mental health phd funding

PhD Fellowships for Health Professionals

Wellcome’s PhD Programmes for Health Professionals offer health professionals outstanding research training in supportive and inclusive research environments. Fellowships supported through these programmes aim to create knowledge, build research capability and train a diverse group of future leaders in clinical academia, within a positive research culture.

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Scheme at a glance  

Salary and research expenses covered

3 years (full-time equivalent)

Key dates  

Individual programmes recruit PhD fellows annually. Please contact individual programmes for more information on recruitment cycles and the application process.

Eligibility and suitability  

Who can apply, who can't apply show, who can apply.

The  PhD Fellowships for Health Professionals are for individuals who have demonstrated the potential to pursue a career as an academic health professional.  

Our programmes are based in centres of excellence throughout the UK. These programmes provide research opportunities for registered health professionals and specialities, including:   

• allied health professionals (art therapists, chiropodists/podiatrists, dieticians, drama therapists, music therapists, occupational therapists, operating department practitioners, orthoptists, osteopaths, paramedics, physiotherapists, prosthetists and orthotists, radiographers, and speech and language therapists)
• chiropractors
• clinical psychologists
• dental hygienists
• dental nurses
• dental therapists
• doctors (all specialities, including General Practitioners)
• healthcare scientists (in life sciences, physiological sciences, physical sciences and biomechanical engineering, and bioinformatics)
• health visitors
• non-medical public health specialists
• optometrists and dispensing opticians
• pharmacists
• social workers
• pharmacy technicians
• practitioner psychologists

Individual programmes have their own eligibility requirements. See ‘How to apply’ for more details.

Who can't apply

You can’t apply for this award if you’re looking for funding to do a PhD outside of our programmes. See details of the recruiting programmes in ‘How to apply’.

You can’t apply to carry out activities that involve the transfer of grant funds into mainland China.

What we offer  

Costs you can claim for, what we don't offer show, costs you can claim for.

A PhD undertaken as part of one of our programmes is for three years. Some programmes may offer opportunities for additional support pre- or post-PhD. Fellowships can be undertaken on a part-time basis.

Each programme includes support for:

• a salary in line with the most appropriate clinical salary scale in the UK, as determined by the host organisation
• PhD registration fees at the home (UK) rate. We will not fund the difference between this rate and the international fee rate. Visit the individual programme pages or contact the programme teams for more details on the fees you may be required to pay.
• college fees (where required)
• research expenses
• travel costs, including registration fees, carbon offset costs, childcare and costs for other caring responsibilities. Find out about the costs Wellcome fellows can claim on a grant .
• training costs, including for technical, discipline-specific and transferrable skills.

What we don't offer

We don’t fund overheads .

How to apply  

Individual programmes show.

To apply for a PhD Fellowship for Health Professionals, contact the relevant programme directly. Please don’t apply to the Wellcome Trust.  

The following PhD programmes for health professionals will recruit once per year.

4Ward North PhD Programme for Health Professionals

Available at:

• Newcastle University
• University of Leeds
• University of Manchester
• University of Sheffield.

Visit the programme page .

Contact: Jo Bentley ( [email protected] ). 

Edinburgh Clinical Academic Track  –  Inclusive (ECAT-I) PhD Programme

• University of Edinburgh.

GW4-CAT PhD Programme for Health Professionals

• Cardiff University
• University of Bath
• University of Bristol
• University of Exeter.

Health advances in underrepresented populations and diseases (HARP) PhD Programme

• City University of London
• Queen Mary University of London.

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

• King’s College London.

Visit the programme page.

Leicestershire Healthcare Inequalities Improvement PhD Programme (LHIIP)

• Loughborough University
• University of Leicester.

Contact: [email protected] . 

Liverpool Clinical PhD Programme for Health Priorities in the Global South

• Liverpool School of Tropical Medicine.
• University of Liverpool.

Midlands Mental Health & Neurosciences PhD Programme for Healthcare Professionals

• University of Birmingham
• University of Leicester
• University of Nottingham
• University of Warwick.

Contact: Chrissy Bailey ( [email protected] ). 

Multimorbidity PhD Programme for Health Professionals

• University of Dundee
• University of Edinburgh
• University of Glasgow
• University of St Andrews.

PhD Programme for Health Professionals at the Universities of Cambridge and East Anglia

• University of Cambridge
• University of East Anglia
• Wellcome Sanger Institute.

PhD Programme for Primary Care Clinicians

• Keele University
• Queen Mary University of London
• University College London
• University of Exeter
• University of Oxford
• University of Southampton.

Visit the programme page . 

PhD Programme in Global Health Research in Africa

• King's College London
• London School of Hygiene and Tropical Medicine
• St George's University of London
• University of Sussex.

Contact: Katherine Barrett ( [email protected] ).

More information  

Read more information on how we selected these programmes through our  PhD Programmes for Health Professionals competition . This competition is closed to new applicants.

Our previously funded Clinical PhD Programmes are no longer recruiting new fellows.

Find out how we've worked with the funding community to develop principles and obligations  setting out what we expect from those responsible for clinical academic training across the UK.

If you have a question about your application, contact the relevant university PhD programme.

Mental Health, PhD

Bloomberg school of public health, phd program description.

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

Department Organization

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

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

Academic Training Programs

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

Psychiatric Epidemiology Training (PET) Program

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

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

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

Drug Dependence Epidemiology Training (DDET) Program

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

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

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

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

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

Global Mental Health Training (GMH) Program

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

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

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

The Mental Health Services and Systems (MHSS) Program

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

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

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

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

Epidemiology and Biostatistics of Aging

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

The EBA training grant has as its aims:

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

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

Aging and Dementia Training Program

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

Program Requirements 

Course location and modality is found on the BSPH website .

Residence Requirements

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

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

Course Requirements

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

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

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

BIOSTATISTICS

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

EPIDEMIOLOGY

Department of mental health courses.

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

COURSE REQUIREMENTS OUTSIDE THE DEPARTMENT OF MENTAL HEALTH

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

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

SCHOOL-WIDE COURSES

Introduction to Online Learning  taken before the first year.

ETHICS TRAINING

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

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

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

The two courses that satisfy either requirement are:

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

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

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

PhD in Mental Health  

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

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

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

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

Completion of Requirements

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

Learning Outcomes

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

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

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

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Doctor of Philosophy (PhD)

Offered By: Department of Mental Health

Onsite | Full-Time | 4 – 5 years

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• Britt Dahlberg, PhD
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• Mark R. Luborsky, PhD
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• Olayinka O. Shiyanbola, BPharm, PhD
• Sarah Ronis, MD, MPH
• Susan D. Brown, PhD
• Tara Lagu, MD, MPH
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• Wynne E. Norton, PhD
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• A. Susana Ramírez, PhD, MPH
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About the PhD in Mental Health Program

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

PhD in Mental Health Program Highlights

mental health dept. in a school of public health

World renowned faculty

who are experts in the field

Students conduct

original research

Research opportunities

in the US and globally

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

Sample careers.

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

Curriculum for the PhD in Mental Health

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

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

Research Areas

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

Admissions Requirements

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

Standardized Test Scores

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

Program Faculty Spotlight

Judith K. Bass

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

Renee M. Johnson

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

George W. Rebok

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

Heather E. Volk

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

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

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

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

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

Compare Programs

• Check out similar programs at the Bloomberg School to find the best fit.
• Doctor of Philosophy (PhD) in International Health
• Doctor of Philosophy (PhD) in Epidemiology
• Doctor of Philosophy (PhD) in Health Policy and Management

PhD Program Funding

Funding Guarantee

Students admitted to the PhD program in counseling psychology will receive a five-year guarantee of support.

Post-MA Students: Students admitted to the post-MA program are funded during their three years of required coursework, their dissertator year, and their final year in an APA-accredited internship. Funding usually comes from multiple sources during doctoral study, including fellowships and assistantships, and includes tuition remission (except for the final year in the APA-accredited internship) and health benefits, as well as providing valuable research/teaching/clinical experiences.

Post-BA Students: Students admitted to the post-BA program are funded during their four years of required coursework and their dissertator year. Tuition remission and health benefits are included as a part of the five years of the guarantee spanning through their dissertator year. The required predoctoral internship is a year-long salaried training experience in the sixth year that is funded by the internship site. Tuition remission is not included during the APA-accredited internship in the sixth year.

Funding is guaranteed at not less than a level of 50 percent for the duration of the guarantee, provided that the student remains in good standing in the program. A variety of funding sources can provide support for the student under the terms of the guarantee, including a fellowship (limited availability), a teaching assistantship (either from the Department of Counseling Psychology or from another department on campus), project assistantship, research assistantship, or a teaching assistant lectureship. All of the above types of support pay a stipend, provide tuition remission, and include health insurance eligibility. Funding from other sources on campus will count toward a student’s guarantee of support.

We encourage incoming and returning students to explore funding opportunities outside the department as well as within the department. Graduate assistantships in other departments and administrative bodies across campus value the professional and interpersonal skills that counseling psychology PhD students bring, and historically our students have been very successful in obtaining these. Available assistantships are listed on the Student Jobs website ; click on Graduate Student Jobs to view them.

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Fellowship awards

University Fellowship Competition : The department nominates one outstanding incoming student for the Two-Year Graduate School Fellowship in early spring. The fellowship provides support for the first academic (nine-month) year, and an additional academic year of support once the student reaches dissertator status. The fellowship includes a stipend, remission of tuition and segregated fees, plus health insurance benefits during each of the two years.

Education Graduate Research Scholars Fellowship : The department is able to nominate a limited number of incoming students for the School of Education Graduate Research Scholars (Ed-GRS) fellowship each year. To be eligible for Ed-GRS, an incoming student must be a U.S. citizen or U.S. Permanent Resident, admitted to or enrolled in a graduate department, with preference given to Wisconsin residents; and identify with one of the following groups: African American, Native American, Latinx: Mexican Americans, Chicano/as, Puerto Ricans, Southeast Asians: Cambodian, Hmong, Laotian, and  Vietnamese, OR McNair Students: students who participated in a McNair Program OR Wisconsin residents who are first generation to complete a bachelor’s degree and who participated in a TRIO Program (Upward Bound, Talent Search, Educational). 

The Graduate Research Scholars’ community and the School of Education partner to administer this fellowship.   Get more information about the Ed-GRS fellowship here .

Other fellowships : Occasionally, the department is able to secure other fellowship funding for an incoming student, including the Kemper Knapp University Fellowship .

Graduate assistantships

The Department of Counseling Psychology has a limited number of graduate teaching assistantships:

Teaching assistantships (TA) : The number of TAs that the department is able to employ each year depends on course offerings and enrollment. TA salary for 2023-2024,​ for a 50 percent appointment is approximately $23,227 for a nine-month appointment, and includes remission of tuition with benefits. Salary amounts for TA positions are not negotiable. Positions in the Department of Counseling Psychology are announced in late spring to entering and continuing doctoral students. Students may also contact other departments for positions within their programs.

Project and research assistantships (PAs and RAs) : Faculty in the Department of Counseling Psychology sometimes hold research grants that employ project assistants or research assistants. Availability of such positions are announced to doctoral students in late spring for the upcoming year. Salary and benefits for PAs and RAs are similar to that of TAs.

Additional information about tuition, stipends and funding

• Graduate school enrollment requirements, including those for graduate assistants
• Bursar’s Office tuition and fee rates (includes rate for segregated fees)

Fellowship and Funding Opportunities

All questions regarding financing your education at the Harvard T.H. Chan School of Public Health can best be fielded directly by the Office of Financial Aid . The Office of Financial Aid website has a fund finder for scholarship/grant information. You will find an assortment of opportunities; please look through those and their criteria to ensure you qualify for a particular funding opportunity.

The Admissions Office also lists Harvard Chan Grant/Scholarships on their website  here  with instructions on how to apply. A Harvard-wide scholarship list on that link also requires separate applications and deadlines, so please review it thoroughly. Finally, there are external scholarship resources listed  here .

Please review the tabs below for more information on fellowships and funding from other Harvard T.H. Chan School of Public Health departments.

The Harvard T.H. Chan School of Public Health trains hundreds of fellows annually. For more information on fellowship and residency opportunities and any new fellowships that are added, please click here .

The Bernard Lown Scholars in Cardiovascular Health Program

David E. Bell Fellowship

The Science and Innovation Fellowship

Fellowship in Cancer Prevention Control

FXB Fellowships

Training Program in Molecular Metabolism (MMTP)

Occupational & Environmental Medicine Residency

Parker B. Francis Fellowship Program in Pulmonary Research

Postdoctoral Fellowships in Biostatistics

Takemi Fellowship Program

Yerby Postdoctoral Fellowship Program

Ash Center for Democratic Governance and Innovation/China Programs Student Research Grants The Ash Center’s China Programs financially support Harvard University students pursuing China-related internships, independent research, and other forms of study conducted in China during winter and summer academic vacation periods.

Bloomberg Harvard City Leadership Initiative The Initiative seeks Harvard graduate students to work with staff and faculty on projects that support participating cities, research, and curriculum development. The Initiative’s work with cities creates an opportunity to inspire a future generation of city leaders. Harvard graduate students will have the opportunity to gain experience in city government by working on real-world city issues. In so doing, students can provide immediate value to participating cities and contribute to emerging research.

Djokovic Science and Innovation Fellows The Djokovic Science and Innovation Fellowship supports the dissertation research of Harvard University doctoral students whose independent research aligns with the mission of the Center, which is to drive science-based innovation that achieves breakthrough outcomes for children facing adversity.

Global Mental Health Fellowship The Global Mental Health Fellowship was established in 2022, to provide students with opportunities to partner with organizations outside the U.S. to address mental health issues in their communities.

Herbert S. Winokur, Jr. Fellowship in Public Health for the Mississippi Delta – NEW! The Herbert S. Winokur, Jr. Fellowship in Public Health for the Mississippi Delta is awarded to Harvard Chan students in support of community-engaged projects that address the health and well-being of Mississippians. Fellows join other Community Engaged Learning Fellows in a community of learning and scholarship.

John C. & Katherine Vogelheim Hansen Research and Travel Fund for Africa  This fellowship aids undergraduate, DrPH, and GSAS students planning to travel to Africa for an international experience and is especially interested in supporting those experiences and projects related to science and health. The Vogelheim Hansen Fund typically covers all transportation expenses.

Harvard University Asia Center Grants and fellowships offered by Harvard University’s Asia Center

Harvard Ministerial Leadership Program – Tessa Jowell Fellowship for Student Research Harvard Ministerial Leadership Program announces the Tessa Jowell Fellowship for Student Research, open to students at the Harvard T.H. Chan School of Public Health, Kennedy School, and Graduate School of Education.

Harvard Office for Equity, Diversity, Inclusion and Belonging (Culture Lab Innovation Fund + Express Grants) The  Culture Lab Innovation Fund (CLIF) awards grants to Harvard students, faculty, staff, fellows, and personnel to pursue ideas that advance a culture of belonging on campus. Ideas should identify a critical challenge around diversity, equity, inclusion, or belonging. Proposals should aim to have a direct impact on the Harvard community and align with the University’s goals towards lasting inclusive excellence.

The University Office for Equity, Diversity, Inclusion & Belonging awards Express Grants to Harvard students, staff, faculty, postdocs, and researchers to pursue innovative ideas that will create learning opportunities, contribute to enhancing diversity initiatives and catalyze culture change.

Harvard Office for Sustainability – NEW The Student Grant program funds creative projects that contribute to Harvard’s commitment to climate and health and help create a more sustainable community. The Program funds projects that are specifically aligned with the goals, standards, and commitments in  Harvard’s Sustainability Plan . Special consideration is given to projects that address climate change and enhance human well-being.

Presidential Public Service Fellowship Program, Harvard University Harvard’s Presidential Public Service Fellowship (PPSF) program supports a broad range of summer opportunities that serve the common good. Our Fellows are involved in meaningful projects that affect communities across the United States. They are active in programs that focus on education, the arts, and government; work in social services and human rights organizations; and seek improved outcomes in health, the environment, and the justice system.

Rappaport Institute for Greater Boston; Public Policy Summer Fellowship The Rappaport Institute for Greater Boston encourages graduate students to spend part of their careers in public service through a paid, 10-week summer internship in key state and local agencies in the Greater Boston area.

Rose Service Learning Fellowship The Rose Service Learning Fellowships are funded by a generous gift from Dr. Deborah Rose, SM ’75 to support students and post-doctoral fellows at Harvard Chan to engage in service learning projects in the U.S. or abroad. There are currently two funding cycles per year, in the fall and spring.

Women in Public Policy Program (WAPPP) The Women and Public Policy Program (WAPPP) provides stipends to Harvard graduate students for field placements that focus on closing gender gaps. Over the past decade, WAPPP has supported over 130 students to work in at least 53 different countries, including Afghanistan, Colombia, India, Jordan, Liberia, Nepal, South Africa, and the United States.

For information on fellowship opportunities, please view the listings . For information on summer internship funding, please view the listings .

The Committee on General Scholarships administers special financial aid, scholarship, and fellowship programs that support Harvard University’s international and domestic graduate students.

Professional Development Support Fund Students at the Harvard T.H. Chan School of Public Health are fully engaged and are interested in taking advantage of opportunities to participate in co-curricular and academic experiences such as attending or presenting at professional conferences or development seminars, and by organizing their own events such as seminars, panels, symposiums, etc. As a result, a Professional Development Support Fund was established. The goal of the fund is to reduce individual students’ costs to participate in or organize experiences that contribute to their professional development.

Click here for more information.

Student Hardship Fund The Student Hardship Fund is designed to provide temporary, short-term financial assistance to students in degree programs who are managing demanding academic requirements while struggling with unanticipated or emergency financial situations. Unlike a loan, students are not expected to repay awards from the Student Hardship Fund. The fund will be managed by the Office for Student Affairs. Please be aware that this fund is limited and not all requests will be met with financial assistance.

The Center welcomes applications from graduate students and postdoctoral scholars in various disciplines whose research involves important international, transnational, global, and comparative national issues that may address contemporary or historical topics, including rigorous policy analysis, as well as the study of specific countries and regions outside the United States.

The Weatherhead Center has been fortunate to receive significant financial support for student research. The generous gifts of Albert and Celia Weatherhead, for whom the Center was renamed in 1998, assist the operation of the Center generally and student programs in particular. For a list of graduate student and postdoc funding opportunities, please click here .

Academy of Nutrition and Dietetics Foundation Through philanthropy, the Foundation aims to empower current and future food and nutrition practitioners to optimize global health.

Agency for Healthcare Research and Quality/ Health Services Research Dissertation Awards   The AHRQ Grants for Health Services Research Dissertation Program (R36) provides dissertation grants for doctoral candidates. This program supports dissertation research that addresses AHRQ’s mission and priorities and welcomes any areas of health services research as dissertation project topics.

Agency for Healthcare Research and Quality/ National Research Service Award Program/ Postdoctoral Fellowship   AHRQ supports individual students pursuing postdoctoral research training through the NRSA postdoctoral fellowship grant. The purpose of this training fellowship is to provide support to promising fellows with the potential to become productive, independent investigators in health services research with a research interest in areas and priorities relevant to the mission of AHRQ.

American Academy of Family Physicians Various scholarships, grants, and funding opportunities in Global Health

American Association of University Women (AAUW) AAUW awards fellowships and grants to “more than 13,000 scholars and organizations in 50 states, Washington, D.C., Puerto Rico and Gaum and 150 countries, one of the largest scholarship programs for women in the world”. There are funding opportunities for domestic and international applicants.

American College of Healthcare Executives The purpose of this directory is to provide a list of available postgraduate administrative fellowships to students and early careerists and provide a place where sponsoring organizations may promote their fellowships and increase visibility for these programs. This is not a comprehensive list of all available fellowships nationwide.

American Indian Education Fund   (AIEF) AIEF offers competitive graduate scholarships to eligible American Indian/Alaska Native/Native Hawaiian students pursuing a Masters’s or Doctoral degree.

American Indian Graduate Center   Financial support is provided for American Indians and Alaska Natives seeking higher education and support them in obtaining undergraduate, graduate, and professional degrees. We partner with Tribes, the federal government, foundations, corporations, and individuals to ensure the growth and sustainability of scholarships.

American Psychology Association (APA) – Wane F. Placek Research Grant The Wayne F. Placek Grant encourages research to increase the general public’s understanding of homosexuality and sexual orientation and to alleviate the stress that lesbian women, gay men, bisexual women, bisexual men, and transgender individuals experience in this and future civilizations.

Association of Schools & Programs of Public Health (ASPPH) ASPPH is a funding finder with a list of scholarships, fellowships, and grant opportunities.

Association on American Indian Affairs (AAIA) Scholarships   “The Association on American Indian Affairs has been providing Native American student scholarships since 1947 ​ and provides scholarships to undergraduate and graduate Native American students who are citizens of their Tribal Nation – whether or not their Nation is recognized by the federal government”.

Association for Environmental Health and Sciences Foundation – David F. Ludwig Memorial Student Travel Scholarship The AEHS Foundation offers the David F. Ludwig Memorial Student Travel Award. This scholarship was established to recognize students pursuing Ecology and Ecological Sciences research. – Charlena M. Seymour Scholarship This scholarship recognized women pursuing an advanced degree in Public and Environmental Health. The Scholarship is named in honor of Charlena Seymour whose professional accomplishments and vision, leadership, and compassion for her fellow man make her an outstanding role-model to women

Bill and Melinda Gates Foundation Promote programmatic innovation and support the foundation’s ability to solve complex problems by accessing exceptional, global talent with diverse backgrounds and experiences.

BIPOC Scholarship from Point Foundation BIPOC Scholarship from Point Foundation provides financial, coaching and community support to Members of Black, Indigenous and People of Color (BIPOC) communities.

Generations of racism and an education system born from discriminatory policies have made clear that BIPOC students face greater obstacles to educational achievement. When these challenges are combined with those faced by students who also identify as LGBTQ, the impediments can make a higher education degree seem impossible. Point aims to mitigate these issues by providing financial support, community resources, and professional development.

CareerOneStop Sponsored by the U.S. Department of Labor, CareerOneStop is a scholarship finder with thousands of scholarship, fellowship, and grant opportunities.

Centers for Disease Control and Prevention There are various “hands-on, full-time fellowship programs for those with a doctoral degree or recent doctoral graduates. All offer a unique experience in one of many public health fields”. The CDC also offers various grant opportunities .

Concern Worldwide: Program on Humanitarian Leadership Concern helps the world’s extremely poor and most vulnerable recover from disaster, fight malnutrition and deadly diseases, strengthen their resilience to climate extremes, and more.

Congressional Black Caucus Foundation The mission of the Congressional Black Caucus Foundation, Inc. (CBCF) is to advance the global Black community by developing leaders, informing policy, and educating the public.

The Cory L. Richards Memorial Scholarship Provides financial support to students who plan to devote their careers to advancing public policy related to sexual and reproductive health and rights and seek advanced degrees in public health or public policy.

Davis-Putter Scholarship The Davis-Putter Scholarship Fund provides financial support for students who are active and emerging organizers in progressive movements for liberation, self-determination and social and economic justice in their communities.

Echoing Green Fellowship for Emerging Health Leaders Echoing Green works to catalyze the ability of emerging public health leaders to impact the world and drive social progress further and faster. Our fellows are innovators, instigators, pioneers, and rebels who drive positive social change, improving healthcare and health policy worldwide. With an unrivaled commitment to bold new ideas, they have the potential to change patterns across society.

Fellowships for students FROM China enrolling in Harvard University Graduate Studies These fellowship funds support citizens of China enrolling in graduate degree programs. Candidates must have financial needs as determined by the Harvard school where they plan to enroll.

Fulbright Foreign Student Program via Laspau The global network of Fulbrighters fosters mutual understanding between the United States and partner nations, advances knowledge across communities, and improves lives around the globe. Laspau administers a part of the Fulbright Program, which provides grants to individuals from Latin America and the Caribbean for graduate study in the United States.

Gerber Foundation – Doctoral Student Research Grant Applications for Novice grants follow the same process as regular grants and are limited to no more than $30,000 in total (inclusive of indirects). They are identified by the amount requested in the application. Eligible applicants include physicians, PhD candidates, PharmD candidates, and other similar degree candidates.

Giva Corporate Student Scholarship and Worldwide Community Ambassador Award   Giva’s Corporate Student Scholarship and Worldwide Community Ambassador Award is for anyone attending a college or university in the United States. This scholarship grant is aimed at assisting undergraduate or graduate students in furthering their education as well as expanding their social responsibility and community service footprint in the world. There is no specific course of study or major required.

Harvard University Center for African Studies (Africa) The Center for African Studies offers funding to Harvard graduate students traveling to Africa for thesis research, internships, or study abroad. Grants require a minimum stay of eight weeks in Africa.

Harvard University Native American Program (HUNAP)   HUNAP provides support to Harvard students to conduct research on Native American and Indigenous issues, for professional development activities, and conference attendance.

HBNU Global Health Fellowship The HBNU Fogarty Global Health Training Program offers 12-month mentored research fellowships in low- and middle-income countries (LMICs) designed to address some of the world’s most pressing health challenges. The fellowship is available to U.S. pre-and post-doctoral students, as well as postdoctoral fellows from LMICs

Health Resources & Services Administration  (HRSA) HRSA programs support health infrastructure, including training health professionals and distributing them to areas where they are needed most, providing financial support to healthcare providers, and advancing telehealth.

Hispanic Scholarship Fund Founded in 1975, the Hispanic Scholarship Fund (HSF) empowers students and parents with the knowledge and resources to complete higher education while providing support services and scholarships to as many exceptional students, Scholars, and Alumni as possible.

IELTS USA Andrea Scott International Graduate Scholarship   This award honors the late Andrea Scott, a dedicated international education colleague and Senior Product Champion at IELTS USA. “Outside of her work, Andrea was active in her community, dedicating her time to bringing together those impacted by the justice system for artistic collaboration, mutual learning, and growth through the Prison Creative Arts Project. Scholarship recipients will share Andrea’s inspiring commitment to international education, her passion for globalization, creative arts, and equal rights initiatives”.

India and Pakistan “Seed for Change” Competition (Harvard University South Asia Institute) The Seed for Change Program aims to develop a vibrant ecosystem for innovation and entrepreneurship in India and Pakistan through an annual competition run by the Harvard University South Asia Institute (SAI), in which grant prizes will be awarded to interdisciplinary student projects that positively impact societal, economic, and environmental issues in India and Pakistan.

Indian Health Service The federal health program for American Indians and Alaska Natives.

John C. and Katherine Vogelheim Hansen Research and Travel Fund for Africa This fellowship aids undergraduate and graduate students planning to travel to Africa for an international experience and is especially interested in supporting those experiences and projects related to science and health. The Vogelheim Hansen Fund typically covers all travel expenses.

Korean-American Scholarship Foundation   KASF scholarships (which range from $500 to $5,000) are offered to qualified Korean American students (including foreign students from Korea). All applicants must be enrolled in a full-time program in the U.S. during the scholarship application year. If extra funds are available, other students (non-Koreans) may qualify for scholarships. Specifically, descendants of American veterans who served during the Korean War may qualify for scholarships (applicable to selective regions).

Luce Scholars Program via Harvard University Committee on General Scholarships – Travel to Asia The goal of the Luce Scholars Program is to enhance the understanding of Asia among potential leaders in American society. The program is aimed at a group of highly qualified young American in a variety of professional fields who have limited experience in Asia and who might not otherwise have an opportunity in the normal course of their careers to come to know Asia.

LULAC National Scholarship Fund   LNESC and LULAC created the LULAC National Scholarship Fund (LNSF) to help youth in underserved communities make the dream of college enrollment a reality. LNSF is a unique partnership between grassroots advocates and corporations that fund educational opportunities for deserving youth across the U.S.

National Academies Fellowships   The Fellowships Office administers predoctoral, postdoctoral, and senior fellowship awards for the government and private/foundation sponsors. These fellowship awards play an important role in the career development of doctoral and postdoctoral researchers and scholars for the academic, federal, industrial, and international workforce.

National Environmental Health Association Scholarships   By offering the NEHA/AAS Scholarships to eligible undergraduate and graduate students, they hope to contribute positively to the future of environmental health. The scholarship program aims to encourage early commitment by students to pursue a career in environmental health.

National Institutes of Health  NIH has a list of institutional training grants to provide individual research training opportunities (including international) to undergraduate, graduate, and postdoctoral trainees. NIH also has a list of individual fellowships that domestic and international students can apply to.

National Water Research Institute (NWRI) Fellowships   The NWRI fellowship program awards funds to graduate students who are conducting water research in the United States.

The Paul & Daisy Soros Fellowships for New Americans Seeking 30 most promising New Americans who will make distinctive contributions to American society, culture, or their field.

Philanthropic Education Organization (PEO) The P.E.O. Scholar Awards was established in 1991 to provide substantial merit-based awards for women of the U.S. and Canada pursuing a doctoral-level degree at an accredited college or university.

Presidential Innovation Fellowships The Presidential Innovation Fellows program brings the principles, values, and practices of the innovation economy into government through the most effective agents of change we know: our people. This highly competitive program pairs talented, diverse individuals from the innovation community with top civil servants to tackle many of our Nation’s biggest challenges, and to achieve a profound and lasting social impact.

Presidential Management Fellowships To become a PMF (Presidential Management Fellowship), you must participate in a rigorous, multi-hurdle process. It takes patience and endurance but also gives you a chance to demonstrate your leadership ability and potential. As a PMF, you will have earned your place in the program, and the opportunity to grow professionally, serve your country, and make a difference!

Robert & Patricia Switzer Foundation The Switzer Fellowship offers one-year fellowships to highly talented graduate students from diverse academic and personal backgrounds in New England and California whose studies and career goals are directed toward environmental improvement and who demonstrate leadership in their field.

Robert Wood Johnson Foundation The Robert Wood Johnson Foundation funds a wide array of research and initiatives to help address some of America’s most pressing health challenges.

SAMHSA Minority Fellowship Program   The MFP targets but is not limited to racial/ethnic minority individuals pursuing a doctoral degree in social work. Applicants must hold a social work master’s degree from a CSWE-accredited program. Their career goal must be to provide leadership in practice, research, teaching, and policy promulgation in government or private organizations serving underrepresented and underserved persons with or at risk for mental health and/or substance abuse disorders.

Thurgood Marshall College Fund via Sallie Mae Fund   The Thurgood Marshall College Fund (TMCF) and The Sallie Mae Fund proudly offer financial assistance to outstanding students attending an accredited post-secondary graduate-level institution.  Ten (10) students enrolled at least part-time in an accredited graduate-level program will be selected to receive a scholarship up to $10,000.

Tylenol Future Care Scholarship Each year the makers of TYLENOL ® award annual scholarships to well-deserving students pursuing careers in healthcare.

World Bank Scholarship & Fellowships The World Bank’s Development Economics Vice Presidency (DEC) provides scholarships to students and young researchers, contributing to the World Bank’s mission of forging new dynamic approaches to capacity development and knowledge sharing in the developing world.

News from the School

Bethany Kotlar, PhD '24, studies how children fare when they're born to incarcerated mothers

Soccer, truffles, and exclamation points: Dean Baccarelli shares his story

Health care transformation in Africa highlighted at conference

COVID, four years in

• 2023 Impact Report
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• Program FAQs
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Funding Opportunities

Visionary Grants

The APF Visionary Grants seek to seed innovation through supporting research, education and intervention projects and programs that use psychology to solve social problems in a number of priority areas.

The APF Visionary Grants seek to seed innovation through supporting research, education and intervention projects and programs that use psychology to solve social problems in the following priority areas:

• applying psychology to at-risk, vulnerable populations (e.g., serious mental illness, returning military, those who are incarcerated or economically disadvantaged);
• preventing violence;
• understanding the connection between behavior and health (e.g. wellness, diabetes, obesity);
• understanding and eliminating stigma and prejudice (e.g., race, gender, sexual orientation, religion, age, disability, and socioeconomic status);
• furthering racial equity: APA has requested funds from their fund at the Tides Foundation to fund a 2024 Visionary Grant that is focused on furthering racial equity.

Preference will be given to pilot projects that, if successful, would be strong candidates for support from major federal and foundation funding agencies, and “demonstration projects” that promise to generalize broadly to similar settings in other geographical areas and/or to other settings.

Eligibility

APF encourages applicants from diverse backgrounds with respect to age, race, color, religion, creed, nationality, ability, sexual orientation, gender, and geography.

Applicants must:

• be a graduate student or early career researcher (no more than 10 years postdoctoral)
• be affiliated with an educational or scientific institution, a nonprofit charitable, organization, or a governmental entity operating exclusively for charitable and educational purposes
• have demonstrated competence and capacity to execute the proposed work

Application Instructions

Application Materials:

• project proposal
• project timeline 
• detailed budget and justification
• organization IRS determination letter (if affiliated with a nonprofit)

Evaluation Criteria

Applications will be evaluated on:

• innovative and potential impact qualities (introduction of proven interventions in a similar setting, minor extensions of established theory or work that has little chance of replication or use beyond the proposed setting do not qualify as innovative or impactful)
• quality, viability, and promise of proposed work
• criticality of proposed funding for proposed work (mere contributions to larger funded efforts, or “add-ons” that could/should be carried out under that funding are discouraged)
• clear and comprehensive methodology

Please be advised that APF does not provide feedback to applicants on their proposals.

Please review our  Program FAQs  for important details on the application process.

Recent Recipient

Seanna leath.

Washington University in St. Louis “Black Children’s Joy and Educational Justice: A Portraiture Study on Classroom Implementation and Effectiveness of a School District’s Strategic Plan around Anti-Racism and Wellbeing”

Past Recipients

Erica Szkody, PhD, Stony Brook University “ Promoting Healthy Relationships in Rural Adolescents Experiencing Depression: Co-Designing and Evaluating an Online Single-Session Intervention”

Maegan Paxton Willing, PhD,  The Henry M. Jackson Foundation for the Advancement of Military Medicine, Inc. “Feasibility and acceptability of ecological momentary assessments to understand sleep effects in veterans with suicide ideation: A pilot study”

Thania Galvan, PhD, University of Georgia “Examining a Biopsychosocial Model of Suicidality in Latina Adolescents”

Mark Wade, PhD, University of Toronto “The Long and Wide Shadow of COVID-19: Testing Mechanisms of Stress Exposure on Preschool Children’s Emotional and Cognitive Development”

Rosanna Breaux, PhD, Virginia Tech University “Piloting a Parenting Mobile App to Reduce Treatment Time for Families in Virginia”

Seanna Leath, Washington University in St. Louis “Black Children’s Joy and Educational Justice: A Portraiture Study on Classroom Implementation and Effectiveness of a School District’s Strategic Plan around Anti-Racism and Wellbeing”

Selime Salim, Medical University of South Carolina “Web-based Screening and Brief Intervention Tool (SBIT) for Alcohol Use following Sexual Assault: Adaptation for Sexual Minority Women and Gender Diverse Adults”

Miriam Isserow Memorial Visionary Grant for Violence Prevention:

Meredith Blackwell, University of New Mexico “A Novel Measurement of Sexual Violence among Refugee and Forcibly Displaced Women Resettled in the United States”

Mariann Howland, Regents of the University of Minnesota “A Dimensional Approach to Perinatal Mania and Psychosis”

Desiree Jones, The University of Texas at Dallas “Examining the Relationship between Stigma, Victimization, Exclusionary Attitudes, and Poor Mental Health Experiences in Black and White Autistic Adults”

Amy C. Moors, PhD, Chapman University “Fostering Ally Development to Reduce Microaggressions among College Students”

Eleanor Battison, Oregon Health & Science University “Post-Surgical Pain-Related Outcomes Among Ethnically Diverse Emerging Adults”

Amie Zarling, PhD, Iowa State University Foundation “Feasibility and Initial Effectiveness of a Novel Community-Based Relationship Violence Intervention Program for Men of Color—A Culturally-Responsive Approach”

C. Aubrey Rhodes, Arizona State University “The New Beginnings Podcast: A Small-scale Randomized Controlled Trial of a Parenting Podcast to Improve Outcomes for Children from Divorced Families”

Kajung Hong, SDSU/UC San Diego Joint Doctoral Program in Clinical Psychology “Examining Associations Among Child Maltreatment Histories, Physiology Patterns to Parental Stress, and Parenting Behaviors”

Hannah L. Schacter, PhD, Wayne State University “Improving Health Outcomes among Adolescents with Asthma: Examining the Real-Time Effects of Peer Support”

Jarrett T. Lewis, PhD, University of Illinois, Urbana-Champaign “Utilizing a Trauma Lens to Reconceptualize Violence Perpetuation & Exposure Among Black Male High School Students: A Needs Assessment & Pilot Intervention”

Jeremy Stewart, PhD, Queen’s University “Unpacking the Prospective Relation between Self-injury and Suicide Capability in Adolescents”

Prachi Bhuptani, PhD, Rhode Island Hospital, Brown University “Understanding the Context of Shame in Opioid Use Disorder and Sexual Violence”

Abigail Folberg, PhD, University of Kentucky “Examining How Prejudice Confrontation Diffuses Through Social Networks”

Irene Tung, PhD, University of Pittsburgh “Levering Mobile Health Technology to Monitor Daily Emotional Health and Stress Physiology During Pregnancy”

Robert Vargas, Carnegie Mellon University “Using fMRI-measured Attitudes and Actions to Predict Biased Decisions to Punish among White and Chinese Americans”

Teresa Nguyen, PhD, Sonoma State University “Socioeconomic Status, Racial Discrimination, and the Well-being of Low-Income, Latinx Families”

Yan Yuan, PhD, University of Pittsburgh “Intimate Partner Violence Amongst Asian Immigrant Women: Feasibility and Efficacy of an Integrative Psychosocial Program (IPP)—A Transdiagnostic and Culturally-competent Approach”

Kate Turetsky, PhD, Barnard College, Columbia University “Understanding and Ending Racial Bias in Early Education Assessment”

Amanda McCleery, PhD, Kyle Minor, PhD, Katy Thakkar, PhD “Promoting Resilience and Well-Being in a Psychosis-Prone Population: Identifying Protective Factors in Daily Life”

Sarah Gillespie, University of Minnesota “Ending Racism and Promoting Student Thriving in Diverse Schools: Exploring the Causal Effect of Ethnic Studies Education through a Natural Experiment”

Megan Miller, PhD, Indiana University “Investigating how institutional and provider racism contribute to pain treatment disparities in adults with sickle cell disease”

Shelby Scott, PhD, University of Texas at San Antonio “Intimate Partner Violence in Transgender Romantic Relationships: A Dyadic, Longitudinal Investigation of Actor-Partner Associated Risk Factors”

Alexander Burgoyne, PhD, Georgia Institute of Technology “Reducing Adverse Impact and Improving Personnel Selection Using Tests of Attention Control”

Brenden Tervo-Clemmens, Massachusetts General Hospital “Real-Time Assessment of Substance Use Risk: Identifying how Daily Fluctuations in Impulsivity Predict Same Day Cannabis Use in Adolescents”

Arianna Gard, PhD, Collin Mueller, PhD, Fanita Tyrell, PhD “Ethical Representation in Biosocial Research: Laying the Groundwork for the Representation And Research Ethics (RARE) Registry at UMD”

Sarah Hope Lincoln, PhD, Case Western Reserve University “Social Isolation and Suicide Behavior in First Episode Psychosis”

Erika Fountain, PhD, University of Maryland, Baltimore County “Mapping Juvenile Justice: Examining How Structural Barriers Impact Youth Engagement with Juvenile Probation Services”

Maurin Kautz and Daniel Moriarity, Temple University “Suicidal Thoughts and Behaviors in late Adolescents Following Childhood Maltreatment are Mediated by Enhanced Acute Stress-Responsivity”

Lauren Luther, PhD, University of Georgia “Neural predictors and changes related to an mHealth intervention in psychosis”

Jasmine Mote, PhD, Tufts University and Daniel Fulford, PhD, Boston University “Cardiovascular regulation through social contact: Examining the impact of loneliness on heart rate variability in schizophrenia”

Cixin Wang, PhD, University of Maryland, College Park “Examining the Feasibility and Effectiveness of a Novel Psychosocial Intervention for Asian American Parents and Youth”

Ashley Batastini, PhD, University of Southern Mississippi “Reaching the Restricted: Examining the Feasibility and Effectiveness of a Novel Psychosocial Intervention for Female Inmates in Administrative Segregation”

Erika Esposito, University of Rochester “Suicide Risk Among Transgender Youth: A Multimethod, Multi-informant Examination of Gender Identity”

Luz Garcini, PhD, Rice University “How Does Contextual Stress Get Under the Skin of Young Undocumented Immigrants?: Identifying Mechanisms of Risk and Resilience”

Susan Murray and Naoise Mac Giollabhui, Temple University “Examining the Roles of Socioeconomic Status and Relevant Health Correlates (Body Mass Index, Diet Quality, and Inflammation) for Neuropsychological Function in Young Adults”

Melek Yildiz Spinel, University of South Carolina “Gender Role Discrepancy, Relationship Satisfaction, and Intimate Partner Violence Risk for Latina Women”

Jonathan Stange, University of Illinois at Chicago “Regulation in the Real World: Real-Time Assessment of Suicide Risk in Context”

Alejandro Vazquez, Utah State University “Mental health service preferences among Latinx caregivers: A step towards culturally congruent intervention formats for children and adolescents”

Ha (Milkie) Vu, Emory University “An Examination Of Multilevel Factors Influencing Vietnamese-American Parents’ HPV Vaccine Uptake For Their Adolescent Children”

Kerrie Wilkins-Yel, PhD, Indiana University “Centering Those at The Margins: Understanding Counterspaces as an Avenue to Advance STEM Persistence Among Women of Color”

Heather Derry, PhD, Weill Medical College of Cornell University “Biopsychosocial pathways in aging with HIV: Investigating links between depression, stigma, inflammation, and health risks”

Anjali Dutt, PhD, University of Cincinnati “Beyond refuge: Promoting psychological well-being and community support among refugees”

Brian Feinstein, PhD, Northwestern University “Combating the invisibility of bisexuality: Attempts to gain visibility and their influences on bisexual individuals’ mental health”

Ashley Howell, PhD, Medical University of South Carolina “Fear regulation, executive functioning, and child trauma exposure: A prospective study on psychological risk and resilience in youth”

Joshua Jackson, PhD, Washington University in St. Louis “Personalized interventions: Using idiographic personality networks to change health behavior”

Emily Kan, University of California, Irvine “How does avoiding justice system involvement relate to developmental outcomes in young adulthood?”

Jennifer Saddler, University of North Carolina Chapel Hill “Understanding obesity through brain responses to positive and negative food reinforcement”

April Thomas, PhD, University of Texas at El Paso “Does incarceration hinder adolescents’ development of social competence?”

Blake Allan, PhD, Purdue University “Underemployment and Mental Health: A Longitudinal Study”

Meagan Brem, University of Tennessee “Extending a Conceptual Model of Alcohol-Related Violence to Cyber Dating Violence using a Daily Diary Design with College Students”

Casey Gardiner, University of Colorado Boulder “Optimizing Incentive Interventions for Diet and Physical Activity: Roles of Cognition, Motivation and Weight Status.”

A. Zarina Kraal, University of Michigan “Psychosocial and physiological mechanisms of cognitive pefromance in Type 2 diabetes mellitus.”

Jennifer Silvers, PhD, University of California, Los Angeles “Neuroinflammatory markers of early stress during adolescence”

Amanda Sisselman-Borgia, PhD and Mia Budescu, PhD, CUNY Lehman College; Gina Torina, PhD, SUNY Empire State College “Understanding Microaggressions in Homeless Youth Through the Experiences of Youth and Service Providers”

Amanda Van Scoyoc, PhD and Amanda Lowell, PhD, Yale University “Understanding Stigma Surrounding Pregnant Women with Substance Use Disorders”

Rachel Wu, PhD, University of California, Riverside “Inducing Cognitive Development in Aging Adults”

Ana Julia Bridges, PhD, University of Arkansas “Group Treatment with Incarcerated Female Sexual Assault Victims: Is Exposure Critical to Successful Outcomes?”

Frances Chen, PhD, University of British Columbia “The Scent of a Good Night’s Sleep”

Stephen Chen, PhD, Wellesley College “Grandparent Caregiving Practices and Obesity in Chinese Immigrant Children”

Andrea Glenn, PhD, University of Alabama “Effects of a Positive Psychology Based Intervention on Brain Functioning in Adolescents at Risk for Violence”

Evan Kleiman, PhD, Harvard University “A pilot study of a smartphone-based intervention for suicidal inpatients”

Natasha Schvey, PhD, Henry M. Jackson Foundation for the Advancement of Military Medicine “Stigma, Health, and Psychosocial Functioning among Transgender Actice Duty Service Members”

Lindsay Sheehan, PhD, Illiniois Institute of Technology “Developing a Strategic Disclosure Program for Suicide Attempt Survivors”

Anna Van Meter, PhD, Yeshiva University “Harnessing the Circadian Rhythm: Identification and Intervention Prior to the Onset of Mood Disorder”

Joel Wong, PhD, Indiana University “A Sexual Assault Preventative Intervention for Male College Students: A Randomized Controlled Trial Based on the Self-Persuasion Paradigm”

Sachiko Donley, University of California, Irvine “You’re Stressing Me Out: Adolescent Stress Response to Evaluation from Same-Aged Peers and its Effect of Risky Decision-Making”

Jessica Lambert, PhD, California State University, Stanislaus, and Alyssa Banford, Alliant International University “Toward understanding the needs of widowed women after mass trauma: War and disaster in Sri Lanka”

Rebecca Mohr, Columbia University “An Exploration of the Behavioral and Physiological Consequences of Intersectional Invisibility Discrimination”

Lindsay Nagamatsu, PhD, University of Western Ontario “Uncovering Neural Signatures of Fall Risk in Older Adults”

Cynthia Najdowski, PhD, University of Albany “Effects of Race and Socioeconomics Status on Medical Misdiagnosis of Child Abuse”

Ryan Shorey, PhD, Ohio University “Examining the Efficacy of Three Interventions for Sexual Assault: A Preliminary Randomized Controlled Trial”

Erin Tully, PhD, Georgia State University “The Neurobiology of Sharing Others’ Happiness: A Clue to Understanding Children’s Aggression?”

Jay Van Bavel, PhD, New York University “The Role of Distance and Speed Perception in Police Shooting Decisions: From Exploration to Intervention”

Monnica Williams, PhD, University of Louisville “Reducing Microaggressions and Promoting Racial Harmony”

Dara Babinski, PhD, Penn State “A novel social skills intervention for adolescent girls with ADHD”

Naama de la Fontaine, PhD, Yale “Police Response to Children Expose to Violence: The Impact of Specialized Training on The Current State of Practice” 

Arpana Gupta, PhD, UCLA “Mind Altering Microorganisms: Sex and Race Difference in the Influence of Gut Microbiota on Brain Structures in Obese Healthy Control Subjects” 

Ryan Hill, Florida International University “Pilot Trial of a Web-Based Program to Reduce Perceived Burdensomeness in Adolescents

Anne Krendl, PhD, Indiana University “The current proposal uses a neuroscience approach to identify how stigmas about mental illness affect attitudes towards mental health treatment, and how they can be reduced.” 

Casey LaDuke, Drexel “A prospective incremental validity study in an incarcerated sample” 

Scott Ross, PhD, Utah State University “Stand for Courage: Preventing bullying and suicide in high schools using positive recognition of stand-up behavior” 

Laura Taylor, PhD, UNC Greensboro “Daily Stressors and Positive Development among Immigrant and Refugee Youth”

Nadav Antebi, Columbia University “From Minority Stress to Minority Growth: Stigmatized Identity and the Development of Positive Attributes and Growth in Lesbian, Gay, Bisexual, Transgender, and Queer Populations” 

Laura Kati Corlew, PhD, East-West Center “Relating the Psychological Recovery from Recent Disasters to Climate Change Risk Perception and Preparedness in Hawai’i and American Samoa” 

Farrah Jacquez, PhD, University of Cincinnati “Physical and Mental Aspects of Stress and Resilience in Vulnerable Youth” 

Bernhard Leidner, PhD, University of Massachusetts, Amherst “From the Laboratory to Field-Experimental Interventions: Understanding and Improving the Justice Discourse in Israeli-Palestinian Conflict Resolution” 

Timothy Nelson, PhD, University of Nebraska, Lincoln To understand the relationship between sleep and psychopathology in youth with significant mental health problems 

Kymberlee O’Brien, PhD, University of Massachusetts, Boston “Transmission of Discrimination-Related Stress Reactivity and Reduction from Mother to Infant” 

Jodi Quas, PhD, University of California, Irvine “Empathy and Altruism: Missing Pieces in the Peace Building Process” 

E. Scott Geller, PhD, Virginia Tech University 

Tamara L. Newton, PhD, University of Louisville 

David Vogel, PhD, Iowa State University 

Rezarta Bilali, PhD, University of Massachusetts-Boston

Thao N. Le, PhD, Colorado State University 

Johanna Ray Vollhardt, PhD, Clark University 

Lisa Kiang, PhD, Wake Forest University 

E. Mark Cummings, PhD, University of Notre Dame 

Rachel Barr, PhD, Georgetown University

Sarah Enos Watamura, PhD, University of Denver

Alisha Ali, PhD, New York University

Judith E. Carroll, University of Pittsburgh 

Lenny R. Vartanian, PhD, Syracuse University 

Shari Elizabeth Miles-Cohen, PhD, Women’s Programs Office, American Psychological Association 

Michelle Billies, Graduate Center of the City University of New York 

Joni T. Howard, Washington State University

Population Media Center 

S. D. Shantinath, PhD, Woman to Woman International 

Melissa I. Gebbia, PhD, Molloy College

Beatrice Beebe, PhD, New York State Psychiatric Institute 

BraVada Garrett-Akinsanya, PhD, LP, National Multicultural Conference and Summit 

Douglas C. Kimmel, PhD, AIZHIXING Institute of Health Education

Laurie Young, PhD, Older Women’s League

Population and Development International 

Advanced Research and Training Seminars (ARTS)

Middle East and North Africa Regional Conference of Psychology, Science Directorate, American Psychological Association 

Sam Walton, We Care Media Arts, Inc.

• Stanford Biosciences

Biosciences Mental Health Support Program

About the program.

In an effort to help address some of the challenges surrounding Mental Health and Wellness for Biosciences PhD students, in conjunction with the Biosciences Hardship Program , we have created the Biosciences Mental Health Support program. Funds from this program are intended to assist PhD students with copays associated with their mental health care. 

This program offers up to $1,000 (subject to fund availability) per academic year to doctoral scholars who meet the eligibility criteria. To maximize the impact of our limited funding, the application will remain open year-round; however, application review will only occur at specific designated times throughout the year. We anticipate making reimbursements on the order of $50 – $1000 each.  The Biosciences Mental Health Support funds are grants and do not need to be repaid.  They are, however, considered taxable income and recipients will need to comply with IRS guidelines.  Please be aware that funds disbursed may automatically be applied to any outstanding university bill.

If you are seeking cost-efficient support, The Mental Health Team provides free and accessible mental health care for School of Medicine and Biosciences students. Please review the MHT website for information on making an appointment. Further campus resources can be found here .

Eligibility

To be eligible for the Biosciences Hardship Fund, the applicant must be actively pursuing a PhD degree in the following programs: Biochemistry, Bioengineering, Biology, Biomedical Data Science, Biomedical Physics, Biophysics, Cancer Biology, Chemical and Systems Biology, Developmental Biology, Epidemiology and Clinical Research, Genetics, Health and Research Policy, Immunology, Microbiology and Immunology, Molecular and Cellular Physiology, Neurosciences, Stem Cell and Regenerative Medicine, or Structural Biology.

Students from the eligible programs listed above may apply. Awards are prioritized for applicants in their first six years of PhD study, but students beyond their sixth year may also request support. MSTP students who are in their PhD years may also apply.

Each academic year’s funding cycle for reimbursement-eligible appointments begins on June 1 of the previous academic year, and ends at the completion of the current academic year, August 31. Appointments that occur within this date range are eligible via this program, unless the student has reached the maximum reimbursement amount for the academic year, or those specific appointments were covered via an application from the previous Academic Year.

How to Apply

This fund will be administered by the Office of Graduate Education and is subject to fund availability. Applications will be reviewed quarterly, due to potential fiscal year restraints the Spring and Summer review periods will be combined. Reimbursements will be discreetly entered in GFS following the application review period. You may apply for reimbursements quarterly, but please note the program will only reimburse up to $1,000 in copays per academic year. The application does request supplemental materials, however, we do not request any materials with any element of diagnosis information. Your application information will be kept confidential amongst the Review Committee who will review applications for completeness, and make recommendations for reimbursement amounts with the finance team. If you have exhausted your award Mental Health Support program award and need additional financial support please consider applying for the Biosciences Hardship Program .

Application Review Periods

*Dates listed for notification are estimates

**Applications received after June 10, 2024 deadline will be reviewed during the Autumn 2024-25 review period, and any awarded amount will count towards your 2024-25 award limit.

If you have questions after reviewing the program details and eligibility requirements, contact the Office of Graduate Education at [email protected] .

Alternatively, use our A–Z index

Attend an open day

PhD/MPhil Mental Health

Year of entry: 2024

• View full page

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

See full guidance on how to choose a project and submit an application on our websi te . You should then complete the online admissions application form to apply for this programme. Ensure you include all required supporting documents at the time of submission, or this 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)

Programme options

Programme overview.

• Learn from some of Europe's leading researchers while undertaking your own project.
• Access some of the best research facilities in the world at both the University and in hospitals around Greater Manchester.
• Undergo training in transferable skills critical to developing early-stage researchers and professionals through the Doctoral Academy's training programme.
• Conduct research at a university ranked 6th in the UK (QS World University Rankings 2023).

For entry in the academic year beginning September 2024, the tuition fees are 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.

In addition to the formal online application, candidates should send all supporting documents (CV, transcripts, certificates, confirmation of funding, English language ability (if applicable) and a personal statement).

About the personal statement   

We recommend that your personal statement summarises:

• any research experience and your interests;
• your motivation for postgraduate research study;
• why you want to do a postgraduate research degree in Manchester;
• your career development to date;
• your future career plans;
• other supporting information: recent publications if any or other research training and experience;

If you have completed a research project during your undergraduate/master's study, please give a short description of the work you undertook, including the following details:

• the research problem
• your key findings
• techniques acquired and skills learned

This information is especially important for applicants from overseas, so we can fully assess your practical background and experience alongside your academic qualifications. Failure to include this information may delay the processing of your application.

See further guidance on how to choose a project and submit an application  on our website  .

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.

Disclosure and Barring Service check

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 research programmes in mental health are 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.

University of Utah Hospital

General questions.

• Billing & Insurance

• Health Care Home
• Press Releases

University of Utah announces major funding for new addiction treatment research

Media contact:.

Patricia Brandt Manager, Public Relations and Communications, Huntsman Mental Health Institute University of Utah Health Email: Patricia.Brandt @hsc.utah.edu

Salt Lake City (April 10, 2024) - Worldwide, someone dies from drug or alcohol addiction every four minutes. Now, researchers at Huntsman Mental Health Institute at the University of Utah have been selected by Wellcome Leap to research a new treatment for substance use disorder as part of a $50 million commitment to develop innovative treatments.

Brian J. Mickey, MD, PhD, professor of psychiatry at Huntsman Mental Health Institute (pictured top left), will lead the team of investigators with expertise in psychiatry, biomedical engineering, neuroscience, radiology, and social work to research a new, noninvasive treatment for addiction. Co-principal investigators include Jan Kubanek, PhD , (pictured top center), and Taylor Webb, PhD (pictured top right); co-investigators include (from left to right) Eric Garland, PhD, LCSW ; Rana Jawish, MD ; Vincent Koppelmans, PhD ; and Tom Riis, PhD.

The research will be funded by the Untangling Addiction program, which is a $50 million program founded by Wellcome Leap , to develop scalable measures to assess addiction susceptibility, quantify the risks stemming from addiction, and develop innovative treatments.  

“Substance use disorder is a significant global health problem, and yet the treatment options are limited,” Mickey said.  “We’re developing a non-invasive intervention for preventing and treating addiction, chronic pain, and depression. This funding will help us validate and generate the data to support the next critical step: an efficacy trial to determine the effectiveness of the intervention.”

Mickey’s team will use a novel ultrasound-based device to modulate deep brain regions and behaviors associated with opioid addiction. The goal will be to ultimately develop this approach into an individually targeted therapeutic intervention for a range of addictions. “Addictions are brain illnesses that have enormous negative impact on individuals, families, and society,” Mickey said. “A major reason that addictions have been difficult to prevent—and treat—is that they are driven by dysfunction of deep brain regions that are challenging to access. Many psychiatric problems such as depression, anxiety, and addiction are caused by malfunction of brain circuits. This project is an example of our mission to understand how these neural circuits are dysregulated and to develop novel, circuit-targeted interventions that return the brain to a healthy state.”

"We are proud to bring Wellcome Leap's innovative problem-solving and funding approach to our research enterprise at the University of Utah," said Taylor Randall, President , University of Utah. "To have our mental health researchers contributing to pioneering work on addiction treatment reaffirms our commitment to improving lives through discovery."

“What makes research like this so impactful is that it brings together a variety of disciplines to help solve complex problems in mental health,” said Mark Hyman Rapaport, MD , CEO of Huntsman Mental Health Institute. “This is particularly timely news given the groundbreaking of a new translational research building on campus focused on mental health and the brain. Our nation is in a mental health crisis, but there is hope if we can think differently and work together to change this trajectory.”

About Huntsman Mental Health Institute

Huntsman Mental Health Institute at University of Utah Health brings together 75 years of patient care, research, and education into one of the nation's leading academic medical centers focused on mental health. Nestled in the campus of University of Utah, Huntsman Mental Health Institute serves the community with 1,600 faculty and staff in 20 locations providing inpatient and outpatient services for youth, teens, and adults as well as a comprehensive crisis care model which includes the nationally recognized SafeUT app and the 988 Crisis hotline for Utah. Our mission is to advance mental health knowledge, hope, and healing for all. Learn more at:  HMHI.utah.edu  and join the conversation on  Instagram ,  Facebook ,  TikTok ,  X  and  LinkedIn .

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Providence College Receives $600,000 Funding Boost for Mental Health Nursing Education Program

Posted on April 12, 2024

Exciting news has recently reached Providence College, courtesy of the state’s federal delegation. In the 2024 Omnibus Appropriations bill, a $600,000 Congressionally Directed Spending request for funding was secured for the School of Nursing and Health Sciences. This significant allocation is earmarked to establish a Mental Health Nursing Education and Workforce Collaborative and launch a graduate-level mental health nursing education program.

The impact of these initiatives is far-reaching. Not only will they enhance the educational and nursing workforce pipeline, but they also promise to address critical needs within psychiatric and mental health care facilities across Rhode Island. By expanding local resources and expertise, the program aims to empower nurses-in-training to deliver preventive and therapeutic mental health care services directly to Rhode Island residents.

Anticipating an annual delivery of services by 75 to 100 nurses-in-training from the School of Nursing and Health Sciences, this collaborative model is poised to make a substantial difference in the mental health landscape of our community. Through education, innovation, and partnership, we’re forging a path toward a healthier future for all. Stay tuned for updates as this transformative initiative unfolds.

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Lawmakers of color propose more school funding to diversify mental health field

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Less than a year after U.S. Surgeon General Vivek Murthy released a public health advisory calling attention to a crisis of loneliness, isolation and lack of connection across the country, Rep. Jamaal Bowman says he was spurred on to call for more funding for the next generation of mental health providers -- particularly those in minority communities.

Bowman's new bill, introduced in the House on Wednesday, would provide grants to historically Black colleges and universities, tribal colleges and universities and minority-serving institutions and Hispanic-serving institutions to create, expand or improve graduate-level programs in mental health fields.

The proposal, which was endorsed by the American Psychological Association, the American Federation of Teachers and other groups, would provide $10,000 to each school per student in their corresponding program

The legislation is co-sponsored by Rep. Tony Cardenas, D-Calif., and has garnered more than a dozen other Democratic co-sponsors, all of whom are lawmakers of color.

"There's a mental health crisis in our country amongst our children, and we need all hands on deck and additional resources to respond," Bowman, a New York Democrat, told ABC News in an interview.

"That crisis disproportionately impacts Black or Latino kids, and that's why we need to invest in these institutions," he said.

MORE: New York officials announce legislation linking mental health issues in teens to social media use

The colleges and universities have also long grappled with less funding than predominantly white schools, Bowman said.

“I want all institutions to really invest in the mental health of our peers, because I don't want any kid to suffer, but HBCUs and [minority-serving schools] are historically underfunded institutions in comparison,” he said.

"Because of that historic under-funding, is the point that we start there because they need the influx of resources," he said.

As of 2021, only 8% of the psychological workforce in America was Hispanic, 5% was Black and 3% was Asian, which is disproportionately lower than their share of the population, Bowman's office said.

His bill, The Access In Mental Health Act, is in response to what he calls obstacles to high-quality and culturally responsive care for marginalized communities because of the disparity in diversity for mental health workers.

At the same time, Black children are "nearly twice as likely to die by suicide than White children," Murthy, the surgeon general, wrote in his public health advisory last year.

MORE:Parents say they're struggling with their own mental health amid a growing youth mental health crisis

Murthy added: "Socioeconomically disadvantaged children and adolescents--for instance, those growing up in poverty--are two to three times more likely to develop mental health conditions than peers with higher socioeconomic status."

Black children were also more likely than any other group of children to lose a parent or caregiver to COVID-19, federal health officials have said.

Bowman's connection to the issue is firsthand, he said: While he was a middle school principal in the Bronx, in the year before deciding to run for Congress in 2020, 17 children died by suicide in his borough, he said.

"I saw a rise in suicide ideation and suicidal ideation amongst my kids," he said, including "amongst my Latina students."

While the fate of Bowman's bill is unclear in the House, which is run by Republicans, he said he feels personally connected to the issue.

"I lived and experienced the crisis in real-time," he said.

Lawmakers of color propose more school funding to diversify mental health field originally appeared on abcnews.go.com

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