The PhD degree is a research-oriented doctoral degree. In the first two years, students take core courses in the Departments of Mental Health, Biostatistics, and Epidemiology, in research ethics, and attend weekly department seminars. Students must complete a written comprehensive exam (in January of their second year), a preliminary exam, two presentations and a final dissertation including presentation and defense. Throughout their time in the department, we encourage all doctoral students to participate in at least one research group of the major research programs in the department: Substance Use Epidemiology, Global Mental Health, Mental Health and Aging, Mental Health Services and Policy, Methods, Prevention Research, Psychiatric and Behavioral Genetic Epidemiology, Psychiatric Epidemiology, and Autism and Developmental Disabilities.
Schools are a key public health context given their universal access to youth aged 6 to at least 16 through compulsory education laws. Increasingly, schools recognize the importance of promoting social emotional learning and mental health and wellness through formalized school programming and curriculum. There is also greater focus on the adverse childhood events (ACEs) that many school-aged youth have endured and the impacts of trauma on student functioning. Such awareness has given traction to prevention and intervention efforts that are trauma-informed and provide youth with tools to avoid or respond to unhealthy relationships with adults and peers. Educators are also looking more closely at the contexts they provide to youth. Unfortunately, data continue to reflect disparities in academic and behavioral outcomes based on race and ethnicity, a most troubling phenomena is the high rates of exclusionary discipline (e.g., suspending or expelling) among Black, Hispanic, American Indian, and Alaska Native youth. Thus, there is a national movement toward the promotion of more positive school climates that are engaging for diverse students. Faculty in the department engage in research touching upon each of these areas and include areas such as development and testing of behavioral, social emotional, and trauma-informed interventions. Research focuses on universal programs and practices, but also more targeted and intensive interventions (e.g., where youth with identified disabilities are the focus). A range of outcomes are of interest to the faculty, spanning the promotion of positive outcomes (e.g., prosocial behaviors, student wellness, academic achievement) and preventing negative outcomes (e.g., aggression, bullying, sexual abuse, substance use, depression, suicidality, anxiety).
