)

Offered By: Department of Mental Health

Onsite | Full-Time | 4 – 5 years

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About the PhD in Mental Health Program

The PhD degree is a research-oriented doctoral degree. In the first two years, students take core courses in the Departments of Mental Health, Biostatistics, and Epidemiology, in research ethics, and attend weekly department seminars. Students must complete a written comprehensive exam (in January of their second year), a preliminary exam, two presentations and a final dissertation including presentation and defense. Throughout their time in the department, we encourage all doctoral students to participate in at least one research group of the major research programs in the department: Substance Use Epidemiology, Global Mental Health, Mental Health and Aging, Mental Health Services and Policy, Methods, Prevention Research, Psychiatric and Behavioral Genetic Epidemiology, Psychiatric Epidemiology, and Autism and Developmental Disabilities.

PhD in Mental Health Program Highlights

mental health dept. in a school of public health

World renowned faculty

who are experts in the field

Students conduct

original research

Research opportunities

in the US and globally

What Can You Do With a Graduate Degree In Mental Health?

Sample careers.

• Assistant Professor
• Postdoctoral Fellow
• Psychiatric Epidemiologist
• Prevention Scientist
• Social and Behavioral Scientist

Curriculum for the PhD in Mental Health

Browse an overview of the requirements for this PhD program in the JHU  Academic Catalogue , explore all course offerings in the Bloomberg School  Course Directory .

Current students can view the Department of Mental Health's student handbook on the Info for Current Students page .

Research Areas

The Department of Mental Health covers a wide array of topics related to mental health, mental illness and substance abuse. Faculty and students from multiple disciplines work together within and across several major research areas.

Admissions Requirements

For general admissions requirements, please visit the How to Apply page.

Standardized Test Scores

Standardized test scores are  not required and not reviewed  for this program. If you have taken a standardized test such as the GRE, GMAT, or MCAT and want to submit your scores, please note that they will not be used as a metric during the application review.  Applications will be reviewed holistically based on all required application components.

Program Faculty Spotlight

Judith K. Bass

Judith Bass, PhD '04, MPH, MIA, is an implementation science researcher, with a broad background in sociology, economic development studies, and psychiatric epidemiology.

Renee M. Johnson

Renee M. Johnson, PhD, MPH, uses social epidemiology and behavioral science methods to investigate injury/violence, substance use, and overdose prevention.

George W. Rebok

George Rebok, PhD, MA, is a life-span developmental psychologist who develops community-based interventions to prevent age-related cognitive decline and reduce dementia risk.

Heather E. Volk

Heather Volk, PhD, MPH, seeks to identify factors that relate to the risk and progression of neurodevelopment disorders.

All full-time PhD students will receive the following support for the first four years of the program: full tuition, individual health insurance, University Health Services clinic fee, vision insurance, and dental insurance. Stipends are available for students accepted into an NIH-funded training grant in the areas of Psychiatric Epidemiology, Global Mental Health, Substance Use Epidemiology, Aging, and Mental Health Services and Systems. To be considered for a NIH-funded training grants you must be a US Citizen or permanent resident of the US.

Need-Based Relocation Grants Students who  are admitted to PhD programs at JHU   starting in Fall 2023 or beyond can apply to receive a $1500 need-based grant to offset the costs of relocating to be able to attend JHU.   These grants provide funding to a portion of incoming students who, without this money, may otherwise not be able to afford to relocate to JHU for their PhD program. This is not a merit-based grant. Applications will be evaluated solely based on financial need.  View more information about the need-based relocation grants for PhD students .

Questions about the program? We're happy to help.

Academic Program Administrator Patricia Scott [email protected] 410-955-1906

Compare Programs

• Check out similar programs at the Bloomberg School to find the best fit.
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Mental Health, PhD

Bloomberg school of public health, phd program description.

The PhD program is designed to provide key knowledge and skill-based competencies in the field of public mental health. To gain the knowledge and skills, all PhD students will be expected to complete required coursework, including courses that meet the CEPH competency requirements and research ethics; successfully pass the departmental comprehensive exam; select and meet regularly with a Thesis Advisory Committee (TAC) as part of advancing to doctoral candidacy; present a public seminar on their dissertation proposal; successfully pass the departmental and school-wide Preliminary Oral Exams; complete a doctoral thesis followed by a formal school-wide Final Oral Defense; participate as a Teaching Assistant (TA); attend Grand Rounds in the Department of Psychiatry; and provide a formal public seminar on their own research.  Each of these components is described in more detail below. The Introduction to Online Learning course is taken before the start of the first term.

Department Organization

The PhD Program Director, Dr. Rashelle Musci ( [email protected] ), works with the Vice-Chair for Education, Dr. Judy Bass ( [email protected] ), to support new doctoral students, together with their advisers, to formulate their academic plans; oversee their completion of ethics training; assist with connections to faculty who may serve as advisers or sources for data or special guidance; provide guidance to students in their roles as teaching assistants; and act as a general resource for all departmental doctoral students. The Vice-Chair also leads the Department Committee on Academic Standards and sits on the School Wide Academic Standards Committee. Students can contact Drs. Musci or Bass directly if they have questions or concerns.

Within the department structure, there are several standing and ad-hoc committees that oversee faculty and student research, practice and education. For specific questions on committee mandate and make-up, please contact Dr. Bass or the Academic Program Administrator, Patty Scott, [email protected] .

Academic Training Programs

The Department of Mental Health houses multiple NIH-funded doctoral and postdoctoral institutional training programs:

Psychiatric Epidemiology Training (PET) Program

This interdisciplinary doctoral and postdoctoral program is affiliated with the Department of Epidemiology and with the Department of Psychiatry and Behavioral Sciences at the School of Medicine. The Program is co-directed by Dr. Peter Zandi ( [email protected] ) and Dr. Heather Volk ( [email protected] ). The goal of the program is to increase the epidemiologic expertise of psychiatrists and other mental health professionals and to increase the number of epidemiologists with the interest and capacity to study psychiatric disorders. Graduates are expected to undertake careers in research on the etiology, classification, distribution, course, and outcome of mental disorders and maladaptive behaviors. The Program is funded with a training grant from the National Institute of Mental Health.

Pre-doctoral trainees are required to take the four-term series in Epidemiologic Methods (340.751-340.754), as well as the four-term series in Biostatistics (140.621-624). In addition to the other departmental requirements for the doctoral degree, pre-doctoral trainees must also take four advanced courses in one of the domains of expertise they have selected to pursue: Genetic and Environmental Etiology of Mental Disorders, Mental Health Services and Outcomes, Mental Health and Aging, and Global Mental Health. Pre-doctoral trainees should consult with their adviser and the program director to select courses consistent with their training goals.

Postdoctoral fellows take some courses, depending on background and experience, and engage in original research under the supervision of a faculty member. They are expected to have mastery of the basic principles and methods of epidemiology and biostatistics. Thus, fellows are required to take 340.721 Epidemiologic Inference in Public Health, 330.603 Psychiatric Epidemiology, and some equivalent of 140.621 Statistical Methods in Public Health I and 140.622 Statistical Methods in Public Health II. They may be waived from these requirements by the program director if they can demonstrate equivalent prior coursework.

Drug Dependence Epidemiology Training (DDET) Program

This training program is co-led by Dr. Renee M. Johnson ( [email protected] ) and Dr. Brion Maher ( [email protected] ). The DDET program is designed to train scientists in the area of substance use and substance use disorders. Research training within the DDET Program focuses on: (1) genetic, biological, social, and environmental factors associated with substance use, (2) medical and social consequences of drug use, including HIV/AIDS and violence, (3) co-morbid mental health problems, and (4) substance use disorder treatment and services. The DDET program is funded by the NIH National Institute on Drug Abuse.

The program supports both pre-doctoral and postdoctoral trainees. Pre-doctoral trainees have a maximum of four years of support on the training grant. After completing required coursework, pre-doctoral trainees are expected to complete original research under the supervision of a faculty member affiliated with the DDET program. Postdoctoral trainees typically have two years of support on the training grant. They are required to engage in original research on a full-time basis, under the supervision of a DDET faculty member. Trainees’ research projects must be relevant to the field of substance use.

All trainees are required to attend a weekly seminar series focused on career development and substance use research. The DDET program supports trainees’ attendance at relevant academic meetings, including the Annual Meeting of the College on Problems of Drug Dependence (CPDD) each June. Training grant appointments are awarded annually and are renewable given adequate progress in the academic program, successful completion of program and departmental requirements, and approval of the training director.

Pre-doctoral trainees are required to take the required series in epidemiology and biostatistics, as well as The Epidemiology of Substance Use and Related Problems (330.602). In addition, they must take three advanced courses that enhance skills or content expertise in substance use and related problems: one in epidemiology (e.g., HIV/AIDS epidemiology), one in biostatistics, and one in social and behavioral science or health policy. The most appropriate biostatistics course will provide instruction on a method the trainee will use during the thesis research (e.g., survival analysis, longitudinal analysis methods). (Course requirements for trainees from other departments will be decided on a case-by-case basis.)

Postdoctoral trainees are expected to enter the program with mastery of the basic principles and methods of epidemiology and biostatistics. They are required to take The Epidemiology of Substance Use and Related Problems in their first year (330.602), as well as required ethics courses. Postdoctoral trainees are encouraged to take courses in scientific writing and grant writing.

Global Mental Health Training (GMH) Program

The Global Mental Health Training (GMH) Program is a training program to provide public health research training in the field of Global Mental Health. It is housed in the Department of Mental Health , in collaboration with the Departments of International Health and Epidemiology. The GMH Program is supported by a T32 research training grant award from the National Institute of Mental Health (NIMH). Dr. Judy Bass ( [email protected] ) is the training program director. 

As part of this training program, trainees will undertake a rigorous program of coursework in epidemiology, biostatistics, public mental health and global mental health, field-based research experiences, and integrative activities that will provide trainees with a solid foundation in the core proficiencies of global mental health while giving trainees the opportunity to pursue specialized training in one of three concentration areas that are recognized as high priority: (1) Prevention Research; (2) Intervention Research; or (3) Integration of Mental Health Services Research.

Pre-doctoral trainees are required to take the required series in epidemiology and biostatistics and department of mental health required courses. In addition, they must take three courses that will enhance skills and content expertise in global mental health: 330.620 Qualitative and Quantitative Methods for Mental Health and Psychosocial Research in Low Resource Settings, 224.694 Mental Health Intervention Programming in Low and Middle Income Countries, and 330.680 Promoting Mental Health and Preventing Mental Disorder in Low and Middle Income Countries.

The Mental Health Services and Systems (MHSS) Program

The Mental Health Services and Systems (MHSS) program is an NIMH-funded T32 training program run jointly by the Department of Mental Health and the Department of Health Policy and Management and also has a close affiliation with the Johns Hopkins School of Medicine. Drs. Elizabeth Stuart ( [email protected] ) and Ramin Mojtabai ( [email protected] ) are the training program co-directors.

The goal of the MHSS Program is to train scholars who will become leaders in mental health services and systems research. This program focuses on producing researchers who can address critical gaps in knowledge with a focus on: (1) how healthcare services, delivery settings, and financing systems affect the well-being of persons with mental illness; (2) how cutting-edge statistical and econometric methods can be used in intervention design, policies, and programs to improve care; and (3) how implementation science can be used to most effectively disseminate evidence-based advances into routine practice. The program strongly emphasizes the fundamental principles of research translation and dissemination throughout its curriculum.

Pre-doctoral trainees in the MHSS program are expected to take a set of core coursework in epidemiology and biostatistics, 5 core courses related to the core elements of mental health services and systems (330.662:  Public Mental Health, 330.664: Introduction to Mental Health Services, 140.664:  Causal Inference in Medicine and Public Health, 550.601: Implementation Research and Practice, and 306.665:  Research Ethics and Integrity), and to specialize in one of 3 tracks: (1) health services and economics; (2) statistics and methodology; or (3) implementation science applied to mental health. Trainees are also expected to participate in a biweekly training grant seminar every year of the program and take a year-long practicum course exposing them to real-world mental health service systems and settings. 

For more details see this webpage:   http://www.jhsph.edu/research/centers-and-institutes/center-for-mental-health-and-addiction-policy-research/training-opportunities/

Epidemiology and Biostatistics of Aging

This program offers training in the methodology and conduct of significant clinical- and population-based research in older adults. This training grant, funded by the National Institute on Aging, has the specific mission to prepare epidemiologists and biostatisticians who will be both leaders and essential members of the multidisciplinary research needed to define models of healthy, productive aging and the prevention and interventions that will accomplish this goal. The Associate Director of this program is Dr. Michelle Carlson ( [email protected]) .

The EBA training grant has as its aims:

• Train pre- and post-doctoral fellows by providing a structured program consisting of: a) course work, b) seminars and working groups, c) practica, d) directed multidisciplinary collaborative experience through a training program research project, and e) directed research.
• Ensure hands-on participation in multidisciplinary research bringing trainees together with infrastructure, mentors, and resources, thus developing essential skills and experience for launching their research careers.
• Provide in-depth knowledge in established areas of concentration, including a) the epidemiology and course of late-life disability, b) the epidemiology of chronic diseases common to older persons, c) cognition, d) social epidemiology, e) the molecular, epidemiological and statistical genetics of aging, f) measurement and analysis of complex gerontological outcomes (e.g, frailty), and g) analysis of longitudinal and survival data.
• Expand the areas of emphasis to which trainees are exposed by developing new training opportunities in: a) clinical trials; b) causal inference; c) screening and prevention; and d) frailty and the integration of longitudinal physiologic investigation into epidemiology.
• Integrate epidemiology and biostatistics training to form a seamless, synthesized approach whose result is greater than the sum of its parts, to best prepare trainees to tackle aging-related research questions.

These aims are designed to provide the fields of geriatrics and gerontology with epidemiologists and biostatisticians who have an appreciation for and understanding of the public health and scientific issues in human aging, and who have the experience collaborating across disciplines that is essential to high-quality research on aging. More information can be found at: https://coah.jhu.edu/graduate-programs-and-postdoctoral-training/epidemiology-and-biostatistics-of-aging/ .

Aging and Dementia Training Program

This interdisciplinary pre- and post-doctoral training program is an interdisciplinary program, funded by the National Institute on Aging, affiliated with the Department of Neurology and the Department of Psychiatry at the School of Medicine, the Department of Mental Health at the School of Public Health and the Department of Psychology and Brain Sciences at the School of Arts and Sciences. The Department of Mental Health contact is Dr. Michelle Carlson ( [email protected] ). The goal of this training program is to train young investigators in age-related cognitive and neuropsychiatric disorders.

Program Requirements 

Course location and modality is found on the BSPH website .

Residence Requirements

All doctoral students must complete and register for four full-time terms of a regular academic year, in succession, starting with Term 1 registration in August-September of the academic year and continuing through Term 4 ending in May of that same academic year. Full-time registration entails a minimum of 16 credits of registration each term and a maximum of 22 credits per term.

Full-time residence means more than registration. It means active participation in department seminars and lectures, research work group meetings, and other socializing experiences within our academic community. As such, doctoral trainees are expected to be in attendance on campus for the full academic year except on official University holidays and vacation leave.

Course Requirements

Not all courses are required to be taken in the first year alone; students typically take 2 years to complete all course requirements. 

Students must obtain an A or B in all required courses. If a grade of C or below is received, the student will be required to repeat the course. An exception is given if a student receives a C (but not a D) in either of the first two terms of the required biostatistics series, but then receives a B or better in both of the final two terms of the series; then a student will not be required to retake the earlier biostatistics course. However, the student cannot have a cumulative GPA lower than 3.0 to remain in good academic standing. Any other exceptions to this grade requirement must be reviewed and approved by the departmental CAS and academic adviser.

Below are the required courses for the PhD; further Information can be found on the PhD in Mental Health webpage. 

BIOSTATISTICS

Must be completed to be eligible to sit for the departmental written comprehensive exams.

EPIDEMIOLOGY

Department of mental health courses.

For Department of Mental Health doctoral students, a research paper is required entailing one additional course credit.  PH.330.840 Special Studies and Research Mental Health  listing Dr. Eaton as the mentor.

COURSE REQUIREMENTS OUTSIDE THE DEPARTMENT OF MENTAL HEALTH

The School requires that at least 18 credit units must be satisfactorily completed in formal courses outside the student's primary department. Among these 18 credit units, no fewer than three courses (totaling at least 9 credits) must be satisfactorily completed in two or more departments of the Bloomberg School of Public Health. The remaining outside credit units may be earned in any department or division of the University. This requirement is usually satisfied with the biostatistics and epidemiology courses required by the department.

Candidates who have completed a master’s program at the Bloomberg School of Public Health may apply 12 credits from that program toward this School requirement. Contact the Academic Office for further information.

SCHOOL-WIDE COURSES

Introduction to Online Learning  taken before the first year.

ETHICS TRAINING

PH.550.860 Academic & Research Ethics at BSPH  (0 credit - pass/fail)  required of all students in the first term of registration.

Responsible Conduct of Research (RCR) connotes a broad range of career development topics that goes beyond the more narrowly focused “research ethics” and includes issues such as conflict of interest, authorship responsibilities, research misconduct, animal use and care, and human subjects research. RCR training requirements for JHPSH students are based on two circumstances: their degree program and their source of funding, which may overlap. 

• All PhD students are required to take one of two courses in Responsible Conduct of Research, detailed below one time, in any year, during their doctoral studies.
• All students, regardless of degree program, who receive funding from one of the federal grant mechanisms outlined in the NIH notice below, must take one of the two courses listed below to satisfy the 8 in-person hours of training in specific topic areas specified by NIH (e.g., conflict of interest, authorship, research misconduct, human and animal subject ethics, etc.).

The two courses that satisfy either requirement are:

• PH.550.600 Living Science Ethics - Responsible Conduct of Research  [1 credit, Evans]. Once per week, 1st term.
• PH.306.665 Research Ethics and integrity  [3 credits, Kass]. Twice per week, 3rd term.

Registration in either course is recorded on the student’s transcript and serves as documentation of completion of the requirement.

• If a non-PhD or postdoctoral student is unsure whether or not their source of funding requires in-person RCR training, they or the PI should contact the project officer for the award.
• Students who have conflicts that make it impossible for them to take either course can attend a similar course offered by Sharon Krag at Homewood during several intensive sessions (sequential full days or half days) that meet either on weekends in October or April, a week in June, or intersessions in January. Permission is required. Elizabeth Peterson ( [email protected] ) can provide details on dates and times.
• Students who may have taken the REWards course (Research Ethics Workshops About Responsibilities and Duties of Scientists) in the SOM can request that this serve as a replacement, as long as they can provide documentation of at least 8 in-person contact hours.
• Postdoctoral students are permitted to enroll in either course but BSPH does not require them to take RCR training. However, terms of their funding might require RCR training and it is their obligation to fulfill the requirement.
• The required Academic Ethics module is independent of the RCR training requirement. It is a standalone module that must be completed by all students at the Bloomberg School of Public Health. This module covers topics associated with maintaining academic integrity, including plagiarism, proper citations, and cheating.

PhD in Mental Health  

Department of Mental Health candidates for the degree Doctor of Philosophy (PhD) must fulfill all University and School requirements. These include, but are not limited to, a minimum of four consecutive academic terms at the School in full-time residency (some programs require 6 terms), continuous registration throughout their tenure as a PhD student, satisfactory completion of a Departmental Written Comprehensive Examination, satisfactory performance on a University Preliminary Oral Examination, readiness to undertake research, and preparation and successful defense of a thesis based upon independent research.

PhD Students are required to be registered full-time for a minimum of 16 credits per term and courses must be taken for letter grade or pass/fail. Courses taken for audit do not count toward the 16-credit registration minimum.

Students having already earned credit at BSPH from a master's program or as a Special Student Limited within the past three years for any of the required courses may be able to use them toward satisfaction of doctoral course requirements.

For a full list of program policies, please visit the PhD in Mental Health  page where students can find more information and links to our handbook.

Completion of Requirements

The University places a seven-year maximum limit upon the period of doctoral study. The Department of Mental Health students are expected to complete all requirements in an average of 4-5 years. 

Learning Outcomes

The PhD program is designed to provide key knowledge and skill-based competencies in the field of public mental health. Upon successful completion of the PhD in Mental Health, students will have mastered the following competencies:

• Evaluate the clinical presentations, incidence, prevalence, course and risk/protective factors for major mental and behavioral health disorders.
• Differentiate important known biological, psychological and social risk and protective factors for major mental and behavioral disorders and assess how to advance understanding of the causes of these disorders in populations.
• Evaluate and explain factors associated with resiliency and recovery from major mental and behavioral disorders.
• Evaluate, select, and implement effective methods and measurement strategies for assessment of major mental and behavioral disorders across a range of epidemiologic settings.
• Critically evaluate strategies for the prevention and treatment of major mental and behavioral disorders as well as utilization and delivery of mental health services over the life course, across a range of settings, and in a range of national contexts.
• Assess preventive and treatment interventions likely to prove effective in optimizing mental health of the population, reducing the incidence of mental and behavioral disorders, raising rates of recovery from disorders, and reducing risk of later disorder recurrence. 

According  to the requirements of the Council on Education for Public Health (CEPH), all BSPH degree students must be grounded in foundational public health knowledge. Please view the  list of specific CEPH requirements by degree type .

The PhD in Counseling Psychology program at Northeastern is designed to train the next generation of mental health professionals.

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The PhD Program in Counseling Psychology offers doctoral education and training in psychology and prepares students for entry-level practice in counseling psychology. Doctoral level counseling psychologists conduct research, teach at the university level, supervise students and professionals, consult with community agencies, and provide clinical services to people across the developmental lifespan. Counseling psychologists also enhance the science of health promotion and health psychology and emphasize community-based interventions.

Mission:  It is the mission of the PhD in Counseling Psychology program to train multiculturally competent counseling psychologists who are: (1) clinically adept in multiple settings with a variety of psychological and health-related issues; (2) able to conceptualize, conduct, and evaluate research across biological, cultural, and relational systems in numerous social contexts, such as families, schools, neighborhoods, and communities.

Our clinical training prepares counseling psychologists to work in various settings with individuals presenting with a variety of psychological and health-related issues. We emphasize an ecological model which encourages the conceptualization of relationships and research across multiple systems: biological, cultural, and relational. These relationships occur in various social contexts, including families, schools, neighborhoods and communities.

• Merging of science and practice within multicultural and urban contexts
• Translational research related to health promotion of individuals, groups, families, and communities
• Opportunities for empirically-based practice in urban community centers, agencies, schools, and hospitals
• Development of consultation and leadership skills in researchers and practitioners
• To prepare graduates for the role of professional psychologists, to include advanced skill development in behavioral observations, interviewing, psychological assessment, counseling and treatment planning and practice, consultation, effective use of supervision and an understanding of and commitment to the profession’s ethical codes.
• To foster understanding and application of the scientific basis of clinical practice in psychotherapy and clinical assessment.
• To produce graduates who possess advanced and applied research skills within an ecological perspective.
• To produce graduates who are committed to and demonstrate ethical practice as counseling psychologists.
• To produce graduates who are multiculturally competent across sources of difference, including race, ethnicity, gender, class, religion/spirituality, disability, and sexual orientation, in both clinical and research settings.
• To advance the field of counseling psychology using program strengths: (a) an interdisciplinary and interprofessional approach to clinical services provision and enhancement of the science of health promotion and health psychology; (b) stress on urban, community-based interventions using an ecological approach.

Northeastern’s Counseling Psychology Program is accredited by the Commission on Accreditation of the American Psychological Association (APA) The next APA accreditation site visit will be held in 2024.

At least two years of intensive clinical training is required. This preparation includes advanced fieldwork at various mental health settings in the Boston area. Students are expected to be at their site for 20 hours each week. Approximately half of their time is direct service delivery. Training goals include advanced skill development in behavioral observations, interviewing, psychological assessment, counseling and treatment planning and practice, consultation, effective use of supervision, and an understanding of and commitment to the profession’s ethical codes. Students must complete a one year, full-time pre-doctoral internship that has been approved by the program.

Where They Work

• McLean Hospital
• Boston Children’s Hospital
• Beth Israel Deaconess Medical Center
• Arbor Counseling Services

What They Do

• Healthcare Services
• Community and Social Services
• Business Development
• Entrepreneurship

What They’re Skilled At

• Mental Health
• Psychotherapy
• Public Speaking

Application Materials

Application.

• Application fee – US $100
• Three letters of recommendation
• Transcripts from all institutions attended
• Personal Statement
• TOEFL or IELTS for applicants who do not hold a degree from a U.S. institution and whose native language is not English
• 3.5 GPA and above preferred
• Masters degree in psychology or related field
• Official GRE General is optional
• Personal interview

Application Deadline: December 1st

• Program Website

Request Information for PhD in Counseling Psychology

Enter a Search Term

Mental health counseling, phd.

• Westchester

This PhD in Mental Health Counseling program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).

Next Generation Leaders

This program is designed to train mental health counselors in advanced clinical and supervisory skills, prepare counselors to conduct research that will further the profession’s knowledge base, and foster the next generation of leaders who will be teachers and advocates for the mental health counseling profession across the country.

Advance your education

• Students emerge as highly skilled professionals in therapeutic practice and research, well-positioned to be leaders in the field and advocates for their clients and the profession.
• Master-level students gain advanced professional training, opportunities for intensive research, and opportunities to significantly advance the field of mental health.
• Specializations include grief counseling, substance abuse counseling, and positive psychotherapy and counseling.

Take Courses Like…

Throughout the curriculum, you’ll receive intensive training focused on advanced clinical issues, counseling education, supervision, and research focused on the promotion of mental health and the counseling profession.

Graduates leave the program equipped with a solid foundation in counseling built upon a combination of coursework, fieldwork, seminars, and guided research.

• MHC 731 Theories and Methods of Counselor
• MHC 732 Theories and Methods of Counselor Supervision
• MHC 831 Doctoral Dissertation Seminar I

Add Opportunities And Experiences

A small and selective program—accepting approximately 10 students per academic year—means small classes, in which students are exposed to evidence-based counseling approaches for demographically and clinically diverse populations.

Students work closely with faculty to develop and carry out independent research projects culminating in a doctoral dissertation. These activities are designed to integrate counseling intervention and research skills training, preparing graduates for a variety of counseling, policy-based, advocacy, teaching, and research careers.

The Department of Psychology’s strong community of faculty, professionals, and alumni in the field of mental health equip doctoral students with an established network of support. Both faculty and alumni hold key leadership positions in the New York Mental Health Counselors Association (NYMHCA).

Each semester, the department offers a speaker series inviting leading researchers and professionals to talk about current and pertinent issues in the field.

“This unique doctoral program will provide mental health professionals with the opportunity to take their training and knowledge to the next level in a way that will help them stand apart from the crowd. In essence, we are seeking to develop the next wave of leaders in counseling that will help significantly advance the study and treatment of mental health.” –Paul Griffin, PhD, Department Chair

Professional Associations

Students and faculty can interact, join, and present at regional, state, and national association conferences. This includes developing partnerships to conduct critical research on topics impacting individuals seeking mental health counseling services and beyond. Faculty have a longstanding and collaborative relationship with the following key organizations, allowing them to guide students in establishing professional connections during their time in the program.

• American Counseling Association (ACA)
• American Counseling Association-New York (ACA-NY)
• American Mental Health Counselors Association (AMHCA)
• New York Mental Health Counselors Association (NYMHCA)
• Association for Counselor Education and Supervision (ACES)
• North Atlantic Region Association for Counselor Education and Supervision (NARACES)
• New York Association for Counselor Education and Supervision (ACES)

Choose Your Career

Career options.

The PhD program prepares candidates for a multitude of growing careers, including:

• Community mental health
• Mental health policymaking
• Private practice
• University teaching

What You Need to Know

Students who substantially meet the following requirements will be invited to an interview with the departmental admission screening committee:

• An earned master’s degree in mental health counseling with a curriculum equivalent to that of Pace University’s 60-credit graduate master of science program in mental health counseling.
• Earned graduate-level GPA of 3.6 or higher.
• Submitted letters of recommendation, personal statement, and official academic transcripts.
• Students are required to complete 100 clinical hours in a supervised clinical setting for MHC 710: Doctoral Practicum in Mental Health Counseling
• Students are required to complete 600 internship hours of supervised experiences in at least three of the five doctoral core areas (counseling, teaching, supervision, research and scholarship, leadership and advocacy) for MHC 725 & MHC 726: Doctoral Internship I & II
• Be eligible for New York State limited permit in mental health counseling.
• Obtained a limited permit in New York State.
• Be licensed in mental health counseling in New York State.
• Be licensed in mental health counseling in a state other than New York.

CACREP Annual Assessment Reports

MS and PhD Programs in Mental Health Counseling-Field Placement Site Supervisor Training (PDF) Please read and review the PowerPoint Training and the MS and/or corresponding PhD Field Placement Practicum and Internship Handbook as part of our CACREP Accreditation Requirement.

MS and PhD Programs in Mental Health Counseling Field Placement Site Supervisor Training Verification (PDF) Site supervisors are required to complete this form each semester that they sponsor MS and/or PhD Practicum or Internship students as part of our CACREP Accreditation Requirement.

• Meet Program Faculty
• PhD Student Handbook
• PhD Field Placement Practicum and Internship Handbook
• PhD Program of Study Curriculum Worksheet
• Dissertation Template

The following is Pace University’s Doctor of Philosophy (PhD) Program Objectives (POs) Assessment Report for the program's annual review. This plan includes input from the various stakeholders including: aggregate student assessment data that addresses student knowledge, skills, and professional dispositions; demographic and other characteristics of applicants, students, and graduates; and data from systematic follow-up studies of graduates, site supervisors, and employers of program graduates.

The assessment data compiled and analyzed is based on a five-point scale which is constituted as:

• Ineffective
• Somewhat Ineffective
• Very Effective

Program goals are baselined at a minimum standard of 80% to designate “meeting standard” or above. Our students continued to receive high quality academic instruction, strong clinical practicum experiences, and internship professional roles among five doctoral core areas, including:

• Supervision
• Research and scholarship
• Leadership and advocacy.

99% of our stakeholders indicated that the program was Effective or Very Effective in meeting the program objectives. Again, 99% of our stakeholders indicated that the program was Adequate, Effective, or Very Effective in meeting the program objectives.

View complete Program Objectives (PO) Annual Assessment Report for 2022–2023 (PDF)

99% of our stakeholders indicated that the program was Effective or Very Effective in meeting the program objectives. 100% of our stakeholders indicated that the program was Adequate, Effective, or Very Effective in meeting the program objectives.

View complete Program Objectives (PO) Annual Assessment Report for 2021-2022 (PDF)

The following is Pace University’s Doctor of Philosophy (PhD) Program Objectives (POs) Assessment Report for the program’s annual review. This plan includes input from the various stakeholders including: aggregate student assessment data that addresses student knowledge, skills, and professional dispositions; demographic and other characteristics of applicants, students, and graduates; and data from systematic follow-up studies of graduates, site supervisors, and employers of program graduates.

• Somewhat Effective

Our previous program goals have been baselined at a minimum standard of 85% to designate “meeting standard” or above. As a result of the COVID-19 pandemic, while students continued to receive high quality academic instruction, strong clinical practicum experiences, and internship professional roles among five doctoral core areas, including: (1) counseling; (2) supervision; (3) teaching; (4) research and scholarship; (5) leadership and advocacy, all transitioned to remote platforms. The results of our annual Program Objectives assessment were impacted due to classes and field placements transitioning to remote platforms. This resulted in all of our constituencies adapting to multiple modalities, including academic instruction, clinical telehealth services and provisions, and remote supervision. Several of our students needed to secure new practicum placements and/or professional roles for internship as their original sites either fully paused services or could not support the requirements associated with CACREP standards and/or New York State Office of the Professions regulations. As such, we have adjusted our baseline minimum standard from 85% to 80% for this academic year to reflect these adjustments. Additionally, we have also included Adequate, Effective, and Very Effective in the five-point scale to calculate our aggregate outcome. While this baseline adjustment has been made, the program will continue to document, review and report any changes based on the 85% original baseline.

97% of our stakeholders indicated that the program was Adequate, Effective or Very Effective in meeting the program objectives.

View complete Program Objectives (PO) Annual Assessment Report for 2020-21 (PDF)

The assessment data compiled and analyzed is based on a five point scale which is constituted as:

• Very Effective.

Program goals are baselined at a minimum standard of 85% to designate “meeting standard” or above.

97% of our stakeholders indicated that the program was Effective or Very Effective in meeting the program objectives.

View complete Program Objectives (PO) Annual Assessment Report for 2019-20 (PDF)

Part I: Narrative

During the 2018-2019 academic year, the faculty and staff of the Doctor of Philosophy programs in Mental Health Counseling at Pace University conducted an annual review of the program. The program’s core objectives remain focused on fostering student development in advanced clinical and supervisory skills, training them to become proficient researchers that will advance knowledge on issues pertaining to mental health and counseling, and to promote future leaders of the profession who will serve as both educators and advocates. Past and current students’ dissertations have examined key issues in clinical mental health counseling and counselor education. To assist them in their studies, graduate assistantships and adjunct teaching assignments continue to be offered to doctoral students in the department. Based on the feedback that we received during the CACREP Site Visit in May 2018, the changes outlined below were implemented:

• MHC 707: Qualitative Methods in Counseling Research (4 credits)
• MHC 710: Doctoral Practicum in Mental Health Counseling (4 credits)
• MHC 726: Doctoral Internship II in Mental Health Counseling (0 credits)
• MHC 734: Advanced Theory & Practice of Counseling (4 credits)

Additionally, the department modified the following course curriculum to include Leadership and Advocacy (CACREP Section 6 Standard B 5.d.-Accreditation): MHC 733: Leadership & Advocacy in Mental Health Counseling

Further, the MHC 710: Doctoral Practicum in Mental Health Counseling course at the master’s level is now a significant preparation for our program. Michael Tursi, Ph.D. (from the counselor education doctoral program at the University of Rochester) continues to advance our practicum and internship courses, including MHC 725: Doctoral Internship I in Mental Health Counseling and MHC 726: Doctoral Internship II in Mental Health Counseling. Both courses are significantly structured and students’ progress is documented throughout.

Part II: Graduates and Pass, Completion, and Job Placement Rates

• Number of Graduates: 6
• Program Completion Rate: 100% for the 2018-2019 academic year
• Estimate of Job Placement Rates: Many of our students enter our program either as licensed and/or certified counselors, limited permit holders, and/or apply for permits in mental health counseling while enrolled. The graduates who complete their doctorate in May 2019, are employed either full time or part in mental health counseling settings, school setting, and/or teach as adjuncts in counseling or related areas.

View complete Program Objectives (PO) Annual Assessment Report for 2018-19 (PDF)

During the 2017-2018 academic year, the faculty and staff of the Master of Science in Mental Health Counseling at Pace University conducted an annual review of the program.

We focused on following up on emphasizing ethical standards in the key practice courses within the program. We have included this focus as it relates to internships, practicum experiences, as well as other courses. We stress the importance of ethics and multicultural diversity in the foundations course, the introductory counseling courses, as well as the group counseling, family counseling, social and cultural foundations, and the elective LGBTQA+ course.

In the past year, the practicum course has evolved into a robust preparation for the internship courses. Dr. Michael Tursi, a new addition to our department with a doctorate in counselor education from the University of Rochester, has brought fresh perspectives into this course as well as into the doctoral-level internship course.

Finally, the department determined that additional faculty in the field of mental health counseling was needed. We have hired two new full-time faculty in the counselor education field to start in the Fall 2018 semester.

• Number of Graduates: 27
• # tested: 5
• # passed: 3
• # passed: 5
• Program Completion Rate: 100% for 2017-18 Academic Year
• Estimate of Job Placement Rates: Approximately 60% of our graduates are currently employed in a counseling or a counseling-related capacity.

View complete Program Objectives (PO) Annual Assessment Report for 2017-18 (PDF)

UCL Institute of Mental Health

UCL Wellcome 4-year PhD in Mental Health Science

About the programme, frequently asked questions, how to apply, supervisors and steering committee, supporting students.

This programme, funded in 2019, is the first of its kind in the UK, representing an investment of over £5m by the Wellcome Trust. It is based in the UCL Institute of Mental Health, and will recruit six students per year from 2020-2024.

Click here to access our FAQs

Contact details

Director Jonathan Roiser: [email protected]

Co-directors Alexandra Pitman:  [email protected] Sunjeev Kamboj:  [email protected]

For general information: [email protected]

Applications

No longer accepting applications.

Student Website

Visit our student-led website to found out more about the students on the programme:

Visit our website

Read the latest blogs written by our PhD students whilst studying on the programme:

Visit our blog site

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• 14 December 2021

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PhD students in the United Kingdom are more likely than other educated members of the general public to report symptoms of depression or anxiety, according to a survey.

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Mental Health

• Entry year 2024
• Duration Part time 5 Years

An international first, the PhD in Mental Health meets the needs of those wishing to gain a deep and critical insight into mental health theory, research and practice and to develop or enhance research skills whilst fulfilling their existing responsibilities. The programme is offered part-time and combines innovative distance learning with face-to-face teaching at an annual autumn Academy held in Lancaster.

The programme brings together the theory and practice of mental health, including psychological models of psychological disorders, evidence-based interventions and current priorities for mental health. Whether you are based within a healthcare setting, local government, education, research or management, the PhD in Mental Health is your chance to work with world-leading academics on the production of a thesis that makes an original contribution to knowledge within your area of professional practice.

This part-time, flexible doctorate runs over a minimum of four and a maximum of seven years. The programme begins with a compulsory five-day Induction Academy in Lancaster. Each of the subsequent academic years start with a compulsory three-day autumn Academy, while the rest of the course is delivered via e-learning. Attendance at the annual academies is compulsory until students have been confirmed on the PhD programme

Years 1 and 2 consist of taught modules delivered online. In Year 1 students take a specialist module that covers the theory and practice of mental health followed by a module on research philosophy and a module on research design. Year 2 modules may include: Systematic Reviews, Data Analysis, Research Design and Practical Research Ethics.

From Year 3 onwards, students undertake an independent research study , which will conclude with the submission of a thesis that makes an original contribution to knowledge. The research project will be supervised from the University but undertaken in students’ own location or workplace. Supervision meetings take place using video conferencing software such as Skype. During the annual autumn Academy students meet with supervisors face to face.

A number of mental health research groups work from Lancaster University’s prestigious Division of Health Research. For example, the Spectrum Centre, which has attracted more than £6m in funding since its launch, is the only specialist research centre in the UK dedicated to translational research into the psychosocial aspects of bipolar disorder and associated conditions (including recurrent depression, anxiety, and psychosis), as well as developments in their treatment. Other staff research interests include mental health in people with chronic physical conditions or difficulties and ensuring positive mental health among socially marginalised groups.

Our close links to NHS mental health services in the North West of England and the voluntary sector, both regionally and nationally, combine with the current research interests of staff to inform the content of our modules. Service users will also be actively involved in the delivery of the taught component of your Doctorate.

Your department

• Division of Health Research Faculty of Health and Medicine
• Telephone +44 (0)1524 592032

Mental Health Research at Lancaster University

Professor Steve Jones introduces Mental Health research at Lancaster University, and our multi-facetted approach to understanding mental health. He discusses how the Faculty's research influences practice, changing the debate around mental health and ultimately improving outcomes.

Entry requirements

Academic requirements.

2:1 Hons degree (UK or equivalent) in an appropriate subject and relevant work experience.

We may also consider non-standard applicants, please contact us for information.

If you have studied outside of the UK, we would advise you to check our list of international qualifications before submitting your application.

Additional Requirements

As part of your application you will also need to provide a viable research proposal. Guidance for writing a research proposal can be found on our writing a research proposal webpage.

English Language Requirements

We may ask you to provide a recognised English language qualification, dependent upon your nationality and where you have studied previously.

We normally require an IELTS (Academic) Test with an overall score of at least 6.5, and a minimum of 6.0 in each element of the test. We also consider other English language qualifications .

Contact: Admissions Team +44 (0) 1524 592032 or email [email protected]

Course structure

You will study a range of modules as part of your course, some examples of which are listed below.

Information contained on the website with respect to modules is correct at the time of publication, but changes may be necessary, for example as a result of student feedback, Professional Statutory and Regulatory Bodies' (PSRB) requirements, staff changes, and new research. Not all optional modules are available every year.

The aim of this module is to provide students with an advanced introduction to the methods commonly used in health research. Students will gain knowledge and understanding of:

• How to use Moodle for distance learning and engage with peers and staff online
• Using the library as a distance learning student
• How to search the literature
• Using End Note
• How to synthesise evidence
• Standards of academic writing
• The nature of plagiarism and how to reference source material correctly
• Theoretical perspectives in health research
• The practical process of conducting research
• How to formulate appropriate questions and hypotheses
• How to choose appropriate methodology
• Quantitative and qualitative research method
• Research ethics
• Disseminating and implementing research into practice
• Programme-specific research.

e-learning distance module

Autumn Term (weeks 1-10, October – December)

Credits: 30

Mode of assessment : 3000 word essay (75%) and a poster (25%).

This module is an introduction to current topics and issues in mental health, covering theory (mechanisms underlying mental health), practice (psychosocial approaches to treating mental health problems), contemporary issues in mental health, and up-to-date research relating to these important topic areas.

Deadline: January

Spring Term (weeks 1-10, January-March)

Mode of assessment : 5000 word essay

This module explores the philosophical underpinnings of research. It begins with an introduction to epistemology, i.e. the philosophical basis of knowledge and its development. It then considers the influence of different epistemological bases on research methodology and explores the role of theory and theoretical frameworks in the research process. It also examines the nature of the knowledge that underpins evidence-based policy and practice and introduces the fundamental principles of ethics.

Deadline: April

Sunmer Term (weeks 1-10, April-June)

Mode of assessment : 5000 word assignment consisting of two 2500 word components

This module introduces a range of methods used in health research. The focus is on justifying research design choices rather than practical skills in data analysis. The starting point is the development of meaningful and feasible research questions. The module then introduces a range of quantitative research designs and quantitative approaches to data collection. Next, the module looks at qualitative research designs and their relation to different epistemological positions. How to integrate quantitative and qualitative methods into mixed methods research is being discussed next. The module also explores issues such as sampling and quality across different research designs.

Deadline: July

Spring term (weeks 1-10, January-March)

Mode of assessment : two pieces of written work (Qualitative data analysis, 2500 words; Quantitative data analysis, 2500 words)

This module is an introduction to the theory and practice of qualitative and quantitative data analysis. The module consists of two distinct parts: qualitative data analysis and quantitative data analysis. Within each part, there will be an option to take an introductory or an advanced unit.

The introductory quantitative unit covers data management and descriptive analyses and introduces students to inferential testing in general and statistical tests for comparisons between groups specifically. The advanced quantitative unit covers linear regression as well as regression methods for categorical dependent variables and longitudinal data before exploring quasi-experimental methods for policy evaluation and finally providing an opportunity to discuss more specific regression methods such count data models or duration analysis.

The introductory qualitative unit focusses on the technique of thematic analysis, a highly flexible approach and useful foundation for researchers new to qualitative data analysis. The unit takes students through the stage of a qualitative data analysis: sorting and organising qualitative data, interrogating qualitative data, interpreting the data and finally writing accounts of qualitative data. The advanced qualitative unit introduces students to alternative techniques such as narrative analysis or discourse analysis.

Summer Term (weeks 1-10, April-June)

Mode of assessment : A written assignment that includes: a) a 4000 word research proposal and b) a completed FHMREC ethics application form and supporting documents.

This module completes the taught phase of Blended Learning PhD programmes. It enables students to put everything they have learned so far together and produce a research proposal that will provide the basis for the research phase of the programme.

The first part of the module – research design – starts by discussing the components of a research proposal according to different epistemologies and research methods. It then takes students through the process of developing their own proposal, starting with the topic and epistemological framework, through to the study design and data collection methods and finally the practical details.

The second part of the module – practical research ethics – teaches students how to think about their research proposal from an ethical perspective. It covers ethical guidelines and teaches students how to identify the purpose of a guideline, to enable them to translate their proposal into an ethical review application. Finally, students will prepare a practice research ethics application using the FHMREC ethics application form.

Autumn term (weeks 1-10, October-December)

Mode of assessment : 5000 word assignment

This module provides an introduction to the principles and components of systematic reviewing. It takes students through the key steps of a systematic review. The starting point of the module is the construction of an appropriate review question. Next, the module discusses the (iterative) process of creating a search strategy that successfully identifies all relevant literature. The module then moves on to selecting appropriate methodological quality criteria, enabling students to develop their skills in critically appraising studies. After discussing how to prepare a data extraction form the module introduces a key component of a systematic review: synthesising the evidence. Finally, the module will teach students how to put everything together in a systematic review protocol.

Fees and funding

Home Fee £4,350

International Fee £11,340

General fees and funding information

There may be extra costs related to your course for items such as books, stationery, printing, photocopying, binding and general subsistence on trips and visits. Following graduation, you may need to pay a subscription to a professional body for some chosen careers.

Specific additional costs for studying at Lancaster are listed below.

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Lancaster is proud to be one of only a handful of UK universities to have a collegiate system. Every student belongs to a college, and all students pay a small College Membership Fee  which supports the running of college events and activities. Students on some distance-learning courses are not liable to pay a college fee.

For students starting in 2023 and 2024, the fee is £40 for undergraduates and research students and £15 for students on one-year courses. Fees for students starting in 2025 have not yet been set.

Computer equipment and internet access

To support your studies, you will also require access to a computer, along with reliable internet access. You will be able to access a range of software and services from a Windows, Mac, Chromebook or Linux device. For certain degree programmes, you may need a specific device, or we may provide you with a laptop and appropriate software - details of which will be available on relevant programme pages. A dedicated  IT support helpdesk  is available in the event of any problems.

The University provides limited financial support to assist students who do not have the required IT equipment or broadband support in place.

For most taught postgraduate applications there is a non-refundable application fee of £40. We cannot consider applications until this fee has been paid, as advised on our online secure payment system. There is no application fee for postgraduate research applications.

For some of our courses you will need to pay a deposit to accept your offer and secure your place. We will let you know in your offer letter if a deposit is required and you will be given a deadline date when this is due to be paid.

The fee that you pay will depend on whether you are considered to be a home or international student. Read more about how we assign your  fee status .

If you are studying on a programme of more than one year’s duration, the tuition fees for subsequent years of your programme are likely to increase each year. Read more about  fees in subsequent years .

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Take an innovative approach to distance learning combining interactive lectures, webinars and online collaboration, group work and self-directed study.

Work with world-leading academics to make an original contribution to your area of professional practice.

Benefit from an international peer group that could include educators, mental health practitioners and policy-makers.

Studying by blended learning

The PhD in Mental Health is offered part-time via blended learning . Teaching and research activities are carried out through a combination of face-to-face and online interaction, allowing you to undertake the majority of study from your own location whilst fulfilling your existing responsibilities. You will benefit from being part of a UK and internationally-based peer group working across a range of sectors.

Face-to-face interactions take place at an annual residential autumn Academy while taught modules are delivered via distance learning using our virtual learning environment and include discussion forums, collaborative digital spaces and video conferencing. All students have access to a hub space that facilitates interaction with their cohort and with students on related programmes, creating a virtual information space that’s also sociable. An academic tutor will support you during the taught phase and two supervisors provide you with support in the research phase.

The Division of Health Research

The Division of Health Research have been offering blended learning postgraduate programmes since 2010. We have many successful graduates and currently around 200 continuing students on a range of programmes who have benefited in progressing their careers from the high quality postgraduate education we provide.

Our Research in Mental Health

Our mental health research covers a wide range of research areas and activities, including bipolar disorder and related conditions, chronic illness and care approaches.

The Spectrum Centre

The Spectrum Centre is the only specialist research centre in the UK dedicated to translational research into the psychosocial aspects of bipolar disorder and associated conditions.

Athena SWAN: Gender Equality at Lancaster

We hold the Athena SWAN Silver Award, recognising our commitment to advancing the careers of women in higher education and research.

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‘You have to suffer for your PhD’: poor mental health among doctoral researchers – new research

Lecturer in Social Sciences, University of Westminster

Disclosure statement

Cassie Hazell has received funding from the Office for Students.

University of Westminster provides funding as a member of The Conversation UK.

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PhD students are the future of research, innovation and teaching at universities and beyond – but this future is at risk. There are already indications from previous research that there is a mental health crisis brewing among PhD researchers.

My colleagues and I studied the mental health of PhD researchers in the UK and discovered that, compared with working professionals, PhD students were more likely to meet the criteria for clinical levels of depression and anxiety. They were also more likely to have significantly more severe symptoms than the working-professional control group.

We surveyed 3,352 PhD students, as well as 1,256 working professionals who served as a matched comparison group . We used the questionnaires used by NHS mental health services to assess several mental health symptoms.

More than 40% of PhD students met the criteria for moderate to severe depression or anxiety. In contrast, 32% of working professionals met these criteria for depression, and 26% for anxiety.

The groups reported an equally high risk of suicide. Between 33% and 35% of both PhD students and working professionals met the criteria for “suicide risk”. The figures for suicide risk might be so high because of the high rates of depression found in our sample.

We also asked PhD students what they thought about their own and their peers’ mental health. More than 40% of PhD students believed that experiencing a mental health problem during your PhD is the norm. A similar number (41%) told us that most of their PhD colleagues had mental health problems.

Just over a third of PhD students had considered ending their studies altogether for mental health reasons.

There is clearly a high prevalence of mental health problems among PhD students, beyond those rates seen in the general public. Our results indicate a problem with the current system of PhD study – or perhaps with academic more widely. Academia notoriously encourages a culture of overwork and under-appreciation.

This mindset is present among PhD students. In our focus groups and surveys for other research , PhD students reported wearing their suffering as a badge of honour and a marker that they are working hard enough rather than too much. One student told us :

“There is a common belief … you have to suffer for the sake of your PhD, if you aren’t anxious or suffering from impostor syndrome, then you aren’t doing it "properly”.

We explored the potential risk factors that could lead to poor mental health among PhD students and the things that could protect their mental health.

Financial insecurity was one risk factor. Not all researchers receive funding to cover their course and personal expenses, and once their PhD is complete, there is no guarantee of a job. The number of people studying for a PhD is increasing without an equivalent increase in postdoctoral positions .

Another risk factor was conflict in their relationship with their academic supervisor . An analogy offered by one of our PhD student collaborators likened the academic supervisor to a “sword” that you can use to defeat the “PhD monster”. If your weapon is ineffective, then it makes tackling the monster a difficult – if not impossible – task. Supervisor difficulties can take many forms. These can include a supervisor being inaccessible, overly critical or lacking expertise.

A lack of interests or relationships outside PhD study, or the presence of stressors in students’ personal lives were also risk factors.

We have also found an association between poor mental health and high levels of perfectionism, impostor syndrome (feeling like you don’t belong or deserve to be studying for your PhD) and the sense of being isolated .

Better conversations

Doctoral research is not all doom and gloom. There are many students who find studying for a PhD to be both enjoyable and fulfilling , and there are many examples of cooperative and nurturing research environments across academia.

Studying for a PhD is an opportunity for researchers to spend several years learning and exploring a topic they are passionate about. It is a training programme intended to equip students with the skills and expertise to further the world’s knowledge. These examples of good practice provide opportunities for us to learn about what works well and disseminate them more widely.

The wellbeing and mental health of PhD students is a subject that we must continue to talk about and reflect on. However, these conversations need to happen in a way that considers the evidence, offers balance, and avoids perpetuating unhelpful myths.

Indeed, in our own study, we found that the percentage of PhD students who believed their peers had mental health problems and that poor mental health was the norm, exceeded the rates of students who actually met diagnostic criteria for a common mental health problem . That is, PhD students may be overestimating the already high number of their peers who experienced mental health problems.

We therefore need to be careful about the messages we put out on this topic, as we may inadvertently make the situation worse. If messages are too negative, we may add to the myth that all PhD students experience mental health problems and help maintain the toxicity of academic culture.

• Mental health
• Academic life
• PhD research

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Melbourne School of Psychological Sciences

Mental Health PhD Program

A multidisciplinary PhD Program in Mental Health

This Program brings together graduate researchers addressing mental health from diverse disciplinary perspectives - psychiatry, psychology, epidemiology and community mental health, history and philosophy of psychiatry, general practice, paediatrics, psychiatric nursing and social work, among others. Launched in March 2018, the Program is a joint initiative of the University of Melbourne's School of Psychological Sciences, Centre for Mental Health and the Department of Psychiatry. These were joined in 2020 by the Centre for Youth Mental Health and the Florey Institute of Neuroscience & Mental Health.

Our goal is to provide all University of Melbourne PhD students researching mental health with a platform to connect, share and discover new disciplines so that they can become fully-rounded researchers who can approach the field of mental health from a multi-disciplinary perspective.

Host departments

The  Melbourne School of Psychological Sciences is one of the most highly regarded schools of psychology in Australia. The School attracts some of the best students nationally and internationally to its broad range of APAC-accredited undergraduate, graduate, professional and research programs. The School's teaching is underpinned by excellence in research across a range of fields, including cognitive and behavioural neuroscience, quantitative psychology, social psychology, developmental psychology and clinical science.

The  Centre for Mental Health is part of the Melbourne School of Population and Global Health and aims to improve mental health and mitigate the impact of mental illness at a population level. It does this through high-quality, collaborative, interdisciplinary research, academic teaching, professional and community education, and mental health system development. The Centre contributes to evidence-informed mental health policy and practice in Australia and internationally through the work of its three units:

• Global and Cultural Mental Health
• Mental Health Policy and Practice
• Population Mental Health.

The Centre's three units are involved in active and productive collaborations within the University and beyond. These relationships range from not-for-profit agencies like Mind Australia through to international NGOs such as the World Health Organization, and enables the translation of their research into policy and practice.

The   Department of Psychiatry is committed to the prevention of mental illness and improved quality of life for individuals affected by mental illness, both nationally and internationally. The Department has unique strengths around biological and translational psychiatry research which are internationally recognised. Together with clinical collaborations and involvement in mental health policy and practice, this provides a stimulating environment for learning and research training programs. Their research is driven by pure and applied questions that require cross-disciplinary approaches and partnerships with diverse community organisations - especially those effected with mental illness. The research informs our teaching and clinical training and engagement with the wider community.

The Centre for Youth Mental Health brings together the experience and expertise of world leaders in the field of youth mental health and has become an internationally renowned research centre in this field. The Centre focuses on understanding the biological, psychological and social factors that influence onset, remission and relapse of mental illnesses in young people. Its research findings are actively translated into improved policy, practice and training that inform the development of better interventions, treatments and service systems for young people at different stages of mental ill-health. The multidisciplinary nature of its research provides a diverse and stimulating environment for students. The local and international collaborations with other universities and research institutes link it with a broader research community, with unique global perspectives and the opportunity for an exciting exchange of ideas.

The Florey Institute of Neuroscience & Mental Health (The Florey) is the largest brain research group in the southern hemisphere and one of the world’s top brain research centres. It is an independent medical research institute with strong connections to other research groups, globally. Our scientists are found at three research facilities, one on the grounds of the University of Melbourne in Parkville, one in the adjacent Royal Melbourne Hospital and the other at Austin Health in Heidelberg.

Program activities

Mental health is a multidisciplinary, complex and rapidly growing research domain. Your years as a graduate researcher at the University of Melbourne are the perfect time for you to broaden your skill set, build your network and expand your understanding of this dynamic field. At the moment we have over 70 graduate researchers in our community who come from over a dozen different Centres and Schools within the University and we would love for you to join us!

Our online platform

In order for you to get to know others and learn from the MHPP community's wide variety of disciplines and expertise, we have an online platform with different channels offering a host of opportunities:

• PhD Progress and Professional Development Channel: Ask any questions  you might have about all aspects of your PhD, get peer support and develop your research skills by making the most of professional development opportunities such as online workshops and skills training.
• MHPP Events Channel: Find information here about the events organised by the Program , including social get-togethers, webinars and workshops.
• Members and Alumni Channel: Connect with your fellow PhD students across the many different institutes and schools represented in the Program, learn from alumni and build your research network.
• Items of Interest Channel: Be kept up to date about University of Melbourne events related to mental health and get invited to attend colloquium talks  by local and visiting experts across the different academic host units, offering unparalleled access to cutting-edge research in mental health.

And more…

In addition, you can also use the MHPP as a unique opportunity to expand your CV by working on your transferable skills and help run an event or become a Mental Health PhD Program Event Coordinator ( not mandatory ).

Program structure

Mhpp co-directors team.

“This PhD Program provides currently enrolled University of Melbourne PhD students working within the domain of mental health with the opportunity to become accomplished graduate researchers who are not only prepared to engage with their own discipline, but are equipped with the capacity to place their work in a broader multidisciplinary context within mental health.”

Centre for Mental Health, Melbourne School of Population and Global Health

“A PhD position is a big commitment and this program creates a platform to support a true cohort experience and provide a network of support, aimed to help PhD candidates working within the mental health domain through their doctorate and beyond.”

Department of Psychiatry, Melbourne Medical School

“Undertaking a PhD can be one of the most rewarding experiences in your life, yet sometimes, as one buries deeper into their topic, there is risk of feeling quite isolated and disconnected. The Mental Health PhD Program provides a wonderful opportunity to share the journey, connect with others with similar interests, and gain exposure to the broader mental health research landscape.”

Centre for Youth Mental Health

“The Mental Health PhD Program is a vibrant community of post-graduate students who share a common passion and interest in creating new knowledge in the field of mental health, but who come at this through different disciplines, lenses and research methodologies. This program provides a wonderful and unique opportunity for exposure to different ways of thinking about similar problems in a supportive, collaborative and engaging way.”

Florey Institute of Neuroscience & Mental Health

“To transform our understandings into mental health and metal ill-health, we really need multifaceted complimentary approaches that span preclinical tools to clinical approaches and services. This PhD Program provides a unique opportunity for students to be exposed to this breadth of multidisciplinary research that is available within Parkville and the University of Melbourne, and to share their PhD journey with a diverse cohort that will get them thinking about all the levels at which we need to tackle research in the mental health field.”

MHPP Operations Manager

The Mental Health PhD Program now has a wonderful Operations Manager: Brendan Pearl (Department of Psychiatry). Brendan is involved in the organisation, coordination and promotion of many of our great events.

MHPP Event Coordinators

The Mental Health PhD Program has a new online platform with a team of Event Coordinators. This is a team of current MHPP PhD students who help organise events and provide a true cohort experience.  The invaluable contributions of these wonderful MHPP members is what makes the Program truly great!

It is also a great way for members to work on their transferable skills, expand their CVs and create a vast multidisciplinary network with the University of Melbourne. If you would like to join the MHPP and are perhaps interested in taking on the role of Event Coordinator for some time during your PhD journey then please visit the application tab here . We would love to hear from you!

Florey Institute for Neuroscience and Mental Health

Centre for Mental Health

Department of General Practice

Melbourne Neuropsychiatry Centre, Department of Psychiatry

Department of Psychiatry

Please find below testimonials from some of our current graduate researchers about their experience of the Mental Health PhD Program.

If you are a mental health graduate researcher, this program is a fundamental building block to understanding how dynamic, complex, inspirational, positive and exciting the field of mental health can be.

Tam Dennis - Graduate Researcher at the Melbourne School of Psychological Sciences

I am very fortunate to be a part of this amazing community and highly recommend it for any PhD student in the area of mental health!

Kavisha Fernando - Graduate Researcher at the Department of Psychiatry

The Mental Health PhD Program (MHPP) is a wonderful program which promotes learning and professional development during your PhD journey.

Carra Simpson - Graduate Researcher at the Melbourne School of Psychological Sciences

What I like about the MHPP is that it provides a platform which is graduate-researcher driven and truly multidisciplinary; it provides opportunities for developing skills which we identify as useful and are above and beyond the scope of our individual departments.

Brendan Pearl - Graduate Researcher at the Department of Psychiatry

I recommend all students with a project related to mental health join the program, get involved and reap the benefits!

Hannah Savage -Graduate Researcher at the Department of Psychiatry

I highly recommend this program to any PhD students in the field of mental health research.

Phoebe Thomson - Graduate Researcher at the Department of Paediatrics

The Mental Health PhD Program creates an inspiring and supportive community of researchers who are united by a common passion for improving mental health and well-being.

Annai Charlton - Graduate Researcher at The Florey Institute of Neuroscience and Mental Health

The Mental Health PhD Program provides me with lots of different opportunities; networking, career development and the opportunity to ask experts from interdisciplinary fields for advice.

"The MHPP has helped me develop skills that I otherwise wouldn’t have developed, such as being able to communicate about research to people who work in related fields but use very different research techniques (animal work or qualitative research). It’s also a very social program, and I’ve met a lot of other very friendly PhD students. Being an off-campus PhD student, I sometimes felt a bit disconnected from the university, but this program has helped alleviate this feeling. The new online Teams platform is great, I get to check it whenever I want and there are optional events to join. I’ve found lots of them very useful and I ended spending about 1.5 hours a fortnight engaged with the program (5 minutes a day reading updates and chatting to other students and 1 hour attending an event such as an expert discussion, watching an interview or a coffee moment). I’m hoping to meet you soon and feel free to contact me if you have any questions!"

Yara Toenders - Graduate Researcher at the Centre for Youth Mental Health

Being a part of the MHPP community has been one of the best parts of my PhD.

Anna Ross, Graduate Researcher at the Centre for Mental Health, Melbourne School of Population and Global Health

How to apply?

The Mental Health PhD Program is offered by the University's School of Psychological Sciences, the Centre for Mental Health, the Department of Psychiatry, the Centre for Youth Mental Health and the Florey Institute of Neuroscience & Mental Health.

Graduate researchers at any stage of their PhD candidature and in any Department, Centre or School at the University of Melbourne are eligible to participate.

The Mental Health PhD Program is intended to be a supplement to the training graduate researchers receive in their home department. Program participants will remain enrolled in their current faculties and departments.

Eligibility

To be eligible, graduate researchers must be currently enrolled in a PhD, have their primary supervisor based at the University of Melbourne and be undertaking doctoral research on a topic related to mental health.

Prospective graduate researchers

If you are not currently enrolled, you will need to apply separately for entry to a PhD in a relevant field. This will generally involve finding an appropriate supervisor in a suitable academic Department, School or Faculty. Once you have commenced your mental health-related PhD course, you can then register to join the Mental Health PhD Program.

Check that you meet the University's eligibility and entry requirements to undertake a PhD, and find instructions on how to apply on MDHS' Graduate Research pages . You can also read more general information about the MDHS PhD course .

Applications

The application procedure is currently closed. Due to unforeseen technical issues, the opening for 2021 applications has unfortunately been delayed until February 8, 2020. Our apologies for any inconvenience.

Applications to join the Program can be submitted throughout the year and graduate researchers can join the Program at any time during their candidature.

If you meet the eligibility criteria and you are interested in meeting your peers from throughout the University of Melbourne and creating a more multidisciplinary understanding of mental health research then please apply below. We look forward to welcoming you to our community!

Apply for the Program

If you have any questions, please don’t hesitate to contact us .

Frequently Asked Questions

What will i get out of the program.

It has never been more important for PhD students to be strategic about career moves, build broad networks and master the right skills to get into their career of choice. The Mental Health PhD Program offers you a platform to:

• Increase your understanding of the multidisciplinary field of mental health
• Save you time finding support and learning about events and resources at the University of Melbourne
• Engage in professional development opportunities specific to the domain of mental health
• Expand your CV
• Present your work, to practice your conference talks or poster presentations
• Get access to extra professional development opportunities workshops, lectures and events that are organised within the University of Melbourne PhD Program Network and only advertised to PhD students who are enrolled in one of the University of Melbourne PhD Programs
• Socialise, share, reflect and learn with and from your peers.

What will the time investment be?

We understand that as a PhD student you have a busy schedule and often competing demands, so we have created an online platform that you can access when and where you like. As a member of the MHPP, we kindly ask you to meet the following time commitment of around three hours per month:

• A weekly active contribution to the online platform. This can be done by posting a question, sharing a tip with your peers, replying to a question posted by another member, liking a post, etc (5-10 minutes per week).
• Join our bi-weekly online events. We really encourage you to attend these live online events so you can ask any questions or join the discussion and share your expertise. That way we really can learn with and from each other. However, we understand you might not always be able to make it so we record most of our events so you can access them at a later point (one hour fortnightly).
• Read any emails you get from the MHPP carefully and reply promptly when needed.

Do I need formal approval from my supervisor to be part of the Mental Health PhD Program?

As of 2020, the Mental Health PhD Program has a new model and formal proof of approval from your Primary Supervisor is no longer required. However, we strongly encourage you to discuss your enrolment into this specific program, as well as your professional development in general, with your supervisor before signing up.

Does the Mental Health PhD Program offer PhD positions?

This multidisciplinary PhD Program is an academic and professional development initiative for currently-enrolled PhD students who are researching a topic within Mental Health. Therefore, this program does not directly enrol students.

Eligible students will need to apply separately for entry to a PhD in a relevant field. This will typically involve finding an appropriate supervisor in a suitable academic Department, School or Faculty. Once students have commenced their mental health-related PhD course, they can register to join the Mental Health PhD Program, which is intended to be a supplement to the training that students receive in their home department.

How can I unsubscribe?

If you need to terminate your enrolment you can do so by unsubscribing from the Mental Health PhD Program Newsletter.

Where can I go for further information?

Please email Anna Schroeder at [email protected] with any questions or feedback. I’d love to hear from you.

This interdisciplinary PhD Program provides participants with the opportunity to become accomplished graduate researchers who are not only prepared to engage with their own discipline, but are also equipped with the capacity to place their work in a broader multidisciplinary context within mental health, maximising their graduate career outcomes.

If you have any questions about the Program or our events, please contact the Program Coordinator Anna Schroeder at [email protected] .

Program Co-Directors

Professor Nick Haslam Melbourne School of Psychological Sciences

Professor Jane Pirkis Centre for Mental Health

Professor Chris Davey Department of Psychiatry

Associate Professor Kelly Allot Centre for Youth Mental Health

Professor Andrew Lawrence Florey Institute of Neuroscience & Mental Health

Operations Manager

Brendan Pearl Department of Psychiatry

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UMass Boston

• Counseling Psychology PhD

Preparing counseling psychologists for advanced careers as scholars and practitioners.

Accredited by the Commission on Accreditation of the American Psychological Association since 2015, UMass Boston's PhD in Counseling Psychology prepares doctoral-level professional counseling psychologists for careers as scholars, university faculty, and practitioners.

Our scientist-practitioner training model prepares students to:

• deliver high quality, evidence-based psychological services and interventions
• employ applied research skills to improve practice and explore social and psychological issues
• serve as effective instructors and teachers
• use innovative approaches to solve problems related to educational and mental health care disparities, improve services for underrepresented populations, and employ systems-level change strategies to advance local and global social justice

Why Apply to UMass Boston's Counseling Psychology PhD Program?

The UMass Boston Counseling Psychology program prepares the next generation of counseling psychology scholars, teachers, and social justice advocates. We believe in the benefits of working with a variety of research methods and theoretical approaches, receiving guidance from multiple mentors, and understanding how to think about human rights and social justice as they apply to local and transnational contexts.

Start Your Application

Plan Your Education

How to apply.

Applicants must meet general graduate admission requirements in addition to the following program-specific requirements:

• Test Scores: Effective 2021, GRE scores are no longer required for admission to the PhD program
• Letters of Recommendation: 3
• Writing Sample: Yes
• Applied master's degree required. We are accepting applications from candidates who will have completed an applied master's program with supervised clinical experience (e.g., Mental Health Counseling, School Psychology, School Counseling, Social Work, and other programs) prior to the Fall admission.
• Minimum of five social science classes (preferably psychology, human development, and statistics)
• Completed project or academic paper
• Statement of purpose: The Statement of Purpose is your opportunity to tell the faculty why you are interested in counseling psychology, to share the reasons why you are applying to UMass Boston in particular, and to describe your training and career goals, as well as how our program may support your progress toward those goals. Many people link their interest to specific faculty expertise as that helps us match applicants to specific faculty for interviews on the interview day.
• Transcripts
• Résumé/Curriculum Vitae

Deadlines & Cost

Deadline: December 1 for fall

Application Fee: The nonrefundable application fee is $75. UMass Boston alumni and current students that plan to complete degree requirements prior to graduate enrollment can submit the application without paying the application fee.

Program Cost Information: Bursar’s Website

Graduate training at the UMass Boston Counseling Psychology Program will prepare students for taking the EPPP (Examination for Professional Practice in Psychology); however, requirements for sitting for the EPPP vary by state licensing boards. The Counseling Psychology Program has reviewed the licensing requirements for all U.S. jurisdictions to determine eligibility (see below). Please note that not all graduates choose to take the EPPP.

U.S. Boards of Psychology in Which Graduates Would Be Eligible to Sit for the EPPP Upon Completion of the Doctoral Program

Alabama, Alaska, Arizona, Arkansas, Colorado, Connecticut, Delaware, District of Columbia (DC), Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maryland, Massachusetts, Michigan, Minnesota, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Puerto Rico, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virgin Islands, Virginia, Washington, West Virginia, Wisconsin, and Wyoming

U.S. Boards of Psychology in Which Graduates Would NOT Be Eligible to Sit for the EPPP Upon Completion of the Doctoral Program Without Additional Coursework

• California: additional coursework in human sexuality; alcohol/chemical dependency detection and treatment; child abuse assessment; spousal/partner abuse assessment, detection, and intervention strategies; aging and long-term care; and suicide risk assessment and intervention is needed.
• Maine: additional coursework in family or intimate partner violence screening and referral and intervention strategies, including knowledge of community resources, cultural factors, evidence-based risk assessment, and same-gender abuse dynamics is needed.
• New York: Unable to determine if a graduate is eligible. The doctoral program must be registered by the New York Licensing Department as licensure qualifying or determined by the department to be the substantial equivalent in accordance with the Regulations of the Commissioner. Please contact the New York Office of the Professions for specific details on the licensure requirements. Note: We have many alumni who are licensed in NY but historically this state has had additional requirements.

The program is designed to take five years of full-time study, including a full-time internship. Students who enter with a master’s degree in counseling or another applied field will have a reduction in required course credits to the extent their master’s level courses match our required courses, however, it is required that students complete a minimum of three years on campus plus internship. The majority of students have completed the program with four years on campus plus one additional year of internship.

Foundational Courses (18 Credits)

• COUNSL 608 - Psychopathology and Diagnosis 3 Credit(s)
• COUNSL 620 - Life Span Human Development 3 Credit(s)
• CSP 641 - Cognitive and Affective Foundations 3 Credit(s)
• CSP 660 - Physiological Bases of Behavior 3 Credit(s)
• CSP 680 - History & Systems in Counseling and School Psychology 3 Credit(s)
• CSP 705 - Social and Cultural Psychology 3 Credit(s)

Prevention, Assessment, and Intervention Courses (6 Credits)

• COUNSL 614 - Counseling Theory and Practice I 3 Credit(s)

Complete one of the following:

• COUNSL 613 - Vocational Development and Career Information 3 Credit(s)
• COUNSL 615 - Counseling Theory and Practice II 3 Credit(s)
• CSP 706 - Personality Assessment 3 Credit(s)
• CSP 713 - Advanced Career and Group Theory and Practice 3 Credit(s)
• CSP 717 - Advanced Theory and Practice in counseling and School Psychology 3 Credit(s)
• CSP 752 - Health Psychology: Current Theory, Research, and Interventions 3 Credit(s)
• CSP 780 - Supervision and Training in Psychology 3 Credit(s)
• CSP 783 - Practicum in Counseling Psychology I 3 Credit(s)
• CSP 784 - Practicum in Counseling Psychology II: Evidence-Based Practice 3 Credit(s)
• PSYCLN 727 - Emotion-Focused Psychotherapy 3 Credit(s)
• SPY G 602 - Standardized Assessment and Report Writing 3 Credit(s)

Research Courses (18 Credits)

• CSP 703 - Research in Counseling and School Psychology 1-6 Credit(s)
• CSP 704 - Qualitative and Quantitative Research Methods in Counseling and School Psychology 3 Credit(s)
• CSP 708 - Intermediate Statistics in CSP 3 Credit(s)
• CSP 770 - Advanced Statistics in Counseling and School Psychology 3 Credit(s)
• CSP 891 - Dissertation Seminar 3 Credit(s)
• CSP 899 - Dissertation Research 1-9 Credit(s)

Teaching Requirement Course (3 Credits)

• CSP 782 - Teaching in Counseling and School Psychology 3 Credit(s)

Social Justice & Systems Change Courses (12 Credits)

• CSP 701 - Social Justice in Counseling and School Psychology 3 Credit(s)
• CSP 702 - Foundations and Ethics in Counseling Psychology 3 Credit(s)
• CSP 787 - Advanced Practicum III in Counseling and School Psychology 3 Credit(s)
• CSP 801 - Transnational Social Justice in Counseling and School Psychology 3 Credit(s)

Graduation Criteria

Complete 73 credits from 19 courses including six foundational courses; two prevention, assessment, and intervention courses; six research courses; one teaching requirement course; and four social justice and systems change courses. Students who enter with a master’s degree in counseling or a related field will have a reduction in required course credits to the extent their master’s level courses match our required courses.

Capstone: Students starting with a Bachelor’s degree must complete a capstone project based on CSP 704 and 708 consisting of a literature review paper on a topic approved by the faculty advisor. Doctoral candidacy: Completion of a qualifying paper, a critical and synthetic review of a focused body of literature in the area in which the student plans to complete the dissertation. Dissertation: Compose and defend a research project (quantitative or qualitative) that makes a substantive contribution to the knowledge base in counseling psychology or school psychology. It is usually completed by the end of the fourth year, although students may choose to complete the dissertation during or following the internship year. Practicum: Participate in two semesters of practicum. Internship: Complete one full-year of Internship. During the fourth or fifth year after having met all course requirements. Teaching: Co-teach at least one semester. Research Team: Participate on at least one faculty-student research team for five semesters.

En Route Master’s Degree: Students may, with the approval of the program director, apply to receive an MA degree en route to the PhD. To qualify, students must complete 36 credits of course work and the capstone project.

Statute of limitations: Eight years.

Student Admissions, Outcomes, and Other Data

Counseling Psychology PhD Student Admissions, Outcomes, and Other Data

Contact & Faculty

Graduate Program Director / Director of Training Sharon Horne sharon.horne [at] umb.edu (617) 287-7495

Counseling & School Psychology Graduate Programs csp.admissions [at] umb.edu

Counseling Psychology PhD Faculty

• Gonzalo Bacigalupe
• Laura A. Hayden
• Sharon Horne
• Sharon Lamb
• Meredith Maroney
• Takuya Minami
• Kerrie Wilkins-Yel

Learn more about faculty, students, alumni, and the program with the Counseling & School Psychology newsletters .

About Our PhD Programs

Hear why our students chose UMass Boston's Counseling & School Psychology PhD programs.

Counseling & School Psychology

Learn more about UMass Boston's Counseling & School Psychology department, our research, and our faculty.

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Learn more about the faculty, research, and programs that make up our College of Education & Human Development.

Accreditation

The Counseling Psychology Program has been continuously accredited since 2015 by the American Psychological Association Office of Program Consultation and Accreditation. Questions related to the program’s APA accreditation status should be directed to the Commission on Accreditation:

Office of Program Consultation and Accreditation American Psychological Association 750 1st Street, NE, Washington, DC 20002 Phone: (202) 336-5979 / E-mail: [email protected] / Web: www.apa.org/ed/accreditation

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SUNY funding to boost mental health services at UB

campus news

UB will use most of its new state funding to hire seven counselors who will be embedded within the academic units. Photo: Onion Studio

Published April 10, 2024

UB is expanding mental health support for students, which includes the hiring of several new “embedded” counselors and broadening virtual or teletherapy services.  

Gov. Kathy Hochul recently announced new state funding for mental health support across SUNY campuses, including $1 million at UB.

“College can be a stressful and overwhelming time and this funding will expand mental health services on college campuses so students can focus on just being students,” the governor said in a statement.

UB will use the bulk of its funding, which is recurring, to hire seven counselors. Each will be embedded within one of seven academic units: the schools of Management, Social Work, Nursing, Public Health and Health Professions, and Architecture and Planning; the Graduate School of Education; and the College of Arts and Sciences.

“Student health and wellness is a significant priority at the University at Buffalo,” says Brian Hamluk, vice president for student life. “Prioritizing embedded counselors and other mental health-related services underscores our continued commitment to the well-being of our students, ensuring they have the resources and support they need to thrive both academically and personally here at UB.”

The seven new hires will start over the summer, bringing the total number of counselors on campus to 31, says Sharon Mitchell, senior director of student wellness and director of counseling services.

“The biggest thing is the accessibility,” Mitchell says of embedded counselors. “It’s just more convenient if you don’t have to add travel time to get to and from your appointment.

“Also, it reduces stigma because it normalizes seeking help,” Mitchell says. “There’s an academic adviser in the building. There’s a success coach in the building. Now, there’s a mental health counselor in the building. These are all resources that could be of help to students.”

The Embedded Counselor Program, which recently won an award at the national conference of student affairs administrators, started at UB in 2017 with an embedded counselor in athletics. Since then, the program has added an embedded counselor in the Jacobs School of Medicine and Biomedical Sciences; the School of Law, Dental Medicine, Engineering and Applied Sciences, and most recently, Pharmacy and Pharmaceutical Sciences.

Now, with these new hirings, a counselor will be embedded within each academic unit.

“They primarily provide individual counseling,” Mitchell says. “However, we also do outreach.

“For example,” she says, “if the medical school has exams, maybe we offer an educational workshop on managing stress. What’s nice is that we can tailor the programming specifically for students of a particular academic community.”

During the five-year period prior to the pandemic, Counseling Services saw a 43% increase in the number of students seeking mental health services and a 29% increase in the number of attended counseling sessions.

Since the COVID-19 pandemic, students have requested more support on campus for their mental health.

To make an appointment with Counseling Services, students can call 716-645-2720.

In addition to the seven new counselors, the new funding will pay for:

• Expanded teletherapy services . Counseling Services will contract with a professionally licensed vendor to provide services online or over the phone. This makes counseling more accessible and convenient for students who need services outside regular business hours.

“Even though we will have more counselors we are only open until 7 p.m. two nights a week,” Mitchell says. “The teletherapy services will allow us to provide services for students whose schedules just can’t fit into that or who might do a round of treatment with us but need additional care.”

• A financial well-being program coordinator . UB students have reported that finances are among their biggest stressors and a primary factor in their academic success and retention. A financial wellness coordinator can help them with financial literacy and developing a financial plan, while guiding them toward available resources.
• A sexual and reproductive health nurse educator . Students have requested more support regarding their reproductive health, contraception and sexually transmitted infections. This position would provide students with both clinical and educational services.
• Four graduate assistants. The four new positions will increase capacity for both clinical and educational programming.
• Trauma, illness and grief training . This training, open to staff and faculty, would help grow the emotional support of the campus beyond what mental health counselors can provide during the aftermath of a traumatic experience.

Do you have questions or comments for the Office of the Provost? Let us know your thoughts and we’ll be happy to get back to you.

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30 Best universities for Psychology in Moscow, Russia

Updated: February 29, 2024

• Art & Design
• Computer Science
• Engineering
• Environmental Science
• Liberal Arts & Social Sciences
• Mathematics

Below is a list of best universities in Moscow ranked based on their research performance in Psychology. A graph of 406K citations received by 66.7K academic papers made by 30 universities in Moscow was used to calculate publications' ratings, which then were adjusted for release dates and added to final scores.

We don't distinguish between undergraduate and graduate programs nor do we adjust for current majors offered. You can find information about granted degrees on a university page but always double-check with the university website.

1. Moscow State University

For Psychology

2. National Research University Higher School of Economics

3. Moscow Medical Academy

4. Russian National Research Medical University

5. RUDN University

6. Moscow Institute of Physics and Technology

7. National Research Nuclear University MEPI

8. Russian Presidential Academy of National Economy and Public Administration

9. Moscow State Pedagogical University

10. Finance Academy under the Government of the Russian Federation

11. Bauman Moscow State Technical University

12. Moscow State Institute of International Relations

13. N.R.U. Moscow Power Engineering Institute

14. Moscow Aviation Institute

15. Plekhanov Russian University of Economics

16. Russian State University for the Humanities

17. State University of Management

18. Russian State Social University

19. National University of Science and Technology "MISIS"

20. Moscow State Linguistic University

21. New Economic School

22. Russian State University of Oil and Gas

23. mendeleev university of chemical technology of russia.

24. Moscow Polytech

25. Moscow State University of Railway Engineering

26. National Research University of Electronic Technology

27. Moscow State Technological University "Stankin"

28. Pushkin State Russian Language Institute

29. Russian State Agricultural University

30. Moscow International University

Universities for Psychology near Moscow

Psychology subfields in moscow.

Can Mercury Retrograde Actually Affect My Mental Health?

How a planetary phenomenon may indirectly stress you out

Mercury in retrograde is a phenomenon that occurs when the planet Mercury appears to be moving backward in its orbit. This phenomenon has been linked by astrologers to a variety of behavioral and psychological changes in people. For example, some claim that during this period of retrograde movement, it is easier for us to become more irritable, unfocused, prone to misunderstandings and conflicts, and even experience mental health issues such as depression or anxiety .

While the visual illusion is unambiguously real, the beliefs around its impact on us are based in astrology , a pseudoscience lacking in evidence-based supporting research. It does not directly affect our mental health, according to experts.

Many people do believe in astrology to some degree, at least as a method of introspection or even just a fun way to analyze oneself. While it is helpful and insightful to be aware of your emotions, thoughts, and behaviors at a certain point in time, it's best not to let your actions be guided by something so fully outside your control. It's OK to be interested in astrology, but try to use it as a way to be more mindful and reflective—to take control of your actions and live your best life as you see fit, rather than by what someone sees in the stars.

What Does It Mean to Have Mercury in Retrograde?

Retrograde means that Mercury appears to be moving backward in its orbit around the sun, but it is not actually going backward, It simply looks like it is because of an illusion caused by the relative positions of Earth, Mercury, and the sun. Mercury in retrograde occurs three times a year and lasts for approximately three weeks each time.

What Are the Mercury Retrograde Dates for 2024?

The Mercury retrograde dates for 2024 are as follows:

• April 1 to April 25
• August 4 to August 28
• November 25 to December 15

How Does Mercury Retrograde Affect You?

"There is absolutely no connection between Mercury's retrograde orbit and your mental well-being," says Tom Vassos, an astronomer and founder of Cosmologists Without Borders . "People think a retrograde motion means that Mercury has changed direction, but it has not. It simply appears to change direction based on our view from planet Earth as we both orbit the sun."

While no scientific evidence proves any link between Mercury's position and our psychological well-being, believing in this phenomenon may lead to heightened stress, confusion, and tension. In essence, worrying about the effects of the phenomenon may be the thing that causes some of the effects you were worried about in the first place.

Does Mercury in Retrograde Affect Emotions?

"People may care about Mercury retrograde and other astrological phenomena for various reasons," says Ellie Borden, BA, RP, PCC, of Mind By Design . "They may believe that celestial body movements can influence human events and that studying astrology will help them better understand themselves and their relationships with others. Others may take solace in the concept of a higher cosmic order or believe that astrology can bring guidance and insight into key life decisions."

This belief could cause you to be more sensitive and vulnerable to your thoughts and feelings. This could lead to an increase in negative moods such as anger , resentment, or sadness.

It is important to remember, though, that these feelings are not caused by the actual position of Mercury; they are more likely due to an individual's expectations and beliefs about the phenomenon.

How to Prepare for Mercury Retrograde

Preparing for Mercury retrograde can help you avoid some of the potential pitfalls associated with beliefs or anxieties about this phenomenon. Some tips include taking time to reflect and practice self-care , learning how to better handle communication difficulties, being mindful of your own emotions and reactions, and looking for opportunities to grow from any challenging situations that may arise.

Additionally, make sure to plan ahead by scheduling your activities in advance and allowing for plenty of extra time for tasks to be completed. Doing so will reduce the chances of feeling overwhelmed or frustrated during this period.

Things to Do and Not Do During Mercury Retrograde

While Mercury is in retrograde and you're concerned about what it could mean for you, it may be beneficial to focus on self-care and taking things slow. Don’t make any big decisions or start any new projects until after the cycle has ended. Additionally, try to avoid getting into arguments or confrontations with anyone as misunderstandings may be more likely during this period or emotions may be heightened.

Furthermore, if you feel overwhelmed by your emotions and stress levels are high, take a break and practice some deep breathing exercises or meditation to help relax your mind and body.

Remember that even if you don't believe in any effects of this phenomenon, other people in your life might, so take care to be supportive and non-judgmental.

Things to Do

• Take time for reflection
• Practice self-care
• Be mindful of emotions and reactions
• Plan ahead and allow extra time for tasks

Things Not to Do

• Don't make any major life changes or decisions during this period if you feel you're in a heightened emotional state
• Avoid getting into arguments with people
• Try not to take things too personally
• Avoid starting new projects that require a lot of effort or energy

Can Planetary Alignment Affect Mental Health?

Ultimately, there is no scientific evidence to support the claim that planetary alignment has any direct impact on mental health. However, it can be helpful to take Mercury retrograde into account when assessing your feelings and reactions during this period of relative movement.

"Although no scientific evidence supports the notion that Mercury retrograde directly impacts mental health," notes Borden, "the stress and worry associated with this phenomenon may aggravate pre-existing mental health disorders."

It may also be beneficial to practice self-care techniques such as journaling or mindfulness meditation in order to manage any potentially heightened emotions or stress levels that may arise due to the shift in energy.

In general, it is wise to remain mindful of your thoughts and feelings regardless of whether you believe in astrological influences or not. This will help you stay connected with your own inner wisdom and better understand yourself and your environment overall.

What to Do If Mercury Retrograde Is Stressing You Out

If you find yourself feeling overwhelmed or stressed due to Mercury retrograde, it is important to remember that the planet's position does not dictate your emotional state. In fact, it is still possible to make progress and move forward in life during this time if you take appropriate steps and remain mindful of your thoughts and feelings. If you feel like the stress is becoming too much, talking with a professional may be beneficial.

Don't Let Astrological Concerns Run Your Life

Some people may use Mercury in retrograde as shorthand to explain away behavior that could be better explained by other things. For example, the thought "Mercury is in retrograde, I'm going to be useless today." This type of thinking could lead to further feelings of defeat and unproductivity, while in reality, it is the individual's response to small obstacles that determine the outcome.

Additionally, it can be easy to blame external circumstances for one’s own missteps or mistakes, rather than taking personal responsibility for them. Therefore, it is important to take ownership of your feelings and actions during this period rather than lay the blame on something completely outside your control.

The concept of Mercury retrograde should not take over your life. If you find yourself worrying too much about this cosmic phenomenon, it is a good idea to take a step back and reassess the situation. Remember that despite its influence, you still have control over how you respond to various situations in your life.

Read the original article on Verywell Mind .