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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]

Investigate the most fundamental questions of behavior, mind, and brain.

You’ll gain a breadth of understanding and knowledge in the study of psychology through thoughtful relationships with advisors, engaged interactions with researchers, and involvement with the brain sciences community. Because the field and its related disciplines extend beyond the Department of Psychological and Brain Sciences to other organizations, you can take advantage of diverse opportunities for research and collaboration, including the Mind-Brain Institute, School of Medicine, Bloomberg School of Public Health, Peabody Institute, and Applied Physics Laboratory. 

CLASSES YOU MIGHT TAKE

FYS: Why'd Your Brain Sign You up for This?

This First-Year Seminar will explore the neuroscience of choice. In addition to the neurobiology of choice, we’ll dabble with philosophical ideas of free will and determinism. We’ll also touch on questions related to culpability. For example, are people who break the law but suffer from brain damage responsible for their actions?

Personality

This is a survey course focused on theory and research on human personality. Topics include personality traits, motivation, unconscious processes, self-regulation, cognitive and behavioral aspects of personality, biological and evolutionary influences on personality, and dysfunctional manifestations of personality.

Happiness and Psychological Well-Being

This course covers advances in the field of research on positive psychology, happiness, and well-being, including perspectives on motivational and emotional wellness, cognitive processes, social-interpersonal dynamics, and sociocultural variables. We’ll explore topics like hobbies and leisure, mindfulness and meditation, money/income, ethics and religion, social media, marriage, friendship, economic institutions, school, the workplace, and more.

Faculty Spotlight

Prof. Chaz Firestone

Assistant Professor, Department of Psychological and Brain sciences

Image: Johns Hopkins Magazine

Science Sheds Light on Shaking Your Holiday Presents

Watching people shake presents reveals little-known quirk of human cognition.

JANICE CHEN

Assistant Professor, Department of Psychological and Brain Sciences

PROF. IAN PHILLIPS

Bloomberg Distinguished Professor, Department of Psychological and Brain Sciences, Department of Philosophy

Unscrambling Our Memories in the Wake of COVID-19

Recent research highlights the pandemic’s impact on our perception of time and memory. Can we jumpstart new memories, or is this shift permanent?

Join the Club

Hopkins students are eager to pursue their interests outside the classroom. With 450+ student-led organizations, here are just a few you could join:

• Undergraduate Steering Committee – Psychology Department
• Hopkins Psychedelic Science Club
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• Psychology Mentor Program

Hopkins Insider

Anne C. ’10

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Department of Cognitive Science

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Jump to Application Phase I | Application Phase II | Tuition & Financial Aid

There are two MA tracks: a Research Track and a Course Track. The tracks, while similar in structure, differ slightly in both admissions and degree requirements. Refer to the program requirements , sample programs , and minimum qualifications to help determine which track is right for you.

Please note: Fewer research track students are accepted than course track students due to space and time limitations in our departmental labs. Also, this MA program is not a pathway to our PhD program . 

We strongly encourage candidates from traditionally marginalized or underrepresented groups to apply. Our department is committed to supporting diversity and Johns Hopkins offers professional development, fellowships and resources to support graduate students from diverse backgrounds and experiences.

Admissions Resources

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A 50%, one-year reduction in fall/spring tuition is offered to students with JHU undergraduate degrees.

Tip:  If your faculty of interest does not post on their lab website whether they are accepting new students, consider emailing them. There is a lot to gain and not much to lose by doing so.

Minimum Qualifications

Applicants should have a 3.0 GPA and an undergraduate degree in a field relevant to cognitive science. Applicants interested in the Research Track should have at least 3 credits of undergraduate research or equivalent.

Application Deadlines

Two Application Phases

Phase i: application.

Review both the  Krieger School graduate application instructions  and the program-specific instructions on this page. Applicants are responsible for reading and for meeting the requirements in both. Questions may be directed to our  admissions coordinator .

A separate application is required for each program at Johns Hopkins. The PhD in Cognitive Science and the  MA in Cognitive Science  are distinct programs and require separate applications.

Faculty and Areas of Interest

On the Program Information page, applicants should list which core cognitive science faculty with whom they are most interested in working. Other faculty, including joint / secondary faculty, do not admit students to our program; although applicants may express interest in collaborations. Applicants should also identify their top two areas of interest in this section. Additional areas of interest may be detailed in the Statement of Purpose.

Areas of Interest

• architecture of the grammar
• cognitive development
• cognitive neuropsychology
• cognitive neuroscience
• cognitive psychology
• computation in cognition
• computational linguistics
• computational neuroscience
• deep learning
• functional neuroimaging
• language acquisition
• language and thought
• language learning in aging, stroke, and neurodegenerative disease
• language processing
• machine learning
• neurocognitive mechanisms of language recovery
• neurocognitive mechanisms of word learning
• optimality theory
• orthographic processing
• philosophy of mind
• psycholinguistics
• reading and writing
• representation
• scene perception
• semantics/pragmatics
• spatial cognition
• special populations (Williams Syndrome)
• speech perception
• theoretical linguistics
• visual cognition

Required Application Materials

All application materials must be submitted online, on time, and in English to be reviewed for admission.

• Unofficial Transcripts
• Resume or CV. Include relevant background and research experience.
• Applicants with no previous background in cognitive science should describe their formal background, previous exposure to issues in cognitive science, particular interests in the field, and why this program is an appropriate program of study and/or research for them.
• 8.5″ x 11″ document, 1″ margins, 11-12 pt font, double-spaced, and standard font style such as Times New Roman or Arial. If citations are necessary, use the style of your chosen field.
• Two Letters of Recommendation . Detailed letters that address the applicant’s suitability for study and/or research in cognitive science, and—if relevant—provide an evaluation of the candidate’s previous research experience and future promise.
• TOEFL/IELTS Scores (international applicants)
• Application Fee is required. The fee may be waived for applicants with documented registration/participation in  certain programs . If an applicant believes they may be eligible for waiver, but does not fit the fee-waiver criteria on that website, contact our  admissions coordinator  with a justification for review.

Optional Materials: Personal Statement , GRE Scores , and Sample of Work

Phase 2: Program Proposal

Select applicants will be invited to develop and submit a Program Proposal. These applicants are expected to consult with the faculty member who has expressed an interest in their application. Proposals will be reviewed before a final admissions decision is made. The proposal requirements are dictated by the intended program track of the applicant.

Research Proposal Requirements

• Front Page: Title, abstract (200 words), applicant’s full name, proposed faculty mentor, date of submission
• Scientific Aims: (1 page) Specify the research project’s purpose.
• Background and Significance: (~3 pages) Explain the current state of knowledge and how knowledge will be advanced by the project.
• Preliminary Data: (~2 pages) Describe any of your previous research that relates to the project or that reviews relevant findings from mentor’s prior research.
• Research Design and Methods: (~3 pages) Detail the theoretical framework, experiments or other data sources, and methods of analysis that will be used in the research; propose a timetable for conducting the research.
• Expected Outcome: (~1 page) Anticipate possible discoveries of the research and their theoretical significance.
• References: Format in the style relevant for the proposed faculty mentor’s field.

Course Proposal Requirements

Course Track applicants may derive their own proposal format or use the MA Course-Track checklist from the MA Requirements page . Proposals should include the planned areas of study and a list of courses to be taken during the time of study in the program. Include in the proposal classes that would best develop breadth and depth of knowledge in specific areas of interest. Most courses will be from within the Department of Cognitive Science, but it may be appropriate to take courses offered by affiliated departments, such as Neuroscience, Computer Science, Psychological and Brain Sciences, Philosophy, etc.

Applicants should reference the course track description and sample program when developing their course proposal as well as the course catalog and published course offerings in SIS . (Note that courses are posted only one semester in advance.)

If admitted, it is understood that if any of the originally proposed courses are not offered while a student is enrolled, the student will consult with their mentor to choose appropriate substitutions.

Tuition and Financial Aid

Departmental funding is not available for students in this program, though a 50%, one-year reduction in fall/spring tuition is offered to students with JHU undergraduate degrees. Students are encouraged to seek funding from internal and external sources. Here are some resources to start your search.

• Cost of Attendance
• RDT Grad S t u d e n t Funding Opportunities
• RDT Underrepresented Minority & Low-income Grad Student Funding Opportunities
• Financial Aid Information
• JH National Fellowships Program

Graduate Student Resources

• Cognitive Science Graduate Handbook
• Graduate & Postdoctoral Affairs Website topics include academic policies, credit hours, student services, professional development, Hopkins life, graduation guide

Degree Checklists

• MA Course Track Checklist
• MA Research Track Checklist

Mental Health, PhD

Bloomberg school of public health, phd program description.

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

Department Organization

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

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

Academic Training Programs

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

Psychiatric Epidemiology Training (PET) Program

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

Drug Dependence Epidemiology Training (DDET) Program

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

Global Mental Health Training (GMH) Program

The Global Mental Health Training (GMH) Program is a training program to provide public health research training in the field of Global Mental Health. It is housed in the Department of Mental Health , in collaboration with the Departments of International Health and Epidemiology. The GMH Program is supported by a T32 research training grant award from the National Institute of Mental Health (NIMH). Dr. Judy Bass ( [email protected] ) is the training program director. As part of this training program, trainees will undertake a rigorous program of coursework in epidemiology, biostatistics, public mental health and global mental health, field-based research experiences, and integrative activities that will provide trainees with a solid foundation in the core proficiencies of global mental health while giving trainees the opportunity to pursue specialized training in one of three concentration areas that are recognized as high priority: (1) Prevention Research; (2) Intervention Research; or (3) Integration of Mental Health Services Research. This program supports pre- and post-doctoral trainees.

The Mental Health Services and Systems (MHSS) Program

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

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

For more details see this webpage .

Epidemiology and Biostatistics of Aging

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

The EBA training grant has as its aims:

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

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

Aging and Dementia Training Program

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

Program Requirements 

Course location and modality is found on the BSPH website .

Residence Requirements

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

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

Course Requirements

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

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

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

BIOSTATISTICS

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

EPIDEMIOLOGY

DEPARTMENT OF MENTAL HEALTH COURSES

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

COURSE REQUIREMENTS OUTSIDE THE DEPARTMENT OF MENTAL HEALTH

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

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

SCHOOL-WIDE COURSES

Introduction to Online Learning  taken before the first year.

ETHICS TRAINING

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

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

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

The two courses that satisfy either requirement are:

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

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

• If a non-PhD or postdoctoral student is unsure whether or not their source of funding requires in-person RCR training, they or the PI should contact the project officer for the award.
• Students who may have taken the REWards course (Research Ethics Workshops About Responsibilities and Duties of Scientists) in the SOM can request that this serve as a replacement, as long as they can provide documentation of at least 8 in-person contact hours.
• Postdoctoral students are permitted to enroll in either course but BSPH does not require them to take RCR training. However, terms of their funding might require RCR training and it is their obligation to fulfill the requirement.
• The required Academic Ethics module is independent of the RCR training requirement. It is a standalone module that must be completed by all students at the Bloomberg School of Public Health. This module covers topics associated with maintaining academic integrity, including plagiarism, proper citations, and cheating.

PhD in Mental Health  

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

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

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

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

Completion of Requirements

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

Learning Outcomes

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

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

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

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You don’t have to be on a Johns Hopkins campus to get the benefits of a Johns Hopkins education. We offer dozens of online courses and programs, some for credit, some for free through our partnership with Coursera.

More information about our online programs is available below

Krieger School of Arts & Sciences

More than 25 master’s and certificate programs are offered fully or partially online via the Krieger School’s Advanced Academic Programs division

Carey Business School

The Flexible MBA program provides a part-time business education for full-time professionals seeking to advance their careers; the business of health care graduate certificate is designed for leaders in health care and medicine

School of Advanced International Studies

Explore the world of international relations through innovative graduate courses and degree programs offered online.

School of Education

Doctoral, master’s, and certificate programs offered fully online, plus a selection of professional development courses

Whiting School of Engineering

More than 140 online courses are available via Johns Hopkins Engineering for Professionals, including programs in computer science, cybersecurity, environmental engineering, and information systems engineering

School of Medicine

The Department of the History of Medicine offers an online master’s and certificate in the History of Medicine, as well as individual courses for credit

School of Nursing

Online prerequisites for health professions—including anatomy, biostatistics, microbiology, and physiology—plus master’s programs and certificate options

Bloomberg School of Public Health

Offering online degree programs, courses, certificates, and training, plus an expanding portfolio of free online courses via OpenCourseWare, Coursera, and iTunes

Choose from more than 60 online classes  offered through Coursera, a leading provider of massive open online courses, or MOOCs. Courses are free and open to anyone who is interested—you don’t have to be enrolled at Johns Hopkins. Topics include bioinformatics, data analysis, the science of patient safety, and caring for people with Alzheimer’s disease.

Continuing Medical Education

The Office of Continuing Medical Education at our School of Medicine offers educational activities—including online courses —designed to help doctors maintain, develop, and/or increase the knowledge and skills they need to best serve their patients, the public, and the profession.

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Jennifer Margaret Katzenstein , PhD

Pediatric neuropsychology, pediatric psychology.

• Johns Hopkins School of Medicine Faculty

14 Insurances Accepted

Professional titles.

• Director of Psychology, Neuropsychology, and Social Work at Johns Hopkins All Children's Hospital
• Co-Director of the Center for Behavioral Health at Johns Hopkins All Children's Hospital

Primary Academic Title

Associate Professor of Clinical Psychiatry and Behavioral Sciences

Dr. Katzenstein is the director of psychology , neuropsychology and social work, and co-director of the Center for Behavioral Health at Johns Hopkins All Children’s Hospital. Dr. Katzenstein was honored for Excellence in Service and Professionalism at Johns Hopkins All Children’s Hospital in the Johns Hopkins Medicine Clinical Awards for 2020. Previously, Dr. Katzenstein was a private practitioner and Assistant Professor of Neurology at Indiana University School of Medicine/Riley Hospital for Children in Indianapolis where she provided neuropsychological evaluations, consultations and academic coaching for children and adolescents.

After graduating from Indiana University Purdue University Indianapolis, she completed a pediatric internship and fellowship at Texas Children's Hospital/Baylor College of Medicine. Dr. Katzenstein is board certified in pediatric neuropsychology and clinical neuropsychology.

Centers and Institutes

• Institute for Brain Protection Sciences at Johns Hopkins All Children's Hospital
• Johns Hopkins All Children's Hospital
• Meet Jennifer Katzenstein, Ph.D.

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Department of Psychological & Brain Sciences

Undergraduate.

• Major & Minor Requirements
• Honors and Awards
• Undergraduate Courses
• Psychological Research
• Internships
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• Undergraduate Student Groups
• Travel Grant Awards
• Canvas Advising Site

Psychologists study thought and behavior in humans and animals. To understand how and why an individual engages in any given behavior, one must have an understanding of several factors. For example, the biological basis of behavior is studied to understand how the central nervous system, the endocrine system, and genetic influences all interact to yield observable behavior.

Psychologists analyze the cognitive and perceptual systems at a somewhat more abstract level in order to characterize the internal representations and processes that underlie perception, thought, and action. The personality of the individual—how that individual differs from others—is also an important determinant of behavior.

Social psychology is the study of how individuals behave in a social context, where virtually all behavior takes place. Because living organisms change over time, the development of physiological, perceptual, cognitive, personality, and social factors can also help explain behavior in humans and animals.

Psychopathology is the study of psychological disorders, which can interfere with an individual’s ability to cope with everyday life.  

The department believes that through thoughtful relationships with advisers, engaged interactions with researchers, and involvement with the brain sciences community at JHU and beyond, undergraduate students will gain a breadth of understanding and knowledge in the field which will serve them well in their endeavors after graduating from Hopkins.

Learning Goals

The undergraduate courses in psychological and brain sciences aim to:

• Acquaint all interested students with a sampling of topics through a variety of introductory and advanced courses
• Prepare majors for graduate work in psychology and related disciplines through a program that meets the admission requirements of the outstanding graduate departments in the United States
• Offer a distribution of courses for a minor concentration in psychology as well as several fields of concentration for area majors in the social and behavioral sciences
• Provide an honors track designed for exceptional students who want training beyond that provided by the standard undergraduate curriculum.

To fulfill the program mission and objectives, undergraduates at Johns Hopkins University who complete the psychology major should:

• Understand the basic concepts underlying the major sub-disciplines of psychology as a field of scientific inquiry
• Develop a thorough grounding in quantitative skills and experimental methodology in the field of psychological science
• Be able to appreciate and critically evaluate the primary research literature in psychological and brain sciences
• Develop effective skills in written and oral communication, including the ability to structure a logical argument using supporting scientific evidence, geared to both specialists and non-specialists
• Be prepared for career paths and advanced graduate study in psychology and related fields.

Because of its broad scope, the study of psychology and related disciplines extends beyond the Department of Psychological and Brain Sciences to other departments and organizations within Johns Hopkins University. Some of these include the departments of Biology , Biophysics , Cognitive Science , Computer Science , Philosophy , Sociology ; the Mind-Brain Institute ; as well as departments in the School of Medicine, the School of Public Health, the Peabody Conservatory, and the Applied Physics Laboratory. Psychology majors are strongly urged to take advantage of these diverse opportunities for research and collaboration.