phd topics in mental health

Research Topics Ideas: Mental Health

100+ Mental Health Research Ideas To Fast-Track Your Project

I If you’re just starting out exploring mental health topics for your dissertation, thesis or research project, you’ve come to the right place. In this post, we’ll help kickstart your research topic ideation process by providing a hearty list of mental health-related research topics and ideas.

PS – This is just the start…

We know it’s exciting to run through a list of research topics, but please keep in mind that this list is just a starting point . To develop a suitable education-related research topic, you’ll need to identify a clear and convincing research gap , and a viable plan of action to fill that gap.

If this sounds foreign to you, check out our free research topic webinar that explores how to find and refine a high-quality research topic, from scratch. Alternatively, if you’d like hands-on help, consider our 1-on-1 coaching service .

Overview: Mental Health Topic Ideas

Mood disorders
Anxiety disorders
Psychotic disorders
Personality disorders
Obsessive-compulsive disorders
Post-traumatic stress disorder (PTSD)
Neurodevelopmental disorders
Eating disorders
Substance-related disorders

Mood Disorders

Research in mood disorders can help understand their causes and improve treatment methods. Here are a few ideas to get you started.

The impact of genetics on the susceptibility to depression
Efficacy of antidepressants vs. cognitive behavioural therapy
The role of gut microbiota in mood regulation
Cultural variations in the experience and diagnosis of bipolar disorder
Seasonal Affective Disorder: Environmental factors and treatment
The link between depression and chronic illnesses
Exercise as an adjunct treatment for mood disorders
Hormonal changes and mood swings in postpartum women
Stigma around mood disorders in the workplace
Suicidal tendencies among patients with severe mood disorders

Anxiety Disorders

Research topics in this category can potentially explore the triggers, coping mechanisms, or treatment efficacy for anxiety disorders.

The relationship between social media and anxiety
Exposure therapy effectiveness in treating phobias
Generalised Anxiety Disorder in children: Early signs and interventions
The role of mindfulness in treating anxiety
Genetics and heritability of anxiety disorders
The link between anxiety disorders and heart disease
Anxiety prevalence in LGBTQ+ communities
Caffeine consumption and its impact on anxiety levels
The economic cost of untreated anxiety disorders
Virtual Reality as a treatment method for anxiety disorders

Psychotic Disorders

Within this space, your research topic could potentially aim to investigate the underlying factors and treatment possibilities for psychotic disorders.

Early signs and interventions in adolescent psychosis
Brain imaging techniques for diagnosing psychotic disorders
The efficacy of antipsychotic medication
The role of family history in psychotic disorders
Misdiagnosis and delayed treatment of psychotic disorders
Co-morbidity of psychotic and mood disorders
The relationship between substance abuse and psychotic disorders
Art therapy as a treatment for schizophrenia
Public perception and stigma around psychotic disorders
Hospital vs. community-based care for psychotic disorders

Personality Disorders

Research topics within in this area could delve into the identification, management, and social implications of personality disorders.

Long-term outcomes of borderline personality disorder
Antisocial personality disorder and criminal behaviour
The role of early life experiences in developing personality disorders
Narcissistic personality disorder in corporate leaders
Gender differences in personality disorders
Diagnosis challenges for Cluster A personality disorders
Emotional intelligence and its role in treating personality disorders
Psychotherapy methods for treating personality disorders
Personality disorders in the elderly population
Stigma and misconceptions about personality disorders

Obsessive-Compulsive Disorders

Within this space, research topics could focus on the causes, symptoms, or treatment of disorders like OCD and hoarding.

OCD and its relationship with anxiety disorders
Cognitive mechanisms behind hoarding behaviour
Deep Brain Stimulation as a treatment for severe OCD
The impact of OCD on academic performance in students
Role of family and social networks in treating OCD
Alternative treatments for hoarding disorder
Childhood onset OCD: Diagnosis and treatment
OCD and religious obsessions
The impact of OCD on family dynamics
Body Dysmorphic Disorder: Causes and treatment

Post-Traumatic Stress Disorder (PTSD)

Research topics in this area could explore the triggers, symptoms, and treatments for PTSD. Here are some thought starters to get you moving.

PTSD in military veterans: Coping mechanisms and treatment
Childhood trauma and adult onset PTSD
Eye Movement Desensitisation and Reprocessing (EMDR) efficacy
Role of emotional support animals in treating PTSD
Gender differences in PTSD occurrence and treatment
Effectiveness of group therapy for PTSD patients
PTSD and substance abuse: A dual diagnosis
First responders and rates of PTSD
Domestic violence as a cause of PTSD
The neurobiology of PTSD

Free Webinar: How To Find A Dissertation Research Topic

Neurodevelopmental Disorders

This category of mental health aims to better understand disorders like Autism and ADHD and their impact on day-to-day life.

Early diagnosis and interventions for Autism Spectrum Disorder
ADHD medication and its impact on academic performance
Parental coping strategies for children with neurodevelopmental disorders
Autism and gender: Diagnosis disparities
The role of diet in managing ADHD symptoms
Neurodevelopmental disorders in the criminal justice system
Genetic factors influencing Autism
ADHD and its relationship with sleep disorders
Educational adaptations for children with neurodevelopmental disorders
Neurodevelopmental disorders and stigma in schools

Eating Disorders

Research topics within this space can explore the psychological, social, and biological aspects of eating disorders.

The role of social media in promoting eating disorders
Family dynamics and their impact on anorexia
Biological basis of binge-eating disorder
Treatment outcomes for bulimia nervosa
Eating disorders in athletes
Media portrayal of body image and its impact
Eating disorders and gender: Are men underdiagnosed?
Cultural variations in eating disorders
The relationship between obesity and eating disorders
Eating disorders in the LGBTQ+ community

Substance-Related Disorders

Research topics in this category can focus on addiction mechanisms, treatment options, and social implications.

Efficacy of rehabilitation centres for alcohol addiction
The role of genetics in substance abuse
Substance abuse and its impact on family dynamics
Prescription drug abuse among the elderly
Legalisation of marijuana and its impact on substance abuse rates
Alcoholism and its relationship with liver diseases
Opioid crisis: Causes and solutions
Substance abuse education in schools: Is it effective?
Harm reduction strategies for drug abuse
Co-occurring mental health disorders in substance abusers

Choosing A Research Topic

These research topic ideas we’ve covered here serve as thought starters to help you explore different areas within mental health. They are intentionally very broad and open-ended. By engaging with the currently literature in your field of interest, you’ll be able to narrow down your focus to a specific research gap .

It’s important to consider a variety of factors when choosing a topic for your dissertation or thesis . Think about the relevance of the topic, its feasibility , and the resources available to you, including time, data, and academic guidance. Also, consider your own interest and expertise in the subject, as this will sustain you through the research process.

Find The Perfect Research Topic

How To Choose A Research Topic: 5 Key Criteria

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Good morning everyone. This are very patent topics for research in neuroscience. Thank you for guidance

What if everything is important, original and intresting? as in Neuroscience. I find myself overwhelmd with tens of relveant areas and within each area many optional topics. I ask myself if importance (for example – able to treat people suffering) is more relevant than what intrest me, and on the other hand if what advance me further in my career should not also be a consideration?

This information is really helpful and have learnt alot

Phd research topics on implementation of mental health policy in Nigeria :the prospects, challenges and way forward.

This info is indeed help for someone to formulate a dissertation topic. I have already got my path from here.

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Mental Health Dissertation Topics & Titles

Published by Carmen Troy at January 9th, 2023 , Revised On June 10, 2024

You probably found your way here looking for mental health topics for your final year research project. Look no further, we have drafted a list of issues, and their research aims to help you when you are brainstorming for dissertation or thesis topics on mental health.

PhD-qualified writers of our team have developed these topics, so you can trust to use these topics for drafting your dissertation.

You may also want to start your dissertation by requesting a brief research proposal or full dissertation service from our writers on any of these topics, which includes an introduction to the topic, research question , aim and objectives, literature review , and the proposed research methodology to be conducted. Let us know if you need any help in getting started.

Check our dissertation examples to understand how to structure your dissertation .

Also read: Psychology dissertation topics & nursing dissertation topics

List Of Trending Mental Health Research Topics & Ideas

The Impact of Social Media on Body Image and Self Esteem in Youngsters.
How Does Loneliness Link to Depression in People Above the Age of 70
The Effects of Israeli-Palestinian Conflicts on the Mental Health of Children in Gaza
The Impact of Posting Pictures From War on the Mental Health of Viewers
The Effectiveness of Excercise Programs in Managing Symptoms of Depression
Role of Cultural Competency in Providing Effective Mental Healthcare for Diverse Populations
The Impact of Social Stigma on Help-Seeking Behaviours for Mental Health Concerns
The Effectiveness of Art Therapy Interventions in Managing Symptoms of Post-traumatic Stress Disorder (Ptsd)
How Group Therapy Interventions Impacts Promoting Social Connection and Reducing Loneliness
Animal-Assisted Therapy Interventions in Reducing Symptoms of Anxiety and Depression
Psychedelic-Assisted Psychotherapy in Treating Eating Disorders

Latest Mental Health Dissertation Topics

Review the step-by-step guide on how to write your dissertation here .

Topic 1: An assessment of the Influence of Parents' Divorce or Separation on Adolescent Children in terms of long-term psychological impact.

Research Aim: This study aims to investigate the level of traumas experienced by the children of divorced or separated parents. The principal aim of this study is to explore the long-term psychological impacts of parents’ divorce on the life of children regardless of their gender and age in terms of mental wellbeing, academic performance, and self-worth.

Topic 2: An investigation of the impact of Trauma and Health-related quality of life on the Mental health and Self-worth of a child.

Research Aim: This study aims to assess the long-term impacts of the trauma children face in their early years of life on their overall mental health. Also, numerous studies have emphasised improving the quality of life for children who tend to experience multiple traumas and take them along in adulthood. Therefore, this study also proposed the impacts of traumatic childhood experiences on self-worth, mental health, and vitality of implementing firm intervention before the child reaches adulthood.

Topic 3: Assessing the effect of Psychological training on males suffering from Post-Surgery Anxiety in the UK.

Research Aim: Postoperative problems may occur as a result of surgical stress. This study aims to examine different approaches to control post-surgical anxiety and improve patients’ lives in the short and long term, focusing on male patients in the UK. It will also give us an understanding of how psychological training and interventions affect anxiety in male patients and help them overcome this through a systematic review.

Topic 4: Investigating the Relationship between Mental illness and Suicides- A case study of UK's Young Adults.

Research Aim: This study aims to find the relationship between mental illness and suicides and risk factors in the UK. This study will specifically focus on young adults. It will examine different mental disorders and how they have led to suicide and will analyse further studies of people who have died by suicide and find evidence of the presence or absence of mental illness.

Topic 5: Examining the behaviour of Mental Health Nurses taking care of Schizophrenia Patients in the UK.

Research Aim: Negative behaviours and discrimination have been usually reported as a reason for the inconvenience in the treatment of mentally ill or schizophrenia patients, which negatively impacts the patient’s results. Healthcare professionals’ attitudes have been regarded as being more negative than the general public, which lowers the outlook for patients suffering from mental illness. This study will examine the behaviour of mental health nurses regarding schizophrenia patients in the UK and also focus on the characteristics associated with nurses’ attitudes.

COVID-19 Mental Health Research Topics

Topic1: impacts of the coronavirus on the mental health of various age groups.

Research Aim: This study will reveal the impacts of coronavirus on the mental health of various age groups

Topic 2: Mental health and psychological resilience during COVID-19

Research Aim: Social distancing has made people isolated and affected their mental health. This study will highlight various measures to overcome the stress and mental health of people during coronavirus.

Topic 3: The mental health of children and families during COVID-19

Research Aim: This study will address the challenging situations faced by children and families during lockdown due to COVID-19. It will also discuss various ways to overcome the fear of disease and stay positive.

Topic 4: Mental wellbeing of patients during the Coronavirus pandemic

Research Aim: This study will focus on the measures taken by the hospital management, government, and families to ensure patients’ mental well-being, especially COVID-19 patients.

Best Mental Health Topics for Your Dissertation

Topic 1: kids and their relatives with cancer: psychological challenges.

Research Aim: In cancer diagnoses and therapies, children often don’t know what happens. Many have psychosocial problems, including rage, terror, depression, disturbing sleep, inexpiable guilt, and panic. Therefore, this study is designed to identify and treat the child and its family members’ psychological issues.

Topic 2: Hematopoietic device reaction in ophthalmology patient’s radiation therapy

Research Aim: This research is based on the analysis of hematopoietic devices’ reactions to ophthalmology radiation.

Topic 3: Psychological effects of cyberbullying Vs. physical bullying: A counter study

Research Aim: This research will focus on the effects of cyberbullying and physical bullying and their consequences on the victim’s mental health. The most significant part is the counter effects on our society’s environment and human behaviour, particularly youth.

Topic 4: Whether or not predictive processing is a theory of perceptual consciousness?

Research Aim: This research aims to identify whether or not predictive processing is a theory of perceptual consciousness.

Topic 5: Importance of communication in a relationship

Research Aim: This research aims to address the importance of communication in relationships and the communication gap consequences.

Topic 6: Eating and personality disorders

Research Aim: This research aims to focus on eating and personality disorders

Topic 7: Analysis of teaching, assessment, and evaluation of students and learning differences

Research Aim: This research aims to analyse teaching methods, assessment, and evaluation systems of students and their learning differences

Topic 8: Social and psychological effects of virtual networks

Research Aim: This research aims to study the social and psychological effects of virtual networks

Topic 9: The role of media in provoking aggression

Research Aim: This research aims to address the role of media in provoking aggression among people

Mental Health Topics for Your Dissertation For Research

Topic 1: what is the impact of social media platforms on the mental wellbeing of adults.

Research Aim: the current study aims to investigate the impact social media platforms tend to have on adults’ mental well-being with a particular focus on the United Kingdom. While many studies have been carried out to gauge the impact of social media platforms on teenagers’ mental well-being, little to no research has been performed to investigate how the health of adults might be affected by the same and how social media platforms like Facebook impact them.

Topic 2: The contemporary practical management approach to treating personality disorders

Research Aim: This research will discuss the contemporary practical management approach for treating personality disorders in mental health patients. In the previous days, much of the personality disorder treatments were based on medicines and drugs. Therefore, this research will address contemporary and practical ways to manage how personality disorders affect the mental state of the individuals who have the disease.

Topic 3: How is Prozac being used in the modern-day to treat self-diagnosed depression?

Research Aim: In the current day and age, besides people suffering from clinical depression, many teens and adults have started to suffer from self-diagnosed depression. To treat their self-diagnosed depression, individuals take Prozac through all the wrong means, which harms their mental state even more. Therefore, the current study aims to shed light on how Prozac is being used in the modern age and the adverse effects of misinformed use on patients.

Topic 4: Are women more prone to suffer from mental disorders than men: A Comparative analysis

Research Aim: There have been several arguments regarding whether women are more likely to suffer from mental disorders than men. Much of the research carried out provides evidence that women are more prone to suffer from mental disorders. This research study aims to conduct a comparative analysis to determine whether it’s more likely for men or women to suffer from mental disorders and what role biological and societal factors play in determining the trend.

Topic 5: The impact of breakups on the mental health of men?

Research Aim: Several studies have been carried out to discuss how women are affected more by a breakup than men. However, little research material is available in support of the impact the end of a relationship can have on men’s mental health. Therefore, this research study will fill out the gap in research to determine the impact of a breakup on men’s mental health and stability.

Topic 6: A theoretical analysis of the Impact of emotional attachment on mental health?

Research Aim: This research aims to analyse the theories developed around emotional attachment to address how emotional attachment can harm individuals’ mental health across the globe. Several theories discuss the role that emotional attachment tends to play in the mind of a healthy being, and how emotional attachment can often negatively affect mental well-being.

Topic 7: How do social media friendships contribute to poor mental health?

Research Aim: This research idea aims to address how social media friendships and networking can often lead to a lack of self-acceptance, self-loathing, self-pity, self-comparison, and depression due to the different mindsets that are present in today’s world.

Topic 8: What role do parents play in ensuring the mental well-being of their children?

Research Aim: It is assumed that parents tend to stop playing a role in ensuring that the mental health and well-being of their children are being maintained after a certain age. Therefore, this study will aim to put forward the idea that even after the children pass the age of 18, activities and their relationship with their parents will always play a role in the way their mental health is being transformed.

Topic 9: A study on the mental health of soldiers returning from Iraq?

Research Aim: This topic idea puts forward the aim that the mental health of soldiers who return from war-struck areas is always a subject of interest, as each of the soldiers carries a mental burden. Therefore, it is vital to understand the soldiers’ mental health returning from Iraq, focusing on what causes their mental health to deteriorate during the war and suggestions of what to do or who to call if they do become unwell.

Topic 10: How the contemporary media practices in the UK are leading to mental health problems?

Research Aim: The media is known to have control and influence over people’s mindsets who are connected to it. Many of the contemporary media practices developed in the UK can negatively impact the mental well-being of individuals, which makes it necessary to analyse how they are contributing to the mental health problems among the UK population.

Topic 11: What is the impact of television advertising on the mental development of children in the UK?

Research Aim: This topic aims to address how television advertising can negatively impact children’s mental development in the United Kingdom, as it has been observed in many studies that television advertising is detrimental to the mental health of children.

Topic 12: How deteriorating mental health can have an Impact on physical health?

Research Aim: This research aims to address the side-effects of deteriorating mental health on the physical health of individuals in society, as it is believed that the majority of the physical ailments in the modern-day age are due to the deteriorating mental health of individuals. The study can address the treatments for many ailments in our society due to deteriorating mental health and well-being.

Topic 13: The relationship between unemployment and mental health

Research Aim: How unemployment relates to concepts, such as a declining economy or lack of social skills and education, has been frequently explored by many researchers in the past. However, not many have discussed the relationship between unemployment and the mental health of unemployed individuals. Therefore, this topic will help address the problems faced by individuals due to unemployment because of the mental blocks they are likely to develop and experience. In the future, it will lead to fewer people being depressed due to unemployment when further research is carried out.

Topic 14: The mental health problems of prisoners in the United Kingdom

Research Aim: While prisoners across the globe are criticised and studied for the negativity that goes on in their mindsets, one would rarely research the mental health problems they tend to develop when they become prisoners for committing any crime. It is often assumed that it is the life inside the prison walls that impacts the prisoners’ mental health in a way that leads to them committing more crimes. Therefore, this research topic has been developed to study prison’s impact on prisoners’ mental well-being in the United Kingdom to eventually decrease the number of crimes that occur due to the negative environment inside the prisons.

Topic 15: Mental well-being of industry workers in China

Research Aim: While many research studies have been carried out regarding the conditions that the workers in China tend to be exposed to, there is very little supporting evidence regarding the impact such working conditions have on the mindset and mental health of the workers. Therefore, this study aims to address the challenges faced by industry workers in China and the impact that such challenges can have on their mental well-being.

Topic 16: Is the provision of mental health care services in the United Kingdom effective?

Research Aim: Many people have made different assumptions regarding the mental health care services provided across the globe. However, it seems that little to no research has been carried out regarding the efficiency and effectiveness of the provision of mental health care services in the United Kingdom. Therefore, this study aims to put forward research into the mental health care services provided in well-developed countries like the United Kingdom to gauge the awareness and importance of mental health in the region.

Topic 17: What are the mental health problems that minorities in the United Kingdom face?

Research Aim: It is believed that minorities in the United Kingdom are likely to experience physical abuse, and societal abuse and are often exposed to discrimination and unfair acts at the workplace and in their social circle. The study investigates the range of mental problems faced by minorities in the UK, which need to be addressed to have equality, diversity, and harmony.

Topic 18: The impact the Coronavirus has had on the mental health of the Chinese people

Research Aim: The spread of the deadly Coronavirus has led to many deaths in the region of China, and many of those who have been suspected of the virus are being put in isolation and quarantine. Such conditions tend to hurt the mental health of those who have suffered from the disease and those who have watched people suffer from it. Therefore, the current study aims to address how the Coronavirus has impacted the mental health of the Chinese people.

Topic 19: How to create change in mental health organisations in China?

Research Aim: Research suggests little awareness about mental health in many Asian countries. As mental health problems are on the rise across the globe, it is necessary to change mental health organisations. Therefore, the study aims to discuss how to create change in mental health organisations in the Asian region using China’s example.

Topic 20: Addressing the mental health concerns of the Syrian refugees in the UK

Research Aim: This research project would address the concerns in terms of the refugees’ mental health and well-being, using an example of the Syrian refugees who had been allowed entry into the United Kingdom. This idea aims to put forward the negative effects that migration can have on refugees and how further research is required to combat such issues not just in the United Kingdom but worldwide.

How Can ResearchProspect Help?

ResearchProspect writers can send several custom topic ideas to your email address. Once you have chosen a topic that suits your needs and interests, you can order for our dissertation outline service which will include a brief introduction to the topic, research questions , literature review , methodology , expected results , and conclusion . The dissertation outline will enable you to review the quality of our work before placing the order for our full dissertation writing service!

Important Notes:

As a mental health student looking to get good grades, it is essential to develop new ideas and experiment on existing mental health theories – i.e., to add value and interest in the topic of your research.

Mental health is vast and interrelated to so many other academic disciplines like civil engineering , construction , project management , engineering management , healthcare , finance and accounting , artificial intelligence , tourism , physiotherapy , sociology , management , project management , and nursing . That is why it is imperative to create a project management dissertation topic that is articular, sound, and actually solves a practical problem that may be rampant in the field.

We can’t stress how important it is to develop a logical research topic based on your entire research. There are several significant downfalls to getting your topic wrong; your supervisor may not be interested in working on it, the topic has no academic creditability, the research may not make logical sense, and there is a possibility that the study is not viable.

This impacts your time and efforts in writing your dissertation as you may end up in a cycle of rejection at the initial stage of the dissertation. That is why we recommend reviewing existing research to develop a topic, taking advice from your supervisor, and even asking for help in this particular stage of your dissertation.

While developing a research topic, keeping our advice in mind will allow you to pick one of the best mental health dissertation topics that fulfill your requirement of writing a research paper and add to the body of knowledge.

Therefore, it is recommended that when finalising your dissertation topic, you read recently published literature to identify gaps in the research that you may help fill.

Remember- dissertation topics need to be unique, solve an identified problem, be logical, and be practically implemented. Please look at some of our sample mental health dissertation topics to get an idea for your own dissertation.

How to Structure Your Mental Health Dissertation

A well-structured dissertation can help students to achieve a high overall academic grade.

A Title Page
Acknowledgements
Declaration
Abstract: A summary of the research completed
Table of Contents
Introduction : This chapter includes the project rationale, research background, key research aims and objectives, and the research problems. An outline of the structure of a dissertation can also be added to this chapter.
Literature Review : This chapter presents relevant theories and frameworks by analysing published and unpublished literature available on the chosen research topic to address research questions . The purpose is to highlight and discuss the selected research area’s relative weaknesses and strengths whilst identifying any research gaps. Break down the topic, and key terms that can positively impact your dissertation and your tutor.
Methodology : The data collection and analysis methods and techniques employed by the researcher are presented in the Methodology chapter which usually includes research design , research philosophy, research limitations, code of conduct, ethical consideration, data collection methods, and data analysis strategy .
Findings and Analysis : Findings of the research are analysed in detail under the Findings and Analysis chapter. All key findings/results are outlined in this chapter without interpreting the data or drawing any conclusions. It can be useful to include graphs, charts, and tables in this chapter to identify meaningful trends and relationships.
Discussion and Conclusion : The researcher presents his interpretation of results in this chapter and states whether the research hypothesis has been verified or not. An essential aspect of this section of the paper is to draw a linkage between the results and evidence from the literature. Recommendations with regard to the implications of the findings and directions for the future may also be provided. Finally, a summary of the overall research, along with final judgments, opinions, and comments, must be included in the form of suggestions for improvement.
References : This should be completed following your University’s requirements
Bibliography
Appendices : Any additional information, diagrams, and graphs used to complete the dissertation but not part of the dissertation should be included in the Appendices chapter. Essentially, the purpose is to expand the information/data.

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Frequently Asked Questions

How to find mental health dissertation topics.

To find mental health dissertation topics:

Research recent mental health issues.
Examine gaps in existing literature.
Consider diverse populations or perspectives.
Explore treatment approaches or therapies.
Look into stigma and societal factors.
Select a topic that resonates with you for in-depth study.

207 Mental Health Research Topics For Top Students

College and university students pursuing psychology studies must write research papers on mental health in their studies. It is not always an exciting moment for the students since getting quality mental health topics is tedious. However, this article presents expert ideas and writing tips for students in this field. Enjoy!

What Is Mental Health?

It is an integral component of health that deals with the feeling of well-being when one realizes his or her abilities, cope with the pressures of life, and productively work. Mental health also incorporates how humans interact with each other, emote, or think. It is a vital concern of any human life that cannot be neglected.

How To Write Mental Health Research Topics

One should approach the subject of mental health with utmost preciseness. If handled carelessly, cases such as depression, suicide or low self-esteem may occur. That is why students are advised to carefully choose mental health research paper topics for their paper with the mind reader.

To get mental health topics for research paper, you can use the following sources:

The WHO website
Websites of renowned psychology clinics
News reports and headlines.

However, we have a list of writing ideas that you can use for your inspiration. Check them out!

Mental Illness Research Questions

The role of antidepressant medicines in treating mental illnesses
How taxation of alcoholic beverages and their restriction can help in curbing mental illnesses
The impact of mental illnesses on the economic development of a country
Efficient and cost-effective ways of treating mental illnesses
Early childhood interventions to prevent future mental illnesses
Why children from single-parent families are prone to mental illnesses
Do opportunities for early learning have a role in curbing mental diseases?
Life skills programmes that everyone should embrace to fight mental illnesses
The role of nutrition and diet in causing mental illness
How socio-economic empowerment of women can help promote mental health
Practical social support for elderly populations to prevent mental illnesses
How to help vulnerable groups against mental illnesses
Evaluate the effectiveness of mental health promotional activities in schools

Hot Mental Health Topics For Research

Do stress prevention programmes on TV work?
The role of anti-discrimination laws and campaigns in promoting mental health
Discuss specific psychological and personality factors leading to mental disorders
How can biological factors lead to mental problems?
How stressful work conditions can stir up mental health disorders
Is physical ill-health a pivotal contributor to mental disorders today?
Why sexual violence has led many to depression and suicide
The role of life experiences in mental illnesses: A case of trauma
How family history can lead to mental health problems
Can people with mental health problems recover entirely?
Why sleeping too much or minor can be an indicator of mental disorders.
Why do people with mental health problems pull away from others?
Discuss confusion as a sign of mental disorders

Research Topics For Mental Health Counseling

Counselling strategies that help victims cope with the stresses of life
Is getting professional counselling help becoming too expensive?
Mental health counselling for bipolar disorders
How psychological counselling affects victims of mental health disorders
What issues are students free to share with their guiding and counselling masters?
Why are relationship issues the most prevalent among teenagers?
Does counselling help in the case of obsessive-compulsive disorders?
Is counselling a cure to mental health problems?
Why talking therapies are the most effective in dealing with mental disorders
How does talking about your experiences help in dealing with the problem?
Why most victims approach their counsellors feeling apprehensive and nervous
How to make a patient feel comfortable during a counselling session
Why counsellors should not push patients to talk about stuff they aren’t ready to share

Mental Health Law Research Topics

Discuss the effectiveness of the Americans with Disabilities Act
Does the Capacity to Consent to Treatment law push patients to the wall?
Evaluate the effectiveness of mental health courts
Does forcible medication lead to severe mental health problems?
Discuss the institutionalization of mental health facilities
Analyze the Consent to Clinical Research using mentally ill patients
What rights do mentally sick patients have? Are they effective?
Critically analyze proxy decision making for mental disorders
Why some Psychiatric Advance directives are punitive
Discuss the therapeutic jurisprudence of mental disorders
How effective is legal guardianship in the case of mental disorders?
Discuss psychology laws & licensing boards in the United States
Evaluate state insanity defence laws

Controversial Research Paper Topics About Mental Health

Do mentally ill patients have a right to choose whether to go to psychiatric centres or not?
Should families take the elderly to mental health institutions?
Does the doctor have the right to end the life of a terminally ill mental patient?
The use of euthanasia among extreme cases of mental health
Are mental disorders a result of curses and witchcraft?
Do violent video games make children aggressive and uncontrollable?
Should mental institutions be located outside the cities?
How often should families visit their relatives who are mentally ill?
Why the government should fully support the mentally ill
Should mental health clinics use pictures of patients without their consent?
Should families pay for the care of mentally ill relatives?
Do mentally ill patients have the right to marry or get married?
Who determines when to send a patient to a mental health facility?

Mental Health Topics For Discussion

The role of drama and music in treating mental health problems
Explore new ways of coping with mental health problems in the 21 st century
How social media is contributing to various mental health problems
Does Yoga and meditation help to treat mental health complications?
Is the mental health curriculum for psychology students inclusive enough?
Why solving problems as a family can help alleviate mental health disorders
Why teachers can either maintain or disrupt the mental state of their students
Should patients with mental health issues learn to live with their problems?
Why socializing is difficult for patients with mental disorders
Are our online psychology clinics effective in handling mental health issues?
Discuss why people aged 18-25 are more prone to mental health problems
Analyze the growing trend of social stigma in the United States
Are all people with mental health disorders violent and dangerous?

Mental Health Of New Mothers Research Topics

The role of mental disorders in mother-infant bonding
How mental health issues could lead to delays in the emotional development of the infant
The impact of COVID-19 physical distancing measures on postpartum women
Why anxiety and depression are associated with preterm delivery
The role of husbands in attending to wives’ postpartum care needs
What is the effectiveness of screening for postpartum depression?
The role of resilience in dealing with mental issues after delivery
Why marginalized women are more prone to postpartum depression
Why failure to bond leads to mental disorders among new mothers
Discuss how low and middle-income countries contribute to perinatal depression
How to prevent the recurrence of postpartum mental disorders in future
The role of anti-depression drugs in dealing with depression among new mothers
A case study of the various healthcare interventions for perinatal anxiety and mood disorders

What Are The Hot Topics For Mental Health Research Today

Discuss why mental health problems may be a result of a character flaw
The impact of damaging stereotypes in mental health
Why are many people reluctant to speak about their mental health issues?
Why the society tends to judge people with mental issues
Does alcohol and wasting health help one deal with a mental problem?
Discuss the role of bullying in causing mental health disorders among students
Why open forums in school and communities can help in curbing mental disorders
How to build healthy relationships that can help in solving mental health issues
Discuss frustration and lack of understanding in relationships
The role of a stable and supportive family in preventing mental disorders
How parents can start mental health conversations with their children
Analyze the responsibilities of the National Institute for Health and Care Excellence (NICE)
The role of a positive mind in dealing with psychological problems

Good Research Topics On Refugees Mental Health

Why do refugees find themselves under high levels of stress?
Discuss the modalities of looking after the mental health of refugees
Evaluate the importance of a cultural framework in helping refugees with mental illnesses
How refugee camp administrators can help identify mental health disorders among refugees
Discuss the implications of dangerous traditional practices
The role of the UNHCR in assisting refugees with mental problems
Post-traumatic Stress Disorder among refugees
Dealing with hopelessness among refugees
The prevalence of traumatic experiences in refugee camps
Does cognitive-behavioural therapy work for refugees?
Discuss the role of policy planning in dealing with refugee-mental health problems
Are psychiatry and psychosomatic medicine effective in refugee camps?
Practical groups and in‐group therapeutic settings for refugee camps

Adolescent Mental Health Research Topics

Discuss why suicide is among the leading causes of death among adolescents
The role of acting-out behaviour or substance use in mental issues among adolescents
Mental effects of unsafe sexual behaviour among adolescents
Psychopharmacologic agents and menstrual dysfunction in adolescents
The role of confidentiality in preventive care visits
Mental health disorders and impairment among adolescents
Why adolescents not in school risk developing mental disorders
Does a clinical model work for adolescents with mental illnesses?
The role of self-worth and esteem in dealing with adolescent mental disorders
How to develop positive relationships with peers
Technology and mental ill-health among adolescents
How to deal with stigma among adolescents
Curriculum that supports young people to stay engaged and motivated

Research Topics For Mental Health And Government

Evaluate mental health leadership and governance in the United States
Advocacy and partnerships in dealing with mental health
Discuss mental health and socio-cultural perspective
Management and coordination of mental health policy frameworks
Roles and responsibilities of governments in dealing with mental health
Monitoring and evaluation of mental health policies
What is the essence of a mental health commission?
Benefits of mental well-being to the prosperity of a country
Necessary reforms to the mental health systems
Legal frameworks for dealing with substance use disorders
How mental health can impede the development of a country
The role of the government in dealing with decaying mental health institutions
Inadequate legislation in dealing with mental health problems

Abnormal Psychology Topics

What does it mean to display strange behaviour?
Role of mental health professionals in dealing with abnormal psychology
Discuss the concept of dysfunction in mental illness
How does deviance relate to mental illness?
Role of culture and social norms
The cost of treating abnormal psychology in the US
Using aversive treatment in abnormal psychology
Importance of psychological debriefing
Is addiction a mental disease?
Use of memory-dampening drugs
Coercive interrogations and psychology

Behavioural Health Issues In Mental Health

Detachment from reality
Inability to withstand daily problems
Conduct disorder among children
Role of therapy in behavioural disorders
Eating and drinking habits and mental health
Addictive behaviour patterns for teenagers in high school
Discuss mental implications of gambling and sex addiction
Impact of maladaptive behaviours on the society
Extreme mood changes
Confused thinking
Role of friends in behavioural complications
Spiritual leaders in helping deal with behavioural issues
Suicidal thoughts

Latest Psychology Research Topics

Discrimination and prejudice in a society
Impact of negative social cognition
Role of personal perceptions
How attitudes affect mental well-being
Effects of cults on cognitive behaviour
Marketing and psychology
How romance can distort normal cognitive functioning
Why people with pro-social behaviour may be less affected
Leadership and mental health
Discuss how to deal with anti-social personality disorders
Coping with phobias in school
The role of group therapy
Impact of dreams on one’s psychological behaviour

Professional Psychiatry Research Topics

The part of false memories
Media and stress disorders
Impact of gender roles
Role of parenting styles
Age and psychology
The biography of Harry Harlow
Career paths in psychology
Dissociative disorders
Dealing with paranoia
Delusions and their remedy
A distorted perception of reality
Rights of mental caregivers
Dealing with a loss
Handling a break-up

Consider using our expert research paper writing services for your mental health paper today. Satisfaction is guaranteed!

61 intriguing psychology research topics to explore

Last updated

11 January 2024

Reviewed by

Brittany Ferri, PhD, OTR/L

Short on time? Get an AI generated summary of this article instead

Psychology is an incredibly diverse, critical, and ever-changing area of study in the medical and health industries. Because of this, it’s a common area of study for students and healthcare professionals.

We’re walking you through picking the perfect topic for your upcoming paper or study. Keep reading for plenty of example topics to pique your interest and curiosity.

How to choose a psychology research topic

Exploring a psychology-based topic for your research project? You need to pick a specific area of interest to collect compelling data.

Use these tips to help you narrow down which psychology topics to research:

Focus on a particular area of psychology

The most effective psychological research focuses on a smaller, niche concept or disorder within the scope of a study.

Psychology is a broad and fascinating area of science, including everything from diagnosed mental health disorders to sports performance mindset assessments.

This gives you plenty of different avenues to explore. Having a hard time choosing? Check out our list of 61 ideas further down in this article to get started.

Read the latest clinical studies

Once you’ve picked a more niche topic to explore, you need to do your due diligence and explore other research projects on the same topic.

This practice will help you learn more about your chosen topic, ask more specific questions, and avoid covering existing projects.

For the best results, we recommend creating a research folder of associated published papers to reference throughout your project. This makes it much easier to cite direct references and find inspiration down the line.

Find a topic you enjoy and ask questions

Once you’ve spent time researching and collecting references for your study, you finally get to explore.

Whether this research project is for work, school, or just for fun, having a passion for your research will make the project much more enjoyable. (Trust us, there will be times when that is the only thing that keeps you going.)

Now you’ve decided on the topic, ask more nuanced questions you might want to explore.

If you can, pick the direction that interests you the most to make the research process much more enjoyable.

61 psychology topics to research in 2024

Need some extra help starting your psychology research project on the right foot? Explore our list of 61 cutting-edge, in-demand psychology research topics to use as a starting point for your research journey.

Psychology research topics for university students

As a university student, it can be hard to pick a research topic that fits the scope of your classes and is still compelling and unique.

Here are a few exciting topics we recommend exploring for your next assigned research project:

Mental health in post-secondary students

Seeking post-secondary education is a stressful and overwhelming experience for most students, making this topic a great choice to explore for your in-class research paper.

Examples of post-secondary mental health research topics include:

Student mental health status during exam season

Mental health disorder prevalence based on study major

The impact of chronic school stress on overall quality of life

The impacts of cyberbullying

Cyberbullying can occur at all ages, starting as early as elementary school and carrying through into professional workplaces.

Examples of cyberbullying-based research topics you can study include:

The impact of cyberbullying on self-esteem

Common reasons people engage in cyberbullying

Cyberbullying themes and commonly used terms

Cyberbullying habits in children vs. adults

The long-term effects of cyberbullying

Clinical psychology research topics

If you’re looking to take a more clinical approach to your next project, here are a few topics that involve direct patient assessment for you to consider:

Chronic pain and mental health

Living with chronic pain dramatically impacts every aspect of a person’s life, including their mental and emotional health.

Here are a few examples of in-demand pain-related psychology research topics:

The connection between diabetic neuropathy and depression

Neurological pain and its connection to mental health disorders

Efficacy of meditation and mindfulness for pain management

The long-term effects of insomnia

Insomnia is where you have difficulty falling or staying asleep. It’s a common health concern that impacts millions of people worldwide.

This is an excellent topic because insomnia can have a variety of causes, offering many research possibilities.

Here are a few compelling psychology research topics about insomnia you could investigate:

The prevalence of insomnia based on age, gender, and ethnicity

Insomnia and its impact on workplace productivity

The connection between insomnia and mental health disorders

Efficacy and use of melatonin supplements for insomnia

The risks and benefits of prescription insomnia medications

Lifestyle options for managing insomnia symptoms

The efficacy of mental health treatment options

Management and treatment of mental health conditions is an ever-changing area of study. If you can witness or participate in mental health therapies, this can make a great research project.

Examples of mental health treatment-related psychology research topics include:

The efficacy of cognitive behavioral therapy (CBT) for patients with severe anxiety

The benefits and drawbacks of group vs. individual therapy sessions

Music therapy for mental health disorders

Electroconvulsive therapy (ECT) for patients with depression

Controversial psychology research paper topics

If you are looking to explore a more cutting-edge or modern psychology topic, you can delve into a variety of controversial and topical options:

The impact of social media and digital platforms

Ever since access to internet forums and video games became more commonplace, there’s been growing concern about the impact these digital platforms have on mental health.

Examples of social media and video game-related psychology research topics include:

The effect of edited images on self-confidence

How social media platforms impact social behavior

Video games and their impact on teenage anger and violence

Digital communication and the rapid spread of misinformation

The development of digital friendships

Psychotropic medications for mental health

In recent years, the interest in using psychoactive medications to treat and manage health conditions has increased despite their inherently controversial nature.

Examples of psychotropic medication-related research topics include:

The risks and benefits of using psilocybin mushrooms for managing anxiety

The impact of marijuana on early-onset psychosis

Childhood marijuana use and related prevalence of mental health conditions

Ketamine and its use for complex PTSD (C-PTSD) symptom management

The effect of long-term psychedelic use and mental health conditions

Mental health disorder research topics

As one of the most popular subsections of psychology, studying mental health disorders and how they impact quality of life is an essential and impactful area of research.

While studies in these areas are common, there’s always room for additional exploration, including the following hot-button topics:

Anxiety and depression disorders

Anxiety and depression are well-known and heavily researched mental health disorders.

Despite this, we still don’t know many things about these conditions, making them great candidates for psychology research projects:

Social anxiety and its connection to chronic loneliness

C-PTSD symptoms and causes

The development of phobias

Obsessive-compulsive disorder (OCD) behaviors and symptoms

Depression triggers and causes

Self-care tools and resources for depression

The prevalence of anxiety and depression in particular age groups or geographic areas

Bipolar disorder

Bipolar disorder is a complex and multi-faceted area of psychology research.

Use your research skills to learn more about this condition and its impact by choosing any of the following topics:

Early signs of bipolar disorder

The incidence of bipolar disorder in young adults

The efficacy of existing bipolar treatment options

Bipolar medication side effects

Cognitive behavioral therapy for people with bipolar

Schizoaffective disorder

Schizoaffective disorder is often stigmatized, and less common mental health disorders are a hotbed for new and exciting research.

Here are a few examples of interesting research topics related to this mental health disorder:

The prevalence of schizoaffective disorder by certain age groups or geographic locations

Risk factors for developing schizoaffective disorder

The prevalence and content of auditory and visual hallucinations

Alternative therapies for schizoaffective disorder

Societal and systematic psychology research topics

Modern society’s impact is deeply enmeshed in our mental and emotional health on a personal and community level.

Here are a few examples of societal and systemic psychology research topics to explore in more detail:

Access to mental health services

While mental health awareness has risen over the past few decades, access to quality mental health treatment and resources is still not equitable.

This can significantly impact the severity of a person’s mental health symptoms, which can result in worse health outcomes if left untreated.

Explore this crucial issue and provide information about the need for improved mental health resource access by studying any of the following topics:

Rural vs. urban access to mental health resources

Access to crisis lines by location

Wait times for emergency mental health services

Inequities in mental health access based on income and location

Insurance coverage for mental health services

Systemic racism and mental health

Societal systems and the prevalence of systemic racism heavily impact every aspect of a person’s overall health.

Researching these topics draws attention to existing problems and contributes valuable insights into ways to improve access to care moving forward.

Examples of systemic racism-related psychology research topics include:

Access to mental health resources based on race

The prevalence of BIPOC mental health therapists in a chosen area

The impact of systemic racism on mental health and self-worth

Racism training for mental health workers

The prevalence of mental health disorders in discriminated groups

LGBTQIA+ mental health concerns

Research about LGBTQIA+ people and their mental health needs is a unique area of study to explore for your next research project. It’s a commonly overlooked and underserved community.

Examples of LGBTQIA+ psychology research topics to consider include:

Mental health supports for queer teens and children

The impact of queer safe spaces on mental health

The prevalence of mental health disorders in the LGBTQIA+ community

The benefits of queer mentorship and found family

Substance misuse in LQBTQIA+ youth and adults

Collect data and identify trends with Dovetail

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Take the headache out of analyzing your data and instantly access the insights you need to complete your next psychology research project by teaming up with Dovetail today.

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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); 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 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 supports 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.

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.

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. This program supports pre- and post-doctoral trainees.

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. Dr. Elizabeth Stuart ( [email protected] ) is the training program 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.

For more details see this webpage .

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

Course List
Code	Title	Credits
	Statistical Methods in Public Health I (first term)	4
	Statistical Methods in Public Health II (second term)	4
	Statistical Methods in Public Health III (third term)	4
	Statistical Methods in Public Health IV (fourth term)	4
Total Credits		16

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

EPIDEMIOLOGY

Course List
Code	Title	Credits
	Epidemiologic Methods 1 (first term)	5
	Epidemiologic Methods 2 (second term)	5
	Epidemiologic Methods 3 (third term)	5

DEPARTMENT OF MENTAL HEALTH COURSES

Course List
Code	Title	Credits

	Seminars in Research in Public Mental Health (all terms required for first year students)	1
	Psychopathology for Public Health (first term)	3
	Public Mental Health (first term)	2
	Psychiatric Epidemiology (second term)	3
	Social, Psychological, and Developmental Processes in the Etiology of Mental Disorders (third term)	3
	PREVENTION of MENTAL DISORDERS: PUBLIC HEALTH InterVENTIONS (third term)	3
	Introduction to Behavioral and Psychiatric Genetics (fourth term)	3
	Brain and Behavior in Mental Disorders (fourth term)	3

	Introduction to Mental Health Services (first term)	3
	The Epidemiology of Substance Use and Related Problems (second term)	3

	Statistics for Psychosocial Research: Measurement (first term)	4
	Grant Writing for the Social and Behavioral Sciences (fourth term)	3
	Writing Publishable Manuscripts for the Social and Behavioral Sciences (second year and beyond only - second term)	2
	Doctoral Seminar in Public Mental Health (2nd year PhD students only)	1

For Department of Mental Health doctoral students, a research analysis is required entailing one additional course credit. PH.330.840 Special Studies and Research Mental Health listing Dr. Volk 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 JHSPH (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]. Once per week, 1st term.
PH.306.665 Research Ethics and integrity [3 credits]. 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 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 .

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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Mental Health

Entry year 2024 or 2025
Duration Part time 4 - 7 years

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 while fulfilling their existing responsibilities. The programme is offered part-time and combines innovative distance learning with the option of face-to-face teaching at an annual autumn Academy held in Lancaster.

The programme brings together theory, research and practice related to various areas of mental health, including workplace mental health, public mental health, clinical mental health, and physical and 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 five-day hybrid (online and face-to-face at Lancaster) Induction Academy. 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.

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 can be undertaken in students’ own location or workplace. Supervision meetings take place using video conferencing software such as Microsoft Teams. 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 £20m 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. We take a broad and inclusive approach towards mental health and include in our teaching research from academics working in areas such as organisational health and well-being and public mental health.

Our relationships with those who provide mental health services – e.g. in the UK, the NHS and the voluntary sector - 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.

core modules accordion

Induction academy.

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 methods
Research ethics
Disseminating and implementing research into practice
Programme-specific research.

Mental Health: Theory, Research and Practice (30 credits)

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 introduces 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.

The module will consist of weekly teaching and independent and collaborative learning activities covering concepts of mental health theory, research and practice with the following indicative content:

Theory - Mechanisms underlying mental health in a number of contexts (e.g., in the workplace, schools, clinical settings, community) and in different types of populations (e.g., severe and enduring mental health problems, people with other physical health conditions).

Research - methods for mental health research will critically appraised across all themes through engagement with and discussion about the evidence-base.

Practice - A number of approaches to preventing mental illness and improving mental health will be discussed. This includes individual therapy, self-management, family approaches, service user and relatives’ involvement, public health approaches, workplace interventions.

Deadline: January

Philosophy of Research

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

Theory and Methods: Choices for Health Research

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, as well as how to integrate quantitative and qualitative methods into mixed methods research. The module also explores issues such as sampling and quality across different research designs.

Deadline: July

Data Analysis

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 quantitative data analysis, 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 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 stages of a qualitative data analysis: sorting and organising qualitative data, interrogating qualitative data, interpreting the data and finally writing accounts of qualitative data.

Principles of Research Design and Practical Research Ethics

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 REAMS (Research Ethics Application Management System) 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 REAMS application review system.

Systematic approaches to literature reviews and evidence synthesis

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

Additional fees and funding information accordion

Additional costs.

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.

College fees

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 2025, the fee is £40 for undergraduates and research students and £15 for students on one-year courses.

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.

Application fees and tuition fee deposits

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.

What is my fee status?

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 .

Fees in subsequent years

If you are studying on a programme of more than one year’s duration, tuition fees are reviewed annually and are not fixed for the duration of your studies. 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.

Woman wearing a headset and microphone completing distance learning work

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.

Important Information

The information on this site relates primarily to 2025/2026 entry to the University and every effort has been taken to ensure the information is correct at the time of publication.

The University will use all reasonable effort to deliver the courses as described, but the University reserves the right to make changes to advertised courses. In exceptional circumstances that are beyond the University’s reasonable control (Force Majeure Events), we may need to amend the programmes and provision advertised. In this event, the University will take reasonable steps to minimise the disruption to your studies. If a course is withdrawn or if there are any fundamental changes to your course, we will give you reasonable notice and you will be entitled to request that you are considered for an alternative course or withdraw your application. You are advised to revisit our website for up-to-date course information before you submit your application.

More information on limits to the University’s liability can be found in our legal information .

Our Students’ Charter

We believe in the importance of a strong and productive partnership between our students and staff. In order to ensure your time at Lancaster is a positive experience we have worked with the Students’ Union to articulate this relationship and the standards to which the University and its students aspire. View our Charter and other policies .

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Services to help you fulfil your potential at Lancaster.

Centre for Global Mental Health

Research degrees (phd).

The Centre for Global Mental Health specialises in providing high quality PhD training opportunities in topics related to Global Mental Health, and offers students a broad range of possible PhD supervisors to gain the skills they will need for a career in mental health research. The research projects are mainly based in low and middle income countries, with supervision provided locally as well as by academics based in the UK.

Students register at either the Institute of Psychiatry, Psychology & Neuroscience (IoPPN), King’s College London, or the London School of Hygiene & Tropical Medicine (LSHTM), depending on which institution their lead supervisor is based. Joint supervision across institutions is possible, although students will be registered at only 1 institution (the institution of their lead supervisor), and will receive their degree from this institution.

Research Areas

Staff in the CGMH work on the following themes

Dementia and disorders of old age
Depression and Anxiety
HIV and Depression
Adolescent mental health

Application steps

1. Clarify your research topic

2. Identify a prospective supervisor

3. Identify how your research degree will be funded

4. Draft your research proposal outline

5. Check that you meet, or are expecting to meet the institutions general entry requirements

6. Check the application deadlines associated with your chosen programme

7. Apply online using the instituitons application portal

CGMH Current PhD students

Dr Tessa Roberts

Pedro Zitko

Dr Elaine C. Flores

Christina Daskalopoulou

Natasha Croome

Ms Georgina Miguel Esponda

Norha Vera San Juan

Dr Asmae Doukani

Daiane machado, temitope ademosu.

Sachin Shinde

Caroline Smartt

Shivani Mathur Gaiha

Divya Kumar

More From Forbes

Can pursuing a ph.d. impact mental health.

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St. Paul, Minnesota, Billboard advertisement for care facility to help treat mental illness. (Photo ... [+] by: Michael Siluk/Education Images/Universal Images Group via Getty Images)

What happens when you put together a group of super achievers who are accustomed to being the best into a new environment called a Ph.D. program? Scott Turow’s One L provides a window into that environment at Harvard Law School, one that mirrors many of the trials and tribulations that many graduate students face across multiple fields.

U.S. survey data in prior published research indicates that about 14.9% of Ph.D. students in economics and 10 to 13.5% of Ph.D. students in political science have received mental health treatment. However, because it is not possible to randomly assign people to a Ph.D. program and then follow them over time, it is also unclear whether these students who sought out mental health treatment already had issues to begin with prior to entering the programs.

Now, a new working paper by Sanna Bergvall, Clara Fernstrom, Eva Ranehill, and Anna Sandberg at Lund University using Swedish population-wide and longitudinal administrative records tries to estimate whether this higher incidence of mental health uptake among Ph.D. students is due to selection or perhaps due to doing a Ph.D. itself. They do this by showing that prior to entering the Ph.D., prospective students have similar reported mental health issues as a matched sample of master’s degree students in the same field. However, by following both groups of students past the onset of the Ph.D. program starting, the authors document that there is a significant increase in the use of psychiatric medication among the Ph.D. students.

This finding generally holds across fields, with variation, such as a notable exception for the medical and health sciences. Overall, groups that were most susceptible to obtaining psychiatric medication during their Ph.D. were older people, women, and those with a previous history of using psychiatric medications.

The authors of the new study note that in 2016, 13.5% of their sample of active Ph.D. students received psychiatric medication. This is quite similar to the studies in economics and political science showing between 10 to 14.9% of Ph.D. students received mental health treatment. Additionally, the authors of this new study argue that because they are recording diagnosed mental health problems, the percentage reporting may be an underestimate.

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The authors conclude: “If PhD studies negatively impact mental health, this likely decrease both academic productivity and causes a selection of researchers not only based on academic aptitude, but also mental resilience.”

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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

Doctoral Program

Phd-phs in social and behavioral sciences.

Prospective doctoral students interested in the Department of Social & Behavioral Sciences should apply to the Doctor of Philosophy ( PhD ) Program in Population Health Sciences and choose Social & Behavioral Sciences as their Field of Study.

The PhD in Population Health Sciences is offered under the aegis of the Harvard Graduate School of Arts and Sciences (GSAS) and is awarded by the Faculty of Arts and Sciences. Students in this program will gain broad, interdisciplinary knowledge in quantitative and qualitative methods of enquiry for understanding the health of populations, and developmental approaches to population health science. In addition, students will belong to one of the following Fields of Study associated with the departments of: Environmental Health , Epidemiology , Global Health and Population , Nutrition , or Social and Behavioral Sciences .

For further details on the PhD program, please visit this website .

Curriculum Guide

2023-24 SBS-PhD Curriculum Guide

What are the admission requirements for the PhD program?

For applicants that are applying into the PhD in Population Health Sciences check out this admission requirement checklist .

Is the GRE required?

Yes. All applicants are required to submit GRE scores as part of their application submission. This is a change from our pandemic policy. As with other application components, the GRE will be considered as part of an applicant’s holistic application, in combination with all submitted materials.

I’m applying to the PhD program in Population Health Sciences, do I need to secure an advisor? Do faculty make advising commitments before applying to the program?

Advisors for PhD students in the PHS program are chosen after we know who will be joining us in the new cohort. Generally, the assignment takes place in early to mid-May. An essential part of the PhD admissions process is the consideration of appropriate mentoring faculty for the applicant. Therefore applicants do not get prior advising commitments from a potential faculty mentor prior to applying to the program. We recommend listing up to three faculty members of interest in your personal statement, articulating how your current research interests align with the faculty listed.

I’m applying to the PhD program in Population Health Sciences, do I need to have prior quantitative coursework?

Our program has a strong emphasis on quantitative methods so showing preparation in this area is strongly recommended. The doctoral program in SBS is very quantitative-focused and we do require students to take a year of Quantitative Research Methods in Population Health Sciences (PHS 2000 A + B). Although the committee looks at the application holistically, some emphasis is placed on how well applicants do in specific course areas such as Biostats, EPI and the social sciences.

It’s always helpful to the admissions committee to be able to assess quantitative skills in an applicant’s background and that is usually demonstrated through coursework, professional experiences and letters of recommendation.

What are you looking for in applicants to the PhD program?

While applications are looked at holistically, the admissions committee does place an emphasis on prior coursework in biostatistics, epidemiology and the social sciences, so highlighting these types of courses in your application will be useful. Additionally, it could be helpful if one of your recommenders is a professor from your last degree program who can comment positively on your quantitative abilities. Your statement of purpose is a chance for you to tell the committee about your motivation for pursuing doctoral work in SBS and to describe yourself as a researcher. A key part of the admissions review process is making sure there is appropriate mentorship, so we suggest naming up to three SBS faculty whose interests align with your own. You can read about the faculty here .

You may find the information on this page helpful as you prepare your application.

Will graduate course work from my master’s degree be accepted for some of the coursework required in the PhD (e.g. statistics courses etc.)?

You can submit a substitution form with the course syllabus for courses you have taken in your Master’s program. Substitution requests are carefully reviewed by the instructor of the required HSPH course to determine if the course is truly equivalent.

Where can I find out more information on the research in the SBS department?

You can get some information on faculty research by viewing their profiles on the department website.

You can read about the research areas of current students here .

News from the School

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King's PhD Programme in Mental Health Research for Health Professionals

October 2023

Our PhD programme is available to health professionals (including but not limited to doctors, dentists, nurses, midwives, allied healthcare practitioners) across a diverse range of topics relevant to mental health science. We seek to diversify the mental health research workforce and actively welcome applicants from three under-represented groups: people with lived experience of mental disorders, diverse racial and ethnic groups, and nurses.

Please read the How to Apply section of our website carefully for details on the programme structure, application process and full eligibility criteria. You will also be able to access the online application form on this site, along with guidance to help you complete the application. Please note that the applications close at 13:00 (GMT) on 1 December 2022 .

Supervisors

See: Leadership & Supervision

Entry requirements & How to Apply

See: Funding, Eligibility & How to Apply

Further information

See: King’s PhD Programme in Mental Health Research for Health Professionals

Funded by Wellcome and King’s College London

We have recently recorded two recruitment webinars with the Programme Director and Co-Directors to talk about the programme in more detail that are now available on our website . We also have a list of FAQs answering most common questions that you may find helpful. You can get in touch with us by email at [email protected] in case you have any further questions.

Closing date

Thursday 1st December 2022

w/c 8 May 2023

Study at King’s

View a prospectus.

Learn more about the degree programmes on offer at King's. Download or view a prospectus in PDF format.

Undergraduate prospectus
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PhD/MPhil Mental Health

Year of entry: 2025

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We require applicants to hold, or be about to obtain, an Upper Second class Honours degree, or the equivalent qualification gained outside the UK, in a related subject area for entry to a PhD programme. A Lower Second class Honours degree may be considered if applicants also hold a Master's degree with a Merit classification.

Full entry requirements

Apply online

Before applying you must:

Choose a programme or find a project you want to apply for and check you’re eligible.
Speak to the listed supervisor about your suitability for their project or programme.
Understand how your project is funded and, if it is self-funded, consider how you plan on funding it.
Read our ‘How to apply’ page to find out more and ensure you include all required supporting documents at the time of submission.

Visit our Faculty of Biology, Medicine and Health Postgraduate Research page to find out more.

Programme options

	Full-time	Part-time	Full-time distance learning	Part-time distance learning
PhD	Y	Y	N	N
MPhil	Y	Y	N	N

Programme overview

Undertake research in a field you’re passionate about and join a project addressing leading challenges in the area while working with some of Europe's leading researchers and academics.
Choose to research at a university ranked and 6th in the UK (QS World University Rankings, 2025) and 2nd in the world for social and environmental impact (THE Impact Rankings, 2024), where 93% of research activity is ‘world leading’ or ‘internationally excellent’ (Research Impact Framework, 2021)
Access some of the best research facilities in the world at the University, through our industry partners, and at hospitals around Greater Manchester.
Benefit from dedicated support throughout your PhD journey, from pre-application to graduation and everything in between, through our Doctoral Academy
Undergo training in transferable skills critical to developing early-stage researchers and professionals through the Doctoral Academy's training programme and progress into a career in research, academia or industry.

Visit our Faculty of Biology, Medicine and Health Postgraduate Research page to find out about upcoming open days and events.

Fees for entry in 2025 have not yet been set. For reference, the fees for the academic year beginning September 2024 were as follows:

PhD (full-time) UK students (per annum): Standard £4,786, Low £11,000, Medium £17,500, High £23,000 International, including EU, students (per annum): Standard £27,000, Low £28,500, Medium £34,500, High £40,500
PhD (part-time) UK students (per annum): Standard £2393, Low £5,500, Medium £8,750, High £11,500 International, including EU, students (per annum): Standard £13,500, Low £14,250, Medium £17,250, High £20,250

Further information for EU students can be found on our dedicated EU page.

Contact details

Programmes in related subject areas.

Use the links below to view lists of programmes in related subject areas.

Nursing, Midwifery and Social Work

Entry requirements

Academic entry qualification overview, english language.

For applicants whose first language is not English, or if you have not studied recently in the UK, you must provide evidence of how you meet the English Language requirement.

We mainly accept IELTS or TOEFL tests. Please note IELTS and TOEFL are only valid for two years.

We require a minimum IELTS score of 6.5 overall or TOEFL (iBT) 90. Each component of the English test should meet the minimum requirement of IELTS 5.5 in all components, TOEFL (iBT 22). For the writing component , we expect you to have achieved a minimum of 6.0 (IELTS).

If your IELTS or TOEFL expires before the start of your programme, you will need to take another official English test before we can issue you with a CAS for your visa application. This is a requirement of UKVI.

For more information about English language tests see English language requirements .

Please contact us at [email protected] for further information.

English language test validity

Other international entry requirements, application and selection, how to apply, advice to applicants.

Before you start your application, you should:

Identify the programme or find the specific research project you'd like to apply for.
Contact the listed project supervisor and speak to them about your suitability for the project.
Understand how your project is funded or, if you are self-funding, you should have an idea of how you are funding your project and have discussed this with your supervisor.

If you already have funding:

Find a specific self-funded project and contact the project supervisor to talk to them about your suitability for the project; OR
Determine your own research project and title, find a potential supervisor in this research area and contact them to discuss supervising your research.

Supporting documents

You'll also need to make sure you have the following documents before you apply:

Personal statement
Certificates and transcripts
Confirmation of funding (if you are self-funded)
English language ability
Names and details of two referees to support your application

Visit our ‘How to apply’ page to find out more about the information required for each of these supporting documents.

Any missing information may delay the processing of your application.

Application deadlines

You must submit your application for a postgraduate research programme before the relevant deadline to be considered. You will not be able to apply after these deadlines have passed.

January entry: 15 October (of the year prior entry)
April entry: 15 January (year of entry)
September entry: 15 June (year of entry)

Interview requirements

Candidates will be required to attend an interview with their prospective supervisor as well as an independent Postgraduate Tutor. If it is not possible for you to attend in person, we are able to interview by Zoom/video conferencing.

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Programme details, programme description.

Our PhD/MPhil Mental Health programme enables you to undertake a research project that will improve understanding of Mental Health.

Our postgraduate researchprogrammes in mental healthare based on individually tailored projects. Applicants are specifically matched with a primary academic supervisor according to their research interest and background.

All of our postgraduate research students have more than one supervisor, and our dynamic multidisciplinary supervisory teams typically cover a wide and diverse range of academic disciplines beyond mental health and psychology, including nursing, pharmacy, epidemiology and biostatics, informatics, health economics, sociology and qualitative research.

Our academics have internationally outstanding knowledge and expertise in conducting research studies in mental health across the life course. Particular strengths include:

severe mental disorders such as schizophrenia and bipolar disorder (including the prodromal stages of these conditions);
depression;
anxiety disorders;
personality disorders;
autism spectrum disorder;
attachment disorders;
self-harm and suicide
homicide and other forms of interpersonal violence
forensic mental health;
neurobiological and imaging studies;
mental health epidemiology;

Special features

Training and development

All of our postgraduate researchers attend the Doctoral Academy Training Programme delivered by the Researcher Development team . The programme provides key transferable skills and equips our postgraduate researchers with the tools to progress beyond their research degree into influential positions within academia, industry and consultancy. The emphasis is on enhancing skills critical to developing early-stage researchers and professionals, whether they relate to effective communication, disseminating research findings and project management skills.

Teaching and learning

Applicants are specifically matched with a Primary Supervisor and individual project based on their research interests and background.

International applicants interested in this research area can also consider our PhD programme with integrated teaching certificate .

This unique programme will enable you to gain a Postgraduate Certificate in Teaching and Learning, whilst also carrying out independent research on your chosen project.

Scholarships and bursaries

Funded programmes and projects are promoted throughout the year. Funding is available through UK Research Councils, charities and industry. We also have other internal awards and scholarships for the most outstanding applicants from within the UK and overseas.

For more information on available the types of funding we have available, please visit the funded programmes and funding opportunities pages.

What our students say

Disability support, career opportunities.

Your postgraduate research degree will open up a range of career opportunities after you graduate. Find out more on the Careers page.

Student nurses in the Clinical skills suite

PhD/MPhil Mental Health

Postgraduate research degree

You will join a research community that is leading the way in how we look at mental health care and communication. Research will be enhanced by the outcome focused environment of our Centre for Mental Health Research

Research centres and groups

Mental Health

Key information

Starting date	Deadline for application
Oct 2024 1 October 2024	Applications are accepted throughout the year.
Feb 2025 1 February 2025	Applications are accepted throughout the year.

Affiliations

Our links with Bart's Trust, UCL Partners and others has helped create research-active clinical academic posts, ensuring research is undertaken under the supervision of respected clinical experts.

Mental Health Postgraduate research degrees PhD/MPhil course Overview

As an PhD/MPhil researcher at City’s Centre for Mental Health Research , you will be contributing to a body of knowledge and expertise. Making a direct impact on people’s health and well-being.

Our research on Mental Health addresses the complex links between mental and physical ill-health. We cover including some of the biggest healthcare challenges facing society, such as dementia and depression.

We work closely with clinicians, patients, carers and service managers across a range of disciplines to carry out research to improve mental health care and communication for people of all ages in all settings.

Our pioneering approach to involving patients and carers throughout the research process has earned us an international reputation. Bolstered by strong links with government bodies and major health charities.

Study for an MPhil/PhD

Doctoral level study involves independent academic research, supported by supervisors, that makes an original contribution to knowledge within the discipline.

There are two main routes to doctoral-level research degrees (PhD) within the School.

The main approach - MPhil/PhD by major thesis - centres on conducting original research and presenting this in a thesis of around 70,000 words (and no longer than 100,000 words).

An alternative route to doctoral qualification is PhD by publication. This involves the candidate either linking together a coherent body of previously conducted research papers with a critical commentary (PhD by prior publication) or preparing and submitting a series of papers for peer reviewed publication during the period of registration (PhD by prospective publication).

Further details of these two routes are given below:

MPhil/PhD by major thesis

The standard route involves the accepted candidate pursuing a research project under the guidance of their supervisors over a period of 3 years (full-time) or 4-6 years (part-time).

MPhil and PhD study will commonly involve a structured programme of research activity. Comprising systematic literature review, pilot or developmental study, and main study phases.

PhD by publication

Prior publication: Candidates who have already published a series of significant research papers submit these together with an accompanying analytical commentary. This body of work must be principally the candidate's own work.

The number and range of publications must be sufficient. This is to demonstrate that the work forms a coherent contribution to knowledge or scholarship within the particular field. This typically involves around six papers.

Prospective publication: Candidates publish several (generally around four to six papers, dependent on their depth, quality, significance and impact) significant research papers. You will address various aspects of your research topic during their period of PhD registration.

Prospective publication

You will publish several (generally around four to six papers, dependent on their depth, quality, significance and impact) significant research papers. You will address various aspects of your research topic during their period of PhD registration.

These published (or accepted for publication) papers together with a critical analysis which draws together your published work will be submitted in a single thesis of between 40,000 and 80,000 words. (including the publications). This word count might vary by subject discipline.

As with the prior publication route, the accompanying critical commentary identifies your knowledge and skills acquisition, their part in developing the research, and the relevance and importance of the work within the submitted publication series.

For full details about the City PhD programme structure, please see the Guide for Research Students .

Requirements

Entry requirements.

Entry requirements vary by subject area and applicants should approach academic staff working in their area of interest. Here you can discuss your proposal ahead of submitting an application.

Applicants should normally hold an upper second class honours degree or the equivalent from an international institution. Where the applicant's academic profile shows no evidence of training in research methods, it will normally be recommended that students first complete an MSc or MRes programme. This is to prepare them for MPhil/PhD studies.

Substantial employment or research experience may be considered for some subject areas alongside or in place of academic qualifications.

English requirements

For applicants whose first language is not English, an IELTS score of at least 7 (with a minimum of 7.0 in writing) is required.

For more information see our main entry requirements page.

Visa requirements

If you are not from the European Economic Area / Switzerland and you are coming to study in the UK, you may need to apply for a visa or entry clearance to come to the UK to study.

The way that you apply may vary depending on the length of your course. There are different rules for:

Students on courses of more than six months
Students on courses of less than six months
Students on a pre-sessional English language course.

For more information see our main Visa page .

Fees and funding

Full-time Home/UK: £5,500 per year

Part-time Home/UK: £2,750 per year

Full-time International: £14,500 per year

Part-time International: £7,250 per year

Fees for doctoral candidates are charged annually and cover registration, supervision and examination.

Fees are subject to review each year and may vary during your period of registration. Where applicable, fees for City's programmes will be subject to inflationary increases in each academic year of study commencing in September . Our policy for these increases is set out in our terms and conditions of study .

Support for PhD study

Prospective students are encouraged to explore doctoral Grants and funding opportunities such as:

NIHR and MRC Fellowship schemes
Commonwealth Scholarships
Specialist scholarship schemes (such as those provided by Arthritis UK, Diabetes UK, and the British Heart Foundation)
Research Council studentship awards , if available.

Our bursaries are non-repayable sums of money granted by the University, usually based on need.

Our loans are repayable sums of money granted by the University or other body.

Our scholarships are when the University pays towards your Study fees. You may also be eligible for further funding.

Fully funded ESRC studentships are currently available to Doctoral Researchers for entry in October 2024 through the SENSS Doctoral Training Partnership .

Postgraduate Doctoral Loans

The Government has introduced a new Postgraduate Doctoral Loans scheme which can provide a loan of up to £25,000.

This will be over three years to support study for a doctoral degree.

A Postgraduate Doctoral Loan can help with course fees and living costs while you study. It can be used alongside any other forms of support you may be able to receive.

For more information, please see our Postgraduate Doctoral Loans page .

Additional expenses

Some of our degrees may involve additional expenses which are not covered by your tuition fees. Find out more about additional expenses .

Academic support

City has a well-established structure and processes to support your research .

Supervision

MPhil/PhD students can become integral members of the School’s research teams based in their Research Centres. Our centres assist students in completing their studies. A range of research groups are available to support MPhil/PhD students.

MPhil/PhD students are assigned to a team of supervisors, usually two academics who are expert in the field of the student's study. Students meet regularly with supervisors, reviewing, their learning needs and planning, work towards progression.

Full-time students will meet with their supervisors at least twice a term part time students at least once a term to record notes from these meetings and other indicators of progress on the web-based system, Research And Progress (RAP) .

Progress is monitored by an annual review, where students have the opportunity to discuss their research design and written work with an advisor. They also have access to support from Senior Tutors.

All students working towards a PhD (other than those undertaking doctoral study by prior publication or as a structured programme) initially register for MPhil studies. When their study has developed, they may apply to be upgraded to PhD student status which nvolves an oral examination.

Upgrading occurs between 12 and 18 months for full time study and between 24 and 30 months for part time study.

Research students are supported by student representatives who meet with the student-staff liaison committee. Here they can respond to any student concerns that cannot be addressed by supervisors.

All MPhil/PhD students can access a wide range of MSc modules and other training programmes across City, normally without charge.

Workshops, seminars and retreats are organised for students across the School and within particular areas.

Institution-wide research activities can also contribute to your development as a researcher. An annual programme of research and enterprise development activities is also run for students.

The City Doctoral College can provide more information about graduate degrees.

How to apply

In the first, instance, we recommend that you visit the School of Health & Psychological Sciences and the relevant Research Centre. Here you can read about our research and establish areas of specific staff interest. This will enable you to identify whether the School of Health & Psychological Sciences at City is the best place for your study.

Details of relevant academic staff can be found here .

Following this you need to submit a formal online application with a curriculum vitae and a 1-2 page proposal of study. This should include:

Background and rationale including other work in the area leading up to the PhD study.

Proposed methodology such as aims, design, participant groups, measures, analysis.

Potential outcomes of the research in terms of academic outputs (papers and presentations) and real world impact (e.g., its potential usefulness for teachers/ speech language therapists etc.).

We realise that at this stage you may not have a completely clear plan of study, and that the proposal is likely to change after you begin study. The proposal gives us an idea of your writing and organisational ability, motivation and rationale for the study and potential wider benefits.

See here for guidance on writing your research proposal .

Select one of the available starting dates to start your application.

1 st Oct 2024
1 st Feb 2025

For further application enquiries please contact our PGR enquiries team .

PhD projects from SHPS

Agency, social identity & justice in mental health: a collaboration with young people, clinicians & academics across philosophy, ethics & neuroscience.

The project has established a new collaboration to investigate agency, identity and justice in youth mental health.

Research centre: Centre for Mental Health Research

Academic: Professor Rose McCabe

Status: Ongoing project

View case study site

Improving quality of life and health outcomes of patients with psychosis through a new structured intervention for expanding social networks (SCENE)

This research will try an approach that is different from what health services currently do. It will carry out several research studies, involving patients and different health professionals.

Accessibility and acceptability of perinatal mental health services for women from Ethnic Minority groups (PAAM)

This research will assess to what extent women from ethnic minorities do not attend appointments at specialist services and how they are referred to two Mother and Baby psychiatric hospital units.

Status: Completed project

Boosting baby behaviour and bonding in parents with enduring difficulties in managing emotions and relationships (BOOST)

The BOOST trial aims to establish whether parents with enduring difficulties in managing emotions and relationships, consent to and complete this video feedback intervention

Academic: Professor Sally McManus

Music-assisted programmes: Developing communication in autism spectrum disorder through music-making (MAP)

The project aims to develop a set of music-assisted intervention programmes to increase spoken language ability in 24-60-month old nonverbal or minimally verbal children with autism spectrum disorder.

Academic: Dr Jacqueline Sin

Tackling chronic depression - adapting and testing a technology supported patient-centred and solution-focused intervention (DIALOG+) for people with chronic depression (TACK)

This research aims to develop a new approach to help patients with depression. We will see if DIALOG+ is acceptable by asking people with depression their opinions on the approach.

The role of staff and team communication in reducing seclusion, restraint and forced tranquilisation in acute inpatient mental health settings

This study will be the first to examine staff and team communication in mental health wards, identifying the communication that leads to successful de-escalation.

Academics: Dr Mary Lavelle and Professor Rose McCabe

Co-production project to improve access to primary healthcare for refugees and asylum seekers experiencing mental distress

The aim of this coproduction project is to develop resources to support help-seeking and aid communication about health needs between asylum seekers and refugees and primary healthcare practitioners.

Academics: Susannah Hermaszewska and Dr Jacqueline Sin

Co-designing culturally engaging alcohol intervention to reduce harm in Nepal

This study will be the first to use Experience-based Co-design and Photovoice to explore how community assets can be best incorporated in co-designing an alcohol intervention for future evaluation.

Improving outcomes in patients who self-harm – Adapting and evaluating a brief psychological intervention in Emergency Departments (ASsuRED)

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13 November 2019

The mental health of PhD researchers demands urgent attention

You have full access to this article via your institution.

Frank B. Gilbreth motion study photographs of a typist and lab-worker

Performance management — captured here in photographs from Frank Gilbreth — has long contributed to ill health in researchers. Credit: Kheel Centre

Two years ago, a student responding to Nature ’s biennial PhD survey called on universities to provide a quiet room for “crying time” when the pressures caused by graduate study become overwhelming. At that time , 29% of 5,700 respondents listed their mental health as an area of concern — and just under half of those had sought help for anxiety or depression caused by their PhD study.

Things seem to be getting worse.

Respondents to our latest survey of 6,300 graduate students from around the world, published this week, revealed that 71% are generally satisfied with their experience of research, but that some 36% had sought help for anxiety or depression related to their PhD.

These findings echo those of a survey of 50,000 graduate students in the United Kingdom also published this week. Respondents to this survey, carried out by Advance HE, a higher-education management training organization based in York, UK, were similarly positive about their research experiences, but 86% report marked levels of anxiety — a much higher percentage than in the general population. Similar data helped to prompt the first international conference dedicated to the mental health and well-being of early-career researchers in May. Tellingly, the event sold out .

How can graduate students be both broadly satisfied, but also — and increasingly — unwell? One clue can be found elsewhere in our survey. One-fifth of respondents reported being bullied; and one-fifth also reported experiencing harassment or discrimination.

Could universities be taking more effective action? Undoubtedly. Are they? Not enough. Of the respondents who reported concerns, one-quarter said that their institution had provided support, but one-third said that they had had to seek help elsewhere.

There’s another, and probably overarching, reason for otherwise satisfied students to be stressed to the point of ill health. Increasingly, in many countries, career success is gauge by a spectrum of measurements that include publications, citations, funding, contributions to conferences and, now, whether a person’s research has a positive impact on people, the economy or the environment. Early-career jobs tend to be precarious. To progress, a researcher needs to be hitting the right notes in regard to the measures listed above in addition to learning the nuts and bolts of their research topics — concerns articulated in a series of columns and blog posts from the research community published last month.

Most students embark on a PhD as the foundation of an academic career. They choose such careers partly because of the freedom and autonomy to discover and invent. But problems can arise when autonomy in such matters is reduced or removed — which is what happens when targets for funding, impact and publications become part of universities’ formal monitoring and evaluation systems. Moreover, when a student’s supervisor is also the judge of their success or failure, it’s no surprise that many students feel unable to open up to them about vulnerabilities or mental-health concerns.

The solution to this emerging crisis does not lie solely in institutions doing more to provide on-campus mental-health support and more training for supervisors — essential though such actions are. It also lies in recognizing that mental ill-health is, at least in part, a consequence of an excessive focus on measuring performance — something that funders, academic institutions, journals and publishers must all take responsibility for.

Much has been written about how to overhaul the system and find a better way to define success in research, including promoting the many non-academic careers that are open to researchers. But on the ground, the truth is that the system is making young people ill and they need our help. The research community needs to be protecting and empowering the next generation of researchers. Without systemic change to research cultures, we will otherwise drive them away.

Nature 575 , 257-258 (2019)

doi: https://doi.org/10.1038/d41586-019-03489-1

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“How is your thesis going?”–Ph.D. students’ perspectives on mental health and stress in academia

Roles Conceptualization, Data curation, Formal analysis, Investigation, Methodology, Project administration, Supervision, Writing – original draft, Writing – review & editing

* E-mail: [email protected]

Affiliations Eberhard Karls Universität Tübingen, Tübingen, Germany, sustainAbility Ph.D. Initiative at the Eberhard Karls Universität, Tübingen, Germany

Roles Conceptualization, Data curation, Writing – original draft, Writing – review & editing

Roles Conceptualization, Data curation, Writing – review & editing

Roles Conceptualization, Writing – review & editing

Roles Conceptualization, Data curation, Formal analysis, Methodology, Writing – original draft, Writing – review & editing

Roles Writing – review & editing

Roles Conceptualization, Data curation, Formal analysis, Methodology, Software, Supervision, Writing – original draft, Writing – review & editing

Julian Friedrich,
Anna Bareis,
Moritz Bross,
Zoé Bürger,
Álvaro Cortés Rodríguez,
Nina Effenberger,
Markus Kleinhansl,
Fabienne Kremer,
Cornelius Schröder

Published: July 3, 2023
https://doi.org/10.1371/journal.pone.0288103
Peer Review
Reader Comments

Mental health issues among Ph.D. students are prevalent and on the rise, with multiple studies showing that Ph.D. students are more likely to experience symptoms of mental health-related issues than the general population. However, the data is still sparse. This study aims to investigate the mental health of 589 Ph.D. students at a public university in Germany using a mixed quantitative and qualitative approach. We administered a web-based self-report questionnaire to gather data on the mental health status, investigated mental illnesses such as depression and anxiety, and potential areas for improvement of the mental health and well-being of Ph.D. students. Our results revealed that one-third of the participants were above the cut-off for depression and that factors such as perceived stress and self-doubt were prominent predictors of the mental health status of Ph.D. students. Additionally, we found job insecurity and low job satisfaction to be predictors of stress and anxiety. Many participants in our study reported working more than full-time while being employed part-time. Importantly, deficient supervision was found to have a negative effect on Ph.D. students’ mental health. The study’s results are in line with those of earlier investigations of mental health in academia, which likewise reveal significant levels of depression and anxiety among Ph.D. students. Overall, the findings provide a greater knowledge of the underlying reasons and potential interventions required for advancing the mental health problems experienced by Ph.D. students. The results of this research can guide the development of effective strategies to support the mental health of Ph.D. students.

Citation: Friedrich J, Bareis A, Bross M, Bürger Z, Cortés Rodríguez Á, Effenberger N, et al. (2023) “How is your thesis going?”–Ph.D. students’ perspectives on mental health and stress in academia. PLoS ONE 18(7): e0288103. https://doi.org/10.1371/journal.pone.0288103

Editor: Khader Ahmad Almhdawi, Jordan University of Science and Technology Faculty of Applied Medical Science, JORDAN

Received: March 23, 2023; Accepted: June 20, 2023; Published: July 3, 2023

Copyright: © 2023 Friedrich et al. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Data Availability: The anonymized data set is available at https://doi.org/10.23668/psycharchives.12914 . All code for the analysis can be found at https://github.com/coschroeder/mental_health_analysis .

Funding: We acknowledge support by the Open Access Publishing Fund of University of Tübingen. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.

Competing interests: The authors have declared that no competing interests exist.

Introduction

Work situations can be demanding and have a profound influence on employees’ mental health and well-being across different sectors and disciplines [ 1 ]. Multiple studies show that the mental health status of people working in academia and especially that of Ph.D. students seems to be particularly detrimental when compared to the public [e.g., 2 , 3 ]. Disorders such as anxiety and depression are on the rise in the general population [ 4 , 5 ]. Multiple studies show that this is even more severe in academia [ 6 – 10 ] and in particular Ph.D. students are affected by mental health problems [ 11 , 12 ]. Worldwide surveys grant support for Ph.D. students’ suboptimal and alarming mental health situations [ 13 , 14 ].

A comprehensive study with more than 2000 participants (90% Ph.D. students, 10% Master students) from over 200 institutions across different countries showed that graduate students were more than six times more likely to experience symptoms of depression and anxiety than the general public [ 2 ]. Furthermore, a global-scale meta-analysis [ 3 ] and several other studies concerned with the mental health of Ph.D. students in different countries, e.g., the United States [ 7 , 9 ], the United Kingdom [ 6 ], France [ 15 ], Poland [ 8 ], Belgium [ 16 ] or Germany [ 11 , 12 ] voice concerns about the mental health situation of Ph.D. students. Recent research conducted in Belgium has consistently found a higher prevalence of mental health problems among Ph.D. students compared to different groups of other highly educated individuals [ 16 ]. In the same study, 50% of the Ph.D. students reported that they suffer from some form of mental health problem, and every third is at risk of a common psychiatric disorder [ 16 ]. A similar picture is forming in Germany. For example, the prevalence of at least moderate depression among doctoral researchers at the Max Planck Society, one of the biggest academic societies in Germany, was between 9.6% and 11.6% higher than in the age-related general population [ 11 ].

Increasing numbers of anxiety and depression among Ph.D. students

Recent studies describe not only a high prevalence but also a rising tendency of mental health issues among Ph.D. students. In a study from 2017, 12% of the respondents reported seeking help for depression or anxiety related to their Ph.D. [ 13 ], while in 2019, the result was even more drastic, as 36% of the respondents reported that having searched for help for those same reasons [ 14 ]. Several studies among doctoral researchers within the Max Planck Society show similar results. For instance, a survey in 2019 showed that the average of the Ph.D. students were at risk for an anxiety disorder and another sample from 2020 provided even more robust support for this claim [ 11 , 12 ]. Furthermore, the mean depression score increased from 2019 to 2020 in both samples [ 11 ].

Risk factors and resources

Given these alarming statistics, several studies addressed risks and resources for increased mental health issues. Other studies have revealed that gender, perceived work-life balance, and mentorship quality are correlated with mental health issues [ 2 , 17 ]. Specifically, female gender [ 17 ] and transgender/gender-nonconforming Ph.D. students are, on average, more likely to suffer from mental health issues [ 2 ]. In contrast, a positive and supportive mentoring relationship or a supervisor’s leadership style, and a good work-life balance are positively associated with better mental health [ 2 , 16 ]. While some authors [ 18 ] reported a negative correlation between the Ph.D. stage and mental health, with students at later stages disclosing greater levels of distress, others [ 16 ] did not find significant differences in this regard. Moreover, another report identified that Ph.D. students’ satisfaction levels strongly correlate with their relationship with their supervisors, number of publications, hours worked, and received guidance from advisors [ 19 ]. Furthermore, several studies showed a positive correlation between job satisfaction [ 20 , 21 ] as well as a negative correlation between job insecurity [ 22 ] and mental health or perceived stress, also in Ph.D. students.

Aim and research questions

Taken together, the alarming findings on the psychological status of Ph.D. students around the globe cannot be denied. However, data on the situation of Ph.D. students in Germany are scarce [ 11 , 12 , 23 ]; thus, comparisons of different universities within a country can hardly be made. However, addressing those differences is particularly relevant since the working conditions, concerning contract types, financial situations or supervision vary strongly among different countries, geographical regions and universities or institutions [ 24 ]. Furthermore, little is known about the reasons for this precarious situation and where exactly the need for action lies [ 25 ]. Therefore, the aim of this study was to conduct a survey among Ph.D. students at a university in the southwest of Germany to assess Ph.D. students’ mental health status. Additionally, the present study also reveals information on the extent of the need for additional support services and pinpoints the specific areas where these services ought to be emphasized. In order to help identify relevant indicators, this investigation provides empirically sound findings on the mental health situation of Ph.D. students in Germany.

Materials and methods

Sample and procedure.

Overall, 589 participants (60.3% female, 0.8% of diverse gender, M Age = 28.8, SD Age = 3.48, range 17–48 years) out of a total of enrolled 2552 Ph.D. students (response rate: 23.1%; actual numbers of Ph.D. students at the University of Tübingen higher as some Ph.D. students are not enrolled) took part in an online survey from October to December 2021. Instructions, items, and scales were all presented in English. Participants could answer the open questions in German or English and were comprised of Ph.D. students across various stages of their Ph.D. at the University of Tübingen without further exclusion criteria. The online questionnaire was sent to Ph.D. students’ email addresses via mailing distribution lists in cooperation with the central institution for strategic researcher development (Graduate Academy) of the University of Tübingen and with Ph.D. representatives of different faculties. Ethics approval was obtained by the “Ethics Committee of the Faculty of Economics and Social Science of the University of Tübingen” and written informed consent was given by the participants.

The distribution of faculty affiliation of the participants was heterogeneous with shares of 61.8% Science, 12.4% Humanities, 11.7% Economics and Social Sciences. These numbers reflect the different sizes of faculties and are roughly aligned with the relative numbers of students (41.7% Science, 24.8% Medicine, 16.2% Humanities, 7.5% Economics and Social Sciences), with a clear underrepresentation of the Medical Faculty. Faculties with less than 20 participants or participants with multiple answers were grouped into one category for further analysis (Others 14.1%, see S1 Table ). 67.9% of the participants were German and in total, 82.9% came from European countries. During data collection, the participants were at different stages of their Ph.D. ranging from 0 to over 130 months with a mean time of two and a half years (30.0 months) of Ph.D. progress.

First, demographic data and background information on the current Ph.D. situation were collected. In a second part, to get a differentiated view, we included different measures to operationalize the mental health status of Ph.D. students. The quantitative questionnaire assessed 1) general health, generalized anxiety disorder, as well as internally reviewed self-generated questions, 2) life and job satisfaction, and quantitative job insecurity, and 3) stressors (institutional and systemic), causes of stress and potential solutions. This study also collected information regarding the degree of participants’ familiarity with the mental health resources available at the university, e.g., points of contacts for counseling, in order to evaluate whether Ph.D. students make use of these services. Moreover, participants were asked to name additional services that they may consider necessary.

General health and stressors.

General health was assessed by two items of the Perceived Health Questionnaire (PHQ-2) [ 26 ]. Participants were asked to indicate how frequently they had experienced depressed moods and anhedonia over the past four weeks on a scale from 1 (not at all) to 4 (nearly every day). Additionally, they were presented with seven items of the Generalized Anxiety Disorder scale (GAD-7) [ 27 ] capturing the severity of various anxiety signs like nervousness, restlessness, and easy irritation on a scale from 1 (not at all) to 4 (nearly every day). Both scales were used in this combination in a previous study in German higher education [ 28 ]. Furthermore, we included two binary questions on whether the participants are currently in psychotherapy and if they have ever been diagnosed with a mental disorder.

The condensed version of the Perceived Stress Scale (PSS) [ 29 ] was used to get the degree of stressful situations in life in the last twelve months or since the start of the Ph.D. [ 30 ]. The response scale ranged from 0 (never) to 4 (very often), the following being a sample item: “… how often have you felt that you were unable to control the important things in your life?” To check the internal consistency of the four items, we calculated Cronbach’s alpha which was .79.

Job satisfaction and life satisfaction.

Three items on a scale from 1 (strongly disagree) to 5 (strongly agree) were used to measure job satisfaction [ 31 ], where a higher mean score indicated higher job satisfaction. A sample item is: “I am satisfied with my job.” Cronbach’s alpha was .86. Additionally, we added one item concerning general life satisfaction [adapted from 32 ] with the same response categories to get a more holistic insight.

Job insecurity.

To assess the fear of losing the job itself, quantitative job insecurity was measured with three items (e.g., “I am worried about having to leave my job before I would like to.”) [ 33 ] on a scale from 1 (strongly disagree) to 5 (strongly agree). We calculated a mean score with higher scores indicating higher job insecurity. Cronbach’s alpha was .80.

Institutional and systemic stressors.

For institutional stressors, we focused mainly on the role of supervision and included eight questions, four were framed using positive wording and four with negative wording, each with a scale from 1 (not at all) to 5 (all of the time). We summarized these questions in two constructs (positive support/negative support) which had Cronbach’s alphas of .85 and .76, respectively. As for systemic stressors, we included two questions on long-term contracts and on future perspectives, again using a scale from 1 (strongly disagree) to 5 (strongly agree).

To cover the potential impacts of the COVID-19 pandemic and the implemented regulations, we included two questions to evaluate whether the pandemic affected the students’ general situation. On the one hand, participants were asked to pick the statement that best describes the effects of the pandemic in general (“yes, it improved my general situation”, “yes, it worsened my general situation”, “yes, but it neither worsened nor improved my general situation”, “no”), and on the other hand, they were asked to evaluate whether the particular answers provided in this survey had been affected by the pandemic from 1 (very likely) to 5 (very unlikely).

Rating procedure and open answers

Causes of stress and potential solutions..

We included three open-ended questions in the questionnaire to get a deeper understanding of the perceived causes of stress, potential ways to improve mental health, and ways to improve the overall situation of Ph.D. students. The questions were: (1) “What is/are the cause(s) of your stress?” (2) “What would need to change to improve your mental health status?” (3) “What could be done to improve your situation?” Participants could mention as many points as they wanted (without any word limit). To analyze these questions, we built categories by following the model of inductive category development [ 34 ]. Two raters screened the first and last 20 responses in the data set and created categories for reoccurring topics (for a list containing all categories see S5 – S7 Tables). In the next steps, two new raters rated all open answers with the developed categories and added additional categories if needed. Applicable categories were rated with 1 (“category was mentioned”) or 0 (“category was not mentioned”). For example, the following response to question (1) “[My] supervisor is on maternity leave with open end, i.e. I have no one to talk to about my topic and have almost nothing so far […] I feel like I’m not good enough at this, not sure I will be able to succeed–everyone else has other projects and publications except me–no topic-related network” was rated with 1 in the following four categories: supervision (quality & quantity), social integration & interactions (private & professional), self-perception (internal factors), and perceived lack of relevant competences & experience–(sense) of progress and success. The full list of categories and inter-rater reliability as measured by Krippendorf’s Alpha is reported in Table 3 [ 35 ].

Descriptive statistics of work environment and workload

The largest part of the participants (65.5%) was temporarily employed, 12.1% got a scholarship, 7.6% were permanently employed, and 6.5% were not employed at all. The mean for total contract length was 34.3 months, with a range between two and 72 months. About 10.5% of the participants had a contract for only 12 months or shorter. A similar large variation was found in the percentage of employment with a mean of 63%, ranging from 10% to 100% of employment. For workload, we found a mean of 36.0 hours of Ph.D.-related work per week with a standard deviation of 15.6 hours. After taking a closer look at high workloads, we found that 31.3% of the participants work 45 hours or more (21.5% work 50 hours and more) per week. On top of their Ph.D. work, many Ph.D. students work in other jobs, which combined with the hours spent for Ph.D.-related work, summed up to the mean of 44.1 overall working hours per week. A detailed description can be found in S1 Table .

Faculty-wise comparison

In an explorative manner, we compared the mean differences of the most important variables between different faculties. Most of the analyzed variables did not show significant differences. Still, we want to stress that the highly imbalanced sample sizes (see S3 Table ) could lead to false negative outcomes due to the small numbers of participants in some groups. However, we found that the mean job insecurity was significantly different between faculties ( p < .001, Kruskal-Wallis rank sum test) with comparable low job insecurity in the faculties of law ( M = 2.10, SD = 1.22) and theology ( M = 2.38, SD = 1.19) and high insecurity in the faculty of humanities ( M = 3.32, SD = 0.91).

In total, 41.9% of the participants stated that their general situation worsened due to the pandemic, while 28.5% stated that the pandemic affected but it neither worsened nor improved their general situation. 33.5% of the participants stated that their responses in this study were “very likely” or “likely” to be affected by the pandemic, with a mean of 2.97 ( SD = 1.26).

General health and stressors

The mean of the sum score for PHQ-2 in our study was 2.32 which is below the cut-off of three for major depression [ 26 ]. Yet, 33.1% of the participants were above the cut-off. For the GAD-7, the sum score for the study’s sample was 8.49. Cut points of 5 might be interpreted as mild, cut points of 10 as moderate and 15 as severe levels of anxiety [ 27 ], which implies a mild risk level for generalized anxiety with the suggestion of a follow-up examination in this sample. When asking for mental disorders, we found that 19.9% of the participants ( n = 99) have already been diagnosed with a mental disorder and 15.5% ( n = 77) are currently in psychotherapy. The sum score for the Perceived Stress Scale (PSS) of 7.79 (with Min = 0, Max = 15) was above the total sum score compared to a representative British sample (6.11) [ 36 ] and a representative German community sample (4.79 for PSS-4) [ 37 ]. Job satisfaction of our participants with a total sum score of 10.06 was lower compared to a sum score of 12.79 in a German sample of workers in small- and medium sized enterprises [ 38 ]. The mean score for job satisfaction was 3.35, also lower than in a sample of Ph.D. students in Belgium (3.9) [ 39 ]. Job insecurity was with a total sum score of 8.76 higher compared to the German small- and medium sized enterprises sample (5.67) [ 38 ]. Consistently, more than 80% of the Ph.D. students in our study were worried about the lack of permanent or long-term contracts in academia ( M = 4.25, SD = 1.09; 5 indicating a strong agreement). Nevertheless, around half of the participants (54.5%) believed that having a Ph.D. would help them find a good job ( M = 3.49, SD = 0.97). We found a mean score of 3.48 ( SD = 0.98) for the positive support questions which is above average over response levels. Around 57.1% of the Ph.D. students felt supported by their supervisor “most” or “all of the time”. Around 55.7% felt comfortable when contacting the supervisor for support. The negative support construct was with a mean score of 2.18 below average: 46.7% of the participants had never felt looked down, and 62.6% had never felt mistreated by their supervisor. Nevertheless, 28.6% of the Ph.D. students answered feelings of degradation and 19.1% felt mistreated more than “some of the time”. When it comes to the frequency of the meetings with the supervisor, the mean reported a value of 2.4 laying somewhere between having meetings once a month (2) and at least every three months (3). However, 18.2% reported meeting their supervisor only once every six months or less. For sample items and detailed values see S2 Table .

When we analyzed the relationship between the studied outcomes, we found that all major constructs correlated significantly (see Table 1 ). High correlations occurred between the items of the related PHQ-2 and GAD-7 as well as their connections to the PSS. Understandably, the two institutional support dimensions were highly correlated ( r = -.69).

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https://doi.org/10.1371/journal.pone.0288103.t001

Regression for perceived stress, depression, and anxiety

To predict potential driving factors for the two more direct mental health measurements, namely depression and anxiety, and for perceived stress, we employed linear regression models with these three constructs as response variables controlling for age and gender. We included relevant risk factors and stressors such as job insecurity, perceived stress, negative support and resources such as job and life satisfaction, and positive support to get a comprehensible overview over predictors. All analyses were carried out in R statistics version 4.1.3.

For depression, significant predictors were job satisfaction (β = -0.1, SE = 0.04, p < .05), life satisfaction (β = -0.3, SE = 0.04, p < .001), perceived stress (β = 0.4, SE = 0.05, p < .001) and negative institutional support (β = 0.11, SE = 0.05, p < .05, see Table 2 ). The model explained 46.7% of the variance, F (8, 482) = 54.5, p < .01.

https://doi.org/10.1371/journal.pone.0288103.t002

For anxiety, all studied variables except job satisfaction and positive support were significant predictors with a variance explanation of 36.0%, F (8, 392) = 29.5, p < .01 (see Table 2 ). Noticeable was the strong influence of perceived stress on anxiety. Specifically, we observed that with an increase of one unit in perceived stress, the level of GAD-7 increased by 2.02 units and was in line with the high correlation ( r = .52, p < .01, Table 2 ).

For perceived stress, we found that job insecurity (β = 0.15, SE = 0.02, p < .01), life satisfaction (β = -0.32, SE = 0.03, p < .01) as well as negative institutional support (β = 0.13, SE = 0.04, p < .01) were significant predictors with a model variance explanation of 42.7%, F (4, 486) = 53.5, p < .01. The detailed results for this regression analysis can be found in S4 Table .

Qualitative answers

In the following, we report the main categories with short sample quotes as well as the mean frequency of the two raters (see Table 3 ; details in S5 – S7 Tables). The inter-rater reliability as indicated by Krippendorff’s alpha for the top five categories of all questions was above α ≥ .67, except for the category Manageable Workload for question MH06_1 (see Table 3 ) with α = .62; CI [0.50; 0.74]. A threshold of .67 is commonly considered as the lower conceivable limit that still allows tentative conclusions [ 40 ].

https://doi.org/10.1371/journal.pone.0288103.t003

Causes of stress.

The question “What is/are the cause(s) of your stress?” was answered by n = 446 participants. To cover the breadth of the responses, we built 18 categories. The most frequently mentioned categories were Workload & Time Pressure (mean rating frequency = 211), Self-Perception ( M = 132.5), Job-Insecurity ( M = 93), Social Integration & Interactions ( M = 91), and Supervision Quality & Quantity ( M = 88.5). The category Workload & Time Pressure includes all responses referring to the amount of work and/or deadlines. The category Self-Perception includes responses that indicate a perceived lack of competences or other personal doubts, concerns, and worries (e.g., “Since I started my Ph.D. I have almost constantly felt stupid”, “feeling like not belonging in academia, lack of self-confidence, feeling of making too little progress”). The category Job Insecurity reflects responses regarding contract length and general uncertainty about future employment (e.g., “scholarship is to be ended”, “Not knowing how things will work out after the PhD”, “Hopelessness of scientific career because there are too few full-time positions”). The category Social Integration & Interactions covers responses regarding the integration and sense of belonging in the work environment (e.g., “not valued by colleagues”, “being socially isolated at work”) as well as social issues in the private life (e.g., “Mostly my personal life, or often the lack thereof”, “problems with parents”). The category Supervision Quality & Quantity was used to capture all supervision-related responses including comments about the lack of support, feedback, frequency of meetings, or supervisors’ interest in the topics (e.g., “no clear communication with supervisor”, “lack of support from supervisor, even gossiping about me behind my back”).

Potential ways to improve the mental health status.

When asked “What would need to change to improve your mental health status?”, the Ph.D. students’ responses ( n = 307) included various topics, some addressing compensation and income-related aspects, others highlighting supportive supervision. Overall, the responses lead to twelve different categories. Most answers referred to Supportive Supervision ( M = 98.5), followed by Job Security/Contract ( M = 59). Sample quotes with respect to supervision are e.g., “more feedback from supervisor or even more interest in my topic” or “more regular support by supervisor”. The category Job Security/Contract contains comments with respect to contract length and aspects for future employment (e.g., “no more worries about not being able to get my contract renewed”). The category Manageable Workload ( M = 56.5) includes all responses around work-life balance (e.g., “having also activities beside work”, “clear work hours”). The fourth category was Compensation & Financial Security ( M = 35) and included all income- and compensation-related aspects of the job (e.g., “Be paid 100% would be a start”, “Get paid for all the time at work”). The category Less Additional Tasks ( M = 27.5) was used to specifically cover responses mentioning the number of additional tasks within the job (“Less work in teaching/work unrelated to PhD”).

Ways to improve the personal situation.

In addition to the previous question, which focused on general ways to improve the mental health status, we asked the Ph.D. students the following question: “What could be done to improve your situation?” Based on the themes and topics mentioned in the responses ( n = 281) we built eleven categories. The categories mentioned the most were Job-Security & Compensation ( M = 85.5), followed by Supportive Supervision ( M = 68), Services and Support System ( M = 39.5), Decrease Pressure to Perform ( M = 39.5), and Manageable Workload ( M = 36). The category Job-Security & Compensation includes responses like “chances of getting a long-term job in academia, not just the three-year programs” or “Fair payment (half of students get 50% others 65% even at the same institute)”. For the category Supportive Supervision “Regular meetings with people who are supportive & have an expertise in my research topic” can serve as a sample quote. The category Services and Support System was built to cover the responses named a solution outside the working group and team, such as “it would be helpful to see a university-based psychologist outside of the regular working hours” or “more courses (or better communications about them) about stress management”. The next category was labeled Decrease Pressure to Perform and included all responses that highlighted a high level of perceived pressure, such as “the performance pressure (every talk at a seminar is a job talk) is a big problem” or “Instead of pressuring academics to publish as much as possible, there should be more focus on the quality instead of the quantity of their articles/publication”. The last category, Manageable Workload , contained answers with respect to the amount of work (e.g., “Normal working hours, having really free-time without having the feeling that I should be working, it should be normal to take all vacation days”).

Summary of the qualitative answers.

With respect to the open answers, it can be summarized that the factors named as causes for stress and the possible solutions cover a wide range of topics. However, there are reoccurring topics across all three questions, such as supervision, workload, and job security. The role of supervision is a reemerging motif in the qualitative content analysis. While the quality and quantity of supervision were seen as a cause of stress, supportive supervision has a positive impact on the mental health status as well as the whole situation of the Ph.D. students. Furthermore, job insecurity was mentioned as an important stressor, while stable contracts and appropriate compensation for the work and fewer extra tasks were also added for improvement. Workload and time pressure were the most often stated causes of stress, followed by self-doubts and worries about not having enough competencies for the job. A manageable workload, fewer additional tasks, and a lower pressure to perform were indicated by the participants as valuable improvements.

Summary of the main findings

The conducted survey investigates the mental health of Ph.D. students at a university in the southwest of Germany and gives insights into what causes stress and mental health disorders and where there is a need for further support services. Our qualitative and quantitative analyses revealed interesting and consistent results on the alarming situation of the mental health of Ph.D. students.

First, our quantitative results revealed that one-third of the participants were above the cut-off for depression which is an indicator of a high risk of depression that should be checked by a health professional. On average, the surveyed Ph.D. students were at a mild risk level for an anxiety disorder. While our study design does not allow us to diagnose mental illnesses, it identifies problems that need to be pursued further. It reveals some unhealthy working conditions and increased risks for mental illnesses. Our qualitative and quantitative results showed consistently that many of the most prominent issues for our study’s participants are personal factors such as perceived stress, life satisfaction and self-doubt, but modulated by structural deficits such as financial and job security as well as workload and time pressure. The quantitative analyses revealed that life satisfaction, perceived stress and negative support are the main predictors for anxiety disorders as well as depression. Additionally, low job satisfaction was a significant predictor of depression and job insecurity for anxiety. Furthermore, we identified job insecurity, life satisfaction as well as negative institutional support as predictors for perceived stress.

Second and besides mental health problems, our quantitative analyses showed how supervision and the work environment played a role in the mental health and general well-being of Ph.D. students. Deficient supervision could affect Ph.D. students’ perceived job insecurity and job dissatisfaction. Although good supervision was not a predictor for satisfaction, being comfortable with contacting the supervisor could lower the perceived stress. This shows the importance of the supervisor-student relationship and highlights the importance of the social work environment, which was also mentioned by study participants in the open-end questions. While the categories in the qualitative analyses mainly served to find recurring themes, they can also be used to distinguish between different levels. Some participants reflected causes of stress on a personal level (e.g., self-perception). In contrast, others set the focus on the supervisor level or working group level, or even on the more structural abstract level of the academic system.

Third, our study does not only investigate the mental health situation of Ph.D. students, but we also analyze how the situation and mental health status could be improved. Many suggestions were straightforward given the results of the causes of stress, i.e., bad supervision should be improved, and a secure income should be guaranteed. However, we were also able to show that Ph.D. students wish to make use of services and support systems that could be provided by the university. Furthermore, less pressure to perform and a manageable workload with fewer additional tasks besides the Ph.D. project might decrease the stress level and improve mental health status.

Overall, detrimental mental health is a known problem in academia, and we show another example of its extent as well as opportunities for improvement at a German university.

Comparison to other studies

Data on Ph.D. students’ situation in Germany are scarce, and we, therefore, perform a broader comparison with Ph.D. students around the world. However, the results of this comparison should be taken with caution as our questionnaire and time of survey conduction are unique. We focus mainly on PHQ-2 [ 26 ] and GAD-7 [ 27 ], for which other studies in Germany during the pandemic showed that–compared to pre-COVID-19 reference values–these measurements were significantly increased [ 41 ]. Two studies conducted during the COVID-19 pandemic include the same scales [ 41 , 42 ] and reveal similar results for the general population in Germany, while in our later study from October to December 2021, the risk for anxiety and depression is slightly higher. In our study, one-third of the participants (33.1%) was above the cut-off for major depression, compared to the studies in a 1.5-year earlier timeframe, where 14.1% (March to May 2020; n = 15704, 70.7% female gender; 42.6% university education) [ 42 ] and 21.4% (March to July 2020; n = 16918; 69.7% female gender; 42.4% university education [ 41 ] of the participants with diverse occupations were above the cut-off. Furthermore, in our study, 39.2% of the participants were at the mild risk level for anxiety compared to 27.4% of the participants in an earlier study [ 41 ]. This shows the increase in depression and anxiety during the pandemic and even higher numbers in our study compared with the German general population. Nevertheless, compared to a survey at public research universities in the United States from May to July 2020, the number of doctoral students screened for major depressive disorder symptoms with the same measurements PHQ-2 was higher with 36% [ 43 ], indicating high numbers of mental issues in academia in several countries.

While using the same scales and items for job satisfaction and job insecurity, our study showed worse sum scores compared to a sample of employers and employees in small- and medium sized enterprises in Germany (December 2020 to May 2021; n = 828; 53.7% female gender, M = 41.5 years; 38.8% higher education entrance qualification) [ 38 ]. It seems that Ph.D. students have higher job insecurity and job dissatisfaction compared to workers in diverse branches and occupations. This may result from different contract types, as workers, especially in industrial sectors, have long-term contracts. The recurrent factor of time pressure and workload, also mentioned in the open-end questions, is backed up by the raw numbers of the contract types and working hours, which may also lead to job dissatisfaction. Although the mean contract type in our study is 63%, the mean number of hours dedicated to Ph.D. work ( M = 36.0, SD = 15.6 hours) is almost in the range of a full-time position. What is more, the participants reported a total weekly workload ( M = 44.1, SD = 11.4 hours) that exceeds a typical full-time position in Germany [ 44 ]. The discrepancy between Ph.D. work and corresponding contract types results in a mean of 12.1 hours of overwork per week (based on a 38.5-hour full-time contract, which is the standard contract for Ph.D. students in Germany). This is in line with previous studies where the authors found a mean of 12.6 hours of overwork per week for Ph.D. students in Science, Technology, Engineering, and Mathematics disciplines in Germany [ 45 ]. However, the authors did not include any further work obligations and corrected for contract types with low percentages, and thus the results are difficult to compare directly. Furthermore, we used gender as a control variable, which turned out to be statistically significant for anxiety and stress. This is in line with related work where the female gender was reported to be higher correlated with mental disorders [ 2 , 17 , 46 , 47 ].

Strengths and limitations

Generalization..

While we aimed for our study to reflect the current situation for Ph.D. students as best as possible, there are points that are limiting the generalization of the results or are beyond the scope of this survey. First, we collected the data between October and December 2021, a time at which the ordinance on protection against risks of infection with the SARS-CoV-2 virus (“Coronavirus-Schutzverordnung”) [ 48 ] was still in place in Germany and influenced private and working life. About one-third (33.5%) of our study population stated that it is very likely or likely that the pandemic affected their answers. Nonetheless, a pandemic is a situation that can reoccur and is only one more reason to proactively set up a resilient Ph.D. graduation system. Another research group [ 49 ] investigated how mental health care should change as a consequence of the COVID-19 pandemic and concluded that the pandemic could even be seen as a chance to improve mental health services [ 49 ]. Nevertheless, we would like to point out that generalizing from a mental health study conducted during a pandemic may be difficult.

Overall, around 23% of all Ph.D. students at the University of Tübingen [ 50 ] participated in our study, which is slightly below the response rate in other similar studies [e.g., 16 ]. Considering that university students are very frequently invited to various questionnaires and studies, and given that our survey lasted approximately 20 minutes, it can be argued that the participants were motivated to invest time into their responses. However, our study population remains small compared to the total number of Ph.D. students in Germany. Moreover, we want to emphasize the likely sample bias in our data. We recruited participants mainly via mailing lists and our project therefore probably has especially appealed to people who are already interested in health or aware of mental health issues. However, given our relatively large coverage of almost a quarter of all Ph.D. students at the University of Tübingen, even a selective sample can give us insights into overall tendencies. The transferability of our results to other German universities or even universities in other countries is also not guaranteed as the academic systems can largely differ. Additionally, the results of this study are influenced by the overall living conditions the Ph.D. students experience. As Tübingen is a small town in the southwest of Germany, a comparison to larger cities or other countries might not be viable as the conditions probably differ largely.

Finally, even within one university, the generalization of our results is further limited by the uneven distribution of the participants across faculties. Most participants (61.8%) were from the Science Faculty, which is also the largest department (in terms of the highest total number of students) at the University of Tübingen. This skewness limits the faculty-wise comparisons, and we would expect to find interesting insights into the different graduate programs by conducting detailed comparisons. These differences could not only arise from different academic traditions but also from the highly varying expectations on the scope of a Ph.D. thesis. It follows that more detailed and systematic monitoring and data collection in national and international surveys are needed.

Methodology.

In a cross-sectional study, we investigate the current situation of Ph.D. students. While this is a valid and important instrument to access the current state, it cannot give us information about the dynamic changes in the transition phase between undergraduate studies and the Ph.D. as well as across the Ph.D. [ 51 ]. To track these changes or make comparisons over time, a longitudinal study design or propensity score matching procedures [ 52 ] could give further insights. It is therefore desirable to establish regular surveys and monitoring systems either on a university level or in a national survey to provide information on the impact of undertaken actions and implemented changes. We used a mixed quantitative and qualitative research approach. While this provides information on distinct levels, there are some pitfalls. For example, the open answer categories were defined post-hoc. While this gives the possibility for the participants to express their thoughts freely, it makes a systematic analysis more difficult, and the analysis might be biased by the evaluators. Overall, it is important to summarize and statistically analyze our study results on an overall level, but it must not be forgotten that every person and Ph.D. project is individual.

Implications for research and practice

The overall scarce data, paired with worrisome flashlights on the mental health situation of Ph.D. students in different countries, highlights the need for more systematic monitoring of mental health in academia. For this purpose, standardized as well as domain-specific scales for Ph.D. students need to be established and longitudinal data needs to be collected. This would enable researchers to measure the effect of larger environmental changes (such as the COVID-19 pandemic or economic developments) and to measure the impact of interventions targeted to improve the situation. At the same time, we propose including qualitative measurements to assess unknown variables and the unique situation each Ph.D. student faces. These could also inform the development of additional quantitative measurable constructs to reflect the dynamic situation in academia. Such monitoring systems can either be implemented at the university level to give detailed insights into the situation at a specific university or on a national level to get an overall impression of Ph.D. students’ health issues. Optimally, a survey should be promoted from an independent self-governing institution dedicated to advancing science and research. While the demands for a better mental health situation for Ph.D. students are obvious, systematical and political changes need to be addressed in the research community and in academia.

Our mixed methods research approach allows us not only to find out more about the issues of Ph.D. students but also to draw conclusions about what is needed to improve their situation. However, finding solutions to a recognized problem is not a straightforward task, and complex problems often require a step-by-step solution. Therefore, we assume that more practical implications, which could be indicated by an established monitoring system, will be necessary once the first steps have been taken.

In general, we can group interventions into at least four levels that can influence each other: the Ph.D. students themselves, the supervisors, the universities or research institutions, and the greater political context and academic culture. Building on the responses about potential improvements and additional services, we identified the following practical implications:

On an individual level, the main interventions could happen in capacity building (e.g., in time/project management, self-reflection or mental health awareness) but also by being more proactive about changing working modes (e.g., establishing collaborations or a peer counseling system) or by improving the social environment. This could additionally lead to a change in self-perception, for which direct interventions might be more difficult. At this point, we want to highlight that changes on the individual level aim to prevent the development of mental health problems and strengthen the resilience of Ph.D. students. They can at no point replace professional support once such problems have been manifested.

The level of supervision seems to be the most urgent and promising target for an improvement of Ph.D. students’ situation. As supervisors are usually defining a project and its goals, but also additional teaching or other tasks, they are responsible for setting the workload and time constraints. Not only the hard constraints of the working conditions but also the quality of supervision was often mentioned to be highly deficient. Possible interventions could target improving the skills in personnel management of supervisors. But also, clear supervision requirements and guidelines could be imposed by the university. Such agreements (including expectations on the thesis, supervision times and conciliation mechanisms) might be an option to enhance the agreements in a supervisor-student relationship. While these suggestions are not new, and some of them are theoretically established in some university departments, our study results suggest that they are often ignored or not properly implemented, and more binding agreements and control mechanisms need to be made. Establishing additional external supervision, where for example the personnel management is reflected, might also give new perspectives and enhance demanding situations. At this point, it has to be considered that there are strong dependencies between Ph.D. students and their supervisors since, in many cases, it is the supervisors who have a major impact on the outcome of a Ph.D. thesis, such as the final grade. It remains challenging how Ph.D. students can criticize the supervising situation without negatively impacting the personal relationship with their supervisors.

Further interventions on the level of universities and research institutions might include support in bureaucratic processes and providing more information on different contact points (e.g., for mental health services). It is obvious that the aforementioned interventions (such as capacity building courses for Ph.D. students and supervisors) are dependent on the support of the central facilities of the research institution. Furthermore, highlighting the high prevalence of mental health problems, for example, at mandatory introductory sessions for Ph.D. students, might help to raise awareness about this topic. This could help unexperienced young researchers to notice signs of anxiety and depression early on before these mental disorders manifest. Finally, public events on this topic could reduce the stigma associated with it, making it easier for affected Ph.D. students to seek help. Such events might also be used to remind the students that it is important to take care not only of their physical but also mental health, for instance, by strengthening social relationships and pursuing hobbies which are not work-related.

Lastly, there are also changes in the political setting and academic culture needed. This includes a fair payment system, reasonable control of contract lengths and extensions, and more perspectives for long-term positions in academia. Considering that the vast majority of Ph.D. students will end up in positions outside of academia, it could be beneficial to better prepare students for careers in alternative job markets, such as industry. Such interventions might directly influence the job insecurity and job dissatisfaction of Ph.D. students. In Germany, the current regulations for temporary academic employment are being evaluated [ 53 ], but even propositions from the conference of university rectors [ 54 ] seem not to be sufficient for fundamental changes. These changes would also need a shift in the academic culture [ 55 ], in which “publish or perish” is still a guiding theme leading to high pressure to perform. Working on a cultural shift is a task for all scientists. This will lead to a more sustainable work culture from which all stakeholders might benefit.

All in all, there is an interplay and dependence of all mentioned levels. Importantly, most problems mentioned in the survey can result from shortcomings on multiple levels, and therefore interventions on more than one level are needed for a satisfying solution. For example, changes to improve the mental health situation on an individual level can be dependent on the consent of the supervisor and can also be negatively impacted by already existing mental health issues. In addition to individual responsibility for health, it is important to systematically target prevention and change the system on the aforementioned levels so that Ph.D. students are better and more quickly supported when mental health problems arise.

This study shows once again the detrimental mental health situation of Ph.D. students in academia. By analyzing the mental health of Ph.D. students at a German university, we found alarming hints of depressive and anxious tendencies that are in line with other comparable studies. Furthermore, we have identified main stressors, such as perceived stress or self-doubts, and resources, such as a positive student-supervisor relationship. Understanding conditional factors and being able to improve the situation depend on such identifications. With our study, we provide first insights of the status quo for the University chair, the Graduate Academy, and other stakeholders in the academic system. We invite them to inspect the results and suggestions responsibly so that actions to assess and improve the conditions for Ph.D. students’ mental health and well-being can be taken in the future. Based on our data, additional offers for Ph.D. students, as well as their supervisors, should be created and existing ones sustainably modified. Positive conditions and resources for mental health and well-being will not restrict to academia but will affect all areas of life. While an increased mental health state is an indispensable value on its own, additional benefits can be created for research, teaching, practice, and society. As such, mental health is a big part of sustainable living and should have a high priority for all people. While this is already acknowledged in the sustainable development goals, further steps need to be taken to raise awareness and provide support throughout society.

Supporting information

S1 table. sample items and descriptives of ph.d. students ( n = 589): percentage (%), mean ( m ), standard deviation ( sd ), minimum and maximum ( min - max )..

https://doi.org/10.1371/journal.pone.0288103.s001

S2 Table. Used scales and items with percentage (%), mean ( M ), standard deviation ( SD ), minimum and maximum ( Min - Max ), median , Cronbach’s alpha .

https://doi.org/10.1371/journal.pone.0288103.s002

S3 Table. Faculty wise mean comparison on the job insecurity scale.

https://doi.org/10.1371/journal.pone.0288103.s003

S4 Table. Linear regression model for perceived stress and the predictors.

https://doi.org/10.1371/journal.pone.0288103.s004

S5 Table. Categories and ratings for the causes of stress.

https://doi.org/10.1371/journal.pone.0288103.s005

S6 Table. Categories and ratings for an improvement of mental health.

https://doi.org/10.1371/journal.pone.0288103.s006

S7 Table. Categories and ratings for an improvement of the situation.

https://doi.org/10.1371/journal.pone.0288103.s007

Acknowledgments

We would like to express our gratitude to all participants of the survey as well to the sustainAbility Ph.D. initiative at the University of Tübingen. We thank Dr. Stephanie Rosenstiel for support with the ethics approval and Prof. Dr. Birgit Derntl and Prof. Dr. Andreas Fallgatter for their helpful feedback on the conception of the questionnaire. We thank Mumina Javed and Monja Neuser for their support in the early phase of the project.

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Welcome and thank you for your interest in the Department of Mental Health.

The Department and the Johns Hopkins Bloomberg School of Public Health have a great deal to offer prospective students. We invite you to learn more and connect with current students .

The Department of Mental Health offers educational programs that lead to the doctor of philosophy (PhD) and the master of health science (MHS) degrees. We also offer postdoctoral training, two certificate programs and a special Summer Institute.

Degree Programs

The Department of Mental Health offers a doctoral level program, a master's program in health science and a combined bachelors/masters program.

Master of Health Science (MHS) in Mental Health

The MHS is a nine-month degree program that provides a foundation in the research methods and content-area knowledge essential to public mental health.

Doctor of Philosophy (PhD) in Mental Health

The PhD program provides advanced training in the application of research methods to understand and enhance public mental health.

Bachelor's / MHS

The Bachelor's/MHS program gives Public Health Studies majors at Johns Hopkins University an opportunity to seamlessly extend their undergraduate studies to graduate-level coursework and research.

Non-Degree Programs

Postdoctoral training.

The Department of Mental Health offers opportunities for postdoctoral training, including three training programs funded by the National Institute of Mental Health (NIMH) and one funded by the National Institute on Drug Abuse (NIDA) , which complement the research-based training of doctoral students and postdoctoral fellows. The department also participates in an interdisciplinary program, funded by the National Institute on Aging (NIA). In addition, individual faculty may be able to support postdoctoral fellows through a research grant. See the Funded Training Programs .

Certificate Programs

Public mental health research.

Our certificate program provides graduate training in understanding the causes and consequences of mental disorders in populations. The goals of the program are to increase the epidemiologic expertise of psychiatrists and other mental health professionals, as well as the number of epidemiologists, biostatisticians and health policy makers interested in psychiatric disorders.

Mental Health Policy, Economics, and Services

The certificate introduces current issues in mental health policy including economic evaluation of mental and substance disorders and their treatments; access to mental health care treatments and utilization patterns; and mental health care financing, insurance, and delivery system issues in the US. It is open to Johns Hopkins University graduate students interested in policy, advocacy, and research careers within the field of mental health and junior and mid-level public health professionals interested in expanding their knowledge base and expertise in mental health services and economics and related policy issues.

Accelerated Learning Institutes

Summer institute in mental health research.

Summer Institute in Mental Health Research participants will understand the latest findings on the occurrences of mental health and substance use disorders in the population and their implications for public mental health; know the steps involved in the scientific, empirical evaluation of services and interventions targeted for mental health outcomes; and acquire the skills and knowledge needed in using the state of the art methodological tools for collecting and analyzing mental health data.

MOOCs: Massive Open Online Courses

As part of its growing online educational program, the Johns Hopkins Bloomberg School of Public Health offers Massive Open Online Courses – also known as MOOCs -- in collaboration with Coursera. Department of Mental Health faculty are teaching the following MOOC this term:

Major Depression in the Population: A Public Health Approach

This course is about the framework of public health as applied to the specific psychiatric disorder of major depression. View a video for more details about this course.

Department of Mental Health Faculty : William Eaton, PhD, Wietse A. Tol, PhD and Ramin Mojtabai, MD Course Description : Illustrates the principles of public health applied to depressive disorder, including principles of epidemiology, transcultural psychiatry, health services research and prevention.

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120+ Unique Mental Health Research Topics To Focus On
A Happy PhD
50+ Best and Latest Mental Health Dissertation Topics and Ideas
120+ Unique Mental Health Research Topics To Focus On
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154 Best Mental Health Research Topics For Students

VIDEO

Episode 003: Mental Health, ACEs and Trauma
How my PhD has helped my mental health
The Youth Perspective: What we learnt at the 2024 Campmeeting
Importance of Mental health #shortsfeed #mentalhealth #stress #stressrelief
Mental Health Care in Crisis: Current Challenges for In-Patient Psychiatric Care
Mental Health: An Urgent and Growing Crisis

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100+ Mental Health Research Topic Ideas (+ Free Webinar)
Overview: Mental Health Topic Ideas. Mood disorders. Anxiety disorders. Psychotic disorders. Personality disorders. Obsessive-compulsive disorders. Post-traumatic stress disorder (PTSD) Neurodevelopmental disorders. Eating disorders.
PhD in Mental Health
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 ...
Mental Health Dissertation Topics & Titles
Best Mental Health Topics for Your Dissertation. Topic 1: Kids and their relatives with cancer: psychological challenges. Topic 2: Hematopoietic device reaction in ophthalmology patient's radiation therapy. Topic 3: Psychological effects of cyberbullying Vs. physical bullying: A counter study. Topic 4: Whether or not predictive processing is ...
207 Great Mental Health Research Topics For Students
Conduct disorder among children. Role of therapy in behavioural disorders. Eating and drinking habits and mental health. Addictive behaviour patterns for teenagers in high school. Discuss mental implications of gambling and sex addiction. Impact of maladaptive behaviours on the society. Extreme mood changes.
61 Interesting Psychology Research Topics (2024)
Examples of systemic racism-related psychology research topics include: Access to mental health resources based on race. The prevalence of BIPOC mental health therapists in a chosen area. The impact of systemic racism on mental health and self-worth. Racism training for mental health workers.
Mental Health, PhD
PH.330.660. Grant Writing for the Social and Behavioral Sciences (fourth term) 3. PH.330.611. Writing Publishable Manuscripts for the Social and Behavioral Sciences (second year and beyond only - second term) 2. PH.330.605. Doctoral Seminar in Public Mental Health (2nd year PhD students only) 1.
Research and Practice
Research Areas. The Department of Mental Health covers a wide array of topics related to mental health, mental illness, and substance abuse. We emphasize ongoing research that enriches and stimulates the teaching programs. All students and fellows are encouraged to participate in at least one research group. Faculty and students from multiple ...
Mental Health PhD Program
The Mental Health PhD Program has also allowed me to form strong bonds with other PhD students and meet eminent researchers in the mental health field." ... 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 ...
Mental Health PhD
PhD. 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 ...
PhD in Social and Behavioral Sciences
The PhD program in Social and Behavioral Sciences is designed for individuals seeking training for careers as social and behavioral scientists, health educators, and health promotion or communication specialists in the public health arena. The curriculum centers on the application of social and behavioral science perspectives to research on ...
mental health PhD Projects, Programmes & Scholarships
King's PhD Programme in Mental Health Research for Health Professionals. King's College London. The applications are now open for October 2025 entry in the King's PhD Programme in Mental Health Research for Health Professionals, funded by Wellcome and King's College London. Read more. Funded PhD Programme (UK Students Only) 4 Year PhD ...
How PhD students and other academics are fighting the mental-health
And it has hosted two sessions on mental-health topics. "PAWS isn't a programme that specifically set out to improve mental health in the sciences, but by building a community and having ...
Research Degrees (PhD)
The Centre for Global Mental Health specialises in providing high quality PhD training opportunities in topics related to Global Mental Health, and offers students a broad range of possible PhD supervisors to gain the skills they will need for a career in mental health research. The research projects are mainly based in low and middle income ...
Can Pursuing A Ph.D. Impact Mental Health?
U.S. survey data in prior published research indicates that about 14.9% of Ph.D. students in economics and 10 to 13.5% of Ph.D. students in political science have received mental health treatment ...
UCL Wellcome 4-year PhD in Mental Health Science
The UCL Wellcome 4-year PhD in Mental Health Science is an opportunity for students to train in a wide range of fields relevant to mental health research. 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 ...
Doctoral Program
PhD-PHS in Social and Behavioral Sciences. Prospective doctoral students interested in the Department of Social & Behavioral Sciences should apply to the Doctor of Philosophy (PhD) Program in Population Health Sciences and choose Social & Behavioral Sciences as their Field of Study.The PhD in Population Health Sciences is offered under the aegis of the Harvard Graduate School of Arts and ...
King's PhD Programme in Mental Health Research for Health Professionals
King's PhD Programme in Mental Health Research for Health Professionals Start date. October 2023. Programme. Our PhD programme is available to health professionals (including but not limited to doctors, dentists, nurses, midwives, allied healthcare practitioners) across a diverse range of topics relevant to mental health science.
Mental Health
We are the only department of mental health in a school of public health in the U.S. We bring together experts across disciplines—from childhood adversity to aging, workplace health to global health—to understand mental health, prevent and manage mental health and substance use disorders, and advocate for improved access to mental health ...
PhD/MPhil Mental Health
Our PhD/MPhil Mental Health programme enables you to undertake a research project that will improve understanding of Mental Health. Our postgraduate researchprogrammes in mental healthare based on individually tailored projects. Applicants are specifically matched with a primary academic supervisor according to their research interest and ...
PhD/MPhil Mental Health • City, University of London
SHPS Doctoral Enquiries. +44 (0) 20 7040 5972. [email protected]. Help us to improve this page. A PhD/MPhil in Mental Health at City, University of London offers you the opportunity to carry out research that will make a real difference to people's lives.
The mental health of PhD researchers demands urgent attention
At that time, 29% of 5,700 respondents listed their mental health as an area of concern — and just under half of those had sought help for anxiety or depression caused by their PhD study. Things ...
"How is your thesis going?"-Ph.D. students' perspectives on mental
Mental health issues among Ph.D. students are prevalent and on the rise, with multiple studies showing that Ph.D. students are more likely to experience symptoms of mental health-related issues than the general population. However, the data is still sparse. This study aims to investigate the mental health of 589 Ph.D. students at a public university in Germany using a mixed quantitative and ...
Programs
The Department of Mental Health offers a doctoral level program, a master's program in health science and a combined bachelors/masters program. Master's Master of Health Science (MHS) in Mental Health. The MHS is a nine-month degree program that provides a foundation in the research methods and content-area knowledge essential to public mental ...
Mental Health
How Trained Service Professionals and Self-Advocacy Makes a Difference for Youth with Mental Health, Substance Abuse, or Co-occurring Issues. Statistics reflecting the number of youth suffering from mental health, substance abuse, and co-occurring disorders highlight the necessity for schools, families, support staff, and communities to work together to develop targeted, coordinated, and ...

Research Topics Ideas: Mental Health

Overview: Mental Health Topic Ideas

Mood Disorders

Anxiety Disorders

Psychotic Disorders

Personality Disorders

Obsessive-Compulsive Disorders

Post-Traumatic Stress Disorder (PTSD)

Neurodevelopmental Disorders

Eating Disorders

Substance-Related Disorders

Choosing A Research Topic

Find The Perfect Research Topic

How To Choose A Research Topic: 5 Key Criteria

Research Topics & Ideas: Automation & Robotics

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Research Topics & Ideas: Public Health & Epidemiology

Research Topics & Ideas: Neuroscience

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Mental Health Dissertation Topics & Titles

List Of Trending Mental Health Research Topics & Ideas

Latest Mental Health Dissertation Topics

Topic 1: An assessment of the Influence of Parents' Divorce or Separation on Adolescent Children in terms of long-term psychological impact.

Topic 2: An investigation of the impact of Trauma and Health-related quality of life on the Mental health and Self-worth of a child.

Topic 3: Assessing the effect of Psychological training on males suffering from Post-Surgery Anxiety in the UK.

Topic 4: Investigating the Relationship between Mental illness and Suicides- A case study of UK's Young Adults.

Topic 5: Examining the behaviour of Mental Health Nurses taking care of Schizophrenia Patients in the UK.

COVID-19 Mental Health Research Topics

Topic 2: Mental health and psychological resilience during COVID-19

Topic 3: The mental health of children and families during COVID-19

Topic 4: Mental wellbeing of patients during the Coronavirus pandemic

Best Mental Health Topics for Your Dissertation

Topic 2: Hematopoietic device reaction in ophthalmology patient’s radiation therapy

Topic 3: Psychological effects of cyberbullying Vs. physical bullying: A counter study

Topic 4: Whether or not predictive processing is a theory of perceptual consciousness?

Topic 5: Importance of communication in a relationship

Topic 6: Eating and personality disorders

Topic 7: Analysis of teaching, assessment, and evaluation of students and learning differences

Topic 8: Social and psychological effects of virtual networks

Topic 9: The role of media in provoking aggression

Mental Health Topics for Your Dissertation For Research

Topic 2: The contemporary practical management approach to treating personality disorders

Topic 3: How is Prozac being used in the modern-day to treat self-diagnosed depression?

Topic 4: Are women more prone to suffer from mental disorders than men: A Comparative analysis

Topic 5: The impact of breakups on the mental health of men?

Topic 6: A theoretical analysis of the Impact of emotional attachment on mental health?

Topic 7: How do social media friendships contribute to poor mental health?

Topic 8: What role do parents play in ensuring the mental well-being of their children?

Topic 9: A study on the mental health of soldiers returning from Iraq?

Topic 10: How the contemporary media practices in the UK are leading to mental health problems?

Topic 11: What is the impact of television advertising on the mental development of children in the UK?

Topic 12: How deteriorating mental health can have an Impact on physical health?

Topic 13: The relationship between unemployment and mental health

Topic 14: The mental health problems of prisoners in the United Kingdom

Topic 15: Mental well-being of industry workers in China

Topic 16: Is the provision of mental health care services in the United Kingdom effective?

Topic 17: What are the mental health problems that minorities in the United Kingdom face?

Topic 18: The impact the Coronavirus has had on the mental health of the Chinese people

Topic 19: How to create change in mental health organisations in China?

Topic 20: Addressing the mental health concerns of the Syrian refugees in the UK

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