For decades, researchers interested in childhood psychopathological risk have explored myriad possible aetiological markers. Genetic heritability studies (Cook, Stein, Krasowski, Cox, Olkon et al., 1995; Rhee and Waldman, 2002; Sharp, McQuillin and Gurling, 2009), neuro-chemical imbalance studies (Killeen, Russell and Sergeant, 2013; Rogeness, Javors and Pliszka, 1992), studies mapping the structural abnormalities of the brain (Krain, Castellanos, 2006; Pavuluri and Sweeney, 2008) and early prenatal development and birth complication studies (Buka, Tsuang and Lipsitt, 1993; Huizink, Mulder and Buitelaar, 2004) have each constituted distinct literatures dedicated to the exploration of childhood psychopathological vulnerability. A psychosocially oriented research literature has also been established. This literature, conversely, has pointed towards risk within family environments (Repetti, Taylor and Seeman, 2002), parenting (Webster-Stratton, Reid and Hammond, 2001), parental mental health and well-being (Cummings and Davies, 1994; Smith, 2004), and childhood adversity, abuse, neglect and trauma (Afifi, McMillan, Asmundson, Pietrzak and Sareen, 2011; Evans, Davies and DeLillo, 2008).
While each of these factors individually have been evidenced to contribute to the onset, development and maintenance of childhood psychopathological disorder, they in themselves have not fully accounted for the mechanisms by which risk translates into disorder. Risk, in and of itself, is simply risk; an individual or child, having been exposed to risk, rarely becomes ‘disordered’ or ‘dysfunctional’ immediately but instead reacts, adapts, functions and responds to risk gradually and becomes distressed when their risk related behaviour becomes maladaptive or dysfunctional (Bonanno, 2004; Bonanno and Diminich, 2012).
Psychopathology onset and development therefore may be more accurately represented by risk related maladaptive functioning than by exposure to risk alone. Childhood social functioning may offer one possible explanatory ‘route’ for articulating the possible mechanisms by which this childhood risk leads to disorder. A central feature of psychopathology, for both children and adults, is impaired social functioning. Defined partly as the ability to establish and maintain human relationships, social functioning is impaired among many children diagnosed with a psychiatric disorder (Lam, Filteau and Milev, 2011). Diminished social functioning has been found among children diagnosed with externalising disorders e.g. attentional deficit and hyperactivity disorder (ADHD; Lee, Falk & Aguirre, 2012), conduct disorder (Webster-Stratton, Reid & Stoolmiller, 2008), and a range of internalizing disorders e.g. generalised anxiety and depression (Rodriguez, Bruce, Pagano & Keller, 2005) and social phobia (Ginnsberg, La Greca & Silverman, 1998).
This project and the successful candidate will use data from valuable prospective data sources such as e.g. RADAR, Understanding Society, ALSPAC to (i) develop latent variable models capable of capturing change in social network size and quality in childhood and adulthood (ii) develop latent models that accurately represent the dimensional structure and change in psychological wellbeing in childhood and adulthood and (iii) evaluate the impact of social network size, quality and change on child and adult psychological and social functioning. References available from proposed Chair.
- To hold, or expect to achieve by 15 August, an Upper Second Class Honours (2:1) Degree or equivalent from a UK institution (or overseas award deemed to be equivalent via UK NARIC) in a related or cognate field.
If the University receives a large number of applicants for the project, the following desirable criteria may be applied to shortlist applicants for interview.
- First Class Honours (1st) Degree
- Masters at 70%
- Research project completion within taught Masters degree or MRES
- Experience using research methods or other approaches relevant to the subject domain
- Publications record appropriate to career stage
The University offers the following awards to support PhD study and applications are invited from UK, EU and overseas for the following levels of support:
Vice Chancellors Research Studentship (VCRS)
Full award (full-time PhD fees + DfE level of maintenance grant + RTSG for 3 years).
This scholarship will cover full-time PhD tuition fees and provide the recipient with £15,500 (tbc) maintenance grant per annum for three years (subject to satisfactory academic performance). This scholarship also comes with £900 per annum for three years as a research training support grant (RTSG) allocation to help support the PhD researcher.
Vice-Chancellor’s Research Bursary (VCRB)
Part award (full-time PhD fees + 50% DfE level of maintenance grant + RTSG for 3 years).
This scholarship will cover full-time PhD tuition fees and provide the recipient with £7,750 maintenance grant per annum for three years (subject to satisfactory academic performance). This scholarship also comes with £900 per annum for three years as a research training support grant (RTSG) allocation to help support the PhD researcher.
Vice-Chancellor’s Research Fees Bursary (VCRFB)
Fees only award (PhD fees + RTSG for 3 years).
This scholarship will cover full-time PhD tuition fees for three years (subject to satisfactory academic performance). This scholarship also comes with £900 per annum for three years as a research training support grant (RTSG) allocation to help support the PhD researcher.
Department for the Economy (DFE)
The scholarship will cover tuition fees at the Home rate and a maintenance allowance of £ 15,500 (tbc) per annum for three years (subject to satisfactory academic performance). EU applicants will only be eligible for the fee’s component of the studentship (no maintenance award is provided). For Non-EU nationals the candidate must be "settled" in the UK. This scholarship also comes with £900 per annum for three years as a research training support grant (RTSG) allocation to help support the PhD researcher.
Due consideration should be given to financing your studies; for further information on cost of living etc. please refer to: www.ulster.ac.uk/doctoralcollege/postgraduate-research/fees-and-funding/financing-your-studies
The Doctoral College at Ulster University
Completing the MRes provided me with a lot of different skills, particularly in research methods and lab skills.
Michelle Clements Clements - MRes - Life and Health SciencesWatch Video
I completed my BSc in Health Studies many years ago and studied part-time through most of my career in child & adolescent mental health completing two MScs in the process. I was privileged to have received a Public Health Agency funded R&D fellowship which allowed me to complete my PhD full-time. I conducted a clinical study focused on autism trait prevalence in people attending specialist gender services in Northern Ireland under the supervision of Professor Gerard Leavey, Dr Michael Rosato and Professor Hugh McKenna.I am proud to have finished my PhD during one of the most challenging years ever. I couldn`t have got through this without the support of my supervisors and experts by experience who supported my research. I`ll never forget the generosity of participants who allowed me some insight into their lives.
Katrin Lehmann - PhD in Psychology, Psychiatry and Neuroscience
My name is Nargis Khan and I am originally from Pakistan. I first came to Ulster University to study psychology at the undergraduate level and later joined a doctoral course which I have now successfully completed. I had a fantastic time studying in Ulster at both the undergraduate and postgraduate level. Throughout my PhD, I was well catered for in terms of resources with access to well-stocked libraries full of friendly and helpful staff, funding to travel to conferences, the availability of various courses (e.g., statistics) and above all a supportive and stimulating environment which fostered my academic development. The seminars organised during the term time allowed me to present my work and hear about the research of others across a range of areas. I particularly appreciated the teaching opportunities available to me during my PhD. My supervisors were supportive and generous with their time. Other members of staff in the Psychology department also took a genuine interest in the
Nargis Khan - PhD in Psychology, Psychiatry and Neuroscience