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Doctor of Philosophy (PhD) in Social and Behavioral Sciences

Offered By: Department of Health, Behavior and Society

Onsite | Full-Time | 3 – 5 years

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About the PhD in Social and Behavioral Sciences Program

The PhD program in Social and Behavioral Sciences is designed for individuals seeking training for careers as social and behavioral scientists, health educators, and health promotion or communication specialists in the public health arena. The curriculum centers on the application of social and behavioral science perspectives to research on contemporary health problems, with a focus on understanding and influencing the social contexts and behaviors relevant to health. In addition to coursework, students complete a written exam at the end of the first year and gain experience in research skills and approaches. With faculty guidance, students develop and present a dissertation protocol in an oral exam. The final dissertation defense is conducted as an oral exam that includes a public seminar.

The program provides rigorous training in research methodology, theory, and program design and evaluation. Research is primarily focused in two areas—health education and communication, and social and psychological influences on health.

PhD in Social and Behavioral Sciences Program Highlights

Interdisciplinary theory.

with multi-level perspective

Rigorous methods

with practical application to contemporary health problems

Application of behavioral and social science perspectives

with attention to context

Community engagement

to understand and influence health behaviors that are risk factors in disease and illness

What Can You Do With a Graduate Degree In Social and Behavioral Sciences?

Visit the  Graduate Employment Outcomes Dashboard to learn about Bloomberg School graduates' employment status, sector, and salaries.

Sample Careers

• Postdoctoral Fellow
• Research Public Health Analyst
• Social Scientist, Food and Drug Administration Center for Tobacco Products
• Health Scientist-Alcohol Program
• Project Director
• Senior Communications Adviser
• Tenure Track Faculty
• Senior Program Officer
• Director of Clinical and Academic Research
• Senior Consultant
• Research and Evaluation Officer
• Program Director, Department of Public Health

Curriculum for the PhD in Social and Behavioral Sciences

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 , and find many more details in the program's Student Handbook . 

Research Areas

The emphasis of the curriculum is on the application of behavioral and social science perspectives to research on contemporary health problems. Understanding and influencing health behaviors that are risk factors in disease and illness, as well as behaviors that can be considered protective and health enhancing, are strengths of the program.

Rigorous training in research methods and program design and evaluation are also key elements of the curriculum. The program focuses its research in the following areas.

This area focuses on the application of principles from education, communication, behavioral, social science and psychological theories to encourage health behaviors conducive to optimal health in individuals, groups and communities. Students are exposed to current research on health education and communication, with particular focus on multilevel, ecological models of health and health behavior, design and evaluation of multifaceted intervention programs and patient-provider communication.

This area focuses on social and psychological factors and processes in the etiology and prevalence of disease in health-care-seeking behavior, disease prevention, long-term care and rehabilitation. Students are exposed to current research on health knowledge, attitudes and beliefs; social and psychological factors in disease etiology; risk reduction; and cultural influences in public health, including cross-cultural and multilevel studies.

Admissions Requirements

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

Standardized Test Scores

Standardized test scores (GRE) are  optional  for this program. The admissions committee will make no assumptions if a standardized test score is omitted from an application, but will require evidence of quantitative/analytical ability through other application components such as academic transcripts and/or supplemental questions.  Applications will be reviewed holistically based on all application components.

Program Faculty Spotlight

Katherine Clegg Smith

Katherine Clegg Smith, PhD, MA, is a sociologist who examines health experiences and health communication, with a research focus on cancer and chronic disease.

Carl Latkin

Carl Latkin, PhD, conducts biobehavioral interventions for disadvantaged communities, with a focus on social networks, substance use, infectious diseases, and mental health.

Roland J. Thorpe, Jr.

Roland J. Thorpe, Jr., PhD, MS, is a gerontologist and social epidemiologist with nationally-recognized expertise in minority aging, men’s health, and place-based disparities.

Carol R. Underwood

Carol Underwood, PhD '93, MA, MA, studies the role of gender, social class, and marginalization in global health outcomes to contribute to the wellbeing of populations.

Get to Know Our Current Doctoral Students

Learn more about our doctoral students' research interests, publications, and more through our HBS doctoral student pages.

Per the Collective Bargaining Agreement (CBA) with the JHU PhD Union, the minimum guaranteed 2025-2026 academic year stipend is $50,000 for all PhD students with a 4% increase the following year. Tuition, fees, and medical benefits are provided, including health insurance premiums for PhD student’s children and spouses of international students, depending on visa type. The minimum stipend and tuition coverage is guaranteed for at least the first four years of a BSPH PhD program; specific amounts and the number of years supported, as well as work expectations related to that stipend will vary across departments and funding source. Please refer to the CBA to review specific benefits, compensation, and other terms.

Need-Based Relocation Grants Students who  are admitted to PhD programs at JHU starting in Fall 2023 or beyond can apply to receive a 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.

Application and Admissions Procedural Questions

Please direct questions about application and admissions procedures to the BSPH Admissions Office.

Email:   [email protected] Phone:   410-955-3543

General Academic Questions

For general academic questions about the PhD in Social and Behavioral Sciences program, please contact our Department's doctoral program coordinator, Krystal Lee, EdD, MPA.

Email:   [email protected]

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The mentorship and support I’ve received through the Center for Interdisciplinary Research on AIDS (CIRA) as a predoctoral fellow has been invaluable and was a big factor in my decision to attend YSPH.

PhD in Social and Behavioral Sciences

The Social and Behavioral Sciences (SBS) Department aims to understand and improve health equity, both domestically and globally. SBS provides instruction in the theory and methods of the social and behavioral sciences that emphasize individual, interpersonal, community, and structural influences on health, illness, and recovery. The primary emphases are focused on (1) understanding the psychosocial, behavioral, community, and societal influences on health in the general population, with a focus on those who are disadvantaged; and (2) creating multilevel interventions that eliminate barriers to health, from infancy to old age. The SBS curriculum takes an interdisciplinary approach and focuses on integrating methods from epidemiology and the social sciences, training scientists with a broad skill set that allows them to answer a host of complex research questions. The department has numerous research strengths including in HIV/AIDS, aging health, community engaged health research, maternal child health, mental health, health equity and disparities, and stigma prevention and health.

This program does not require General GRE test scores.

Learn more about the Department of Social and Behavioral Sciences

• Career Outcomes and the YSPH Career Management Center

MyYSPH.Yale.Edu

College of Education and Human Development

School of Social Work

PhD in Social Work

Established in 1946, our program is one of the oldest in the United States, and develops a mentoring partnership between nationally prominent faculty and students to promote knowledge and skills in theory development and community-based research. The research productivity of our faculty was ranked 20th out of 76 U.S. social work doctoral programs in a recent study 

Our graduates include internationally recognized scholars in diverse areas of study. Alumni go on to faculty and academic leadership roles in schools of social work around the world, as well as agency and program directors, and high-level servants in federal, state, and local government agencies. 

Learn about the PhD program in social work at the University of Minnesota, Twin Cities

Scholarship, research, and teaching which contribute to the knowledge base of social work and foster a just, nurturing, inclusive society.

Program Highlights

• Highly productive faculty. Collaborate with our faculty and research and training centers to conduct, write, and publish research in child welfare, aging, mental health, violence prevention, health disparities, social welfare policy, international social work, work with immigrants and refugees, and other social work related research areas.
• Generous funding for PhD students. The majority of our students receive a four-year funding package that covers tuition, health insurance, and a stipend. Many students also secure dissertation fellowships, and we help students secure assistantships for funding for their fifth year.
• Teaching and professional development. Gain skills in teaching and curriculum development. We provide doctoral colloquia focusing both on current research and professional and career development.
• Diverse student body. Our graduate students come from Minnesota, across the nation, and from around the world, giving the learning and research experience depth and breadth in lived experiences and perspectives.
• Structured research mentoring experiences. Our PhD program relies heavily on a mentoring model, and PhD students work closely with faculty members throughout the program. Mentoring is seen as a vital part of the teaching and learning process within the doctoral program. 

Fall 2024 Applications

Notice: Application deadline is December 1st, 2024!

To learn more about the application process, consider attending a one-hour information session:

Thursday, August 8th - 1:00pm

Wednesday, September 18th - 6:00pm

Tuesday, October 15th - 1:00pm

Thursday, November 14th - 1:00pm

Questions about applying? You can schedule a one-on-one appointment with Director of Admissions, Larissa Lavrov .

Program Outline

Students take two years of coursework both inside and outside the School of Social Work, including required courses in research methods, statistics, theory, history, policy and teaching, as well as supporting program courses from across the university. Students typically complete their preliminary examinations and defend their dissertation proposal, and then complete their dissertation in their fourth or fifth year.

Careers of Social Work PhD Graduates

This is a selected list of institutions where recent University of Minnesota School of Social Work graduates have found positions:

Research Universities

• State University of New York at Buffalo
• Tulane University
• University of Arkansas
• University of Kansas
• University of Memphis
• University of Texas
• University of Utah
• Virginia Commonwealth University

Teaching Universities

• Augsburg University
• California State University - Chico
• Colorado State University - Pueblo
• Providence College
• Radford University 
• University of Wisconsin - Green Bay

Institutes and Foundations

• Institute on Community Integration, University of Minnesota
• Health Partners Research Foundation
• Minnesota Minority Education Partnership

Applied/Administrative Positions

• Children’s Defense Fund
• Minnesota Department of Human Services
• NASW-MN  

International Universities

• National University Taiwan
• Tel Aviv University
• Self-Directed Services for the Long-Term Supports of Adults with Intellectual and Developmental Disabilities: A Propensity Score Matching Analysis
• Social Work, Intractable Conflict and Professionalism: A Case Study of Jewish-Israeli Social Work Practice
• Omayeletumbulo [wisdom sayings] as a Pathway to School Engagement for Young Mothers in Rural Namibia
• County Exemption from Social Work Licensure in Minnesota: Understanding the Past and Present to Affect the Future
• Animal-Assisted Interactions for College Student Mental Health and a Conceptual Model of Practice
• Environmental Effects on Cognitive Health in Older Adults: Insights for Long-Term Care Services
• “This is how we show up for our relatives”: Understanding How Indigenous Relative Caregivers Embody Traditional Kinship to Resist the Colonial Child Welfare System
• Perceived Discrimination and Depressive Symptom Trajectories of Middle-aged and Older Adults with Chronic Diseases
• Student Stories of Resilience After Campus Sexual Assault
• How do Contextual Factors and Family Support Influence Disclosure of Child Sexual Abuse During Forensic Interviews and Service Outcomes in Child Protection Cases?
• Moral Injury Among Professionals in K-12 Education: A Mixed Methods Inquiry
• Making Sense of Poverty in Child Welfare: A Grounded Theory Informed Study of Public and Tribal Child Welfare Workers' Poverty Constructions, Perceptions of Causes, and Praxis
• Neighborhood Social Capital and the Health and Health Risk Behavior of Adolescent Immigrants and Non-Immigrants

Sampling of PhD Student Publications

Our PhD students routinely co-author with faculty and other researchers at the School of Social Work and across campus. Nearly all PhD students graduate with multiple peer reviewed articles, multiple presentations at national/international research conferences, and teaching experience as the instructor of record of undergraduate or graduate courses. The following is just a sampling of the recent peer-reviewed articles published by our students, either as sole author or in collaboration with others.

Carlson , W. C. (2023). Implementation challenges of T visa eligibility for human trafficking survivors: a role for social work. Social Work , 68(3), 222-229.

Flangan, S. , Sterman, J., & Merighi, J. R., Batty, R. (2023). Bridging the gap – How interprofessional collaboration can support family-centered emergency preparedness: An exploratory qualitative study. BMC Public Health, 23(1):777.

Haight, W. L., Suleiman , J. , Flanagan , S. K. , Park, S. , Soltani, L. J. , Carlson, W. C. , Otis , J. R. , & Turck, K. S. (2023). Reflections on social work education during the COVID-19 pandemic: Experiences of faculty members and lessons moving forward. Qualitative Social Work , 22(5), 938-955.

Samimi, C., Jefferson, N., Flanagan , S. , & Anyon, Y. (2023). Intersections of disproportion: A critical quantitative examination of dis/ability and gender in Black students’ school discipline outcomes. The Urban Review , 1-20.

Soffer-Elnekave , R. , Haight, W., Nashandi , N. J. , Cho, M., Suleiman , J. , & Park , S. (2023). Re-orienting narratives of moral injury towards positive development: The experiences of emerging adults with child welfare histories. Children and Youth Services Review , 149, 106922.

Soria, K. M., Horgos , B. , & Shenouda, J. D. (2023). Disparities in college students’ financial hardships during the Covid-19 pandemic. Journal of Student Affairs Research and Practice , 60(1), 31-48.

Toft, J., Lightfoot, E., Calhoun, M ., Choy-Brown, M., Merighi, J. R., Renner, L. M., Soffer-Elnekave, R. , Mendel, J., & Marsalis, S. (2023). Effects of neoliberalism on social work practice in the United States: A scoping review. Social Work Research , 47(2), 99-110. 

Renner, L. M., Driessen, M. C. , & Lewis-Dmello, A. (2022). An evaluation of a parent group for survivors of intimate partner violence. Journal of Family Violence , 37(2), 247-259.

Soria K., Horgos B ., Roberts B.J. (2022). The COVID‐19 pandemic and students’ mental health. New Directions for Student Services, 176, 37-45. 

Lee, M. H., Hong, S., & Merighi, J. R. (2021). The effect of fatalism on mammography use in Korean American women. Health Education & Behavior , 49(4), 740−749.

Lightfoot, E., Yun, H. , Moone, R., Otis, J ., Suleiman, K., Turck, K ., & Kutzler, C. (2021). Changes to family caregiving of older adults and adults with disabilities during COVID-19. Gerontology and Geriatric Medicine , 7, 1-8.

Mervis, J. E., Fischer, J ., Cooper, S. E., Deckert, A. C., Lysaker, P. H., MacDonald III, A. W., & Meyer-Kalos, P. (2021). Introspective accuracy for substance use across a year of treatment for first episode psychosis. Schizophrenia Research: Cognition , 26, 100200.

Renner, L. M., Hartley, C. C., & Driessen, M. C. (2021). Provider, caretaker, nurturer, hero: Perceptions of parenting changes among women who experienced intimate partner violence. Journal of Child and Family Studies , 30(9), 2191-2203.

Soria, K., & Horgos, B. (2021). Factors associated with college students’ mental health during the COVID-19 pandemic. Journal of College Student Development, 62(2), 107-113. 

An, S., Lee, H. Y., Choi, Y. J., & Yoon, Y. J. (2020). Literacy of breast cancer and screening guideline in an immigrant group: importance of health accessibility. Journal of Immigrant and Minority Health , 22, 563-570.

Lightfoot, E., Zheng, M ., & DeZelar, S . (2021). Substantiation of child maltreatment among parents with disabilities in the United States. Journal of Public Child Welfare , 15(5), 583-596.

Renner, L. M., Driessen, M. C. , & Lewis-Dmello, A. (2020). A pilot study evaluation of a parent group for survivors of intimate partner violence. Journal of Family Violence , 35, 203-215.

Cho, M. , Haight. W., Choi, W. S., Hong, S. H., & Piescher, K. (2019). A prospective, longitudinal study of risk factors for early onset of delinquency among maltreated youth.Children and Youth Services Review, 102, 222-230.

Choi, Y. J., Lee, H. Y., An, S., Yoon, Y. J. , & Oh, J. (2019). Predictors of cervical cancer screening awareness and literacy among Korean-American women. Journal of Racial and Ethnic Health Disparities, 7(1), 1–9.

Driessen, M. C. (2019). Campus sexual assault policies: A feminist policy analysis framework. Affilia, 35(3) 1-16. doi:10.1177/0886109919878273

Driessen, M. C. (2019). Campus sexual assault & student activism, 1970-1990. Qualitative Social Work, 19(3), 1-16. doi:10.1177/1473325019828805

Emery, C. R., Wu, S., Eremina, T., Yoon, Y. J. , Kim, S., & Yang, H. (2019). Does informal social control deter child abuse? A comparative study of Koreans and Russians. International journal on child maltreatment: research, policy and practice, 2(2), 37–54.

Gibson, P., Haight, W., Cho, M., Nashandi, N. J., & Yoon, Y. J. (2019). A mixed methods study of Black Girls' vulnerability to out-of-school suspensions: The intersection of race and gender. Children and Youth Services Review, 102, 169–176.

Haight, W., Waubanascum, C., Glesener, D. , Day, P., Bussey, B., & Nichols, K. (2019). The Center for Regional and Tribal Child Welfare Studies: Reducing disparities through Indigenous social work education. Children and Youth Services Review, 100, 156-166.

Kiesel, L, DeZelar, S. & Lightfoot, E. (2019). Equity in social work employment in the United States: Opportunity and challenges for social workers with disabilities. Disability & Society.

Kivnick, H. Q., Driessen, M. C., Santavasy, C. , Wardwell, C., & Davis, L. D. (2019). “Who’s Been Putting Socks in My Drawer?” Narrative case study of an elder role model. The Gerontologist, 1-10. doi:10.1093/geront/gnz114

Lee, H.Y., Beltran, R.M. , Kwon, M., Kim, G.N., Lee, D.K. (2019). Racial disparities in cervical cancer screening: Implications for relieving cervical cancer burden in Asian American Pacific Islander women. Cancer Nursing: An International Journal for Cancer Care.

Lightfoot, E. & DeZelar, S . (2019). Social work with parents with disabilities: Historical interactions and contemporary innovations. Social Work Review, 2, 1-10.

Lightfoot, E., Franklin, C., & Beltran, R . (2019). Preparing for the academic job market: A guide for social work doctoral students and their mentors. Journal of Social Work Education.

Newman, T., Okamoto, K. , Kimiecik, C., Sohns, E., Burns, M., & Magier, E. (2019). The role of social workers in sport: Shared values and opportunities for interprofessional collaborations. Journal of Sport Psychology in Action, 10(3), 160-173.

Renner, L. M., & Driessen, M . C. (2019). Siblings who are exposed to child maltreatment: Practices reported by county children's services supervisors. Journal of Public Child Welfare, 13(5), 491-511. doi:10.1080/15548732.2018.1514350

An, S., Choi, Y. J., Lee, H. Y., Yoon, Y. J. , & Platt, M. (2018). Predictors of breast cancer screening among Korean American women: Is having an annual checkup critical? Asian Pacific Journal of Cancer Prevention, 19(5), 1281–1286.

Bayless, S. D., Jenson, J. M., Richmond, M. K., Pampel, F. C., Cook, M., & Calhoun, M. (2018). Effects of an afterschool early literacy intervention on the reading skills of children in public housing communities. Child & Youth Care Forum, 47, 537-561.

DeZelar, S. , & Lightfoot, E. (2018). Use of parental disability as a removal reason for children in foster care in the US. Children and Youth Services Review, 86, 128-134.

Fink, A. (2018). Bigger data, less wisdom: The need for more inclusive collective intelligence in social service provision. AI & Society, 33, 61-70.

Haight, W., Waubanascum, C., Glesener, D. , & Marsalis, S. (2018). A scoping study of Indigenous child welfare: The long emergency and preparations for the next seven generations. Children and Youth Services Review, 93, 397-410.

Jenson, J. M., Veeh, C., Anyon, Y., St. Mary, J., Calhoun, M. , Tejada, J., & Lechuga-Peña, S. (2018). Effects of an afterschool program on the academic outcomes of children and youth residing in public housing neighborhoods: A quasi-experimental study. Children and Youth Services Review, 88, 211-217.

Kiesel, L., DeZelar, S. & Lightfoot, E. (2018). Challenges, barriers and opportunities: Social workers with disabilities and experiences in field education. Journal of Social Work Education. 54(4), 696-708.

Lee, H. Y., Choi, Y. J., Yoon, Y. J. , & Oh, J. (2018). HPV literacy: The role of English proficiency in Korean American immigrant women. Clinical Journal of Oncology Nursing, 22(3), E64–E70.

Lightfoot, E. & LaLiberte, T. & Cho, M. (2018). Parental supports for parents with disabilities: The role of informal supports.Child Welfare, 96(4), 89-110.

Merighi, J. R., Zheng, M. , & Browne, T. (2018). Nephrology social workers' caseloads and hourly wages in 2014 and 2017: Findings from the National Kidney Foundation Council of Nephrology Social Workers Professional Practice Survey. Journal of Nephrology Social Work, 42(1), 31−59.

St. Mary, J., Calhoun, M. , Tejada, J., & Jenson, J. M. (2018). Perceptions of academic achievement and educational opportunities among Black and African American youth. Child and Adolescent Social Work Journal, 35(5), 499-509.

Haight, W., Sugrue, E., Calhoun, M. , & Black, J. (2017). “Basically, I look at it like combat”: Reflections on moral injury by parents involved with child protection services. Children and Youth Services Review, 82, 477-489.

Haight, W., Sugrue, E., Calhoun, M. , & Black, J. (2017). Everyday coping with moral injury: The perspectives of professionals and parents involved with child protection services. Children and Youth Services Review, 82, 108-121.

Haight, W., Sugrue, E., Calhoun, M. (2017). Moral injury among child protection professionals: Implications for the ethical treatment and retention of workers. Children and Youth Services Review, 82, 27-41.

Hewitt, A., Stancliffe, R., Hall-Lande, J., Nord, D., Pettingell, S., Hamre, K. , Hallas-Muchow L. (2017). Characteristics of adults with Autism Spectrum Disorder who use residential services and supports through adult developmental disability services in the United States. Research in Autism Spectrum Disorders.

Horn, T. L. , Piescher, K., Shannon, P. J., Hong, S., & Benton, A. (2017). Experiences of Somali and Oromo youth in the child protection system. Children and Youth Services Review.

Kayama, M., Haight, W., Ku, M. L. M., Cho, M. , & Lee, H. Y. (2017). East Asian and U.S. educators' reflections on how stigmatization affects their relationships with parents whose children have disabilities: Challenges and solutions. Children and Youth Services Review, 73, 128-144.

Khuu, B. P. , Lee, H. Y. (2017). Health literacy and associated factors among Hmong American immigrants. Journal of Community Health, 1-8.

Kim, Y.S., Lee, H.Y., Lee, M.H., Simms, T. , & Park, B.H., (2017). Mental health literacy in Korean older adults: A cross-sectional survey. Journal of Psychiatric and Mental Health Nursing. doi: 10.1111/jpm.12395

Lightfoot, E. & LaLiberte, T. & Cho, M. (2017). A case record review of termination of parental rights cases involving parents with a disability. Children and Youth Services Review, 79, 399-407.

Sugrue, E. & Lightfoot, E. (2017). Preschool Policymaking by Stealth: Application of an Alternative Framework for the Policy Process. Journal of Policy Practice. DOI: 10.1080/15588742.2016.1266982

Carlson, J., Nguyen, H. , and Reinardy, J. (2016). Social justice and the capabilities approach: Seeking a global print for EPAS. Journal of Social Work Education, 52, Issue 3.

Haight, W., Bidwell, L., Choi, W. S., & Cho, M. (2016). An evaluation of the Crossover Youth Practice Model (CYPM): Recidivism outcomes for maltreated youth involved in the juvenile justice system. Children and Youth Services Review, 65, 78-85.

Haight, W., Kayama, M., Ku, M. L., Cho, M. , & Lee, H. Y. (2016). Perspectives of elementary school educators in Japan, South Korea, Taiwan and the US on disability, stigmatization and children's developing self Part 1: Defining the problem in cultural context. Children and Youth Services Review, 70, 214-228.

Haight, W., Sugrue, E., Calhoun, M. , & Black, J. (2016). A scoping study of moral injury: Identifying directions for social work research. Child and Youth Services Review, 70, 190-200.

Hoffman, S. J., Robertson, C. L., Shannon, P. J., Cook, T.L. , Letts, J., & Mathiason, M. A. (2016). Physical Correlates of Torture Exposure in Karen Refugees. Journal of Loss and Trauma, 1-15.

Kayama, M., Haight, W., Ku, M. L. M., Cho, M. , & Lee, H. Y. (2016). Perspectives of elementary school educators in Japan, South Korea, Taiwan and the US on disability, stigmatization and children's developing self Part 2: Solutions. Children and Youth Services Review, 70, 403-418.

Khuu, B. P. , Lee, H.Y., Zhou, A.Q., Shin, J. & Lee, R.M., (2016) Healthcare providers’ perspectives on parental health literacy and child health outcomes among Southeast Asian American immigrants and refugees, Children and Youth Services Review, 67 (2016) 220–229. doi: 10.1016/j.childyouth.2016.06.006

Lightfoot, E., Blevins, J. , Lum, T. & Dube, A. (2016). Cultural health assets of Somali and Oromo immigrants in the United States: Findings from a community-based participatory research project. Journal of Health Care for the Poor and Underserved, 27(1), 252-260.

Lightfoot, E. & DeZelar, S. (2016). The experiences and outcomes of children in foster care who were removed because of a parental disability. Children and Youth Services Review, 62, 22–28.

Lightfoot, E., Nienow, M., Moua, K., Colburn, G. , & Petri, A. (2016). Insights on professional identification and licensure from community practice social workers. Journal of Community Practice, 24 (2), 123-146. http://dx.doi.org/10.1080/10705422.2016.1165328

McCleary, J., Shannon, P. J., Cook, T. (2016) Connecting refugees to substance use treatment: A qualitative study. Social Work and Public Health, 31(1), 1-. 10.1080/19371918.2015.1087906.

Shannon, P.J., Vinson, G.A., Cook, T.L. , Lennon, E. (2016). Characteristics of successful and unsuccessful mental health referrals of refugees. Administration and Policy in Mental Health and Mental Health Services Research, 43(4), 555-568. doi:10.1007/s10488-015-0639-8

Simms, T. (2016). Statutory compensation for the wrongly imprisoned. Social Work, 61, 155-162. doi: 10.1093/sw/sww003

Yang, H., Yoon, Y. J. , Jeong, B., & Emery, C. R. (2016). The effects of parental abuse and aggression on mobile phone dependency: Focused on the moderated mediation effect of youth activity. Youth Facilities and Environment, 14(2), 5–15.

Doctoral Program

Phd-phs in social and behavioral sciences.

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

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

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

Curriculum Guide

2023-24 SBS-PhD Curriculum Guide

What are the admission requirements for the PhD program?

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

Is the GRE required?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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PhD in Social Work Degree Guide | Salary & Programs 2024

A PhD in Social Work is a mark of distinction as an expert in the discipline. Graduates of social work PhD programs often use their knowledge and training to conduct groundbreaking research on critical issues facing society. Their discoveries shape policy and assist countless people. As respected leaders, they hold top positions at various social services organizations. As professors, they mold new generations of social workers.

In addition to increased ability to help others, PhDs in social work can expect something else following graduation – good job prospects. The U.S.  Bureau of Labor Statistics  (BLS) projects employment in the community and social service occupations to grow a hearty 12% between 2020 to 2030. 1

What is a PhD in Social Work?

A PhD in Social Work is a Doctor of Philosophy in Social Work. It is one of the two highest degrees that someone can earn in the field, the other being a DSW (Doctor of Social Work). PhD programs in social work focus heavily on research methods and pedagogy. DSW programs emphasize advanced training for practicing social workers.

Outstanding Schools with PhD in Social Work Degrees in U.S.

The road to a PhD in Social Work begins with admittance to a school that meets an aspiring student’s needs. While the “perfect” school varies by an individual’s interests and circumstances, here’s a sample of some noteworthy institutions:

• University of Southern California  – Through its Suzanne Dworak-Peck School of Social Work, USC offers a PhD program that prides itself on promoting independent inquiry. Students gain competence in research methodology and communicating results. They learn skills vital to their future, such as how to submit grant proposals, how to write articles for publication, and how to present findings at conferences.
• New York University  – From day one, each PhD student in NYU’s Silver School of Social Work gets paired with a faculty mentor who helps develop research, scholarships, and teaching skills. Areas of staff expertise include racial and social justice, behavioral health services, child welfare, and aging. The school’s location in New York City provides a dynamic, diverse setting for studying important social work issues.
• Wayne State University  – Opportunities for professional and intellectual growth abound in the PhD program at this public institution in Michigan. The school encourages students to take coursework outside of the School of Social Work to support their individual interests. This interdisciplinary approach can lead to special degrees in areas such as infant mental health, gerontology, or social work and anthropology.
• Baylor University  – No need to live in Waco, Texas, to attend this institution. After a required five-day session on campus, social work PhD students can live elsewhere while pursuing their degree through an online classroom. Online PhD in Social Work courses meet via videoconferencing at specific times each week. The program focuses on the integration of religion and faith with practices of the social work profession. Graduates leave ready to address complex social issues as leaders, educators, and researchers.
• The University of Utah  – Other than a week on campus at the start of each semester, this institution’s “distance-delivered doctoral program” allows students to pursue an online PhD in Social Work from any location. Individuals attend classes remotely at the same time as their on-campus cohorts. All students possess equal access to research opportunities and financial support.

If you’re looking for other schools that offer PhD’s in social work, check out the Find Your Perfect “U” tool. You can search over 6,000 colleges and universities with 11 different filters to find the  perfect school for you !

What Can I Do with a PhD in Social Work?

Many who pursue a PhD in Social Work do so in hopes of securing a faculty position at a university or junior college. They wish to continue conducting research in their area of interest within the field or teach up-and-coming social work students. Others may find employment at think tanks, non-profits, or governmental agencies.

PhD in Social Work Salary and Career Outlook

The U.S. Department of Labor includes postsecondary social work teachers on its list of Bright Outlook Occupations because of the job’s rapid growth prospects (9%) over the next decade (2020-2030). 9  Projections are not a guarantee, but the information is encouraging to PhDs looking to go in that direction.

While the mean annual wage for social work professors is $71,570, possibilities exist to earn substantially more. In California, for instance, the mean annual wage stands at $110,020. New York, the state with the highest concentration of postsecondary social work teachers, posts a mean annual wage of $91,680. 7

Some PhDs find employment as social service consultants. They train social service staff members and help organizations implement improvements in procedures and policies. According to PayScale, this type of position brings in an average hourly rate of $32.50. 8

PhD in Social Work Career Paths

Students in PhD programs usually enter possessing an MSW (Master’s of Social Work) and a social work license. After earning their doctorate, some individuals decide to return to careers in applied social work rather than enter academia. Their increased knowledge and training oftentimes set them up for higher-level positions in occupations such as:

• Median Salary: $51,760 
• Career Outlook: +12% (2020-2030)

Social workers identify and assist individuals, families, and groups within a community that need help with various life challenges.

• Median Salary: $48,140 
• Career Outlook: 17% (2020-2030)

These professionals promote wellness and serve as a liaison between individuals/groups and health care systems.

• Median Salary: $58,120 
• Career Outlook: +11% (2020-2030)

These counselors help individuals with social and academic issues in order to succeed in school and forge an employment plan.

Source: BLS

Earning a PhD in Social Work

Individuals generally go into social work because they want to  make a difference in the lives of others . Earning a PhD in Social Work certainly advances that objective. The decision to undertake something so rigorous, however, should not be made lightly.

Pros and Cons of PhD in Social Work Degrees

Completing a PhD program in social work takes time, money, and effort. Only you can decide if such an endeavor is in your best interest.

• Expanded job opportunities, especially in academia, consulting, and research
• Recognition as an expert in the field
• Good job growth predictions from the BLS
• The potential for increases in income, responsibility, and influence
• A chance to study specific areas of interest and learn advanced knowledge about them
• The cost of pursuing a degree
• The stress of staying on track and finishing this academic challenge
• Taking away time from other endeavors in order to focus on studies
• Possibly moving to a new location to be closer to campus

PhD in Social Work Program Prerequisites

Most students enter social work PhD programs already possessing an MSW and a history of social work employment. People with a  background in a similar field , such as psychology, may also be eligible for consideration. Some institutions conduct dual-degree programs where participants earn both an MSW and a PhD upon completion of studies.

Courses in PhD in Social Work Programs

While specific courses vary by program, the following are some of the courses frequently encountered in social work PhD programs:

• Quantitative research
• Qualitative research
• Data analysis
• Social policy analysis
• Scholarly writing
• Grant writing
• Teaching and pedagogy

Coursework helps students prepare for two important components of a social work PhD program:  the qualifying exam and the dissertation .

Passing an oral and/or written qualifying exam demonstrates a solid base of knowledge and readiness to engage in independent research. The dissertation focuses on a topic or research question of the student’s choice. In addition to writing the dissertation, the student must orally defend the ideas presented at a meeting with other scholars.

Skills Learned in a PhD in Social Work Degree Program

PhD programs promote scholarly development. Students hone their critical-thinking skills. They learn how to ask important questions about social work issues and how to go about seeking possible answers. They graduate knowing how to construct research studies and evaluate results.

How Long Does It Take to Get a PhD in Social Work?

Programs generally require 36 credit hours. In terms of time, this translates to 3-5 years.

Students pursuing accelerated studies may be able to shave off time from this range. On the flipside, students enrolled in a dual MSW/PhD program take longer to finish because they need to fulfill more requirements.

A substantial determinant of program length is progress on one’s dissertation. Some students develop a clear idea early on of what they wish to focus on and make steady progress toward completion. Others require more time to figure out what they want to do and how to do it.

Social Work Degree Specializations

Social work is a large discipline with many niches. Some areas PhD candidates may concentrate on include:

• Mental health
• Substance abuse
• School social work
• Military social work
• Children and families
• Gerontology
• Terminal illness
• Migration studies
• Disaster relief
• LGBTQIA+ community
• Public welfare
• Justice and corrections

Social Work Certification and Licensure

Many social work positions require a license and/or certification. People should look into the requirements for jobs of interest as well as for the geographical region in which they seek employment. A good place to start is the  Association for Social Work Boards .

Accreditation

Selecting a school with regional accreditation ensures the institution has met certain educational standards. Choose one approved by the  U.S. Department of Education  or the nonprofit  Council for Higher Education Accreditation  (CHEA).

While the Council on Social Work Education (CSWE) accredits BSW and MSW programs, it does not do so at the doctoral level. However, the Group for the Advancement of Doctoral Education in Social Work (GADE) can provide prospective social work PhD students with information on its member schools.

Online PhD Social Work Programs

Opportunities exist to pursue doctoral studies in social work online. The majority of such programs lead to a DSW, but some result in a PhD.

Online vs. On Campus Degrees

Earning an online PhD in Social Work degree through has a variety of potential benefits.

• Remote learning removes geographical barriers.
• Students gain greater choice in selecting an institution
• Students do not need to upend their lives to move to campus housing.
• Online programs generally offer more flexibility in terms of when and where work gets completed.
• Sometimes, ambitious students can accelerate their progress.

Some students prefer regular, campus-based programs. They enjoy the social aspect of physically attending class alongside others, focus better in an academic environment, or prefer a consistent schedule.

How Long Do Online Courses Take to Complete?

Finishing an online PhD in Social Work program generally takes about the same amount of time as on-campus studies, which is 3-5 years. Choosing an accelerated program can reduce some of that time.

Schools offering online PhD in social work programs tend to have a hybrid set-up. They require brief periods of time on campus, such as the first week of each semester.

Also, remote PhD programs in social work tend to favor synchronous learning. Off-campus students use video technology to attend classes with their on-campus peers on specific days at set times.

Applying to PhD in Social Work Programs

Students interested in obtaining a PhD in Social Work must apply to individual schools offering this graduate study. Due to substantial competition for spots, students oftentimes apply to more than one program.

Admission Requirements for PhD in Social Work Programs

Each school has its own specific set of criteria for applicants to present in order to receive consideration for admission. Things often required include:

• A master’s degree from a program accredited by the Council on Social Work Education
• Transcripts of all collegiate work, including degree(s) earned and GPA
• A resume of hands-on social work experience, including internships, employment, and volunteer experiences
• Satisfactory performance on the Graduate Record Examination (GRE)
• Personal statements/essays on the reason for pursuing a PhD
• Interviews with faculty members
• Letters of recommendation supporting the candidacy
• A scholarly writing sample

Paying for a PhD in Social Work

Students rightly worry about paying for higher education. Fortunately, a good number of options exist to  finance graduate studies , including grants, loans, and scholarships. Schools also often offer PhD candidates positions as research or teaching assistants, which can cover or reduce tuition and even provide a stipend.

PhD in Social Work Degree Costs

Many factors influence the cost of pursuing a PhD in Social Work. Choosing a public school in one’s state often proves more economical than tuition for private institutions. Programs partially or fully online can lower expenses by eliminating the cost of traveling to campus or residing in campus housing.

Any student looking for financial assistance should fill out the  Free Application for Federal Student Aid (FAFSA) . It serves as the first step in determining eligibility for grants, loans, and school-specific monetary aid.

Scholarships for PhD in Social Work Students

Individuals looking for assistance in funding their PhD studies in social work may want to check out the following:

• Council on Social Work Education  – The CSWE offers a variety of general and niche scholarships for students interested in graduate studies in social work.
• National Association of Social Workers  – Doctoral students qualify for several funding opportunities offered by the NASW Foundation.
• Davis-Putter Scholarship Fund  – Students working for social change can apply for one of these need-based scholarships of up to $15,000 per year.

PhD in Social Work Career Resources

Along their educational journey and into their career, social work PhDs may find the following groups good sources of knowledge and support:

• Council on Social Work Education  – This national organization is dedicated to advancing excellence in social work education and research. PhD candidates may find the careers section on the group’s website particularly interesting. It contains job opportunities, career planning advice, and free resume review.
• The Group for the Advancement of Doctoral Education in Social Work  – This organization provides a wealth of information on what makes a good PhD program. Its website includes links to all its member institutions, which proves helpful to students trying to compare schools.
• National Association of Social Workers  – This well-established organization of professional social workers focuses on career development and advancing social policies. Its website contains resources on a variety of topics by interest, such as aging, child welfare, and LGBTQ issues. Networking opportunities and tips for landing a job prove useful to graduate students.
• Clinical Social Work Association  – This group focuses on meeting the practice needs of  clinical social workers  through support and advocacy. Members receive free consultative services for legal and ethical questions, reduced rates on liability insurance, and access to the association’s job board.
• Society for Social Work and Research  – For more than 25 years, this non-profit has supported faculty, students, and others interested in social work research. Funding, information sharing, and interdisciplinary networking are among its areas of concern.
• People often pursue a PhD in Social Work to become a professor at a university, college, or junior college. Such a job involves teaching classes, managing internships and other hands-on student experiences, and conducting research. Other PhDs work for the government, military, non-profits, think tanks, schools, and other organizations as social workers, community managers, researchers, and policy shapers.
• The answer depends on individual interests and career objectives. For someone hoping for a job in academia, a PhD is usually necessary. Individuals interested in positions such as social worker or community service manager oftentimes get hired with a lesser degree. A doctorate, though, can put someone in a better position for greater responsibility, leadership, decision-making, and pay.
• Examine your career goals. A  bachelor’s degree  can be enough for entry-level positions. A master’s will qualify you to perform more extensive duties and is a must for those interested in clinical social work. Future social work instructors and social work executives generally hold a doctorate, which can be a PhD in Social Work or a DSW (Doctor of Social Work).
• An  MSW (Master of Social Work)  helps individuals secure higher-level positions within the field of social work. Obtaining one signifies greater education and training than just a bachelor’s degree. A PhD in Social Work demonstrates exceptional knowledge and commitment. PhDs often remain in academia to teach others and to continue advancing the discipline through original research.

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• https://socialwork.utah.edu/phd/
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How to Become a Mental Health Social Worker

Mental health social workers provide advocacy, counseling, and crisis intervention to patients.The need for mental health social workers continues to grow as more people seek help for mental, emotional, or substance misuse problems.

The benefits of becoming a mental health social worker include making a big difference in people’s lives and helping those who need assistance. Explore this guide to find out more about education, licensure, and potential salaries for this profession.

Featured Online Master’s in Social Work Programs

Steps to become a mental health social worker.

Different paths to becoming a mental health social worker include earning a bachelor’s degree in social work or a related field, such as psychology or sociology, or obtaining a master of social work. Social workers wanting to practice independently or at the clinical level also need state licensure along with a graduate degree in the field.

Generally, the educational, experience, and licensing process follows these steps:

• Complete a Bachelor’s Degree in Social Work (BSW) or a Related Field
• Consider a Master’s Degree in Social Work (MSW)

Complete Post Degree Supervised Experience Requirements

Apply for state licensure.

• Consider Additional Certifications and Credentials

Mental Health Social Worker Education Requirements

Depending on their professional practice goals, mental health social workers earn either a bachelor’s degree or MSW. When researching colleges and universities, make sure to focus on programs with accreditation from the Council on Social Work Education .

Bachelor’s Degree

Mental health social workers need a bachelor’s in social work or a related field for entry-level careers in the field. These include generalist positions assisting clients and connecting them with services and resources, along with basic case management.

Some employers or positions may require mental health social workers to complete an MSW, however a BSW can give students advanced standing in an MSW program.

The typical BSW curriculum offers courses in generalist social work practice, human behavior, and social welfare programs and policies. Students also complete field internships to gain hands-on experience under the supervision of a licensed social worker.

Master’s Degree in Social Work

Clinical social workers and those interested in independent practice need an MSW. Earning an MSW takes about two years, and the curriculum focuses on specialty areas, including mental health. In addition to course credits, programs require at least 900 hours of supervised field experience.

An MSW prepares graduates to manage large caseloads and perform clinical assessments and pursue supervisory and policy advocate roles.

MSW admission requires a bachelor’s degree in any discipline but may offer BSW-holders advanced standing, which can reduce the completion time to around one year.

Doctoral Degree in Social Work

While not required to become a mental health social worker, a doctoral degree – either a doctor of social work (DSW) or doctor of philosophy (Ph.D.) in social work – can help lead to advanced positions and higher salaries. Generally, those interested in university teaching positions or research earn a Ph.D., and students seeking advanced clinical skills and leadership roles choose a DSW. Those with DSWs may also pursue clinical teaching positions.

DSW programs may include clinical internships and dissertations. Ph.D. students focus on researching, writing, and defending their dissertations.

To become a licensed master social worker (LMSW) or licensed clinical social worker (LCSW), most states require post-master’s fieldwork. Fieldwork hours vary by state but generally range from 1,500-4,000 or two years of supervised experience. Several states offer licenses to those with a BSWs, usually requiring two years or 2,000-4,000 hours of fieldwork after a bachelor’s degree.

Fieldwork takes place in various settings, including hospitals, government and social services agencies, correctional facilities, outpatient clinics, and long-term care facilities. Licensed social workers supervise participants’ interactions with clients and oversee their work in case management, care coordination, and counseling.

Pursue Social Work Licensure

Getting a social work license requires passing a national examination administered by the Association of Social Work Boards (ASWB). States require licenses at different educational and experience levels, and applicants should confirm with their state licensing board which exam to take and the registration procedure.

Social work licensure candidates typically follow the procedures listed on the ASWB website :

• Apply for licensure with their state board
• Pay the licensing fee
• Register and take the licensure exam with the ASWB

For examinees in most states, the ASWB will send an email authorizing the testing with scheduling instructions. The ASWB sells online practice tests that simulate the exam experience by using the same software and format.

Some states may require additional exams to those listed below.

Bachelor’s Exam

• Degree/Experience Required: BSW, no experience
• Exam Fee: $230
• Exam Focus: Knowledge and skills for basic, generalist practice

Master’s Exam

• Degree/Experience Required: MSW, no experience
• Exam Focus: Application of specialized knowledge and advanced skills

Advanced Generalist Exam

• Degree/Experience Required: MSW, two years of experience in a nonclinical setting
• Exam Fee: $260
• Exam Focus: Advanced generalist social work (including macro-level practice) in nonclinical settings

Clinical Exam

• Degree/Experience Required: MSW, two years of experience in a clinical setting
• Exam Focus: Application of specialized clinical knowledge and advanced clinical skills

In most states, social work licensing candidates follow the procedures listed in the previous section (submit license application and fee with your state board and receive approval to register for an ASWB exam). Some states, including Texas, allow candidates to apply for licensure only after they take the exam. In this case, candidates apply for approval to take the exam, rather than licensure.

Differences in licensing procedures make it important for applicants to contact their state’s board of social work for specific information regarding license levels , requirements, and application procedures.

Consider Additional Social Work Certifications

While not required, additional social work certifications can help increase career opportunities and salaries. Licensed social workers can pursue National Association of Social Workers credentials in areas that include leadership, case management, clinical, gerontology, military, and youth and family.

Certifications demonstrate to clients and employers in-depth knowledge, dedication, and adherence to ethical standards. Some credentials require a BSW but most specify an MSW. Criteria vary by credential but may include post-degree supervised experience and continuing education hours.

Salary for Mental Health Social Workers

The Bureau of Labor Statistics (BLS) reports an annual average salary of $58,000 for mental health and substance abuse social workers. Salaries can range from $30,000-$97,000.

Earnings can depend on the workplace, client population, and geographical location. For example, in the top five highest-paying states — New Jersey, California, New York, Washington, D.C., and Connecticut — mental health and substance abuse social workers make average annual salaries between $71,650 and $99,390.

The top-paying 10 metro areas for social workers are located in California. Highest-paying non-metro areas include California’s eastern Sierra region, Hawaii/Kauai, and central east New York.

Source: BLS

Frequently Asked Questions

What is the difference between a social worker and a psychiatric social worker.

Social workers are professionals who help people navigate various life challenges, including social, economic, and mental health problems. Psychiatric social work is a specialization that assists clients with mental health and emotional issues.

What is the difference between a therapist and a social worker?

Social workers receive training in community-based interventions, which may include mental health therapy. Social workers also advocate for their clients and help them find additional services and resources. Therapists focus more narrowly on mental health diagnosis and treatment. Some social workers are also licensed therapists, so these roles commonly intersect.

Where do mental health social workers work?

The top workplaces for mental health social workers are outpatient care centers, individual and family services, local government agencies, residential facilities, and psychiatric and substance abuse hospitals.

What skills do you need to be a mental health social worker?

Mental health social workers need communication and listening skills to understand clients’ challenges and explain options. They also need compassion and patience under stress. Other skills include casework management and organization, plus problem-solving to refer clients to resources and services.

Reviewed By: Danielle Golightly, LMSW

Danielle Golightly is a licensed social worker in Michigan with over 10 years of experience. She is currently the family advocate at a child advocacy center where she works with individuals and families from diverse backgrounds. Previously, Danielle served as a victim advocate at the same agency, providing crisis intervention and psychoeducation services to families impacted by child abuse. She has also supervised graduate-level social work students and mentored undergraduates throughout their internships.

Danielle is passionate about child welfare, victim advocacy, and trauma.

Danielle is a paid member of the Red Ventures freelance Education Integrity Network.

Take the next step toward your future in social work.

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PhD in Social Work

Baylor's Social Work PhD program is designed to develop  leaders  and  educators  who can lead visionary social work education or service programs and conduct original research addressing the complex social issues of our world. The program provides a distinctive focus on the  integration of religion and faith  with the ethics, values and practices of the social work profession.

Click the yellow Apply Now but at right to begin your application.

Baylor University is an NC-SARA approved institution.

What can you do with a PhD in Social Work?

Graduates from the social work PhD program are uniquely prepared to: • Serve in academic research and teaching posts in social work programs • Provide leadership in government and private agency contexts around the world

Program Format

Baylor's online PhD in social work is primarily taught in a synchronous video classroom that utilizes high-definition technology to connect students and the instructor in real-time. Classes are conducted much as they would be on campus, except the students are able to participate from anywhere in the world.

Learn more about the Program of Study . 

Program Requirements

Admission to the PhD program is a highly selective process. The admissions committee selects up to seven students every other year that have:

• Clear interest in developing theory, policy, and research skills in a substantive area relevant to the field of social work
• A superior academic record in all previous work
• The maturity, intellectual ability, and readiness for doctoral study

Explore admissions requirements at how to apply .

What was your first impression of the Garland School of Social Work?

Online  - the information is clear and robust. The chairs were easy to communicate with and faculty was available to answer any questions. In person  - I cannot give enough positive feedback about my experience at the Garland School of Social Work. The staff and faculty were warm, interested, and invested in us individually and as a cohort from the moment we walked in. I felt known. I felt spurred on in my research interests. I felt heard by every person I encountered. I left feeling connected to my educational goals, the university, the school of social work, my cohort, and the faculty. —Dr. Brianna Garrison, PhD '21

• Diana R. Garland School of Social Work

811 Washington Ave. Waco, TX 76701

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Qualification, university name, phd degrees in people with mental health problems: social work.

16 degrees at 13 universities in the UK.

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Population Health Sciences PhD/MD/MPhil - Mental Health, Ageing, Public Health and Primary Care

University of leicester.

The School of Health Sciences offers supervision for the degrees of Doctor of Philosophy (PhD) - full-time and part-time; Master of Read more...

• 3 years Full time degree: £4,786 per year (UK)
• 6 years Part time degree: £2,393 per year (UK)

Mental Health iPhD

University of glasgow.

Our research strength is identifying the causes of mental disorders and suicide to develop clinical trials of novel complex Read more...

• 5 years Full time degree: £4,786 per year (UK)

Ageing and Dementia Studies Mphil

Bangor university.

The MPhil programme will provide a dedicated route for high calibre students who (may have a specific research aim in mind and) are ready Read more...

• 2 years Full time degree: £4,786 per year (UK)
• 4 years Part time degree: £2,393 per year (UK)

Mental Health of People with Learning Disabilities - PhD

University of kent.

The Tizard Centre offers excellent opportunities for full or part-time research in intellectual disability, community care and autism Read more...

• 5 years Part time degree: £2,393 per year (UK)

Dementia Studies PhD

University of west london.

UWL is committed to advancing knowledge and innovation in research and education to improve the lives of older people in the UK and around Read more...

• 4 years Full time degree: £3,995 per year (UK)
• 6 years Part time degree: £2,000 per year (UK)

Dementia Studies MPhil/PhD

University of worcester.

We welcome applications to undertake research towards MPhil and PhD degrees in Dementia Studies. Research at Worcester has grown Read more...

• 3 years Full time degree: £4,950 per year (UK)
• 5 years Part time degree: £2,475 per year (UK)

Mental Health, PhD

Swansea university.

Developing and evaluating effective evidence-based mental health services to support people at some of the most challenging times of Read more...

• 3 years Full time degree: £4,712 per year (UK)
• 6 years Part time degree: £2,356 per year (UK)

PhD/MPhil Mental Health

City, university of london.

You will join a research community that is leading the way in how we look at mental health care and communication. Research will be Read more...

• 2 years Full time degree: £5,000 per year (UK)
• 3 years Part time degree: £2,500 per year (UK)

Mental Health PhD

Lancaster university.

The PhD in Dementia Studies gives the opportunity for individuals with an interest in dementia (either academically or professionally) to Read more...

• 5 years Online/Distance degree: £4,350 per year (UK)

University of Manchester

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

Dementia studies PhD

University of northampton.

The MPhil/PhD/PhD by Published Works in Dementia programme offers those interested in dementia (academically or professionally) the chance Read more...

• 2 years Full time degree: £5,500 per year (UK)
• 3 years Part time degree: £2,775 per year (UK)

Professional Development in Mental Health Nursing and Counselling PhD

Abertay university.

Research and knowledge exchange within the field of mental and physical health/wellbeing is a key priority for the 21st century. Our Read more...

• 3 years Full time degree: £4,829 per year (UK)
• 6 years Part time degree: £2,415 per year (UK)

PhD Psychology - Mental Health

Ulster university.

The Psychology Research Institute offers supervision of research leading to a PhD degree on either a full-time (3 years) or part-time (6 Read more...

• 6 years Part time degree: £2,390 per year (UK)

An international first, the PhD in Mental Health meets the needs of those wishing to gain a deep and critical insight into mental health Read more...

Dementia studies PhD by Published Works

• 1 year Part time degree: £3,500 per year (UK)

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Earning A Doctorate In Social Work

Updated: Jan 2, 2024, 5:52am

Earning a doctorate in social work offers opportunities to advance your career by gaining further training in a specific area. In this article, we discuss the difference between a Doctor of Social Work (D.S.W.) and a Doctor of Philosophy (Ph.D.) in social work, discuss specializations available for doctorate programs and provide examples of social work career options.

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Admission Requirements

Admission requirements for a Ph.D. in social work or a D.S.W. vary depending on the school and program. Doctorate programs typically require applicants to hold a master’s degree in social work and/or have up to three years of related post-graduate professional work experience. Doctoral applicants are commonly required to submit all postsecondary transcripts, GRE scores, letters of recommendation and meet a minimum GPA.

Ph.D. in Social Work vs. a D.S.W.: Which is Right for You?

Both a Ph.D. in social work and a D.S.W. can help advance your career and potentially increase your salary as a social worker . The fundamental difference between the two is the focus of the programs.

A D.S.W. program focuses on supervision, applied research and social practice at the leadership and/or management level. A Ph.D. program emphasizes scholarly and theoretical research and educational practices. Deciding which is right for you depends on your professional career goals and research interests.

What is a Ph.D. in Social Work?

Earning a Ph.D. in social work is suited for those interested in working for research-oriented organizations or in higher education. Some social workers holding a Ph.D. end up involved with community organization, policy or working for nonprofit organizations. However, earning a Ph.D. might limit your job prospects if your career goals shift beyond the realms of research, scholarship and education. A Ph.D. in social work requires a large time commitment and often takes between three to four years to complete.

What is a D.S.W.?

A D.S.W. is an applied degree that spends more time training students with advanced clinical application of social work practice. This degree assists professionals in developing and improving their practice, including working at the leadership or management level.

Specializations for Doctorate in Social Work Programs

Doctorate programs in social work provide advanced training in specialized areas of practice and may focus on a specific population, such as children, women or refugees, or on particular social issues such as trauma, poverty or housing. Below are some examples of specializations available for candidates to choose from:

Advanced Clinical Practice and Supervision

The advanced clinical practice and supervision specialization allows candidates to develop their leadership skills and prepares them for advanced clinical supervision, instruction and practice management. These advanced practitioners play a critical role in delivering the best care across various social work settings and work environments.

Social Work Education

Ph.D. programs can be well-suited for social workers interested in working within the education sector, especially those interested in becoming a researcher or educator. An education specialization provides opportunities to learn quantitative analysis, teaching methodologies, and survey and research methods.

Mental Health and Substance Abuse

A specialization in mental health and substance abuse prepares social workers who work with clients who have substance and behavioral addiction and/or mental health-related issues. Students can expect to learn the best practices and techniques for assisting their clients, addiction psychology and treatment, and family studies.

Disaster, Crisis and Intervention

A disaster, crisis and intervention specialization allows students to learn about the theories and strategies available for addressing various societal challenges and meeting the basic needs of a community in an emergency. Study of psychological disorders, crisis intervention and counseling, and an examination of behaviors and actions following disaster are just a few examples of themes this specialization emphasizes. Doctoral students often develop solution-oriented and action-driven projects to address hypothetical and/or real situations affecting communities.

Career Options for a Doctorate in Social Work

Social worker.

Social workers work with individuals, groups and communities to provide the support they need to overcome and improve difficult situations. They assist their clients in facing various challenges, such as substance addiction, unemployment or abuse.

Clinical Social Worker

Clinical social workers handle the prevention, assessment, diagnosis and treatment of mental illness and emotional and behavioral-related problems. Treatment modalities include individual and group or family therapy. While social workers’ and therapists’ roles differ, clinical social workers can provide counseling treatment and certain types of therapy under the supervision of a licensed psychologist or psychiatrist.

Clinical Director

The role of a clinical director can vary depending on the work setting; however, their job responsibilities often encompass a combination of administrative management and human resources. They provide leadership to healthcare teams and oversee facilities to ensure organizations run effectively and efficiently.

Clinical directors develop, implement and supervise patient care programs and administrative operations. They strategize outstanding service and growth opportunities according to the organization’s standards and manage budgeting and resourcing responsibilities.

Social Work Professor

Experienced professionals interested in imparting the knowledge and insight they’ve accumulated throughout their career to aspiring social workers can become a professor after obtaining their doctoral degree. A critical component of being a professor is consistently publishing work in peer-reviewed scholarly journals.

Frequently Asked Questions

What is the difference between d.s.w. and ph.d..

A D.S.W. program prepares students for careers in advanced social work practice, applied research and leadership. A Ph.D. prepares students for careers in academia and focuses more on research methods and teaching methodology. A D.S.W. is an applied degree, whereas a Ph.D. is an academic degree.

What are the benefits of getting a doctorate in social work?

Earning a doctorate in social work is a highly respected distinction that provides advanced training in a specialized practice within your area of interest. Obtaining a doctorate in social work can expand your career opportunities, increase your earning potential and qualify you for leadership and advanced administrative roles.

How long does it take to earn a D.S.W.?

It can take between two to five years to earn a D.S.W. The length of D.S.W. programs can vary depending on the program and school, and the course load taken each semester.

• Best Online Bachelor Of Social Work Degrees
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• Careers In Social Work
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• How To Become An LCSW
• How To Become A Psychiatric Social Worker
• BSW Vs. MSW
• Pursuing A Career In Community Health
• LMSW Vs. LCSW
• Macro, Micro And Mezzo Social Work
• Earning A Master's In Social Work
• Learn How To Get A Social Work License

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• What Are The Different Types Of Social Workers?
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• What Is Social Work?

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Social Work Ph.D. in Social Work

Our next admissions cycle will be in Fall 2024 for a Fall 2025 program start date.

• Social Work
• Programs and Degrees

Ph.D. in Social Work

Ph.d. in social work program earn your doctorate in social work.

As full members of the Group for the Advancement of Doctoral Education, the School of Social Work believes the purpose of the Ph.D. in social work is to prepare students to be scholars who function as “stewards of the discipline.”

Our program offers

• Forward-thinking approaches to professional education, addressing critical social issues, and transforming professional practice and social policy
• Interdisciplinary training and collaboration opportunities to enhance health and well-being across local and global community systems
• Flexible full-time and part-time programs of study

Each student works closely with their adviser and graduate committee to develop their own learning agenda and dissertation proposal. The student’s background, experience, personal schedule, and learning goals are considered when developing the program of study.

CSU’s Social Work doctoral program is part of the  WICHE/Western Regional Graduate Program exchange.

Learn more about how you can tailor your program to fit your research and career interests.

Meet Our Students

Interdisciplinary research centers.

You will have the opportunity to work with interdisciplinary research centers during your doctoral tenure.

Social Work Research Center

Creating partnerships that bridge the gap between research and practice, transform the human services landscape, and strengthen families and communities.

Human-Animal Bond in Colorado

Improving the quality of life for people of all ages through the therapeutic benefits of companion animals, via animal therapy programs, education, and research

Regional Economic Development Institute

Aiming to understand, analyze, and inform economic development strategies in struggling rural and urban areas through engaged research.

Prevention Research Center

Promoting health and well-being across the lifespan for individuals and families through coordinated, effective prevention services.

Institute for Research in the Social Sciences

Connecting and supporting social scientists with other researchers, and university, community, and industry partners.

.st0{fill:#231f20} Columbine Health Systems Center for Healthy Aging

Promoting research, education, and community engagement around current issues involved in healthy and successful aging.

Featured Faculty Research

Dr. anne williford.

Ph.D. Program Director and Associate Professor Dr. Anne Williford’s research focuses on identifying effective strategies to prevent bullying, violence, and peer victimization, and promote positive behavioral health outcomes among children and adolescents. She is currently the principal investigator of two projects funded by the Spencer Foundation aimed at testing the effectiveness of  a high school-based prevention program, Sources of Strength . The projects include a qualitative process evaluation of the intervention’s underlying change mechanisms, and a longitudinal study investigating the impact of the program on post-high school trajectories .

Dr. Shannon Hughes

Dr. Shannon Hughes studies critical perspectives in mental health and advances social work leadership in psychopharmacology. Since 2018, she has been leading an innovative drug-free mental health care study to evaluate a biopsychosocial approach to mood-related distress in young adults . Funded by the Foundation for Excellence in Mental Health Care, it includes education, peer support, nutrition and lifestyle counseling, and recreation-based social networking. She is also collaborating on the development, delivery, and evaluation of a curriculum for child welfare workers on psychotropic medications with youth in foster care. Dr. Hughes heads the Alternatives for Mental Health and Healing Lab .

Dr. Paula Yuma

Dr. Paula Yuma studies the effects of environmental, economic, and social characteristics of neighborhoods on the health and well-being of individuals, with an overall goal of eliminating health disparities.  She has recently led funded research projects on equitable outdoor engagement for youth (Colorado Health Foundation), supporting healthcare and social service providers with coping and resiliency after disasters (The Americares Foundation), relationships between behavioral health and child maltreatment, including how access to care protects children at risk for maltreatment (The Colorado School of Public Health), and disparities in traumatic injury prevention and care in rural communities (Colorado State University Extension).

Social Work Curriculum

Resources useful links, paying for graduate school.

There are a number of funding opportunities available for our graduate programs.

Advising and Support

Get in touch with our Graduate Program Coordinators to answer your questions and get started on your doctoral journey.

Career Opportunities

Learn how your graduate degree will lead to your next career.

Student Highlights

Quinn hafen: holding social work to its own standards.

From Patagonia to Fort Collins, a search for impact and fulfillment leads to work on whiteness in social work.

Creating a more empathetic model of mental healthcare

The biomedical model of mental health care can arguably do more harm than good, says Arnold Cantu. His recent publication sets the stage for alternatives.

Vice President for Research Graduate Fellowship awarded to an unorthodox research team: Meet Tiffany Banks and her dog, Abe

Doctoral Student in the School of Social Work, Tiffany Banks, was named a VPR Fellow for her dedication to animal-assisted intervention.

• School of Social Work >
• Faculty & Research >
• Full-Time Faculty >

Enoch Azasu

Assistant Professor

“As a psychiatric epidemiologist, researcher and mental health advocate, I'm driven to understand and address critical mental health challenges and suicidality, contributing to the advancement of well-being and the reduction of stigma through rigorous research and community engagement.”

Contact Information

665 Baldy Hall Amherst, NY 14260 Phone: 716-645-3322 Fax: 716-645-3456 Email: [email protected]

665 Baldy Hall, Amherst, NY 14260 ( view map ) Phone: 716-645-3322; Fax: 716-645-3456 Email: [email protected]

• PhD, Social Work, Washington University in St. Louis (2023)
• MSW, Washington University in St. Louis (2019)
• MBA, University of Professional Studies, Accra, Ghana (2016)
• BA, Psychology, University of Ghana, Accra, Ghana (2010)

Professional/Research Interests

Psychiatric epidemiology and mental health, particularly understanding and addressing suicidality; developing and implementing evidence-based interventions to improve mental well-being and suicide prevention, reduce stigma and support at-risk populations

Through his groundbreaking research, Enoch Azasu delves into the prevalence, sociocultural risks and protective factors associated with suicidal behaviors, particularly among adolescents in the greater Accra region of Ghana. By melding advanced epidemiological methodologies with a deep understanding of mental health, he seeks to uncover insights that contribute to suicide prevention and intervention strategies. His work also extends to understanding the impacts of loneliness and sociocultural factors on mental well-being, as well as developing culturally appropriate interventions for mental health challenges and suicide.

Azasu’s research has been published in several academic journals, including the Journal of Adolescent Health, Archives of Suicide Research, and Social Work. His publications have explored a range of topics, from the intricate relationship between ethnic identity and suicidality among Black adolescents to the profound impact of racism-related stress on suicidality among Black men.

As an educator, Azasu’s teaching emphasizes the importance of integrating research with practice to address real-world mental health challenges.

Beyond academia, Azasu is a passionate advocate for mental health awareness and policy transformation. He established “Youth Awake to Suicide - STAY,” a nonprofit that addresses suicide and trauma issues among Ghanaian youth. Through the organization, Azasu has organized workshops and focus groups to raise awareness, encourage help-seeking behaviors and champion policy changes to prioritize mental health support.

Azasu has been honored with several awards and fellowships, including the National Institute of Mental Health’s Global VISTA award, which recognizes mental health leaders who push the boundaries of knowledge. He has also received an International Center for Child Health and Development (ICHAD) Research Resilience Training Fellowship and the McDonnell International Scholars Academy award.

PHD IN SOCIAL WELFARE

Bring your intellect, curiosity, and creativity to tackling complex social challenges.

The Doctor of Philosophy in Social Welfare (PhD) Program will transform you into a scholar well-equipped to identify and solve social problems – both close to home and around the world. Grounded in innovation and academic rigor, the SP2 PhD allows you to explore diverse perspectives and approaches to social work, social welfare research, social policy, social theory, and social justice.

Request Info

Learn more about the PhD program and the SP2 experience.

Ready to experience SP2? Learn more about the application process.

Join us for an upcoming in-person or virtual event.

An Invitation from the Co-Directors

“Social welfare” is a complex term. Its basic definition is deceptively simple—the collective welfare or wellbeing of a given society. But what constitutes that wellbeing and how it can and should be achieved, who belongs in that society and can and should form and formulate the “social,” are abiding questions that have been posed, debated, and contested for as long as collective human settlements have been in existence. World-shaping works of art, science, and philosophy have been crafted to answer these questions. Disagreements on those answers are at the heart of the social, cultural, and political tumult in which the U.S. is embroiled. Social welfare is, in other words, a weighty, vital, and pressing field of study.

The social welfare field draws from all social science disciplines and the discourses of multiple professions including social work. Whatever the domain of interest—health, poverty, education, incarceration, climate change, racism, migration, philanthropy, homelessness, history, and whether it is framed as a theoretical, methodological, issue-focused, or population-based inquiry—what we seek is students interested in not only finding the answers but in critically interrogating the questions themselves. Given the school’s commitment to advancing social justice in all of its programs, the courses of study students engage in should, no matter the specific domain, actively attend to issues of power, inequality, and disparity.

We believe that the vitality of the social welfare field is maintained by the passion for social justice brought by those who enter it. SP2’s rigorous yet flexible curriculum aims to provide the training necessary to forge the students’ passion into disciplined scholarship. To encourage each student to develop unique work and an individual scholarly voice, the program is intentionally interdisciplinary, designed to expose students to an array of approaches to social welfare offered by the world-class faculty of the school and the university.

The PhD in Social Welfare prepares students for careers as outstanding researchers and scholars committed to critically and rigorously analyzing social problems to propose effective, research-based solutions, to offer new theories and methods for approaching research and scholarship, and to formulate new paradigms for social welfare. We welcome your questions about the program and the school. We invite you to join us in this endeavor.

Yoosun Park, MSW, PhD Co-Director, PhD in Social Welfare Program

Tamara J. Cadet, PhD, LICSW, MPH Co-Director, PhD in Social Welfare Program

“ Whatever the domain of interest—health, poverty, education, incarceration, climate change, racism, migration, philanthropy, homelessness, history, and whether it is framed as a theoretical, methodological, issue-focused, or population-based inquiry—what we seek is students interested in not only finding the answers but in critically interrogating the questions themselves.”

The SP2 Difference

A highly selective program for students with a proven record of academic excellence and strong potential to contribute to their field

Instruction and mentoring from world-class faculty researchers and practitioners in multiple disciplines

Four years of support in the form of tuition, fees, individual health insurance, and stipend

INVISIBLE – leave blank

Access to Penn’s vast institutional resources

A diverse global alumni network in academia  and industry, government, nonprofits, think tanks, and research institutes

World-Class Faculty

The PhD program faculty are here to help you shape your specific area of expertise, drawing on their own decades of scholarship, teaching, and experience in areas including mental health , queer studies , sex work, homelessness , incarceration, gerontology , foster youth , and more .

Coursework provides students with core knowledge and skills as well as the opportunity to develop a specific expertise area. Papers and projects in core courses, combined with strategically selected electives, ensure a broad understanding of the field as well as deep study in the theoretical and empirical aspects of a specific area.

Students work with their academic advisors to develop an individualized plan for five electives. Graduate-level electives can be taken in any Penn department. At least one of these electives must be an advanced methods course, such as advanced statistical methods or qualitative research methodology.

Courses may be offered in varying order and year of program. Students are notified of such arrangements well in advance.

*Subject to change.

Fall Semester

• SOCW 8110: Social Theory
• SOCW 8520: Social Welfare Research Methods
• SOCW 9010: Proseminar
• SOCW 6300: Quantitative Reasoning/Social Statistics

Spring Semester

• SOCW 8030: Advanced History and Philosophy of Social Welfare
• SOCW 8550: Advanced Social Welfare Research Methods
• SOCW 8970: Applied Linear Modeling

Second Year

• SOCW 8610: Advanced Policy Analysis Research Methods or elective
• Theory Course or Elective
• Advanced Methods Course or Elective
• Theory course or elective
• Advanced methods course or elective

Third & Fourth Years

Fall & Spring Semesters

• Dissertation research & writing
• Teaching practicum

Your Experience

You’ll devote 15 hours per week to a research fellowship during your first year and 20 hours per week during your second through fourth years. You typically begin by working with your first-year advisor to identify research experiences that align with your skills and interests. To develop a broad range of methodological skills, we encourage students to work on multiple faculty projects as well as their own research.

Each student is assigned a doctoral advisor upon entering the program. At the end of their first year, students are encouraged to assess the arrangement and decide whether to continue with that faculty member or to choose another advisor from among the Graduate Group faculty. The advisor helps the student prepare an individual educational plan, choose courses, form a dissertation committee, and become familiar with SP2 and Penn’s wide array of educational resources. Students are responsible for initiating meetings with their advisors at regular intervals.

Please see University guidelines for best practices around academic advising and building strong mentor relationships.

After completing all required coursework, typically at the end of the second year, students must take the Preliminary Exam.

After completing the required coursework and passing the Preliminary Exam, students defend their dissertation proposal. Upon a successful defense, students become PhD candidates.

A dissertation defense serves as the program’s final examination. Passing this defense completes all degree requirements.

Recent Awards & Honors

Federal research awards.

Shana Merrill

• American Board of Genetic Counseling, up to $50,000

Alexandra Schepens

• Ruth L. Kirschstein National Research Service Award (F31), National Institutes of Health, 9/1/2014 – 8/31/2017, $105,409
• Yoga Intervention for Substance Use and ART Adherence in Community Reentry.

National Research Honors

Michael L. Shier, PhD’15

• Received the Northeastern Association of Graduate Schools (NAGS) for the Doctoral Dissertation Award for 2015-2016. Each year NAGS recognizes an outstanding dissertation that has been produced by a PhD candidate at one of its member institutions. The $1,000 award is presented at the annual meeting.

Staci Perlman, MSW’01, PhD’10

• Selected by the American Psychological Association Section on Child Maltreatment to receive the Early Career Award in the Field of Child Maltreatment. This award recognizes individuals who have made substantial contributions to the field within eight years of receiving a terminal degree and who have demonstrated the potential to continue such contributions. One award is made each year to a practitioner or researcher whose work has demonstrated an influence on the field of child maltreatment.

Sara Wiesel-Cullen, PhD ‘11

• Awarded honorable mention for the best dissertation from the Society for Social Work Research. Her dissertation chair was Professor Phyllis Solomon. Washington, DC: January 2012.

Joanna Bisgaier, PhD ’11

• Received the 2012 Student Research Award for Social Work Research from GADE (Group for the Advancement of Doctoral Education). Shown are Jill Duerr Berrick, awards committee chair; Joanna Bisgaier; Karin Rhodes, Joanna’s dissertation chair; and Kia Bentley, Chair Elect of GADE. Washington, DC: January 2012.

The Hal Levin Award

Presented to a meritorious doctoral student who is continuing the process of completing coursework. All students enrolled in classes at the time of award nominations and who have passed their preliminary exams are eligible to be nominated. The recipient is chosen by nomination and voting of the SP2 faculty. Dr. Herman (Hal) Levin was a professor in the School of Social Work.

Recent Recipients

• 2023-2024: Husel Husile
• 2022-2023: Samaita Jana and Codi Smith
• 2021-2022: John Gyourko
• 2020-2021: Jessica Cho Kim
• 2019-2020: Michelle Mullen
• 2018-2019: Viviana Chiu-Sik Wu
• 2017-2018: Allison Russell

Penn Healthcare Innovation Challenge

• Meagan Cusack, 2020

Frank R. Bruel Memorial Prize

Social Service Review recently announced that the 2022 Frank R. Bruel Memorial Prize has been awarded to Aaron Gottlieb and SP2 graduate Kalen Flynn MSW ’09, PhD ’18. The prize honors their article, “The Legacy of Slavery and Mass Incarceration: Evidence from Felony Case Outcomes.”

Presidential PhD Fellows

• Sandhya Jha
• Sharon Zanti
• Jessica Kim
• Rebecca Pepe
• Mira Phillips
• Christopher Wodicka

Career Success

Our PhD graduates go on to hold prestigious positions in academia, government, nonprofit organizations, think tanks, research firms, and more. Here are just some of the places where our recent graduates have found full-time employment:

• American Federation of Teachers
• Bill and Melinda Gates Foundation
• U.S. Department of Health & Human Services, Office of the Inspector General
• U.S. Department of Justice, Office of the United States Attorney
• U.S. Department of Veterans Affairs, National Center to End Homelessness
• Columbia University, School of Nursing
• Hebrew University of Jerusalem, School of Social Work
• Hong Kong University, Department of Social Work
• McGill University, School of Social Work
• National Institute on Poverty
• New York University, School of Social Work
• Rutgers University, School of Social Work
• Temple University, Graduate School of Social Work
• University of Massachusetts, School of Public Policy
• University of Pennsylvania, School of Medicine
• University of Pennsylvania, School of Social Policy & Practice
• University of Toronto, School of Social Work
• Yonsei University

FEATURED ALUMNI

Amy blank wilson, phd ’06.

“I am very thankful to have had the opportunity to pursue my PhD studies at SP2. The invaluable education and training I received at SP2 created opportunities for me to help develop policies and practices for people with mental illness that I could only dream about when I was a practicing social worker in the community mental health system. Through my educational experiences at SP2, I also built relationships with faculty and fellow students that continue to support and fuel my work to this day.”

Ready to join the PhD community?

Related news.

SP2 honors five accomplished social change agents at 2024 Alumni Hall of Fame Ceremony

Five distinguished alumni were celebrated at the 2024 SP2 Alumni Hall of Fame Induction Ceremony on Friday, May 17. The event marked the sixth year that the School has honored alumni through the SP2 Hall of Fame.

Faculty & Research

Exploring sustainable development & the human impact of natural disasters

What factors allow people to prepare for and recover from natural disasters? Dr. Chenyi Ma, a research assistant professor at Penn’s School of Social Policy & Practice (SP2), conducts interdisciplinary research that investigates the role of inequality in disasters’ impact and points to policy solutions.

SP2 ranked #8 among Schools for Social Work by U.S News & World Report

SP2 has been named #8 among Schools for Social Work in the 2024 U.S. News & World Report Best Graduate Schools rankings. This marks SP2’s highest ranking ever, and the second time that the School has appeared in the list’s top 10.

Coordinator, PhD in Social Welfare Program

215 573 7268

eerich@upenn.edu

Related Links

TUITION & FEES >

PHD ADMISSIONS >

PHD RESOURCES >

PhD Student Handbook >

CURRENT PHD STUDENTS >

RECENT PHD GRADUATES >

2024 PhD in Social Welfare Graduates >

Melbourne School of Psychological Sciences

Mental Health PhD Program

A multidisciplinary PhD Program in Mental Health

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

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

Host departments

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

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

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

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

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

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

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

Program activities

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

Our online platform

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

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

And more…

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

Program structure

Mhpp co-directors team.

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

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

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

Department of Psychiatry, Melbourne Medical School

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

Centre for Youth Mental Health

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

Florey Institute of Neuroscience & Mental Health

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

MHPP Operations Manager

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

MHPP Event Coordinators

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

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

Florey Institute for Neuroscience and Mental Health

Centre for Mental Health

Department of General Practice

Melbourne Neuropsychiatry Centre, Department of Psychiatry

Department of Psychiatry

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

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

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

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

Kavisha Fernando - Graduate Researcher at the Department of Psychiatry

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

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

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

Brendan Pearl - Graduate Researcher at the Department of Psychiatry

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

Hannah Savage -Graduate Researcher at the Department of Psychiatry

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

Phoebe Thomson - Graduate Researcher at the Department of Paediatrics

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

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

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

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

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

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

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

How to apply?

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

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

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

Eligibility

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

Prospective graduate researchers

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

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

Applications

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

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

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

Apply for the Program

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

Frequently Asked Questions

What will i get out of the program.

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

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

What will the time investment be?

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

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

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

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

Does the Mental Health PhD Program offer PhD positions?

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

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

How can I unsubscribe?

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

Where can I go for further information?

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

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

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

Program Co-Directors

Professor Nick Haslam Melbourne School of Psychological Sciences

Professor Jane Pirkis Centre for Mental Health

Professor Chris Davey Department of Psychiatry

Associate Professor Kelly Allot Centre for Youth Mental Health

Professor Andrew Lawrence Florey Institute of Neuroscience & Mental Health

Operations Manager

Brendan Pearl Department of Psychiatry

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About the Program

The PhD Program in Social Welfare , which began in autumn 1975, awards the degree of Doctor of Philosophy. The program prepares students to become leaders in the advancement of knowledge in the profession and relevant interdisciplinary domains. Students acquire both the substantive and methodological competence to contribute theoretical formulations and empirical research that inform effective social work practice and advance scholarship in social welfare for the promotion of social justice. Our graduates primarily work in academic and research positions.

Bringing a social justice lens to translational and cross-disciplinary research is at the core of our educational mission. Our School is leading research responses to several of the Grand Challenges in Social Work, a groundbreaking national effort to use science to create social progress in strategically determined areas.  Faculty at the School are part of the research leadership for the following Grand Challenges: Reducing Extreme Economic Inequality, Ensuring Health Development for All Youth, Closing the Health Gap, Advancing Long and Productive Lives and Creating Social Responses to a Changing Environment.  By addressing these core social problems, social work students and scholars are at the front lines of developing practice and policy changes to improve the lives of communities experiencing systemic oppression.

We invite you to learn more about our doctoral program and the future scholars who are at the heart of our program!

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Meet the director

Research and Teaching

In our PhD program, we emphasize preparation for research and teaching roles, including hands-on experience in supervised practica in addition to special training involving expert invited speakers, workshops, and seminars. Our doctoral faculty are ranked among the most productive in the nation and have a high level of grant funding. (Here is a partial listing of School research projects .) In addition to being among the top contributors nationwide to research and scholarship, the School has developed special depth in prevention/intervention research opportunities. The University of Washington has achieved national recognition for its educational innovations and initiatives for preparing students for teaching roles, and our School participates in many innovative programs to develop teaching skills.

Cohort Size

Cohort sizes are kept small, which allows intense faculty-student interactions and mentoring throughout the various phases of the program and fosters supportive, collaborative relationships among students. As a result, students in our doctoral program enjoy an unusually high rate of completion.

Interdisciplinary Character

One feature of the PhD program is its interdisciplinary character. The program’s nationally prominent, multicultural faculty includes scholars with a range of research foci and collaborative ties with other disciplines. In addition to being among the top contributors to research and scholarship, the School’s faculty members have developed special depth in prevention research. Faculty research emphasizes prevention and intervention services and encompasses topics related to health/mental health promotion and disparities, aging, child and adolescent services, family-based practice, interpersonal violence, substance abuse, income distribution, and issues related to gender, communities of color (including American Indian and Alaska native health), and gays and lesbians. The program also benefits from being a part of one of the top public research universities in the nation with strong community ties in a diverse metropolitan area.

Plan of Study

Students develop an interdisciplinary plan of study to meet their scholarly and professional goals and complete a portion of their coursework outside the School of Social Work. They are expected to develop a strong theoretical framework for their knowledge-building activities, and they frequently work with faculty in other schools and departments in the University. Students are encouraged to include scholars from other disciplines on their supervisory committees.

The PhD program is constructed so that each student develops a plan of study that focuses on a well-defined substantive area of interest in the field of social welfare. During the first 2 years, the student completes required classes before moving on to a specialized area and set of research objectives anticipated as being the focus of subsequent research priorities. The program of study encompasses substantive work in a field or issue of social welfare, relevant intervention development needs or responses, and appropriate research methodologies, with all aspects integrated through a social justice framework. It involves close working relationships with faculty whose expertise complements the student’s learning objectives. Analytical reasoning, sensitivity to diversity factors, and the ability to develop and integrate a theoretical and empirical framework and to articulate social justice learning objectives for one’s current and future work are emphasized.

Specific plans for the program of study are outlined in each student’s Individual Development Plan (IDP), which describes the areas of specialization and crosscutting career skills that the student plans to undertake in the PhD program and how the student will build competence in these areas through coursework, teaching, research, cross-disciplinary, community engagement, and professional development experiences. (For more information, see the Guidelines for Overall Program of Study .)

Research Competence

An expectation common to all students is that they exit the PhD program with substantial research competence. Effectively, this means that in addition to a basic grounding in research and statistical methods, students are expected to acquire specialized competencies in the methodological and advanced data analysis skills necessary for productive scholarship in the substantive area they have chosen. Research training also focuses on social justice aspects of research. (See Guidelines for Research and Teaching Competencies .)

Teaching Skills

In parallel with the research expertise, the program promotes the development of teaching skills. Students participate in required courses on teaching training and acquire the necessary skills to function effectively as classroom teachers and educational leaders. (See Guidelines for Research and Teaching Competencies .) Students are encouraged to seek additional teaching experiences beyond the coursework, and they have opportunities to become teaching assistants and often independent lecturers as they progress through their doctoral studies.

Independence

By its very nature, the PhD program requires that students work independently. Although assistance and support from faculty advisors and instructors, staff, and fellow students are readily available, the responsibility to search out opportunities and information and to initiate collaborative relationships with faculty rests primarily with each student. This necessarily requires that the students be proactive in defining their own goals and in achieving appropriate learning experiences that build upon available resources.

Program Completion

The pace of program completion is a balance of efficiency with academic rigor and excellence. Time to degree varies quite a bit depending upon the type of training sought and the type of dissertation research undertaken. Over the period since 1995, the median time to degree has been 5 years.

Financial Support

The preparation of future social work faculty and scholars includes paid assistantships in a variety of teaching and research roles. Our School ensures financial support during the first 4 years of study by assisting the student in acquiring funding. In each of the first 4 years, the PhD Program Director and Associate Deans work with students to obtain funding from the School, other University of Washington sources, or external federal and private granting agencies. Multiple means of funding beyond the first 4 years are common. Students frequently build upon teaching assistantships to take on more autonomous teaching roles, and they are strongly urged to begin efforts to secure dissertation research support early in the program. The School provides staff support to assist students with grant proposals and human subjects applications.

Application & Admissions

Admission is highly selective, and students are admitted only for autumn quarter . Factors considered in admission include aptitude for social welfare research and scholarship as shown by articulation of social welfare research area(s) of concern to the applicant and capacity to undertake such training and research, professional experience, commitment to diversity and social justice, scholastic achievement, and institutional resources available to support the applicant’s research. An applicant must have a master’s degree in social work, social welfare, or a closely related field.

Although we do not require an MSW degree specifically (many of our students’ master’s degrees are in other related areas), the Council on Social Work Education requires that faculty who teach required practice courses in accredited programs have an MSW degree and 2 years of practice experience (i.e., CSWE EPAS 3.3.1). Thus, obtaining an MSW and this experience can be valuable for those who ultimately seek academic positions following graduation.

Online PhD Programs in Mental Health Counseling

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Most people know the terms counselor, therapist, and psychologist . But many want to know: what are the differences between these professions? 

Counselors, also known as mental health therapists, are trained to work with patients and have master’s or doctoral degrees in psychology, marriage and family therapy, and counseling. 

Psychologists, on the other hand, often require a doctoral degree in psychology for clinical research work, but a master’s degree can be sufficient for some client-based practices. Doctoral degree holders in counseling have people-oriented skill sets that qualify them to work with patients and teach and advise students in higher education. 

What does it take to earn a PhD in mental health counseling? After earning a master’s degree, most graduates choose to begin work in a clinical setting or apply for a PhD program. Accredited online doctoral degrees are available in counselor education and supervision and typically require three to four years of coursework and a clinical internship. 

Earning a PhD in counselor education and supervision gives professionals options to continue to see patients in a clinical setting or pivot their skills into teaching and mentoring roles in higher education to prepare the next generation of mental health counselors. 

A commonly asked question is: why pursue a PhD? The two biggest reasons are expanded opportunities and higher salaries. 

For starters, careers in psychology and postsecondary education are growing. The U.S. Bureau of Labor Statistics (BLS) predicts that between the years 2021 and 2031, job openings for psychologists are projected to grow by 6 percent—which is as fast as the national average, while postsecondary teaching jobs will increase by 12 percent—a rate much faster than the national average for all occupations at 5 percent (BLS 2022). 

Secondly, doctoral degree holders earn higher salaries than those with master’s degrees. The BLS shows the average annual salary for clinical, counseling, and school psychologists is $102,740 ( BLS May 2022). The salary percentiles based on employment location, education, and work experience range from $42,760 in the bottom 10th percentile to $168,790 in the top 90th percentile. 

While it’s possible to see clients with a master’s degree, most clinical counselors have a doctoral degree. According to CareerOneStop (2023), a resource from the US Department of Labor, 66 percent of clinical and counseling psychologists have a PhD, putting those with a doctoral degree at a competitive edge with regard to opportunity access and salary negotiations. 

In short, pursuing an online PhD program enables students to expand their knowledge, grow their careers, and increase their earning potential in the future without sacrificing their earning potential in the present. 

Read on to learn more about online PhD programs and career opportunities in mental health counseling.

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Typical admissions requirements for mental health counseling phd programs.

Every educational program has unique admissions requirements, and most online PhD programs in mental health counseling require the following for admission: 

• A master’s degree from a CACREP-accredited counseling program 
• Criminal background check 
• Current counseling license or be eligible to apply for licensure in the state of residence 
• GPA of 3.0 or higher from a master’s degree program
• GRE scores 
• Interview with an admissions committee
• Official transcripts for undergraduate and graduate coursework
• One year of full-time post-master’s degree counseling experience
• Statement of career or research goals
• Three letters of reference

Courses in Mental Health Counseling PhD Programs

• Capstone in counseling
• Clinical supervision
• Diversity and social justice in counselor education
• Ethical and legal issues in counselor education and supervision
• Neuroanatomy & behavioral medicine
• Online teaching and learning
• PhD residency
• Program evaluation & grant writing
• Quantitative and qualitative research methods
• Supervision & consultation

Supervised Clinical Hour Requirements & Internships – Mental Health Counseling

In CACREP-accredited programs, students must complete their skill development preparation to be eligible for a minimum of 700 hours of supervised clinical experience . 

Clinical hours are divided into two categories: practicum and internship. A minimum of 100 practicum hours are required, with 40 hours spent in direct service with clients. A minimum of 600 internship hours are also required, with a minimum of 240 hours spent in direct service with clients. Direct service hours include time spent with actual clients and activities such as assessment, counseling, psycho-educational activities, and consultation. 

In general, observation and administrative tasks generally do not count toward the direct service supervised clinical hours requirements.

Program Accreditation for Mental Health Counseling – CACREP

As previously mentioned, the Council for Accreditation of Counseling and Related Educational Programs (CACREP) is the leading accrediting organization for master’s and doctoral counseling degree programs. 

As of 2023, 916 programs hold CACREP accreditation status, earned through a two-part process: a self-assessment and a peer assessment. Programs are evaluated and must demonstrate that their mission, curriculum, and teaching standards meet the high standards of excellence. 

Notably, CACREP is recognized by the Council for Higher Education Accreditation (CHEA). Nine of the 90 CACREP-accredited PhD programs in counseling are offered online, and six are featured below.

Featured CACREP-Accredited Online PhD & EdD Programs in Mental Health Counseling

Here are six featured CACREP-accredited online PhD programs in counseling. 

Adams State University

The PhD in counselor education and supervision program at Adams State University is designed to prepare counseling professionals for future positions in leadership. Through academic and clinical coursework, graduates are prepared for future clinical, research, or leadership careers in counseling. 

Students in this 66-semester hour, fully-online program begin their program in a cohort and must complete four one-week summer residencies. This curriculum meets Colorado state standards for licensure, but prospective students are urged to research the requirements for counseling licensure in the state they plan to work after graduation. 

• Location : Alamosa, CO
• Duration : Four years
• Accreditation : CACREP
• Tuition : $357 per credit 

Oregon State University (Hybrid)

Located in the heart of the Willamette Valley, Oregon State University offers a PhD program in counseling that prepares graduates to work as advanced practitioners, clinical supervisors, and counselor educators. This doctoral program emphasizes academic, professional, and research mastery. 

Applicants to this program must have a master’s in counseling or a closely-related discipline to complete their PhD coursework. Taught in a cohort model, this hybrid program requires online coursework and face-to-face classes twice each quarter, which meets on weekends. Graduates from this program go on to work in clinical and academic settings.

• Location : Corvallis, OR
• Duration : 3-5 years
• Tuition : $590 per credit 

Regent University

Regent University offers a fully-online 66-semester-hour PhD program in counselor education and supervision to teach students to explore, research, and innovate to transform mental health. This Christian program features three instructional residencies and real-world experience to help graduates apply faith-based interventions as educators, scholars, and clinical practitioners. 

Residency requirements are two weeks long and provide in-person networking and mentoring opportunities for students and faculty. 

• Location : Virginia Beach, VA
• Duration : Approximately three years
• Tuition : $900 per credit

Shippensburg University (Hybrid)  

Offering a part-time 60-credit program, Shippensburg University offers an EdD in counselor education and supervision. This hybrid program features online classes and on-campus courses on Saturdays—a format that allows current clinical practitioners with master’s degrees to maintain part-time or full-time employment while pursuing a doctoral degree. 

Students in this program take courses together in a cohort model for three years, and additional semesters may be required to complete dissertation defense requirements. This program meets the requirements for counseling licensure in Pennsylvania. 

• Location : Shippensburg, PA
• Tuition : $699 per credit (residents); $1,046 per credit (non-residents)

University of the Cumberlands  

Focused on preparing graduates for research and higher education careers, the University of the Cumberlands offers a 66-credit PhD program in counselor education and supervision. Students in this program can specialize in addiction counseling, advanced counseling, or leadership. 

The curriculum consists of three essential components: leadership, professional research and clinical, and specialty area content courses. Graduates from this program pursue careers as research and counseling psychologists, compliance officers, and post-secondary instructors in higher education. 

• Location : Williamsburg, KY
• Tuition : $449 per credit

Walden University  

Since 1970, Walden University has offered distance learning opportunities, so it is no surprise that it is one of the eight accredited universities offering an online PhD in counselor education and supervision. This program is designed for CACREP-accredited master’s degree holders in counseling who want to pursue roles in administration, teaching, private practice, or research. 

To help students meet their professional goals, Walden University offers seven areas of specialization: general program, advanced methods, consultation, counseling and social change, forensic mental health counseling, leadership and program evaluation, and trauma and crisis. 

• Location : Minneapolis, MN
• Duration : Three to five years
• Tuition : $605 per credit

Professors to Know in Mental Health Counseling

Dr. Laura Bruneau  

Dr. Laura Bruneau has a BA in psychology from Miami University, an MEd in community counseling, and a PhD in counselor education and supervision from Kent State University. 

Her specialty areas of interest at Adams State University include creativity in counseling, therapeutic reading, animal-assisted therapy, women’s issues, and counseling children. She has held counseling licenses in Ohio and Colorado and is registered with Pet Partners Team and Registered Reading Education.

Dr. Shay Carper  

University of the Cumberlands

Dr. Shay Carper is an adjunct professor at the University of Cumberlands Department of Counseling. She is a licensed counselor educator and licensed professional counselor. She earned a PhD in counselor education from Sam Houston University in 2019. Dr. Carper holds certification as a Global Career Development Facilitator. 

Dr. Carper’s research focuses include accessing and addressing implicit racial bias in higher education and mental health awareness. Her dissertation, published in 2019, is titled: “The lived experiences of Black master-level graduate students enrolled in predominantly White counseling programs in Texas: A transcendental phenomenological approach.”

Dr. Kok-Mun Ng  

Oregon State University

Specializing in mental health counseling and couples and family counseling, Dr. Kok-Mun Ng is a professor and core faculty member of the College of Education at Oregon State University. He holds a BS in applied geology from the University of Malaya, Kuala Lumpur, multiple master’s degrees (including an MEd in community counseling from the University of North Texas), and a PhD in counselor education and supervision from Texas A&M University. 

In addition to his credentials, his area of research and teaching emphasis includes training, supervision, and professional identity in the development of counselors, theories, and practices of multicultural and social justice advocacy in counseling, and the internationalization of counseling. 

Jobs for Mental Health Counseling PhDs

As previously mentioned, those with a PhD in counseling can look forward to various career paths in teaching, administration, and clinical counseling. Here are three jobs for graduates of counselor education and supervision programs. 

Become an Assistant/Associate Professor of Counseling Education and Supervision 

Colleges of arts and science and education hire PhD degree-holders to teach courses for their counselor education and supervision programs. Assistant professors are responsible for teaching, research, and professional development. Some tenure-track positions may lead to permanent associate professor positions. Visiting assistant professor positions are also available for those who want to explore teaching options at different universities. 

Depending on job requirements, applicants may need proof of licensure and previous teaching and research experience. The BLS (2022) shows that opportunities for postsecondary teachers nationally are growing 12 percent (2021 to 2031), more than twice as fast as the national average.

Become a Compliance Officer

A career that spans several sectors and disciplines, compliance officers are responsible for examining, evaluating, and investigating eligibility for laws and regulations concerning contracts, licenses, inspections, and permits. Degree holders in counseling education and supervision may be qualified to work in public schools or healthcare facilities to ensure that educational and mental health services are administered fairly and within the prescribed scope of practice at the state and federal levels. 

Depending on the employer, certification may be required for these positions. The BLS (May 2022) shows that most compliance officers work in the federal executive branch of the government and earn an average annual salary of $76,980.

Become a Psychologist

In a career that can include clinical and research components, psychologists work one-on-one with individuals or families in private practice or mental health facilities, or research facilities. Depending on qualifications, a clinical psychologist may provide general behavioral health support or specialized services through educational counseling, couples counseling, addiction issues, grief and loss, or eating disorders. Research psychologists may evaluate patients individually for cognitive assessments for patient or research purposes. 

Psychologists may have state licensing requirements to fulfill before applying for certain jobs. The BLS (2022) shows job openings in psychology are growing as fast as the national average at 6 percent between 2021 and 2031, creating a demand for 11,300 new positions.

Rachel Drummond, MEd

Rachel Drummond has used her expertise in education and mindfulness to guide aspiring counselors since 2020. Her work emphasizes the importance of integrating reflective mindfulness into counseling techniques, helping readers understand how mental and physical well-being can enhance their professional practice and personal development in counseling.

Rachel is a writer, educator, and coach from Oregon. She has a master’s degree in education (MEd) and has over 15 years of experience teaching English, public speaking, and mindfulness to international audiences in the United States, Japan, and Spain. She writes about the mind-body benefits of contemplative movement practices like yoga on her blog , inviting people to prioritize their unique version of well-being and empowering everyone to live healthier and more balanced lives.

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PhD/MPhil Mental Health / Overview

Year of entry: 2025

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

Full entry requirements

Apply online

Before applying you must:

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

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

Programme options

Programme overview

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

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

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

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

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

Contact details

Programmes in related subject areas.

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

• Nursing, Midwifery and Social Work

Regulated by the Office for Students

The University of Manchester is regulated by the Office for Students (OfS). The OfS aims to help students succeed in Higher Education by ensuring they receive excellent information and guidance, get high quality education that prepares them for the future and by protecting their interests. More information can be found at the OfS website .

You can find regulations and policies relating to student life at The University of Manchester, including our Degree Regulations and Complaints Procedure, on our regulations website .

Valeria 2018 trainee

Tom 2018 trainee

Hannah 2019 trainee

Jan 2017 trainee

Rebecca 2017 trainee

Mo 2019 trainee

Applications closed

Applications for our 2024 programme to become a mental health social worker are now closed.

Make sure to join our mailing list for information on next year’s programme.

What drives us?

We believe everyone with mental health needs should be empowered to live the life they want and deserve.

Meet our trainees

Nearly 1,000 people from a wide range of backgrounds have trained with us. Meet Tom, Hannah, Jan, Mo, Rebecca, and Valeria.

Mental health teams

Could your organisation benefit by joining our programme? Find out how we partner with NHS mental health trusts and local authorities.

Latest news

General election manifesto response.

The General Election is a week away. At Think Ahead, we believe that transforming the mental health workforce is key to tackling the mental health crisis. In November last year, we published our own manifesto ‘Workforce Matters’, based on research with our trainee social workers, people with lived experience of services, operational leaders in the […]

Opening the conversation on substance use

We are pleased to be launching new substance use training for qualified social workers supporting people living with mental health and substance use issues. Alexia Fenwick, our Professional Development Lead, explains just how transformative this could be.       Meeting people’s actual needs “This training is all about improving the lives of people that […]

NYU Silver and The Door Partner to Expand Social Service Workforce

As the School of Social Work launches its Hybrid MSW pathway, it will partner with NYC nonprofit The Door to address youth mental health needs.

New York, NY, September 5, 2024 — Our nation is facing a growing youth mental health crisis, yet the field lacks a sufficient, sustainable pipeline of professionals who can meet the need for treatment. A promising model for addressing this shortfall can be found in a partnership between the NYU Silver School of Social Work and The Door , a New York City youth development nonprofit. Funded by private philanthropy, this program will commence with the launch of NYU Silver’s Hybrid Master of Social Work (MSW) program and enable Door staff members to obtain MSW degrees at a significantly reduced cost, while remaining fully engaged in their work at The Door. The partnership will increase their capacity to serve the mental health needs of young people from New York City’s underserved communities.

A New MSW Pathway at NYU

NYU Silver’s Hybrid MSW pathway is designed for professionals with prior experience providing direct social services, and will combine virtual and in-person classes with a hands-on practicum education. The first cohort will be comprised of 14 staff members from The Door, who will begin their studies in September 2024 and be eligible to obtain their degree as early as  summer 2026. Due to generous philanthropic support from the Steven & Alexandra Cohen Foundation and Trinity Church , The Door cohort members will only have to pay $10,000 out of pocket for tuition.  

“NYU Silver is launching a new, part-time Hybrid MSW pathway because we are committed to making a graduate education more accessible to working social services professionals,” said the school’s Dean Michael A. Lindsey . “We must open up paths to advancement that can lead to upward mobility and create more social workers at a time when they are needed more than ever. That is why we are excited to have The Door participate in our inaugural Hybrid MSW cohort. We share their commitment to addressing the growing mental health needs of young people and see this partnership as a model for how schools of social work and nonprofits can work together, with the support of philanthropy, to ensure that the social service sector has the capacity to support our communities.” 

Investing in the Mental Health Workforce

“The dual crises of COVID-19 and race-based violence, coupled with long-standing inequities, have hit younger generations harder than almost anyone else. For several years now, The Door has experienced an exponential uptick in young people confronting complex mental health challenges, and the severity of trauma and symptoms has increased correspondingly,” said Kelsey Louie , CEO of The Door.

“The good news is that more young people know they need support and are seeking out help. More than ever, youth who visit The Door from across New York City are being proactive in addressing their mental health needs. The challenge is that our current workforce is not equipped to handle the explosive level of demand. Nationwide, there’s a dire shortage of mental health practitioners, especially those of color and who identify as LGBTQ+. A serious investment in the professionals who comprise the mental health workforce is long overdue. Groundbreaking partnerships like this one are critical to building a sustainable social services sector, by shoring up its infrastructure and expanding its capacity to meet the burgeoning need. We are grateful for the support of NYU Silver and The Door’s committed philanthropic funders in this endeavor.”

Most classes taken by Door staff will be held online, reducing barriers related to time and travel. They will also be able to complete their practicum internship hours at The Door. “The program’s structure and flexibility ensure that no staff member is forced to choose between a paycheck and their educational and career aspirations,” said Louie. “Those who may have thought an MSW out of reach, will now have the opportunity to pursue one at a significantly lower cost and without barriers to success.”

Capacity Strained as Demand Rises

Young people are increasingly burdened by mental health challenges, noted Dr. Lindsey. Nearly 29% of high school students surveyed by the CDC in 2021 reported experiencing poor mental health within the past 30 days, and 42% said they experienced persistent feelings of sadness and hopelessness—a 50% rise over the past decade. Meanwhile, the demand for social workers is skyrocketing. Nearly 64,000 social work job openings per year are projected by the U.S. Bureau of Labor Statistics . Yet, the U.S. Department of Health and Human Services has projected that by 2025, the supply of U.S. social workers who focus on mental health and substance abuse would fall short of demand by as much as 31%. 

“NYU Silver’s Hybrid MSW program and our partnership with The Door provide one promising solution for the workforce gap in social work by lowering the barriers to obtaining an MSW degree for professionals who have already dedicated themselves to providing social services,” said Dr. Lindsey. “Graduates with MSWs often have access to higher paying social work and social service jobs, an important factor in attracting and retaining these highly needed professionals.”

About the NYU Silver School of Social Work

Founded in 1960 and renowned for a strong tradition of excellence in direct social work practice and dedication to social justice, NYU Silver has provided rigorous training to more than 20,000 social work practitioners and leaders in every area of the field, making it the leading destination for students who want to become innovative practitioners at the micro, mezzo, and macro levels of social work practice. The School has four campuses in the heart of New York City, Rockland County, Westchester County, and Shanghai.

About The Door 

The Door is an unparalleled model for youth development, offering a comprehensive range of integrated services for up to 11,000 New York City youth annually across our four New York City locations: our lower Manhattan and South Bronx youth centers and two supportive housing sites on the Lower East Side. At The Door, youth can access health care and education, mental health counseling, legal assistance, career and education programs, housing supports, arts, recreational activities, and nutritious meals. 

The Door’s on-site charter high school, Broome Street Academy (BSA), has up to 330 students and prioritizes applicants who are experiencing housing instability or have been involved in the child welfare system. Learn more at door.org .

For more information, contact:  Sheryl Huggins Salomon, [email protected] Mika De Roo, [email protected]