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.
Applicants should hold, or expect to obtain, a First or Upper Second Class Honours Degree in a subject relevant to the proposed area of study.
We may also consider applications from those who hold equivalent qualifications, for example, a Lower Second Class Honours Degree plus a Master’s Degree with Distinction.
In exceptional circumstances, the University may consider a portfolio of evidence from applicants who have appropriate professional experience which is equivalent to the learning outcomes of an Honours degree in lieu of academic qualifications.
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
Funding and eligibility
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. Further information on cost of living
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 got my BSc in Psychology at Ulster and brought my interest in behavioural epigenetics to my PhD, testing the effect of prenatal maternal levels of socialisation on the mental health of children.My proudest moment was sending the email to submit my thesis in mid-September 2020, looking back on the 6 months I spent in lockdown, working for 10 hours a day sometimes, 7 days a week. I knew that in that instant, as I clicked 'Send', I'd made so many people proud of me but especially my wife, my clinician parents, my supervisors, and my friends in the doctoral cohort.
Erik Spikol - PhD in Psychology, Psychiatry and Neuroscience
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
I completed my degree in Forensic Psychobiology at Abertay University Dundee. I then completed a MSc in Health Psychology at Ulster University and published my research on the benefits of Yoga on the psychological well-being of first time mums, supervised by Dr Liz Simpson. I started my PhD at Ulster University following the completion of my MSc in Health Psychology.One of my proudest moments was having the opportunity to lead an international collaborative piece of research, spending time in Rome with Italian researchers, which led to a publication. I am very proud to have completed my PhD during a very challenging time through the Covid-19 pandemic and completing with 3 published papers. Doing a PhD is a transformational journey, and my supervisors played a crucial role in my success.
Deirdre Timlin - PhD in Psychology, Psychiatry and Neuroscience
I completed my first degree in Product Design at LYIT, in my home county of Donegal. After which, I completed my degree in Psychology and master’s in Applied Psychology at Ulster University.While this PhD may have been challenging, it has been equally one of the most rewarding resilience building experiences of my professional and personal life. My proudest moments were i) getting accepted as a PhD candidate, ii) the following year publishing my first paper, and iii) then successfully defending my project in the viva. I am extremely proud to achieve this PhD and to have successfully completed my doctorate despite the unforeseen challenges faced during the Covid-19 pandemic.I could not have got through this without the support and expertise of both my supervisors Professor Brendan Bunting and Doctor John Mallett. I would also like to thank my family and friends for all their morale support and agricultural input over the years. I would like to wish every one of my fellow
Kelly Trearty - PhD in Psychology, Psychiatry and Neuroscience
I started my PhD at Ulster University after completing my BSc Psychology degree at Magee campus. Returning to education to complete a PhD was a goal of mine ever since I completed my BSc Pharmacy degree in the Royal College of Surgeons in Ireland in 2006. My PhD research examined patterns of healthcare utilisation by older adults using service evaluation and longitudinal epidemiological data. Looking back at my PhD I have many fond memories including having the opportunity to spend a week in Utrecht University developing my longitudinal data analysis skills, presenting my research at the FIP World Congress in Glasgow, collaborating with the Medicines Optimisation in Older People team in Northern Ireland, and contributing to Project ECHO NI. I am incredibly grateful to the many friends and colleagues in the School of Psychology and Doctoral College who made my PhD experience at Ulster a thoroughly enjoyable one. I wish to extend my sincere thanks to my wonderful supervisory team Prof
Ann Doherty - PhD in Psychology, Psychiatry and Neuroscience
My PhD journey as a part-time student was not straight forward and I am delighted to have completed my PhD under the phenomenal supervision of Prof. Siobhan O'Neill and Dr. Edel Ennis. I completed my undergraduate degree in Psychology and Masters in Addiction Studies in Dublin Business School, as well as gaining a PgDip in Applied Behaviour Analysis from NUI Galway. My PhD research looked at unemployment and mental health examining the process of being unemployed and seeking work. It also looked at suicidal ideation with people who experienced unemployment.A PhD part-time is hard, particularly as life will drag your attention off course from time to time! During the course of my PhD journey I got married, built a house and had a baby. There were definitely times when I didn't think I'd get here. My advice to anyone is 'keep going', it will be hard at times but it will be worth it. Surround yourself with people who understand the commitment needed and come up with some good one liners
Maeve Murphy - 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