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Speaking of Psychology: Positive psychology in a pandemic, with Martin Seligman, PhD

Episode 125 — positive psychology in a pandemic.

Over the past 20 years, the field of positive psychology has grown from a fledgling idea to a worldwide movement. Positive psychology is the scientific study of the strengths that enable individuals and communities to thrive. Former APA president Martin Seligman, PhD, a professor of psychology at the University of Pennsylvania and the founder of positive psychology, joins us to discuss what positive psychology has to say about flourishing in tough times, such as a pandemic.

About the expert: Martin Seligman, PhD

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Kim Mills: Over the past 20 years, the field of positive psychology has grown from a fledgling idea to a worldwide movement. Positive psychology is the scientific study of the strengths that enable individuals and communities to thrive. It is based on the idea that psychological research can help us understand the characteristics and qualities that allow people to leave more meaningful and fulfilling lives and then design techniques to help them do that. After a year, when many of us have had a hard time staying optimistic, most of us would welcome any tips on how to become more positive.

What does positive psychology have to say about flourishing in tough times, such as a pandemic? And for people who are not optimistic by nature, is there anything they can do to become more positive? Does being positive offer particular benefits such as perhaps greater resistance to viruses? Welcome to Speaking of Psychology, the flagship podcast of the American psychological association that examines the links between psychological science and everyday life. I’m Kim Mills.

Our guest today is Dr. Martin Seligman, professor of psychology at the university of Pennsylvania and director of the Penn Positive Psychology Center. He’s been called the founder of positive psychology and has published more than 350 scholarly publications and 30 books, including his latest, an autobiography called The Hope Circuit , which you can find on Amazon. He was also president of the American Psychological Association in 1998, during which one of his presidential initiatives was the promotion of positive psychology as a field of scientific study. He is also a leading authority in the fields of resilience, learned helplessness, depression, optimism, and pessimism. And he is a recognized authority on interventions that prevent depression and build strengths and well-being. Welcome to Speaking of Psychology, Dr. Seligman.

Dr. Martin Seligman: Oh, thank you Kim. Thanks for having me.

Mills: Let’s start with one of the questions that I posted in the introduction. It’s been more than a year since the SARS-CoV-2 Virus was identified. And while vaccines are providing a good deal of hope, there’s still a long winter ahead of us. What lessons can people take from positive psychology that they can use to get through the next few months?

Seligman: Well, positive psychology has a lot to say about COVID and what we should be doing. And I should say Kim, that personally, this is quite a tale for me. We made the mistake of having Thanksgiving with all of our five kids. Good thing to do, we all got tested before my son came in from Chicago. All of a sudden he had it. And all five of my kids and my wife came down with COVID. Whereupon, they kicked me out of the house and I evacuated to a hotel for 17 days until they were past the period of recovery. And I’ve just returned about a week ago. And I’ve been in quarantine since March 1st. And so COVID has been quite an experience for this family and I expect it to be going on through about the spring. So my task is to hold out until I can get the jab. I hope that’ll be in March and then we can resume life.

But let me say what positive psychology has told us. And I think the science tells people about COVID. Well, first, I think when one talks about positive psychology, it’s important to make nuanced distinctions about different kinds of well-being. And the one I’m about to make is the difference between smiling, merry, cheerful, being happy, called positive affective, and optimistic forward-looking, which is not a feeling, it’s a cognition about the future. It’s about hope. Now, those are both positive, but they have different effects, particularly with respect to different illnesses. So, there is a literature on protection from rhinovirus. A rhinovirus as you know is a coronavirus. It’s the common cold virus. And Sheldon Cohen in Pittsburgh took a large number of volunteers, paid them each $300 and put rhinoviruses in their nose and then isolated them for two weeks and asked, could he predict who would get a cold and how severe would be.

And before they’re isolated, he gives them a whole battery of tests. Optimism, cheerfulness, positive emotion, negative emotion, and the like. Results are quite remarkable and they’re substantial. First, interesting to me, since I’ve spent my life working on optimism, optimism had no effect on whether or not you get a cold and how long it lasted. The big effect was being cheerful, merry, high-positive affective before the rhinovirus is put in the nose. Happy people in the subjective well-being sense got about half the colds and they were shorter and less severe. And by the way, this was not about complaining since he actually weighed the mucus, rigorous measure of getting a cold.

So the first lesson is during the pandemic, if you’re in a situation like mine, in which what you’re trying to do for the next three months is just avoid getting it, in addition to wearing a mask and social distancing, you should have as much fun as you possibly can. Now, of course, it’s difficult in a pandemic to have a lot of fun, but let me tell you my advice and what we’ve done. First, we bought a puppy and the puppy brought us, until it’s now 10 months old, enormous joy of dancing, singing, sex, making love, good food, all the things that you can do in a pandemic in quarantine to have fun, even how difficult it is. So I have Zoom sessions with my students and we dance. And a lot of the positive psychology website people have created COVID exercises to have fun. So, that’s part one. The science tells us as hard as it is, have as much fun as you can. And that may indeed be a protective factor.

Part two is the question, when this is over and this too will pass, what characteristics matter? Who recovers? Who is a better leader? Who is more productive? And there, the data are, that being cheerful and merry doesn’t do anything at all. It’s being optimistic and hopeful. It’s the people who interpret the future as they’re going to be good events, bad events, they’re going to fade. Bad events are only just this one situation. And I can do something about it. These are the people who go on to be more productive, healthier, and better leaders. So the bottom line here is, during the pandemic, have a great time as best you can. After the pandemic and as it ends, it’s hope and optimism that are going to predict recovery, leadership and our future.

Mills: That leads me to wonder a little bit about, you might call it stickiness. If people are not naturally optimistic but they go through the actions of trying to behave in an optimistic way, does that measurably change their personality? Can you learn to be optimistic if that’s not your natural bent?

Seligman: Yeah. And I’m a good example of that. So I’m naturally a depressive and a pessimist. And I take my own medicine. Everything I’m about to say, I do, and my family does. So, when we have a good idea about an intervention in positive psychology, I first do it on myself. If it works on me, I give it to my wife and seven children to do. If it works on them, I give it to my graduate students and postdocs, and we start to do outcome studies on it. So one thing we have learned is that pessimism is changeable. You can change it to optimism. And the key to this is first tuning in to the most pessimistic and the most catastrophic thoughts you say to yourself. And that’s something people are pretty good at doing. It’s the main move in cognitive behavioral therapy.

And then having identified your most catastrophic thoughts, treat them as if they were said to you by someone whose mission in life was to make you miserable. And argue rationally against them. So let me give you an example that I use and I’ve used during this pandemic. So, my first thought when I came back home after 17 days of isolation was, this medical stuff is nonsense. They’re still infectious. I’m going to be down with this in four days and I’m 78 years old. So I’m dead. And the statistics are indeed that, compared to the young population I’m 222 times more likely to die. So I had my first thought, okay? My most catastrophic thought. And then, I argued against it rationally. So what I said to myself is called, the put it in perspective exercise.

That says first, go through the most catastrophic scenario possible. I just did it. The second part is, go through the least catastrophic. What’s the best thing that could happen? And so I said to myself, well, the best thing that can happen is they’re not infectious. And indeed these two wonderful vaccines are out. And I’m just going to be just fine. And I’ll get a vaccine first thing in January. Okay. Then the third thing to do is having done the worst possible scenario and the best possible scenario. What’s the most realistic scenario?

Well, the most realistic scenario is, I’m going to be very limited between now and the time a jab occurs, and I’m not going to get this in January. The president and the vice-president got it yesterday, but I’m not going to get it until the spring. So what I have to do is plan for the future. I have to find a way to be at home most of the time to teach my classes and to minimize my exposure. So the most likely scenario is the next three months are going to be difficult and there is a pretty good chance if I’m careful, I’ll be able to avoid the infection. [Cough] And that’s not an infection. That’s my early morning stuffiness. The catastrophic interpretation would be, there it is. I’ve got COVID. Most realistic explanation is early morning stuffiness.

Mills: That’s a good exercise that any one of our listeners could do and could benefit from. Let me change gears and talk a little bit about the effects of the pandemic on children and how disruptions to school and socializing and other life experiences may affect them in the long run. What kind of advice might you have for parents, educators, or others on how to help children’s well-being right now? What can we do to help make them more optimistic?

Seligman: Well, the same things work with children is working with adults and that is recognizing catastrophic floats and disputing them. But there’s no doubt that a year away from school and away from friends is going to make things more difficult. And so there, it’s optimism that’s going to matter and what we do when we come out of a pandemic. But I think I want to say something general Kim, about my view of the future given the pandemic. I think the world is in labor and something is being born and that we will learn from this pandemic what to keep and what to throw away. But importantly, there are two views of children and our future given this pandemic. I’m going to call it Yeats versus Juliana.

Yeats a hundred years ago in his poem about, The Trouble, asked “What rough beast is slouching its way to Bethlehem now to be born?” This is the pessimistic view that the labor that the world is in now, is going to result in something worse than what we have. So the Yeats view, highly pessimistic, and all you need to do is pick up the New York Times to hear the Yeats view one way or another.

Juliana of Norwich is the one I lean to. Juliana, as you may remember, was a monk. You had to take a male name to be a monk. She’s called Julian of Norwich. And she wrote in the middle of The Black Plague. And by the way, The Black Plague is 100 times worse than what we’re going through now. Humans have gone through plagues for time immemorial. The Black Plague killed one third of the European population. There was no safety net at all. There was no Zoom. It was in many ways, the worst of times. And Juliana Neoplatonist Mystic wrote the following about what was being born.

“He said not, thou shall not be travailed. He said not, thou shall not be Tempest. He said not, there shall not be diseases. He said, thou shall not be overcome and all shall be well, and all shall be well and all manner of things shall be well.” This is the dilemma we’re in now about our future. Will there be a beast slouching its way to Bethlehem to be born, to take over the world or will all things be well? And for me, the Juliana view is and the Yeats view are both self-fulfilling. So what we need here is optimism, planning, and hope for the future.

Mills: Let’s talk for a moment about some of your earliest research into learned helplessness. You studied dogs and other mammals, and I’m wondering how in the intervening years you’ve changed your thinking around learned helplessness. And now you talk more about the idea of learn hopefulness. Can you explain for our listeners first what is meant by learn helplessness, which they might not be familiar with. And then tell us how and why your thinking and research in this area evolved.

Seligman: Yes, learned helplessness has been flipped on its head in the last 20 years. So 50 years ago, Steve Mayer, Bruce Overman, and I found that when animals and people experienced bad events, that they couldn’t do anything about, that they collapsed, became passive and became helpless. And we called it “learned helplessness.” And what we found that people and animals who got the very same events, but they could do something about them, did not become helpless. Well, Steve Mayer went off and became a neuroscientist. And starting around 1990, 1995, we began to get a pretty good tool for looking at the brain. And Steve wanted to know what was happening in the brain of rats when they became helpless. And the findings were astonishing. And they flipped the field on its head.

What Steve found is that both in animals and human, there’s a structure sort of up the nose. It’s 50,000 cells in a rat and 150,000 cells in a human, called the dorsal raphe nucleus. And the dorsal raphe nucleus, it’s activity produces helplessness. It’s necessary and sufficient for producing helplessness. Now, very interesting, it turns out there is a circuit from up here in the forebrain, the medial frontal lobes, there’s a specific circuit that goes down to the dorsal raphe nucleus and turns it off. And it turns it off when you learn mastery, when you have hope.

So it turns out that contrary to what we thought 50 years ago, and this is one of the great things about being in a science for 50 years, you can find out you’re wrong. We found out we were wrong. Being helpless is the default mammalian reaction to troubles. We’re born helpless. The default reaction is to give up. What we have, however, what humans have is a circuit, which I call the hope circuit, which when it’s ignited by mastery and hope, turns off helplessness. So it turns out, what’s learned in helpless as experiments is hope and mastery, and that’s the protective factor. So it’s a great story. And there was a lead article in The Psych Review a couple of years ago, which tells the whole story. And it’s told in my book, The Hope Circuit . That’s why I called it The Hope Circuit.

Mills: You’ve described several Eureka moments in your life that has led you to change the direction of your thinking and your research. One happened many years ago when you were gardening with your daughter who was then five years old and another came when you had an extraordinary dream that involved the Guggenheim Museum and a sort of celestial message you received. Could you talk about those incidents and how they influenced your work and your life?

Seligman: Yeah, I’ve been the fortunate recipient of at least two life-changing epiphanies. One occurred in what is called a numinous dream. And the other occurred in my garden right after I’d been elected president of the American Psychological Association. So I’ll narrate each of them, Kim. The dream one occurred about two weeks after quite an extraordinary lunch with my mentor, Aaron Beck. Tim is now 99 and a half years old. He and I still meet once a week. He’s in great shape mentally. And back then, this is now almost 50 years ago, we would have lunch once a week. And he’s a very kindly gentle soul. And 50 years ago, I was a tenured professor at Penn, doing animal experimental psychology. And over lunch, Tim said, “Marty, if you continue to do what you’re doing, you’re going to waste your life.”

And I kind of trucked on my grilled Reuben and took it under advisement. And about two weeks later, I had the following dream. In this dream, and dreaming is something I’ve worked on much of my life. And in fact, I think the best paper I ever wrote, which no one has read is called What Is A Dream? And for me, this nails the process of what dreaming is, but without going through the theory of dreaming. Here was the dream. I’m walking up the ramp at the Guggenheim Museum. And I noticed that on the right there doors and I open each of the doors and there are people playing with cards. And I’m very puzzled about this. So I ask the question, “Why is everyone playing with cards?” Where upon the roof of the Guggenheim opens and the Godhead appears. And God, Kim you’ll be happy to hear, is an elderly male look, white beard, gray with a booming voice.

And God says to me, “Seligman, at least you’re starting to ask the right questions.” And that changed my life, actually. So it’s what moved me from being an experimental psychologist to a clinical psychologist, from experimental researcher to a longitudinal researcher and from animals to humans. So it’s a dream that moved me and has stayed with me. Fast forward now 30 years, I’m elected president of the American Psychological Association. And I’m told that presidents are supposed to have initiatives, and I didn’t really know what mine was going to be. I’ve worked in a lot of different areas and as I was mulling this taking office I was in my garden. I’m a gardener. And with my five-year-old daughter Nicki. Nicki is now a clinical psychologist by the way, getting her PhD from Fordham, doing her internship. But she founded positive psychology in the following way.

She had just had her fifth birthday about maybe two weeks before this incident in the garden. And we’re in the garden together. I’m weeding. And Nicki is having a great time. She’s singing, dancing and throwing weeds in the air. I yelled at her and I said, “Get to work, Nikki, damn it. we’re weeding.” And Nikki walks away and she comes back. She says, “Daddy, can I talk to you?” And I said, “Sure, Nikki. what is it?” She said, “Daddy, have you noticed, I used to be a whiner, and have you noticed that since my fifth birthday I haven’t whined once?” I said, “Oh, yeah Nikki, that’s right.” She said, “Well, daddy, on my fifth birthday I decided that I wasn’t going to whine anymore. And that was the hardest thing I’ve ever done. And if I can stop whining, you can stop being such a grouch.”

And she hit the nail on the head this in three different ways. All of a sudden I realized three different things. First, that she was right and that I was a grouch. And indeed, what I was so proud about was my ability to see what was wrong with everything. And I realized for the first time, maybe any success I had in life was not because of being a pessimist and a grouch and a critic, but maybe it was because I could sometimes see what was right rather than what was wrong. And I decided to change. And indeed I have. I measure these things in not only in the general population, but in myself. So the first thing was Nikki was right. And I was a grouch and maybe being a grouch got in the way of doing what I wanted in life.

And the second thing I realized, was that my theory of child rearing was wrong. So my theory of child rearing and education was remedial. It basically said that what our job as teachers and parents to do, was to find out what our kids were doing wrong and correct them. And somehow if we corrected all of their errors, we get an exemplary child. Well, it struck me that that’s nonsense. What you get then, is a child that’s not doing anything wrong, but your job as a parent and a teacher is to find out what the kid does right. What they’re strong at. And what I saw on Nikki now, was her ability to talk sense to adults. And to identify that strength and to get your child or your student to live their life around what they do well, not to spend their life avoiding what they do badly. So, that was the second thing I learned.

And I changed my child rearing and my teacher. My teaching used to be all full of red marks on papers. And now it’s full of glue marks, which says, Hey, that’s a really perfect sentence. You got that word exactly right. And the third thing I realized was about psychology, about APA, for that matter. That psychology had been all about what was wrong, pathology, weakness, the things that were going wrong in the world. Indeed, I had worked on that for 30 years. Depression, schizophrenia, drug addiction, suicide and the like, but that’s only half the battle. The other half of the battle is recognizing what’s going well in life, building it and leading your life around it. So it occurred to me in that epiphany that there could be a movement, positive psychology, whose mission in life would be to recognize not just the troubles and do something about it, not just what cripples life, but what makes life worth living and teaches people the skills that make life worth living.

Mills: From that, I think you’ve distilled your research into positive psychology, into something that you call the PERMA model. What is that?

Seligman: So, once you decide that you want to work on well-being and you want to work on what enables a good life as opposed to what cripples life, you essentially need the opposite of DSM. You need a definition of the sanities, not just the definition of the craziness. And so what are the elements? What are the pillars of a good life? And PERMA says there are five of them. There are five things that are non suffering free people choose. The first is P, positive emotion, being happy, feeling good, high subjective well-Being. The second is E, engagement, being one with the music, being completely wrapped up in your work or with someone you love. And it’s always my hope when I’m lecturing that the people who are listening to this are at E. They’re completely engaged. We find, by the way, that about 60% of you are in E right now, the other 40% of you are having sexual fantasies right now. That’s okay, I guess.

R, P-E-R is good relationships. So people pursue relationships. We’re not only individuals, but we’re hive creatures. We’re like the bees, the wasps and the termites. We want to be part of something. And that leads to M, which is meaning in life. And that’s meaning and purpose, latching on to something that you believe in that’s larger than you, that you can belong to and serve. That’s what meaning is. And finally, there’s A, achievement, accomplishment, mastery, and competence. So for me, the ingredients of a positive life come down to a dashboard of PERMA, how much positive emotion, how much engagement, how good are your relationships, how much meaning do you have in life and how much accomplishment do you have in life? Those are the five elements of positive psychology for me.

Mills: Over the past year or so, I’ve talked to several psychologists on this podcast about how the pandemic has been a giant natural experiment for them. It’s led to research in areas as varied as telework, boredom, ritual, things like that. I noticed on the Penn Positive Psychology Center website, that there’s a link to a COVID-19 study. What are you looking at and what are you hoping to learn?

Seligman: Well, I’m not sure what you’re referring to here, Kim. So, we have a website called authentichappiness.org and about 2000 new people a day come to it and they take the tests on it. So we have across the whole pandemic, a naturally occurring experiment in which we’re able to look at increases and decreases in well-being and strengths in depression and anxiety. And so, we will eventually try to put this all together, very large groups of people and ask the question about the course of the pandemic. And this allows us to predict things like who gets infection, who recovers rapidly on the like. But I’m not ready to discuss any data yet at this point.

Mills: Sure. Yeah. We’re still in the middle of this so,

Seligman: Yeah, but we’ve got a very good database.

Mills: And this is something you were looking at anyway. And now, because of the pandemic, you’re saying that you’re going to be asking, evaluating.

Seligman: We look at it all the time. So for example, this was going on before 9/11. And so, we had hundreds of people at that time, now thousands coming every day. And what we found after 9/11, we looked for the next three months at changes in the strengths. And what we found in the United States was that hope, love, and faith increased forgiveness over the next three months in America, but not in any other country. And then by about three months later, that had gone back to baseline. So events like 9/11, and we haven’t yet looked for the pandemic, actually increase strengths like hope and love.

Mills: But the increases don’t necessarily endure apparently.

Seligman: And they don’t last. Yeah.

Mills: Yeah.

Seligman: And at very, very large numbers of people. So these are pretty reliable statistics. So we’ve, for more than 20 years now, done mapping the world or the English speaking world that comes every day to the website and takes questionnaires.

Mills: Changing gears a little bit, positive psychology has become accepted within the discipline over the last several decades, but it’s also inspired some pushback. Where I work at APA, we answer a lot of calls from reporters, and recently we fielded a number on toxic positivity, the idea that feeling forced to try to be happy and positive all the time can actually be bad for our well-being. What are your thoughts on this?

Seligman: I think trying to force anyone to do something is bad for our well-being. And so trying to force people to be positive can be toxic. So one has to weigh the consequences of becoming more positive, that is of going through the work of disputing your most pessimistic thoughts, which is not easy, particularly during a pandemic against its benefits. Which are things like reemployment, recovery, and resilience. So, people who don’t who adopt optimism and good cheer naturally are very lucky. People like me who have to learn optimism run into the danger of, well, this is a task and this is difficult and there’s a literature on this.

And so for example, one of the reliable exercises in positive psychology is to do acts of kindness for other people. And indeed, we find that if you’re assigned to do a random act of kindness next Wednesday, and you do it, your depression goes down and your life satisfaction goes up. But if you’re assigned to do it every day, then you get the reverse effect. So you have to find a way not to overtax people. And so that’s my reaction to notion. But on the whole, I think the benefits of learning optimism and learning per promo quite outweigh the drawbacks. But it’s a clinical skill and you have to do it with a light touch and at the right time, and you can’t overdo it.

Mills: Another criticism I’ve seen is that positive psychology puts the onus for human flourishing too much on the individual. And that it takes attention away from some of the societal factors such as racism and poverty, that limit people’s ability to live a meaningful life. Is that a legitimate critique?

Seligman: Yeah, this is a very important kind of question. And legitimate is the wrong word, but here’s the way I think about it. If you’re interested in the world and you want a better world, what is the right balance between building individual happiness and building a collective happiness in the world? And these are often intention with one another. And so, for example, I just gave a lecture to Nordic young students on this issue. And many of them want to become politicians and change the basic things that are wrong with Nordic government. And others of them want to become psychologists and change individuals. And Aristotle told us by the way, that the two most noble professions were teaching and politics.

Well, politics, I think, is about changing the institutions that have gone wrong. And I’m all for that. And psychology is by and large about changing the minds, the thinking of individuals. Now you can do both. Some heads do it better than others. So I’m not a politician. I’m better at helping individuals find happiness. The art of politics is helping the society find happiness and these two marry pretty well. They’re not intention. So let me give you an example of something that I work on. So I’m interested in the question of whether or not politically government should measure GDP or happiness in a culture. So is the goal of good government more wealth, which is what my economist friends tell me, or is it more happiness? Okay? So that’s an important political issue. And politicians argue about this. It’s a major issue in England right now, major issue in New Zealand, a major issue in the Emirates.

Mills: Shouldn’t we study both? Don’t they go hand in hand?

Seligman: Yes. And so, what the politicians do is they ask, “Which of these things should we [inaudible 00:02:03]?” What the psychologist says is, “Well, let’s work on good measures of happiness.” And indeed that compliments the political life. So to think there’s a tension between the psychology of improving happiness individuals and the psychology of improving a society is often a strong map. And by the way, it’s very important within positive psychology, that most of the exercises that actually work and produce more individual happiness are exercises like helping another person.

So the single most effective antidepressant short exercise we have is, if you’re depressed right now, turn this blog off, go out, find someone who needs help and help them. That’s the single best antidepressant we know. So very often, Chris Peterson’s theme, Other People matter, as the heart of positive psychology is indeed at the heart of building individual happiness as well. So I think there’s a straw man here. I think we can both build individual happiness and we can build the best institutions and correct the institutions that have gone wrong in our society.

Mills: After all these years of studying positive psychology, what’s left? Are there still some unanswered questions?

Seligman: Well, there’s a huge one and it’s the one I’m working on now. So I’ve bitten off a lot more than I can chew, Kim. Let me tell you what I’ve been writing for the last couple of years. And it will probably go on for a few more years. The theme of my life’s work has been agency. And for me, agency has three components. The first is what Al Bandura called, self-efficacy. And that’s the belief I can achieve a goal. The second element of agency is optimism and future mindedness. That I can achieve this goal well into the future. And the third element of agency is imagination. And that’s the belief that there are a whole lot of good goals, a whole lot of scenarios that I can achieve well into the future.

So I’ve asked the question, what is the world history of agency? And the hypothesis is that when societies, religions and [inaudible 00:41:33] are highly agentic, that they have beliefs in human efficacy, optimism and imagination, that’s when progress occurs. And by progress, by the way, this is not an arbitrary term. I mean progress in thinking progress, in technology progress, in medicine progress, in the arts progress, in literature progress in the quality of human life and progress in human freedom. So, when in history does progress occur? And the hypothesis is that when the culture believes in agency, that’s when progress occurs. When the culture, when the religion believes in lack of agency, that’s when stagnation occurs. And so what I’m doing is going through a human history from Hunter, fishers and gathers up in the West and in China trying to measure the culture’s belief in human agency and progress.

And just for example, I’ve just published a paper on Greco-Roman thought for an agency. And basically, if you go back to the Iliad, the Iliad, the gods have at all and there’s no human agency. By the Odyssey, a human start to have it and by the golden age of Greek philosophy, it’s hugely agentic, it’s optimistic, it’s efficacious and an imaginative. And to map into that trend, there’s enormous progress in Greco-Roman area. And this goes on till about three 80 AD, and when Rome was falling apart. And at the time the early Christian philosophers are enormously agentic and St. Augustine comes along in pre 84 and says, no, it’s all God’s agency. If you happen to do something good, happen to avoid evil, it’s entirely God’s grace. And it is my view that Agustin’s view of Christianity, which becomes Catholic doctrine for almost a thousand years, produces the stagnation of the middle ages.

So, and indeed, my colleagues in China have just done the same analysis for Chinese culture through the Greco-Roman period. And again, the same kind of things occur. So what I’m working on right now, and for me the big question in positive psychology, is this just a peculiar Western idea of the 21st century in which it’s a good idea to be positive, or is there a human history of this? And I think there is a human history. It translates into agency, and I think it’s the controlling engine of human progress. Just to say, one more thing came about what I’m working on here.

Many different fields have tried to do the history of the world. And so the greatest one recently is Jared Diamond, in which diamond basically argues that ecology is at the center of human progress. And what I’m trying to do right now is to say, no, the center of human progress is a mental process called agency. It’s that agency that has produced human progress. So I want to do for psychology what Jared diamond did for ecology. But one of the important differences, if you believe just Diamonds theory, it doesn’t leave you with any interventions for children and for the future. So we can’t change the climate very much. We can’t change the direction in which the rivers flow, but we can change the belief in agency.

Mills: That Sounds like an absolutely astonishing project. And I look forward to seeing you complete that. It sounds like a lifetime of work. My hat is off to you, Dr. Seligman. Thank you for joining us today, Dr. Seligman. You’ve given our listeners a great deal of good information to think about and to work on, things that they can take into their lives and act upon.

Seligman: Oh, thanks for having me, Kim.

Mills: You can find previous episodes of Speaking of Psychology on our website at www.speakingofpsychology.org or wherever you get your podcasts. If you have comments or ideas for future podcasts, email us at [email protected] . Speaking of Psychology is produced by Lea Winerman. Our sound editor is Chris Condign. Thank you for listening. For the American Psychological Association, I’m Kim Mills.

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Highlighting the positive aspects of being a PhD student

Camille bernery.

1 Laboratoire Écologie Systématique Évolution, Université Paris-Saclay, CNRS and AgroParisTech Orsay, France

Léo Lusardi

Clara marino, martin philippe-lesaffre, elena angulo.

2 Estación Biológica de Doñana, CSIC Sevilla, Spain

Elsa Bonnaud

Loreleï guéry.

3 UMR Plant Health Institute of Montpellier, CIRAD and INRAE Montpellier, France

Eléna Manfrini

Anna turbelin, céline albert.

4 Senckenberg Biodiversity and Climate Research Centre Frankfurt am Main, Germany

5 Smithsonian Conservation Biology Institute Front Royal, United States

Franck Courchamp

Associated data.

All data generated or analysed during this study came from Twitter API and cannot be shared.

Articles about doing a PhD tend to focus on the difficulties faced by research students. Here we argue that the scientific community should also highlight the positive elements of the PhD experience.

Introduction

Doing a PhD can be both demanding and rewarding. In addition to overcoming the scientific and intellectual challenges involved in doing original research, a PhD student may also have to deal with financial difficulties, an unhealthy work-life balance, or resulting concerns about their mental health ( Woolston, 2017 ; Auerbach et al., 2018 ; Oswalt et al., 2020 ; Evans et al., 2018 ). Despite all this, most PhD students seem satisfied with their decision to do a PhD, mostly because they work in stimulating environments with a high degree of independence and good supervision ( Pommier et al., 2022 ; Woolston, 2017 ).

Paradoxically, however, the fact that most PhD students are positive about doing a PhD is not always apparent to the outside world. For example, the present authors recently analysed more than 90,000 tweets about the PhD experience: almost half of the tweets were positive, and less than a sixth were negative, yet the negative tweets received more likes and retweets ( Figure 1 ). What can be done to counter such misleading and negative impressions? In this article we – a group of PhD students, postdocs and permanent academics – highlight the positive elements of doing a PhD in order to present a more balanced view of the whole PhD experience. We also make recommendations to maintain a positive momentum throughout the PhD. Although these ideas and recommendations are based on our experiences as researchers in ecology working in Europe, we feel that most of the points we make also apply in other disciplines and places.

We retrieved all tweets posted in the English language during 12 consecutive weeks, from September to December 2021, that contained any of the following six hashtags: #phdlife, #phdspeaks, #phdvoice, #phdchat, #phdtips, #phdstudent. We then measured the sentiment (positive, negative or neutral) associated with each original tweet (excluding retweets). Of the 91 229 tweets we retrieved, 43,941 were positive, 12,298 were negative, and 34,990 were neutral. Mann-Whitney U tests were performed to compare the average number of likes and retweets of positive versus negative tweets. Negative tweets received significantly more likes than positive tweets (14.5 vs 12.3; P <0.001); negative tweets were also retweeted more than positive tweets but the difference was not significant (1.7 vs 1.5; P =0.383). The Twitter API and the “rtweet” R package ( cran.r-project.org/web/packages/rtweet/vignettes/intro.html ) were used to retrieve the tweets; the “syuzhet” R package ( rdrr.io/cran/syuzhet/ ) and the Bing lexicon ( Liu, 2012 ) were used for the sentiment analysis; all analyses were performed with R software ( R Development Core Team, 2021 ).

Three benefits of doing a PhD

There are two primary outputs from a PhD: new skills and expertise for the graduate, and new knowledge for the wider world. In this article we focus on the former and discuss the three main benefits of doing a PhD for the individual: (i) the development of specific skills to become an expert; (ii) the ability to work in a collaborative environment; (iii) improved communication skills while sharing knowledge ( Figure 2 ). For each of these benefits we discuss both general aspects that apply to most doctoral students, and specific aspects that depend on the student’s supervisor, field of research, location and other factors.

The three primary benefits of doing a PhD are acquiring expertise (pink circle), learning to work in a collaborative environment (blue), and developing communication skills for sharing knowledge (yellow). For each benefit, general aspects that apply to almost all doctoral students are shown in bold type in the small circle, and specific aspects that depend on, for example, the student’s supervisor or field of research are shown in plain type in the large circle. The large grey area contains more abstract and subjective ideas that are not discussed in the main text. It should be noted that this figure is conceptual, and that the aspects and ideas in it could be grouped in other, equally valid, ways.

Becoming an expert

Throughout a doctoral project, a PhD student will develop many of the skills needed to grow into an independent researcher, while also developing expertise in a given field. In addition to learning a great deal about their own field – and adding knowledge to it – a PhD student will learn how to perform a variety of tasks, and thus acquire new transferable skills. These will include autonomy, critical thinking, organization and planning, resilience, and the ability to design, lead and carry out projects. Furthermore, unlike postdocs and principal investigators, who have to carry out various management and administrative tasks, PhD students are usually free to dedicate their working hours almost exclusively to academic pursuits that they are (or can become) passionate about. This freedom is one of the aspects that make the PhD experience unique, and it should not be overlooked or taken for granted. Unfortunately, not all PhD students benefit from or are aware of such autonomy, but this ought to be an objective for all PhDs.

A PhD does not consist of a number of uneventful years that culminate in a single success. Rather, there are many steps along the way – such as mastering a technique, completing a series of experiments or activities in the field, or finishing the first draft of a manuscript – and the feeling of accomplishment that comes with each completed milestone should be a source of pride to the student.

Working in a collaborative environment

Learning how to work with other researchers is an important part of getting a PhD. The PhD student’s most important working relationship is with their supervisor (or, in some cases, supervisors), but most PhD students will also have the opportunity to collaborate with other members of their research group or lab, or even with researchers from the wider community. Working on other projects from time to time can help the student’s own project through increased productivity and creativity; moreover, it can strengthen lab cohesion, and might even lead to the student being a co-author on a paper. Additionally, supervising undergraduate students – or even new graduate students – is a good way of acquiring management skills.

Conferences are another way to meet and interact with other researchers. In particular, they are an opportunity to discover, discuss and be inspired by the work of other scientists. Conversations at conferences can generate new research questions or ideas for new and improved ways to tackle existing questions. Moreover, presenting results at a conference gives students a chance to receive feedback, to be recognized as active researchers by their peers, and to build a professional network.

Collaboration also can happen through the many virtual communities that PhD students can join for technical, scientific or moral support. For example, the Global PhD Server enables doctoral students to discuss their experience, exchange anecdotes, and offer or seek help. The @PhDForum supports a variety of activities, such as writing sessions for PhD students working on papers or chapters of their thesis, while Stack Overflow is a good place to offer/seek help with coding and statistics.

Developing communication skills

The ability to communicate results is a crucial skill for any researcher. A PhD student will, for example, be required to present their work to other scientists as talks or posters at meetings and conferences. The student will also start learning how to write a scientific article. Moreover, there are many opportunities for PhD students to share their passion and knowledge about their field, such as teaching and mentoring undergraduates and other graduate students. They can also get involved in public outreach, and contribute to awakening new passions or educating citizens on certain topics.

Recommendations

Along the PhD journey, neither the doctoral student nor the supervisor will have full control over what will happen. Some things will go wrong, which is why it is important to remain positive and try to make the most of what is a unique opportunity. Ways for the student to remain positive include going back to old pages in their laboratory notebook to see how much progress has been made, and keeping a note of all the positive feedback from different people. It is also important to remember that one does not become a PhD student by chance – being accepted to do a PhD is an achievement in itself. Additionally, sharing preliminary results with other members of the group and attending social events of a lab can build a supportive working atmosphere and help students to stay positive.

Focusing only on research can sometimes be exhausting, so spending time on other activities – such as supervising students, teaching, or working on outreach – can break the monotony and generate a sense of progress. Finally, it is important to celebrate achievements, such as a first draft, an accepted paper, a conference presentation or the submission of a grant proposal (and, obviously, a successful grant proposal). These achievements can be celebrated in the real world, on social media – or both! By regularly highlighting positive outcomes, it is easier to recognise that past difficulties have been overcome, that progress has been made, and that expertise, skills and knowledge have been gained.

In parallel, it is important to try to limit the impact of the negative aspects of the PhD experience, for they are real and various, and can be crushing if left unchecked. First, it is essential to contextualize them. For example, bear in mind that failure is an integral part of progress, and is often just a temporary setback as opposed to a defeat. This is especially true when a manuscript is rejected by a journal: viewing the rejection as an opportunity to improve the manuscript, and acknowledging that the reviewer reports are about the science, not the authors, can help reframe rejections in a positive light. After all, even the most distinguished researchers have experienced rejection many times. Moreover, as highlighted above, science is a collective adventure, and one is rarely alone when help is sought out. In this regard, talking about the challenges one encounters during a PhD with other students or researchers can also help put these challenges into perspective and to see the positive aspects.

The relationship between the PhD student and their supervisor will likely have a big influence on the PhD experience. However, it is important to recognize that this relationship works both ways, and both stand to benefit if it works well. Among other things, the PhD students can help their own cause by being clear on the type of feedback they want, or by scheduling regular meetings focused on their PhD – and persisting even if their supervisor is busy ( Kearns and Gardiner, 2011 ).

We would also encourage supervisors to be positive in their interactions with their PhD students, and to build a global productive environment that could benefit the PhD student ( Andreev et al., 2022 ). Supervisors could, for example, praise PhD students when the opportunity arises, and ensure that criticism is always constructive – and also encourage other members of their lab to do the same.

PhD students may also face challenges that cannot be overcome with positive thinking. Abusive behaviours such as bullying, harassment or discrimination should be reported to the relevant authorities immediately.

Some PhD students will also be anxious about their future job prospects, especially if they hope to remain in academic research. One way to help reduce such anxiety is to clarify life/career goals and identify the steps needed to reach them. For example, if the student makes a list of all potential funding opportunities (including deadlines) at the start of their last year, it will help them plan for the future and relieve some of the pressure that will build up towards the end of their PhD. Building a professional network can also help with career planning, and attending conferences and establishing collaborations are crucial in this regard.

Finally, if needed, it is entirely acceptable for a PhD student to take a break during their PhD, to refocus on what they really want in life, or to even leave their PhD without finishing it if they realize that it is not for them. However, before making such a decision, we would encourage the student to ask themselves if the doubts they are experiencing are due to a momentary difficulty that will pass, or if a PhD is not really the right career path for them.

Doing a PhD is a unique experience that typically occupies three or more years of someone’s life. Through this experience the student will be enriched by acquiring a range of professional and personal skills, and by gaining a prestigious qualification. In the end, it is in the interest of everyone – the PhD student, the supervisor, their colleagues, their institutions, and academia in general – to make this experience as positive as possible.

Acknowledgements

The authors thank the internal reviewers (Céline Bellard, Eva Delmas, Christophe Diagne and Xavier Fauvergue) for useful recommendations. Work on this paper began during a lab retreat attended by all co-authors. PhD students were funded by the French Ministry of Higher Education (CB, LL, CM, MPL); postdocs were funded by the Senckenberg Biodiversity and Climate Research Centre (UA), the Biodiversa ERA-Net AlienScenario project (AT), and the AXA Research Fund Chair for Invasion Biology of University Paris-Saclay (EA, CA, EM); Tenured academics salary were funded by the University Paris-Saclay (EB), the CIRAD (LG) and the CNRS (FC). MPL was also funded as an intern by the ENS Paris-Saclay during part of the project.

Biographies

Camille Bernery is in the Laboratoire Écologie Systématique Évolution, Université Paris-Saclay, CNRS and AgroParisTech, Orsay, France

Léo Lusardi is in the Laboratoire Écologie Systématique Évolution, Université Paris-Saclay, CNRS and AgroParisTech, Orsay, France

Clara Marino is in the Laboratoire Écologie Systématique Évolution, Université Paris-Saclay, CNRS and AgroParisTech, Orsay, France

Martin Philippe-Lesaffre is in the Laboratoire Écologie Systématique Évolution, Université Paris-Saclay, CNRS and AgroParisTech, Orsay, France

Elena Angulo is in the Estación Biológica de Doñana, CSIC, Sevilla, Spain and the Laboratoire Écologie Systématique Évolution, Université Paris-Saclay, CNRS and AgroParisTech, Orsay, France

Elsa Bonnaud is in the Laboratoire Écologie Systématique Évolution, Université Paris-Saclay, CNRS and AgroParisTech, Orsay, France

Loreleï Guéry is in the UMR Plant Health Institute of Montpellier, CIRAD and INRAE, Montpellier, France

Eléna Manfrini is in the Laboratoire Écologie Systématique Évolution, Université Paris-Saclay, CNRS and AgroParisTech, Orsay, France

Anna Turbelin is in the Laboratoire Écologie Systématique Évolution, Université Paris-Saclay, CNRS and AgroParisTech, Orsay, France

Céline Albert is in the Laboratoire Écologie Systématique Évolution, Université Paris-Saclay, CNRS and AgroParisTech, Orsay, France

Ugo Arbieu is in the Laboratoire Écologie Systématique Évolution, Université Paris-Saclay, CNRS and AgroParisTech, Orsay, France, the Senckenberg Biodiversity and Climate Research Centre, Frankfurt am Main, Germany, and the Smithsonian Conservation Biology Institute, Front Royal, United States

Franck Courchamp is in the Laboratoire Écologie Systématique Évolution, Université Paris-Saclay, CNRS and AgroParisTech, Orsay, France

Competing interests

No competing interests declared.

Author contributions

Conceptualization, Formal analysis, Visualization, Writing – original draft, Writing – review and editing.

Conceptualization, Writing – review and editing.

Conceptualization.

Conceptualization, Visualization, Writing – review and editing.

Conceptualization, Supervision, Writing – original draft, Writing – review and editing.

Data availability

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• Oswalt SB, Lederer AM, Chestnut-Steich K, Day C, Halbritter A, Ortiz D. Trends in college students’ mental health diagnoses and utilization of services, 2009-2015. Journal of American College Health. 2020; 68 :41–51. doi: 10.1080/07448481.2018.1515748. [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Pommier S, Talby M, Auffray-Seguette M, Dalaut M, Eijsberg H, Elshawish P, Muller H. Le doctorat en France Regards croisés sur la formation doctorale. Réseau National de Collèges Doctoraux. 2022. [June 28, 2022]. https://hal.archives-ouvertes.fr/hal-03494721
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We are committed to fair admissions and access by recruiting students regardless of their social, cultural or economic background. Our admissions policy sets out the principles and procedures we use to admit new students for all courses offered by the university and its partners.

Further advice and guidance

You can speak to a member of our Applicant Enquiries team on +44 (0)20 8223 3333, Monday to Friday from 9am to 5pm. Alternatively, you can visit our Information, Advice and Guidance centre.

MPhil PhD Applied Positive Psychology and Coaching Psychology

Mphil phd applied positive psychology and coaching psychology, home applicant, full time.

• Home Applicant

MPhil PhD Applied Positive Psychology and Coaching Psychology, home applicant, part time

Mphil phd applied positive psychology and coaching psychology, international applicant, full time.

• International Applicant

MPhil PhD Applied Positive Psychology and Coaching Psychology, international applicant, part time

• Full time, 3 years
• 5740 Per year Pound 5740 Per year
• 2870 Per year Pound 2870 Per year
• 15340 Per year Pound 15340 Per year
• 7670 Per year Pound 7670 Per year
• 6020 Per year Pound 6020 Per year
• 3010 Per year Pound 3010 Per year
• 16100 Per year Pound 16100 Per year
• 8050 Per year Pound 8050 Per year

Fees, funding and additional costs

EU, EEA and Swiss Nationals starting a course from September 2021, will no longer be eligible for Home fees. However, such nationals benefitting from Settled Status or Citizens' Rights may become eligible for Home fees as and when the UK Government confirms any new fee regulations. Further information can be found at UKCISA .

Tuition fees are subject to annual change. Fees for future years will be published in due course.

Home students

Postgraduate loans scheme.

£10,280 to fund your Masters Programme under the Postgraduate Loans (PGL) scheme

Postgraduate Loans (PGL)

The Postgraduate Loan (PGL) provide non-means-tested loans of up to £10,906 to taught and research masters students.  It will be paid to students as a contribution towards tuition fees, living costs and other course costs. Applications are made directly through  Student Finance England  

Eligibility

Whether you qualify depends on: •    if you've studied a postgraduate course before •    your course •    your age •    your nationality or residency status

Full eligibility can be found on the Government's Postgraduate Loan webpage .

Please take a look at the  Postgraduate Loans  for an overview of the new funding.

Postgraduate Scholarship

Apply for a 50 per cent discount on your tuition fees! You can get a 50 per cent discount on course fees through a UEL Postgraduate Scholarship. The scholarship is open to full-time and part-time UK and EU students of taught postgraduate courses. *Exclusions apply.

Find out more about full eligibility criteria and how to apply .

Terms and conditions apply.

Our scholarships and bursaries can help you

How we can help you

Did you know that with a postgraduate qualification, you can expect to earn more than someone who only holds an undergraduate degree?

If you want to build new skills, change career paths, or further your career prospects, a postgraduate degree can help you. Our range of scholarships and bursaries will make financing your education that much easier. Below is some of the funding available to support you in your studies:

• Alumni Discount   - up to 15% fee waiver *exclusions apply. Please see the Alumni Discount page  for information.
• Early Payment Discount  - 5% fee waiver
• Asylum Seekers scholarship   - 100% fee waiver
• Civic Engagement - £1,000
• Hardship Bursary - up to £2,000
• Sport Scholarships   - Up to £6,000

How to pay your fees

There are a number of ways you can pay your fees to UEL

• Online payment facilities
• By telephone
• In person at our Docklands or Stratford campus
• Bank transfer

Full information on making payments can be found  on our Finance page .

If you wish to discuss payments to the University, please contact our Income Team on 020 8223 2974 or you can email  [email protected]

Ideas for funding your postgraduate study

Below are some ideas on how to fund your postgraduate study:

•     Apply for a  Postgraduate Loan  
•     Take advantage of  UEL scholarships and bursaries
•     Ask your employer to sponsor your study
•     Study part-time so you can work at the same time (applicable to courses that have a part-time mode)
•     Look at  UK Research and Innovation funding options

The Student Money Advice and Rights Team (SMART) are here to help you navigate your finances while you're a student at the University of East London. We can give you advice, information and guidance on government and university funds so that you receive your full funding entitlement. Live chat: Click the live chat icon in the bottom left of the screen Phone: 020 8223 4444

International students

Living costs for international students.

As part of the Tier 4 student visa requirements, UK Visas and Immigration (UKVI) estimate that you will need £1,265* per month to cover your living costs. It includes expenses for accommodation, food and drink, travel within London, textbooks, entertainment, clothing, toiletries and laundry. Most Tier 4 students are required to show they have sufficient funds to cover the first nine months of the course before they start - a total of £11,385 - in addition to the tuition fees. You can find more information about the specific requirements of the Tier 4 student visa. The amount that you will spend can vary depending on your lifestyle. The UKCISA International Student Calculator can help you plan and manage your money.

* Please note the Immigration Rules are subject to change and this figure is likely to be increased by UKVI year on year. Please therefore check our ISA page for more information at the time of preparing your visa application.

How to pay your fees - international students

Deposits and paying by instalments International students are required to pay a  deposit  before being issued a Confirmation of Acceptance for Studies (CAS). Your remaining balance will be paid in five monthly instalments over your first term. The first of these instalments must be paid when completing your enrolment on arrival at UEL. Please follow the payment instructions on our Make a Payment page . After the required payment has been made, you will be asked to complete the online International Student Reply Form to confirm your acceptance of our offer and of our terms of admittance and fee policy.

Our International team at UEL are available for advice and guidance on studying in London, fees, scholarships and visa requirements. Email:  [email protected]

Additional costs

Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.

Tuition fees cover the cost of your teaching, assessment and operating University facilities such as the library, IT equipment and other support services. Accommodation and living costs are not included in our fees. 

Our libraries are a valuable resource with an extensive collection of books and journals as well as first-class facilities and IT equipment. You may prefer to, or be required to, buy your own copy of key textbooks.

Computer equipment

There are open-access networked computers available across the University, plus laptops available to loan. You may find it useful to have your own PC, laptop or tablet which you can use around campus and in halls of residences.

Free WiFi is available on each of our campuses.

In the majority of cases, coursework can be submitted online. There may be instances when you will be required to submit work in a printed format. Printing and photocopying costs are not included in your tuition fees.

Travel costs are not included but we do have a free intersite bus service which links the campuses and halls of residence.

For this course, you will be:

• involved in processes of making, as a means of exploration, experimentation, and understanding your practice, by using a diverse range of media and materials
• required to purchase your own copy of books, for required reading
• required to produce physical artefacts for assessment 
• able to participate in optional study visits and/or field trips

However, over and above this you may incur extra costs associated with your studies, which you will need to plan for. 

To help you budget, the information below indicates what activities and materials are not covered by your tuition fees:

• personal laptops and other personal devices 
• personal copies of books 
• optional study visits and field trips (and any associated visa costs)
• printing costs
• your own chosen materials and equipment
• costs of participating in external events, exhibitions, performances etc.

The costs vary every year and with every student, according to the intentions for the type of work they wish to do. Attainment at assessment is not dependent upon the costs of materials chosen.

Learn about applying

Important information about your application, uk full-time starting sept.

How to apply Apply directly to UEL by clicking on the apply button. For further information read our  Guide to Applying . When to apply Places on many courses are limited and allocated on a first-come first-served basis. We advise you to apply as early as possible to give yourself the best chance of receiving an offer. Advice and guidance Our  Information, Advice and Guidance team  provide impartial advice on courses, entry requirements, pre-entry and access programmes in person and via the telephone. +44 (0)20 8223 4354 Already applied? You can track the progress of your application by contacting our Applicant Engagement team on +44 (0)20 8223 3333 (Monday - Friday, 9am - 5pm). Read our  guide to applying  for further information. Need help? Contact our Applicant Engagement team (Monday - Friday, 9am - 5pm) +44 (0)20 8223 3333

UK Part-time starting Sept

How to apply Apply directly to UEL by clicking on the apply button. For further information read our  Guide to Applying . When to apply Places on many courses are limited and allocated on a first-come first-served basis. We advise you to apply as early as possible to give yourself the best chance of receiving an offer. Advice and guidance Our  Information, Advice and Guidance team  provide impartial advice on courses, entry requirements, pre-entry and access programmes in person and via the telephone. +44 (0)20 8223 4354 Already applied? You can track the progress of your application by contacting our Applicant Engagement team on +44 (0)20 8223 3333 (Monday - Friday, 9am - 5pm). Read our  guide to applying  for further information. Need help? Contact our applicant engagement team (Monday - Friday, 9am - 5pm) +44 (0)20 8223 3333

International Full-time starting Sept

Submitting your application please read and consider the entry and visa requirements for this course before you submit your application. for more information please visit our  international student advice pages .  .

How to Apply We accept direct applications for international students. The easiest way to apply is directly to UEL by clicking on the red apply button. Please be sure to  watch our videos  on the application process.

When to Apply Please ensure that you refer to the international admissions deadline . We advise you to apply as early as possible to give yourself the best chance of receiving an offer.

International students who reside overseas Please ensure that you have read and considered the entry requirements for this course before you submit your application. Our enquiries team can provide advice if you are unsure if you are qualified for entry or have any other questions. Please be sure to read about the  Tier 4 visa requirements .

Advice and guidance Our  Information, Advice and Guidance team  provide impartial advice on courses, entry requirements, pre-entry and access programmes in person and via the telephone.

+44 (0)20 8223 4354 Need help? Contact our applicant engagement team (Monday - Friday, 9am - 5pm)

+44 (0)20 8223 3333

About our foundation years

Our Foundation Year courses are perfect for you if you... 

• are returning to education after a long time, or you don't have the qualifications for direct entry into our degree programmes
• are thinking of re-training and would like an introduction to the area
• are an international student wanting an additional year to adapt to the UK academic system
• are still evaluating which degree pathway at UEL is the right one for you

Please note: Foundation years can only be studied full-time. However, you can transfer to part-time delivery once you have completed your foundation year. Please apply to the full-time option if you wish to study in this way.

What makes this course different

Research excellence

92 per cent of our research rated 'World-leading' or 'internationally excellent' (REF, 2021)

82% of students felt their research skills developed during their course

Postgraduate students score our academic staff highly in terms of support and the quality of their teaching.

50 years of experience

We're one of the oldest and largest psychology departments in the country, with over 50 years' experience of teaching.

Course modules

Independent research core module.

PhD candidates will be undertaking their own research in communication with their supervisor.

NOTE: Modules are subject to change. For those studying part time courses the modules may vary.

Download course specification

PDF, 241.7kb

What we're researching

Some areas of research related to Positive Psychology and Coaching Psychology within the School of Psychology include existential positive psychology interventions, personal growth, the integration of positive psychology and coaching, arts and psychological wellbeing, creativity in positive psychology and coaching, positive education and coaching in education, health and wellbeing. 

Your future career

Explore the different career options you can pursue with this degree and see the median salaries of the sector on our  Career Coach portal.

How we support your career ambitions

We offer dedicated careers support, further opportunities to thrive, such as volunteering and industry networking. our courses are created in collaboration with employers and industry to ensure they accurately reflect the real-life practices of your future career and provide you with the essential skills needed. You can focus on building interpersonal skills through group work and benefit from our investment in the latest cutting edge technologies and facilities.

Career Zone

Our dedicated and award-winning team provide you with careers and employability resources, including:

• Online jobs board for internships, placements, graduate opportunities, flexible part-time work.
• Mentoring programmes for insight with industry experts 
• 1-2-1 career coaching services 
• Careers workshops and employer events 
• Learning pathways to gain new skills and industry insight

Mental Wealth programme

Our Professional Fitness and Mental Wealth programme which issues you with a Careers Passport to track the skills you’ve mastered. Some of these are externally validated by corporations like Amazon and Microsoft.

We are careers first

Our teaching methods and geographical location put us right up top

• Enterprise and entrepreneurship support 
• We are ranked 6th for graduate start-ups 
• Networking and visits to leading organisations 
• Support in starting a new business, freelancing and self-employment 
• London on our doorstep

What you'll learn

A PhD is an original and distinct contribution to the knowledge of the field of study. It is often essential for those wishing to follow an academic or research career in organisations. PhD research can be carried out in all subject areas.

How you'll learn

All postgraduate research students are supervised by at least two research-active staff. Your supervisors will support your programme of research through regular meetings and reviews. The PhD course usually takes a minimum of 36 months (full-time) or 60 months (part-time) to complete. At the end of your PhD, you will be required to submit an 80,000-word thesis summarising your research. You will then have to undergo an oral examination (a viva) on your thesis.

How you will be assessed

Research proposals give us a better understanding of the area you want to study for a PhD. You don't have to follow a predetermined structure when writing your proposal. Still, it is a good idea to include a title that describes the aims and scope of your research and information on how your ideas fit in with the research interests of UEL. Other essential elements include relevant academic literature, how your research will advance knowledge in this area and a possible methodology. You should also have a timescale for your research. To find out more about how to write your research proposal, see our research proposal guidance .  

Campus and facilities

Our campus and the surrounding area.

Our historic Stratford campus is located in one of the best-connected areas of London: close to Stratford's thriving town centre, the 2012 Olympic Park, and just 15 minutes from London's West End.   Stratford’s facilities include a state-of-the-art library and learning centre, the majestic great hall and specialist laboratories and computing services. The School of Education and Communities, and Centre for Clinical Education in Podiatry, Physiotherapy and Sports Science are housed in new buildings. There is also a campus restaurant and bookshop, and a Students' Union café-bar.   Westfield Stratford City - Europe's largest indoor shopping mall - is just one of Stratford's attractions, alongside many other shops, cafés, bars and restaurants. There are two multiscreen cinemas, a theatre, an arts centre and much more.

Who teaches this course

This course is delivered by School of Psychology

The teaching team includes qualified academics, practitioners and industry experts as guest speakers. Full details of the academics will be provided in the student handbook and module guides.

Ilona Boniwell

Related courses

This course is part of the Psychology subject area.

MPhil PhD Psychology

Studying for a PhD with UEL's School of Psychology will push you to the limit - and you'll be supported all the way by our world-class academic staff.

MSc Integrative Counselling and Coaching

The MSc Integrative Counselling and Coaching is the only postgraduate course in the UK, maybe the world, that offers integration of counselling and coaching practices.

TERMS AND CONDITIONS Modal

Terms of Admittance to the University of East London

The Terms of Admittance govern your contractual relationship with the University of East London ("UEL"). A contract between you, the Student, and us, UEL, is entered into once you accept an offer of a place on a programme at UEL and this contract is subject to consumer protection legislation. You are entitled to cancel this contract within 14 days of enrolment onto your programme.

1) Student enrolment

Enrolment at UEL is the process whereby you officially become a UEL student. The enrolment process requires you to:

• Ensure that we are holding the correct personal details for you
• Agree to abide by our regulations and policies
• Pay your tuition fees/confirm who is paying your tuition fees

You are expected to enrol by the first day of your academic year (click on "Discover") which will be notified to you in your enrolment instructions. Failure to enrol by the deadline contained in our Fees Policy (for most students by the end of the second week of teaching) may lead to the cancellation of student status and all rights attached to that status, including attendance and use of UEL's facilities. If you do not complete the formal process of enrolment but, by your actions, are deemed to be undertaking activities compatible with the status of an enrolled student, UEL will formally enrol you and charge the relevant tuition fee. Such activities would include attendance in classes, use of online learning materials, submission of work and frequent use of a student ID card to gain access to university buildings and facilities. Late enrolment charges may be applied if you do not complete your enrolment by the relevant deadline.

2) Tuition fees

Your tuition fee is determined by:

• the programme you are studying;
• if you are studying full or part-time;
• whether you are a UK/EU or International student; and when you started your studies with us.

We will tell you the tuition fee that you are due to pay when we send you an offer as well as confirm any additional costs that will be incurred, such as bench fees or exceptional overseas study trips. Unregulated tuition fees (where the UK government has not set a maximum fee to be charged) are generally charged annually and may increase each year you are on the programme. Any annual increase will be limited to a maximum of 5% of the previous year's fee. Regulated tuition fees (where the UK government has set a maximum fee to be charged) may also be subject to an annual increase. Any annual increase will be in line with the increase determined by the UK government. You will be notified of any increases in tuition fees at re-enrolment in the programme. Further information on tuition fees and payment options is contained in our Fees Policy .

3) Student ID Cards

To produce an ID card, we need a recent photograph of you that is not obscured and is a true likeness. We will either ask you to send us/upload a photograph in advance of enrolment or take one of you at the point of enrolment. The photograph will be held on our student records system for identification purposes by administrative, academic and security/reception staff. By accepting these Terms of Admittance you are confirming that you agree to your photograph being used in this way. If you object to your photograph being used in this way please contact the University Secretary via email at gov&[email protected] . You are required to provide proof of your identity at initial enrolment and prior to the issue of your UEL student ID card. This is usually a full and valid passport but instead of this you may bring two of the following:

• A (full or provisional) driving licence showing current address
• An international driving licence
• An original birth certificate (in English)
• A debit or credit card (one only)
• A benefit book or benefit award letter (dated within the last 3 months)
• An Armed Forces Identity card
• A police warrant card

You are required to carry and display your student ID card whilst on UEL premises and must keep it safe so that it is not misused by others.

4) Proof of qualifications

You are required to produce evidence of having satisfied the entry requirements for your programme. Such evidence must be in the form of the original certificates or certified notification of results from the examining body. All qualifications must be in English or supported by an official certified translation. If you fail to provide evidence of having satisfied the requirements for the programme you are liable to be withdrawn from the programme.

5) Non-academic entry requirements

You may need to demonstrate that you have met non-academic entry requirements prior to enrolment by providing additional information to UEL. For example, if you:-

• are under 18 years of age at the time of initial enrolment,
• are applying to a programme that requires health clearance for study as stated in the programme specification,
• have declared a relevant criminal conviction,
• will be studying a programme that involves contact with children and/or vulnerable adults or leads to membership in a professional body that deals with children and/or vulnerable adults.

You will not be permitted to enrol and any offer will be withdrawn if UEL deems that you are unsuitable for study following assessment of this additional information in line with published policies. These policies will be provided to you when the additional information is requested.

6) Criminal convictions

UEL has a responsibility to safeguard staff, students and the wider community. You are required to inform UEL of any relevant criminal convictions you have and provide further information relating to these as requested. This includes any relevant criminal convictions received whilst studying at UEL. UEL will assess all information received in line with published policies and may remove you from a programme if the conviction makes you unsuitable for study in UEL's opinion. Failure to declare a relevant criminal conviction or provide further information about you may result in expulsion from UEL.

7) Providing false information to UEL

If you are discovered to have falsified or misrepresented information presented to UEL at application, enrolment or during your studies, you may be expelled from UEL.

8) Continued enrolment and student status

You are expected to abide by all UEL policies and regulations, both those in force at the time of first and subsequent enrolment and as later revised and published from time to time. UEL reserves the right to make reasonable changes to its policies and regulations and any substantial amendments will be brought to your attention. You are also required to take personal responsibility for your studies; this includes undertaking all studies in support of your programme as prescribed by UEL. Key policies include: Manual of General Regulations This describes the general regulatory framework of UEL and gives information about how UEL confers its degrees, diplomas and certificates. It includes important information about academic performance requirements for continued study. Engagement Attendance Policy This outlines UEL's expectations of students in relation to attendance on and engagement with taught programmes. These students are expected to attend all scheduled classes and engage fully with learning materials and resources provided to them - failure to do so may result in withdrawal from module(s) and/or the programme. Code of Practice for Postgraduate Research Degrees The purpose of this code is to provide a framework for the successful organisation and implementation of good practice in all matters relating to postgraduate research degrees at UEL. It aims to ensure that all students are effectively supported and supervised so that the full scope and potential of their research is realised; that their thesis is submitted within regulatory periods and that they complete their programme with a suitable and sufficient portfolio of research and employment-related skills and competencies. Health and Safety Policy This describes the structures and processes by which UEL protects the health and safety of its staff, students and visitors. It confirms that students will receive sufficient information, instruction and induction in relation to health and safety. All students should take reasonable care of their health and safety. They must abide by UEL’s rules and regulations and cooperate with supervisors to enable them to fulfil their obligations. Students must not interfere intentionally, or recklessly misuse anything provided for health and safety. UEL has consulted with its students and staff and has adopted a No Smoking Policy to safeguard the health and well-being of its community. Students are required to comply with this policy which restricts smoking to designated shelters and prohibits the use of electronic cigarettes within any UEL building or near building entrances. For further information on our Healthy Campus initiatives and support please visit the Health and Safety pages . Student Disciplinary Regulations and Procedures (incorporating the student code of conduct) This code is more than a list of things that we should and should not do: it reminds us that we should always consider how our behaviour affects others. The code applies:

• to all students;
• at all sites throughout our estate, and;
• when we represent UEL on business beyond our campus, both in real (face-to-face) and virtual environments.

And outlines expectations of students:

• verbal and physical behaviour should always be polite and respectful;
• behaviour should not impair the engagement, learning or participation of others;
• anti-social behaviour by individuals and groups will not be tolerated.

9) Changes to scheduled programmes

UEL will take all reasonable steps to ensure that the programme of study that you have accepted will conform to the programme specification published on our website and will ensure that the necessary resources required to enable you to meet the required learning outcomes and pass the relevant assessments are available. In order to ensure that our programmes are current and relevant, they are subject to regular review. From time to time, to ensure the maintenance of academic standards and/or compliance with professional body requirements, it may be necessary to amend a module or make adjustments to programme content. Major changes to programmes that in the reasonable opinion of UEL, will have a significant impact on students will involve consultation with students already enrolled on the programme when the changes are proposed. Once any changes are confirmed, UEL will notify all students and applicants of the changes. When UEL reasonably considers that the change may only impact one or more cohorts on the relevant programme, UEL may decide to only consult with the relevant cohort. In the event that we discontinue a programme, we will normally permit existing students to complete the programme within the typical duration of study. In these circumstances, UEL will use reasonable endeavours to continue the programme for existing students without making major changes. If this is not possible, we will support students in changing to another UEL programme on which a place is available, and for which the student is suitably qualified, or assist with transfer to another HEI to complete the programme elsewhere.

10) Changes to these terms

We may change these terms from time to time where, in UEL's opinion, it will assist in the proper delivery of any programme of study or in order to:- (a) Comply with any changes in relevant laws and regulatory requirements; (b) Implement legal advice, national guidance or good practice; (c) Provide for new or improved delivery of any programme of study; (d) Reflect market practice; (e) In our opinion make them clearer or more favourable to you; (f) Rectify any error or mistake; or (g) Incorporate existing arrangements or practices. No variation or amendment to these Terms of Admittance may be made without our prior written agreement. In the event that we agree to transfer you to an alternative programme of study, the transfer will be considered to be a variation to the Terms of Admittance, which shall otherwise remain in full force and existence. If we revise the Terms of Admittance, we will publish the amended Terms of Admittance by such means as we consider reasonably appropriate. We will use reasonable endeavours to give you notice of any changes before they take effect.

11) Data Protection

UEL is committed to adhering to its obligations under the Data Protection Act 2018 and will act as a Data Controller when it processes your personal data. You can find our registration to the Data controller register on ico.org.uk . UEL processes your personal data to fulfil its contractual and legal obligations to students. Personal data that we process about you includes:

• Your contact details and other information submitted during the application and enrolment processes;
• Details of courses, modules, timetables and room bookings, assessment marks and examinations related to your study;
• Financial and personal information collected for the purposes of administering fees and charges, loans, grants, scholarships and hardship funds;
• Photographs, and video recordings for the purpose of recording lectures, student assessments and examinations and for the purposes of university promotion that is in our legitimate interest but still fair to you;
• Information about your engagement with the University such as attendance data and use of electronic services such as Moodle, Civitas and YourTutor;
• Contact details for next of kin to be used in an emergency;
• Details of those with looked-after status or those who have left the care system for the provision of support;
• Information related to the prevention and detection of crime and the safety and security of staff and students, including, but not limited to, CCTV recording and data relating to breaches of University regulations;

This is not an exhaustive list, for further information please refer to our fair processing notice pages on uel.ac.uk. In all of its data processing activities, UEL is committed to ensuring that the personal data it collects stores and uses will be processed in line with the data protection principles which can be summarised as:

• Being processed lawfully, fairly and in a transparent manner;
• Collected for specified, explicit and legitimate purposes;
• Adequate, relevant and limited to what is necessary;
• Accurate and, where necessary, kept up to date;
• Kept in a form which permits identification of data subjects for no longer than is necessary;
• Processed in a manner that ensures appropriate security of the personal information;
• Be accountable for, and be able to demonstrate compliance with, the six principles above.

Student Responsibilities You must ensure that:

• All personal data provided to UEL is accurate and up-to-date. You must ensure that changes of address etc. are notified to the Student Hub.
• Students who use UEL's computing facilities may process personal data as part of their studies. If the processing of personal data takes place, students must take responsibility for that processing activity to ensure that it is in line with the data protection principles above.
• Students who are undertaking research projects using personal data must ensure that:
• The research subject is informed of the nature of the research and is given a copy of UEL's Fair Processing Notice and this Data Protection Policy.

12) Legal basis for use of data

By agreeing to these Terms of Admittance and enrolling at UEL, you are agreeing to the terms and conditions of a contract for the use of your personal data relating to your enrolment, and if appropriate, registration and ongoing participation in a programme of study. Your personal or special category data will be collected, processed, published and used by UEL, its online learning and teaching services and/or its partners and agents in ways which support the effective management of UEL and your programme of study, to allow for the delivery of bursary schemes and to support improvements to student experience and progression, and are consistent with: The terms of the Data Protection Act 2018; Any notification submitted to the Information Commissioner in accordance with this legislation; and compliance with any other relevant legislation. You have fundamental rights associated with how organisations use your personal data. Further information on data protection and use of your personal data can be found in our Data Protection Policy and on uel.ac.uk.

13) Intellectual property

You are entitled to the intellectual property rights created during your time studying at UEL that would belong to you under the applicable law. There are some programmes where the assignment of certain types of intellectual property to UEL is appropriate. UEL will require the assignment to it of intellectual property rights relating to postgraduate research that is part of an ongoing research programme. Where the nature of the research programme means that some assignment of intellectual property rights to UEL is appropriate, we will take what steps that we can to ensure that your interests are protected. UEL will take reasonable endeavours to ensure:-

• the scope of the assignment is narrow, and is restricted to what is necessary, for example, to protect UEL’s legitimate interests in the intellectual property created as party to a research programme;
• the application of the assignment is clearly defined so that it is clear to you in which circumstances the assignment will apply;
• where the assignment of the intellectual property is appropriate in the circumstances, we will take all reasonable steps to ensure that the rights of the parties are evenly balanced (for example, your work being acknowledged in a publication and, where appropriate, subject to an appropriate revenue sharing scheme)
• where UEL claims ownership of intellectual property rights in relation to a taught programme of study, such treatment of those rights will be made clear in the published information relating to that programme.

14) How we communicate with you

UEL will communicate with you via a variety of channels, including postal letters, e-mail, SMS text messages and online notices. To enable this, we request that you provide us with your e-mail address, postal address, and contact telephone number when you first enrol. Throughout your studies, it is important that you keep your contact details up to date. You can view and edit this information by logging into our student portal, UEL Direct at https://uel.ac.uk/Direct . We will create a UEL e-mail account for you after you enrol. Your e-mail address will be your student number, prefixed with a ‘u’ and followed by ‘@uel.ac.uk’ – e.g.: [email protected]. UEL will use this e-mail address to communicate with you and it is important that you regularly check and manage this mailbox for important updates and information. You can access your email account, plus information about our services, news and events by logging into our Intranet, intranet.uel.ac.uk. At the login screen, enter your email address (as above) and password. Your default UEL password will be your date of birth, formulated as DD-MMM-YY, e.g. 31-jan-84. Your UEL email account and associated UEL IT accounts will be deleted not more than 6 months after you graduate or withdraw from your programme of study (if earlier).  

15) University of East London Students' Union

The University of East London Students' Union (UELSU) represents students at UEL. By enrolling at UEL you are automatically granted membership of both UELSU and the National Union of Students (NUS). If you wish to opt out from this membership, please inform UELSU in writing at either [email protected]  or by writing to Chief Executive, UELSU, University of East London, Docklands Campus, 4-6 University Way, London E16 2RD. UELSU provides a range of services and support to students and can provide advice and representation on any matter affecting the contract between you and UEL. For further information on this support, please visit www.uelunion.org

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If you are undertaking a programme of study at a partner institution you will need to generally abide by the above terms and also those of the partner institution. Further information and support in understanding these terms is available from the Academic Partnership Office -  [email protected] .

17) International students - additional responsibilities

All international students must also comply with UK Visa and Immigration requirements. All international students are required to hold a valid visa which permits study in the UK or hold a Tier 4 visa/have applied for a Tier 4 visa with a Confirmation of Acceptance for Studies issued by UEL. Students who are being sponsored under a Tier 4 student visa must also understand and comply with the responsibilities of their student visa and cooperate with UEL in fulfilling our Tier 4 duties .

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UEL is committed to working together to build a learning community founded on equality of opportunity – a learning community which celebrates the rich diversity of our student and staff populations and one in which discriminatory behaviour is challenged and not tolerated within our community. Within the spirit of respecting difference, our equality and diversity policies promise fair treatment and equality of opportunity for all regardless of gender, ethnicity, sexual orientation, age, disability or religion/belief (or lack of). In pursuing this aim, we want our community to value and to be at ease with its own diversity and to reflect the needs of the wider community within which we operate. For further information on this inclusive approach to education please visit our Student Policies page .

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We welcome feedback on our programmes and services and facilitate this in a variety of ways, including programme committees, module evaluation forms and surveys. However, if you are dissatisfied with a particular service or programme or the manner in which it has been delivered, you must let the person responsible for that service know as we will always try to resolve matters at the earliest opportunity via informal conciliation. If you are unsure who to approach, please e-mail The Hub who will be able to direct your concerns appropriately. If you remain dissatisfied with a service or programme, or the manner in which it is delivered, you should refer to our formal complaints procedure to have the matter formally addressed. In addition, once you have enrolled on your programme, you will also have access to the Advice and Information Service offered by UELSU. This access is not available to students studying at partner institutions.

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Neither you nor UEL will be liable for failure to perform their obligations under these Terms of Admittance if such failure arises from unforeseeable events, circumstances or causes outside of that party's reasonable control. Examples of such events include, but are not limited to, war, terrorism, industrial disputes, natural disasters, fire and national emergencies. Only you and UEL are parties to these Terms of Admittance. No other person shall have any rights under the Contracts (Rights of Third Parties) Act 1999 to enforce any term of these Terms of Admittance. Failure or delay by you or UEL to exercise any right or remedy provided under this contract shall not constitute a waiver of that or any other right or remedy, nor shall it prevent or restrict the further exercise of that or any other right or remedy. No single or partial exercise of such right or remedy shall prevent or restrict the further exercise of that or any other right or remedy. These Terms of Admittance are governed by the law of England and Wales and you and UEL agree to submit to the exclusive jurisdiction of the courts of England and Wales.

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• Jul 22, 2022
• 11 min read

Is a PhD Worth It? The Pros and Cons of Getting a Doctorate

To get a PhD or not to get a PhD? That is the question.

Valerie David

Lifestyle and Career Expert

Reviewed by Hayley Ramsey

Entering the job market for the first time can be a stressful experience, especially if you don't feel completely prepared. When deciding how to take those first steps toward your ultimate career , and how to give yourself a chance at the best jobs, you may find yourself asking: “Should I do a PhD?”.

While academics looking forward to a life of learning may consider this a no-brainer, there are important factors for everyone to consider. Finances, job prospects and quality of life issues can greatly affect the success of furthering your education.

To help you decide if the time and effort of a PhD is worth it, here are the major benefits and disadvantages of getting that doctorate.

After four or more years of intellectual pursuits, adding a PhD may seem like overkill. Before you make your choice, let's look at all the benefits that are exclusive to earning the most advanced degree.

1. You can contribute new knowledge to the world

Embarking on a PhD programme means delving into your preferred subject in a much deeper way than you have in any of your previous studies. The beauty of this advanced degree is that it allows you to sail in uncharted waters. Your goal is to find new information, draw new conclusions and, hopefully, make a significant contribution to your field.

Your intensive research, travel, collaboration and study will lead you on an unpredictable path to telling a story that no one has heard before. For some students, this pursuit of knowledge and discovery is enough to make all the hard work of earning a PhD worth it.

2. You'll have access to more prestigious jobs

One of the key benefits of a PhD is that it opens doors to careers at the highest levels. This can include leadership positions in science and engineering, government roles in economics and political science, and prestigious teaching posts for English and arts majors. Even if an advanced degree isn't required for the job you want, that PhD can give you an extra air of authority in your field and an edge over other candidates.

Another obvious upside to continuing your postgraduate studies is that landing these powerful positions can lead to large financial rewards. Some areas of study, like medicine and the law, tend to be more lucrative, but it can also depend on the type of job. For example, a university professor or researcher post can pay well for a wide variety of disciplines. Check out sites like the Bureau of Labor Statistics and the National Careers Service to investigate potential salaries.

3. Employers look for candidates with your superior writing skills

A study arranged by the National Commission on Writing discovered that blue-chip businesses (long-standing companies with stable stock growth) are spending more than $3 billion a year on remedial writing course for current employees. This includes staff with undergraduate degrees.

So, when a hiring manager peruses your résumé and sees that you've earned a PhD, they'll know immediately that you've spent years honing your skills at compiling research, organizing mountains of data and writing about your results in a cohesive and persuasive way. This will clearly set you apart from your competition, while landing your dream job will prove that pursuing that advanced degree was worth it.

4. You'll improve on all your soft skills

While pursuing your undergraduate degree, you likely noticed that you were learning more than just the subject matter taught in each class. Completing your studies also required time management skills , focus and problem solving .

Getting a doctorate degree requires even more of the soft skills that employers look for in applicants . Your intensive study and finished thesis should lead to improvements in your problem solving, critical thinking , patience and adaptability . These desirable skills won't just help you land a job but also excel in whatever career you choose to pursue .

5. You'll collect an extensive network of professional colleagues

When weighing the pros and cons of earning a PhD, consider all the professional contacts you'll make during the course of your studies. Working closely with professors, department heads, experts in your field, as well as fellow researchers, helps you develop an important resource. This network of colleagues can provide continual assistance with references, job leads, career advice and collaboration.

6. You can wait for a more favorable job market

Job prospects may not look that promising when you've completed your undergraduate degree, or even after you've been in the workforce for a few years. While there's no guarantee things will improve after a delay, some students may appreciate the benefit of a steady graduate assistant salary while they work on enhancing their résumé with a doctorate.

If you couldn't get a good internship during or after your undergrad studies, the PhD work also gives you the time to build that professional network . These contacts could prove to be the key to breaking into a specialized or highly competitive field.

You may still be thinking about all that time and commitment and wondering, “Is a PhD worth it?”. While there are always positive results from improving your education, there are some downsides to getting your doctorate.

1. It's expensive

This is a substantial factor for many students when weighing the merits of pursuing a PhD versus entering the job market right away. If you already have student loans , continuing your education will just increase your burden and add substantial pressure when you eventually begin your job search.

If cost is a concern, investigate graduate assistant jobs that help with expenses. Some programmes offer tuition assistance in return for teaching or research work. For those who already work full time and are hoping a PhD will help them advance in their career, consider keeping that job and pursuing your studies on a part-time basis.

2. Getting a PhD can be a lonely experience

Despite your interactions with professors and other students, pursuing a doctoral degree is ultimately a solitary pursuit. Your thesis topic is unique to you, and you'll spend a lot of time alone doing research and writing. Your social life can suffer, especially if you're also working in addition to your studies.

Career experts often talk about the necessity of work-life balance for physical and mental health, and this is just as important for PhD students as anyone else. It may take you a little longer to complete your degree, but it's worth taking the time to visit family and hang out with your friends. These positive interactions can help you stay motivated through the most tedious parts of your work.

3. You'll experience extreme stress and frustration

Pursuing a PhD may seem like a noble and interesting endeavor, and extended life as a student can appear more attractive than wading into the job market. You must be aware, however, that getting a doctorate can be a very stressful and frustrating experience.

A topic that seemed intriguing at first may not live up to years of scrutiny, causing boredom at best or requiring a complete thesis change at worst. Not all programmes are well-run, either, and you may have a supervisor who is too critical, offers poor advice or is just unavailable and unhelpful.

The difficulties of a PhD programme lead to rather substantial dropout rates. In the US alone, only 57% of PhD students obtained their degree within a decade of enrolling. If you want to be in the successful half of those stats, take extra time to review your choice of supervisor and topic focus. Ask every professor you have for advice on making the right decisions and talk with current graduate students to see what their experience has been.

4. There may be limited job openings

While getting a PhD can qualify you for better and higher-paying jobs , it can also put you in a position where you're competing for an extremely limited number of job openings. This is especially true of university jobs, where the number of advanced degree graduates far outpaces the need for full-time instructors, researchers and administrators.

Earning your PhD with a very obscure thesis in a niche speciality can also limit your options. When there are only a handful of jobs that suit your expertise, and they're already occupied, it can make you feel that your doctorate was a waste of time. Consider the job market before you make decisions about getting another degree. If you're determined to study in a niche area, think ahead of time about related fields or industries where your knowledge and skills will also prove useful to employers.

5. There may be little to no financial reward

While most studies concur that having a PhD increases your income potential substantially over the lifetime of your career, it's not a guarantee of job security or a financial windfall. A study by the Organization for Economic Co-operation and Development (OECD) found that 5 years after earning their doctorates , 45% of grads in Germany were still on temporary contracts and 13% ended up in lowly occupations.

Other European countries, including Slovakia, Belgium and Spain, had similar results. In the US, in fields like engineering, the difference in pay scales between employees with a master's degree and a PhD was a mere 7%. When that small bump in salary is weighed against the amount of debt taken on in order to get your degree, you may decide it's not worth it.

6. You could lose out on valuable job experience

New forms of technology continue to change how organizations operate, and those changes can happen fast. If you've already spent several years in school, toiling away in solitary study of obscure subjects can cause you to fall further behind in learning the skills you'll actually need for a future career.

Before you invest in getting a PhD, research your chosen field and learn which type of degree will give you the most value. Many scientific, financial and computing careers rely more on skills acquired on the job, rather than in coursework that can quickly become outdated.

Questions to ask yourself

You’ve listed out the pros and cons, but that still may not be enough to help make your decision. When it comes to a life-altering change like getting a doctorate, it’s okay to take enough time to ask yourself specific questions to ensure you’re making the right move. Consider asking yourself the following:

• Why do I want to get a PhD?
• Do I have the pre-requisites to move forward to a PhD?
• What are my strengths and limitations?
• Am I financially prepared?
• Am I mentally prepared?
• How will this affect my relationship with my family or friends?
• Where will I study?
• What am I trying to achieve?
• What jobs will be available to me after I get my PhD?
• Are there other options or avenues to consider?

Unfortunately, you may not have the answer to every one of these questions, because let’s face it, you don’t know what you don’t know. You might not know how it will affect your relationship with family or friends, but why not ask them? Reach out to those closest to you and see how you pursuing this degree could trickle down to them and allow that to play into your decision. Evaluate the answers to these questions and use it to help you make an educated decision on your future moving forward.

The best PhD degrees

If you’ve weighed out the pros and cons, asked all the important questions, and now you’re set on getting your PhD, congratulations! To help you along the way, let’s look at a list of the most valuable PhD programs to start you on your way to this degree.

• Criminal Justice
• Engineering
• Cybersecurity
• Business Administration

These fields are rapidly growing and are among the highest-paying doctorate degrees in 2022 , so they might be worth considering as you start your journey.

Key takeaways

Pursuing your PhD requires an incredible amount of commitment, and it's important to take the necessary time to make the decision. As you’re evaluating a doctorate degree, remember the following:

• Evaluate the pros and cons list right from the beginning to ensure you’re weighing out both sides of the coin.
• Ask yourself the necessary questions. A doctorate degree commitment can affect more than just you, so be sure you’re factoring that into your decision.
• Review specifically which PhD would be best for you and your field progression.
• Research your chosen field carefully and evaluate the job market before you finalize your degree choice.
• Once you’ve selected your degree, stay focused and stay driven. It’s going to be a hard few years, but it will be worth the work!

Who knows, this may prompt you to move on to postgraduate study — never stop achieving!

Have you decided to pursue your PhD, or are you still considering your options? Join us in the comments below and let us know what’s stopping or encouraging you from getting a PhD.

Originally published on July 24, 2019. Updated by Shalie Reich.

Courses and Qualifications

Continuing Education

Psychology (Positive Psychology), MS

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• At a glance
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• Degree requirements
• Admission requirements
• Tuition information
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Behavior, Intervention, MASTERS, Prevention, Psychological, Psychology, Research, Wellness, behavioral sciences, social

Do you have a passion for bringing out the best in yourself and others? Do you want to help promote psychological strengths within families, workplaces and communities? Learn positive psychology knowledge and skills to develop optimal well-being and life satisfaction within yourself and others.

The MS program in psychology with a concentration in positive psychology, offered by the New College of Interdisciplinary Arts and Sciences, prepares students to apply their knowledge and skills to find meaning and fulfillment in their own lives, as well as to contribute to transformational practices in communities and organizations that can lead to optimal well-being and more harmonious, equitable and inclusive societies.

Through the lens of historical and contemporary research in positive psychology, students in the program gain a solid grounding in the basic tenets of the field, the methodologies employed, and the development and effectiveness of interventions that seek to improve peoples' lives and enable them to thrive. Coursework emphasizes a theoretical, evidence-based and experiential focus on key factors contributing to psychological well-being and optimal functioning, such as gratitude, joy, love, optimism, inspiration, compassion, creativity, resilience and mindfulness.

• College/school: New College of Interdisciplinary Arts and Sciences
• Location: West Valley or Online

Acceptance to the graduate program requires a separate application. Students typically receive approval to pursue the accelerated master’s during the junior year of their bachelor's degree program. Interested students can learn about eligibility requirements and how to apply .

30 credit hours including the required capstone course (PSY 553)

Required Core (3 credit hours) PSY 502 Professional Issues in Psychology (3)

Research (6 credit hours) PSY 500 Research Methods (3) PSY 513 Fundamentals in Quantitative Methods (3)

Concentration (12 credit hours) PSY 550 Advanced Social Psychology (3) or PSY 577 Advanced Developmental Psychology (3) PSY 565 Psychology of Mindfulness (3) PSY 585 Advanced Positive Psychology (3) PSY 586 Emotion (3)

Electives (6 credit hours)

Culminating Experience (3 credit hours) PSY 553 Capstone in General Psychology (3)

Additional Curriculum Information Students are enrolled in a section of PSY 553 designated specifically for the positive psychology concentration. The capstone project requires students to synthesize and organize the prior research related to a positive psychology intervention, identify a gap in the prior research and develop a research study proposal that addresses the identified gap.

Applicants must fulfill the requirement of both the Graduate College and the New College of Interdisciplinary Arts and Sciences.

Applicants are eligible to apply to the program if they have earned a bachelor's or master's degree in psychology or a related field from a regionally accredited institution.

Applicants must have a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in the last 60 hours of their first bachelor's degree program, or a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in an applicable master's degree program.

All applicants must submit:

• graduate admission application and application fee
• official transcripts
• statement of purpose
• two letters of recommendation
• proof of English proficiency

Additional Application Information An applicant whose native language is not English must provide proof of English proficiency regardless of their current residency.

Applicants must provide evidence of successful completion of an introductory psychology course, as well as either a statistics course or a research methods course. Typically, these prerequisite courses should be in a social science field; however, applicants may apply with courses outside of a social science field.

The statement of purpose should describe the educational background, scholarly interests, and academic and professional goals of the applicant.

It is preferred that the letters of recommendation are from faculty members who know the applicant's work well; if these are not available, then recommendations should be from individuals in supervisory or professional roles.

ASU offers this program in an online format with multiple enrollment sessions throughout the year. Applicants may view the program’s ASU Online page for program descriptions and to request more information.

Studying abroad is possible for graduate students, and it allows students in the psychology program to stand out in many career fields. Students are exposed to distinct differences in the human condition worldwide, are able to improve language and cross-cultural skills for effective communication, and are challenged to adapt under new social and cultural circumstances.

There are more than 50 program opportunities, with programs on every continent. Faculty-directed programs tend to be the best fit for graduate students; taking courses with ASU professors over the summer or during academic breaks offers students close mentorship and professional network growth in many fields of study while they earn ASU credit. Exchange program participation is also possible with careful planning.

Graduates leave this program with an in-depth understanding of this growing field. They may pursue professional research careers in psychology, education, health care or marketing. In addition, the positive psychology coursework benefits graduates working in supervisory or management positions, training or teaching roles, or in any social services profession.

Careers benefitting from the positive psychology concentration include:

• equity and inclusion officer
• individual life coach
• positive coach in sports or organizations
• positive psychology research assistant
• social and community services manager

Graduates can also find careers in the following industries:

• business (sales and marketing manager, human resources manager, employee assistance program manager)
• community health and wellness professions (prevention specialist, youth development specialist, community health educator)
• education (high school psychology teacher, character strengths educator)
• government (health and wellness policy specialist, state department of public health or mental health program coordinator)
• social services (family interventionist, warm line worker, occupational analyst)

School of Social and Behavioral Sciences | FAB N101 [email protected] 602-543-3000 Admission deadlines

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Graduate Program

The Department of Psychology offers a PhD program in four areas: Clinical Science, Social, Developmental, and Cognition, Brain, and Behavior (CBB). Admissions information, program requirements, funding and financial aid details, and other resources for the graduate program are detailed on the   Psychology Graduate Program website  and on the Harvard Griffin GSAS website . 

• Undergraduate Program
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Master of Applied Positive Psychology

The first in the world, and always ahead of the curve

Rapidly becoming one of psychology’s most transformative fields, positive psychology is the scientific study of the strengths that enable humans and organizations to flourish. The Master of Applied Positive Psychology (MAPP) program at the University of Pennsylvania was the first in the world to offer a degree in this rigorous field of study. Dr. Seligman, founder of the discipline of positive psychology, along with leading researchers and practitioners educate students at the cutting edge of the field.

Our program's  hybrid model allows you to explore the theory and practice of positive psychology without relocating to Philadelphia, so you can continue working full-time. The low-residency format consists of 10 required on-site visits to the University of Pennsylvania campus in Philadelphia, where students and faculty gather for intensive weekends of learning and networking. Whether you are a credentialed professional seeking to transform your workplace or career or are building a foundation for further graduate study, the MAPP curriculum allows you to apply the topics most relevant to your interests and goals.

We look forward to speaking with you about the exciting opportunities at MAPP.

Make a difference in the world with the science of well-being

Hear from program staff, alumni, and current students about how the Master of Applied Positive Psychology creates a unique community that comes together to learn the theory and tools of positive psychology and enables immediate change in the lives around us.

If you are having trouble viewing this video, you can  watch it on YouTube .

Master the history, theory, and research methods of applied positive psychology

Students in the Master of Applied Positive Psychology program take a series of courses during one year of full-time study. The program begins in the fall with an introduction to essential concepts in positive psychology, as well as research methods and the factors that contribute to well-being among individuals, groups, and communities. In the spring semester you learn how to apply positive psychology in institutions such as workplaces, schools, and nonprofits; understand the role of the humanities in cultivating well-being; learn resilience skills for individuals; and design positive interventions for a real organization. Finally, the summer capstone project allows you to apply everything you have learned in the program to the professional or research area that is most significant to you.

See courses and curriculum >

The Master of Applied Positive Psychology faculty

The MAPP faculty team is made up of preeminent scholars and practitioners in positive psychology, including one of the founders of the field, Dr. Martin Seligman. Dr. Seligman is the former president of the American Psychological Association and the author of many books, including  Learned Optimism, Authentic Happiness , and (with Christopher Peterson)  Character Strengths and Virtues: A Handbook and Classification . Other principal faculty members include program director Dr. James Pawelski, Dr. Karen Reivich, and Dr. Allyson Mackey.

See MAPP faculty >

Application deadline

MAPP admits students for fall terms only. The application deadline is March 1 of the year in which you intend to enroll.

Want to know more?

Join us on Wednesday, November 13, 2024, for a virtual information session to hear more about the program, curriculum, and application process.

Student & alumni stories

“Coming to Penn was one of the best decisions I ever made because it shaped the trajectory of my life.” - Eunbit Hwang, MAPP '14

Ready to apply to MAPP?

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Certificate in Applied Positive Psychology

About the Online Applied Positive Psychology Certificate

Applied positive psychology is a discipline that examines the intersections of body, brain, culture, and science to develop tools and practices that enhance human flourishing and well-being. In this certificate program, you will be introduced to the field of positive psychology and will learn tools and practice strategies that support personal, organizational, and community well-being. The online courses in applied positive psychology teach you the theoretical and empirical foundations of human flourishing, how well-being is measured, and what activities increase human flourishing in various contexts and settings.

Applied Positive Psychology Certificate Requirements

The Certificate in Applied Positive Psychology is a 4-course, 4 c.u.* credit program of study taught by University of Pennsylvania faculty. To earn a certificate, students complete any four courses offered, in any order.  Students who complete the basic certificate may pursue an advanced certificate (6-course, 6 c.u.*) by adding two additional positive psychology courses.

Flexible Course Schedule and Tuition

Penn LPS Online courses in the Certificate in Applied Positive Psychology are offered on an accelerated (8-week) schedule. Courses in the online certificate program are largely asynchronous with some synchronous sessions to be scheduled by the instructors.

You have the option to enroll in individual applied positive psychology courses without committing to the entire online certificate, enjoying the flexibility and expertise offered by Penn LPS Online to suit your schedule and interests. Visit the Cost of Attendance page for course tuition and fee rates. Courses within the Certificate in Applied Positive Psychology may be applied to our Bachelor of Applied Arts and Sciences degree, but do not count toward Penn's Master of Applied Positive Psychology degree.

Watch a video of a recent virtual information session to hear from the program team about the Certificate in Applied Positive Psychology.

If you are having trouble viewing this video, watch it on YouTube .

*Academic credit is defined by the University of Pennsylvania as a course unit (c.u.). A course unit (c.u.) is a general measure of academic work over a period of time, typically a term (semester or summer). A c.u. (or a fraction of a c.u.) represents different types of academic work across different types of academic programs and is the basic unit of progress toward a degree. One c.u. is usually converted to a four-semester-hour course.

The Certificate in Applied Positive Psychology prepares you to:

• Learn the historical and empirical foundations of positive psychology and the science of well-being
• Explore key research themes (e.g., positive emotions, strengths, engagement, relationships, meaning, and accomplishment) and their relevance in personal and organizational settings
• Apply research in positive psychology by practicing strategies that influence well-being
• Investigate applications of positive psychology in different professional settings, including business, education, healthcare, and the nonprofit sector
• Learn the basics of research, measurement, and evaluation in positive psychology

Online Applied Positive Psychology Courses

It is strongly recommended that students earning the certificate first complete APOP 1000: Introduction to Positive Psychology. Certificate students who complete any four of the online courses listed below earn a Certificate in Applied Positive Psychology. Those students are then eligible to pursue an Advanced Certificate in Applied Positive Psychology by taking two additional positive psychology courses.

• APOP 1000: Introduction to Positive Psychology
• APOP 1200: Human Flourishing: Strengths and Resilience
• APOP 2000: Positive Psychology at Work
• APOP 2200: Flourishing with Others: Building Thriving Relationships
• APOP 2700: Flourishing and Well-Being in Resilient Communities
• APOP 2900: Understanding the Science of Positive Psychology
• APOP 3400: Flourishing through Creativity and the Arts

Courses are subject to change.

See Course Tuition

Meet the Faculty

James O. Pawelski, PhD

• Faculty Director, Penn LPS Online Certificate in Applied Positive Psychology
• Professor of Practice and Director of Education, Positive Psychology Center

Leona Brandwene

• Director, Penn LPS Online Certificate in Applied Positive Psychology
• Associate Director of Education, Positive Psychology Center

Katherine Cotter, PhD

• Associate Director of Research, Positive Psychology Center

Virginia Millar

• Faculty, Penn LPS Online Certificate in Applied Positive Psychology

Meredith Myers

• Senior Fellow, The Wharton School's Center for Leadership & Change Management

Margarita Tarragona

Professional outcomes related to Applied Positive Psychology

The Certificate in Applied Positive Psychology is designed to help you become more effective as an individual, employee, and leader in your workplace and community. In addition to strategies for enhancing personal well-being, the certificate has broad professional applications in a range of fields.

• Partner with others to build employee engagement
• Increase your effectiveness and resilience as a leader
• Take a strengths-based approach to your professional development
• Understand how to measure changes in individual and organizational well-being

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Claremont Graduate University
2022-2023 Bulletin: Program Requirements [ARCHIVED BULLETIN] The doctoral program in Psychology prepares students for scholarly careers and for leadership roles in a variety of organizations. Study is organized around six defined major areas: Applied Cognitive Psychology Applied Social Psychology Evaluation and Applied Research Methods Organizational Behavior Positive Developmental Psychology Positive Organizational Psychology Program Requirement All students are expected to be engaged in a research project each semester. In addition, students are expected to regularly attend colloquia and research discussion groups as part of their education. Degree Requirements Coursework.   A minimum 72 units is required for the degree.  Required Courses.   All graduate students must meet the following course requirements and pass these courses with a grade of B- or better. Research Methods (PSYCH 302 - 4 units).   Students who have taken a comparable graduate level course should consult with the instructor about a waiver examination. Statistics Sequence (PSYCH 308a,b,c,d - 2 units each).   Students who have taken comparable statistics courses may consider taking the waiver examination given at the beginning of the semester. Courses from other institutions cannot be considered for transfer credit unless the waiver examination is passed and grades in the comparable course(s) were B- or better. Methodology (PSYCH 315)(2-4 units each).   A minimum of four units of methodology courses are required beyond PSYCH 302. Any courses from the PSYCH 315 series will meet this requirement. The University’s policies on Satisfactory Academic Progress (SAP)    and transfer credit    apply. Core Courses.   Within the first three years of beginning their graduate study, students must take and pass two or more qualifying core courses in their area of concentration. Credit for qualifying examinations requires a grade of B- or better in core courses, and grades of Incomplete are not given. Applied Cognitive Core Courses (12 units) Applied Social Core Courses (20 units) Evaluation Core Courses (14 units) Organizational Behavior Core Courses (16 units) Positive Developmental Core Courses (20 units) Positive Organizational Core Courses (20 units) Transdisciplinary Studies Course.   All PhD students are required to enroll in a transdisciplinary core course from Claremont Graduate University’s “TNDY” course sequence. This requirement needs to be completed within the first two years of coursework. Master’s Project.   All doctoral students in the program must meet the following two deadlines: Proposal for a thesis or Master’s project must be approved by two faculty readers by the end of the student’s third semester in the program. Thesis or first year empirical project must be completed and approved by two faculty readers by the end of the student’s third year in the program. Failure to meet these deadlines will result in the student’s program being changed to a terminal Master’s degree program and financial aid adjusted accordingly. Directed Research.   All students must enroll in PSYCH 306 (Directed Research) during their first two or three semesters. This course provides a valuable, educational experience for participating in faculty-directed research. An approved research proposal is required by the end of the second or third semester to successfully complete this course. Field/Teaching Experience.  All PhD students are required to take either the Field Placement Seminar with an accompanying internship, the Teaching Seminar with an accompanying teaching experience, or the Preparing Future Faculty Sequence (PFF)    . The teaching requirement can be fulfilled with PFF by taking either one of the following courses: TNDY 430 - Transdisciplinary Pedagogy for Ethical Education (4 units) PFF 530 - Transdisciplinary Pedagogy for Ethical Education (0 units) Portfolio.  All students are required to assemble a portfolio to provide evidence of professional development within an area of specialization. The compilation must include a minimum of six different products or experiences accumulated over the student’s period of graduate study that are relevant to the professional goals and specialization area of the student. Selection of portfolio items is expected to occur in consultation with the student’s research advisor and the second faculty member on their committee. Approval of the portfolio plan is recommended in each student’s second year in the Ph.D. program but must be obtained by the end of the third or fourth year in the Ph.D. program. Research Tools.   In lieu of a language requirement, the program requires demonstrated proficiency in research tools tailored to the individual needs of the student.  Faculty approval of specific tools and satisfactory evidence of their mastery is required within the first three years of graduate study.  Two research tools must be completed before taking the oral qualifying examination. Qualifying Examination.   The oral qualifying examination is intended to demonstrate the student’s ability to organize, integrate, and evaluate knowledge in an area of concentration. Satisfactory completion of the qualifying examination and approval of the dissertation proposal are prerequisites for advancement to candidacy for the doctoral degree. Dissertation. University policies and procedures regarding dissertations are detailed in the Doctoral Degree Regulations section of the current Bulletin and on the registrar’s webpage.  The Psychology program requires the following additional specifications. Acceptable dissertation research conducted with the approval of an advisory committee must be submitted. Dissertation committees must consist of at least four examiners, of which one member must be a visiting examiner from outside the Claremont community. Time to Degree Limits.  University policies on time to degree apply.  For doctoral students, the time to degree expectation is seven years, although this period of time may be reduced by the acceptance of transfer credit.  The Psychology program imposes the following additional specifications for its students regarding extensions of time to degree. Extensions of time are granted for only one year at a time. Only students who have completed the oral qualifying examination may be considered for a second extension. Only students who have been advanced to candidacy will be considered for a third extension. The Psychology PhD program does not authorize more than three extensions. University Policies. Policies detailed in the current Policies and General Information Bulletin apply. Admission. Admission requirements are detailed in the Admissions section of the current Policies and General Information Bulletin . Master’s Degree Along the Way CGU’s degree requirements for the Master of Arts in Psychology    apply. Students may qualify for a Master’s degree, received along the way to the doctoral degree, provided all of the following conditions are met. A minimum of 48 units of coursework must have been completed. Completed coursework must not have been used toward conferral of a Master’s degree from CGU in another discipline. A Master’s thesis has been completed and approved by two readers. To receive the Master’s degree, students must follow degree completion procedures and comply with the deadlines applicable for the semester in which the degree is requested.  Degree completion deadlines are also published in the University’s Academic Calendar. Practical Experience Milestone International Psychology PhD students must meet the Practical Experience Milestone through: A teaching assistanship A research assistanship An external teaching opportunity A research project with CGU or other Faculty in the Claremont Colleges One or more articles submitted for publication Completion of one or more semesters in Doctoral Studies that includes relevant work experience and/or progress on the doctoral dissertation Students must have their Practical Experience Milestones approved by the department prior to the submission of their completed Final Approval Form. This milestone is to be completed during the time to degree at CGU (7 years for PhD students). Extensions of time to degree citing this milestone will not be approved. Students can have a maximum of 4 years of experience for the Practical Experience Milestone. Activities completed in the past as part of the Portfolio can include up to 4 years of experience as part of the milestone. 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Harris Center for Clinical Education Distance Education Complaint Procedure Master OF SCIENCE Positive Psychology Life University offers the MSPP with two tracks: General Positive Psychology and Coaching Psychology. The MSPP is a fully accredited, one-of-a-kind online degree program. In fact, it is one of only a handful of such highly sought-after programs in the entire world. The MSPP at Life University investigates strengths-based research that enable individuals and communities to thrive. It is focused on the study of flourishing and positive human functioning, in particular key areas such as meaning in life and cultivating what is best within themselves like gratitude, compassion and forgiveness. WHAT OUR STUDENTS SAY “[The MPP] surpassed my expectation because I was exposed to such meaningful material that changed my perspective on how I want to show as a professional.” Maria Benzo, Graduate, Master of Positive Psychology M.S. Positive Psychology CLOSER LOOK Note: 120 Course hours are approved for the Board Certified Coach training and 210 hours approved for the International Coaching Program New for Fall 2023 The Coaching Psychology Track has been expanded to 57 Credit Hours to represent new International Coaching Federation Coach Education guidelines. As a Level 1 and Level 2 education provider, successful graduates can more easily apply for Associate Certified Coach (ACC) and Professional Certified Coach (PCC) designations after completing the program. In addition to the Board Certified Coach designation offered through the Center for Credentialing and Education. The Master of Science in Positive Psychology (MSPP) degree program is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). The Coaching Psychology Track is further designated by the International Coaching Federation (ICF) as an Accredited Coach Education provider at Level 1 (ACC – Associate Certified Coach) and Level 2 (PCC – Professional Certified Coach) and an approved Board-Certified Coach (BCC) training provider through the Center for Credentialing and Education. Students will earn a Master of Science in Positive Psychology (MSPP) degree. It is a 5 quarter, full-time professional, 57-credit hour program. Students may enter the MSPP with no or minimal knowledge or experience in positive or coaching psychology. However, after graduating from the program, coachingtrack students would meet the minimal requirements to sit for ICF and CCE coaching certification examinations. Additionally, students may continue their education along the psychology path toward a PhD or PsyD. Students should refer to the college catalog for graduation requirements. Learning Environment Our MSPP program offers two innovative paths. Depending on specific interests, students can choose to specialize in: General Track – The General Track is a 4-quarter program where students develop skills in evaluation, assessment and a variety of other modalities. Students will apply psychological knowledge from various frameworks and interventions (e.g., theoretical, empirical, exp/eriential and vitalistic models) to a wide variety of human experiences. Coaching Psychology Track – The Coaching Psychology Track is a 5-quarter program that is designed around an integrated approach to Positive Psychology that draws from the richness of ancient traditions, yet is based on modern scientific research methods and best practices. Graduates of this program will have key theoretical understandings and the core skills necessary to work as a professional coach in a variety of settings. The Life University Coaching Psychology program is a Center for Credentialing & Education (CCE) and an Approved Board Certified Coach (BCC) training provider. We also hold accreditation through the International Coach Federation (ICF) as an Accredited Coach Specific Training Hours (ACSTH) provider. Regular video conference meetings and quarterly weekend residencies are required for both tracks. Program Design For more information on degree specifics, requirements and curriculum offerings, please see the Academic Catalog . Career Opportunities Organizational development Human resources and training Research and consulting firms Governmental agencies Organizations are realizing how positive psychology can bring exceptional workplace performance; educators are successfully applying it to increase creativity and critical thinking skills, while reducing ADHD and bullying; governments are measuring and promoting well-being as part of economic policy; and individuals and families are learning to cultivate a flourishing environment. Both tracks within the MSPP degree will provide the skills necessary to become a positive psychology practitioner and advance into programs like Ph.D., Psy.D., M.D., D.C., M.B.A. and J.D. 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Click Here or at the top right of the Career Services page to post a job, sell a practice, or sell equipment on our Symplicity Careers4Life posting board https://life-csm.symplicity.com/employers/?signin_tab=0 ) CLICK - Sign Up & Post Job Check the e-mail that you initially used to create your account for a link from Career Services to set your password You may need to check your spam/junk folders for the original email Log back in using your e-mail address as your username and password you have created Click on the forgot password link from the login page https://life-csm.symplicity.com/employers/index.php Enter your username (the e-mail address you used when creating your account is your username) The link will be sent to this e-mail address to reset your password Visit https://life-csm.symplicity.com/employers/index.php and log into your account CLICK - View Job Postings from your main screen once logged in If you are an Alumnus(ae) of Life University, visit https://life-csm.symplicity.com/ and click the Student/Alumni link to create an Alumni account (this will be a separate account from your employer account) Once you have created an Alumni account, you can view all job postings E-mail [email protected] if you cannot remember your Alumni ID If you are not an Alumnus(ae) of Life University, please e-mail [email protected] to request special instructions on how to view all job postings Approximately 2 weeks prior to your ad’s end date you will receive an email reminder to renew the ad Log in to your account and click on “job postings” in the SHORTCUTS section on the right If renewing your posting PRIOR to the ad’s expiration - you may reset the start/end dates and edit other details for the ad by clicking on the title of the ad and making the necessary changes If you are trying to repost your job AFTER the expiration date - you will need to email [email protected] to ask for help (we can pull it from the archives so it is editable from your account) or you may simply create a new posting. We will respond to your inquiry within 48 business working hours If you are trying to REPOST and EDIT your job after the expiration date – you will need to create a new job posting by clicking here, https://life-csm.symplicity.com/employers/?signin_tab=0 If you already have an account, please login and go to Attend Events If we have an event in the system, there will be a Career Fair link for you to click and follow instructions listed If you do not have an account, click here to create an account and then follow the instructions above E-mail [email protected] and we will respond to your inquiry within 48 business working hours.. Become a Positive Psychology Professional If you’re a therapist, psychologist, counselor, coach, teacher, or practitioner, join our community today using the button below. Welcome. Download 3 Free Positive Psychology Tools Pack (PDF) By filling out your name and email address below. USED AND LOVED BY What do you want to learn today? send unlock email The best guides in the field, each rooted in science Recognizing High-Functioning Anxiety & 6 Tools to Manage It As our lives get busier and busier and more and more crises develop on the world stage, we are seeing reports of increasing incidences of [...] Personal Growth & Wellbeing: A Blueprint for Happiness We’ve all felt stuck at one time or another. We ask ourselves, what’s next in our lives? And how do we move forward and flourish? [...] Best Sleep Meditations for Sublime & Restorative Nights Are you getting your recommended 7 to 9 hours of sleep a night? If not, you aren’t alone. Sleep deprivation is a global public health [...] Moving From Chronic Stress to Wellbeing & Resilience Stress. It can be as minute as daily hassles, car trouble, an angry boss, to financial strain, a death or terminal illness. The ongoing stressors [...] Meet our PhD’s who are translating the science for you Hugo Alberts, PhD., Psychologist Maike Neuhaus Ph.D. Kirsty Gardiner, Ph.D. Jo Nash, Ph.D. Jeremy Sutton, Ph.D. Susan McGarvie, Ph.D. Melissa Madeson, Ph.D. Andrea Lein, Ph.D. Alicia Nortje, Ph.D. We help 16,000 professionals like you make progress toward new levels of success Debra Heslin: A Transformative Corporate Coaching Toolkit For The Real World “These products and resources have helped both personally and professionally. I go through them frequently and often do a ‘tip of the day’ from a [...] Allison Cowan: Building Trust and Driving Impact as a Life Coach “There is so much offered that it's a continuous learning experience—and it will help you, both you and your clients. There are always new ideas, [...] Adam Schilling: Using Positive Psychology to Help Others Overcome Addiction “I started to see people who weren't just wanting to move away from addiction, but also to work more on the voice in their head [...] Learn effective strategies to enhance well-being Emotional Intelligence The Emotional Intelligence Masterclass© is a complete, 6-module emotional intelligence training template for helping professionals. Besides the masterclass for you, the practitioner, it also includes all the materials you need to deliver high-quality EQ training sessions that are science-based. Realizing Resilience Help others become more resilient with this complete, 6-module resilience training template for practitioners. Besides the masterclass for you, it also includes all the materials you need to deliver high-quality resilience training sessions that are science-based. Motivation & Goal Achievement The Motivation & Goal Achievement Masterclass© is a comprehensive six-module coaching package. With this masterclass, you will be able to help your clients achieve meaningful success through the science of motivation and goal setting. Essential tools for applying positive psychology 17 Positive CBT & Cognitive Therapy Exercises Positive CBT broadens the focus of traditional CBT to include themes such as optimism, strengths, positive emotions, meaning, and life goals. Help your clients find new pathways to reduce pain and suffering, resolve concerns and conflicts, and more effectively cope with life stressors. 17 Positive Psychology Exercises Positive psychology is the study of what is going right with people and how to use those insights and tools to help people not only cope, but thrive. We created this signature collection of 17 Positive Psychology Exercises (PDF) for professionals to leverage the best science-based tools the field has to offer to increase the wellbeing of others. 17 Strength-Finding Exercises One of the key contributions of positive psychology is that it encourages individuals to reflect on, consider, and identify their core strengths to utilize them to lead a flourishing life.We created this collection of 17 Strength Finding Exercises (PDF) for professionals to help others better understand and harness their strengths in life-enhancing ways. Covid cases are rising: When to rest and when to test, according to CDC and experts Covid rates are still rising across most of the country, fueled by the highly contagious new variants of the virus —  KP.2 and KP.3 and LB.1. As of July 18, the highest levels of Covid are in the Western states, although there are no areas of the U.S. where rates are noticeably dropping, according to CDC wastewater data . At least 21 states have very high levels of Covid , the data shows. “You have a very, very transmissible variant, probably one of the most transmissible we’ve had,” said Dr. Peter Chin-Hong, a professor of medicine and infectious disease specialist at the University of California, San Francisco. “We have a lot of population immunity, but it doesn’t mean that there isn’t a lot of chaos.” But people who test positive for Covid don’t need to isolate for five days, according to recent guidance from the Centers for Disease Control and Prevention. This is the first major wave since the CDC updated its Covid guidance , said Katelyn Jetelina, an epidemiologist who tracks illnesses on her website, Your Local Epidemiologist . She recommends isolating until an at-home Covid test turns negative, which could be anywhere from three to 15 days. Yet, with fewer people testing for Covid, experts say it’s more important than ever to pay attention to symptoms. Since March, the CDC’s guidance has matched advice for flu and other respiratory illnesses: Stay home when you’re sick, but you can return to work or school once you’re feeling better and you’ve been without fever for 24 hours.  “The guidelines reflect a number of things, including the fact that we generally are overall shedding for less time now,” Bill Hanage, an associate director at the Center for Communicable Disease Dynamics at Harvard University, said. “And there’s more of a link between symptoms” and being contagious. Because most Americans have already either had a version of the virus or have had several vaccines or boosters — or have had Covid and are also vaccinated —  it’s hard to separate Covid symptoms from other respiratory illnesses without testing. Right now, chances are, if you have upper respiratory symptoms — sniffles or congestion — or a cough, it could be Covid.  According to the CDC, someone with Covid can go back to normal activities when symptoms have been getting better for at least 24 hours and no fever even without taking fever-reducing medication like acetaminophen or ibuprofen.  Then for the next five days, take precautions such as wearing a mask in crowded indoor situations.  The majority of viral spread happens when people are the sickest.  “As the days go on, less virus spreads,” CDC Director Dr. Mandy Cohen said in an interview this year. The CDC guidance is for the general public only, and does not include isolation guidelines in hospital settings, which is generally 10 days. Covid symptoms For people who have been through at least one Covid infection, or are up to date with the vaccines, symptoms often resemble a common cold or other respiratory illness. Common Covid symptoms include: Fatigue and muscle aches Sore throat Nausea or diarrhea There's not really a major sign that indicates Covid, doctors say, so the only way to know for sure is to take a test. When should I test for Covid? How often? The original guidance from the CDC was to test approximately five days after exposure because it took that long before the virus became detectable in the body. Now, with high levels of prior exposure, some people could feel symptoms a day or two after exposure, not because the virus is growing more quickly but because the immune system recognizes the virus and responds symptomatically, Michael Mina, an epidemiologist and former professor of immunology and infectious diseases at the Harvard T.H. Chan School of Public Health, said. While many people aren't bothering to test now — tests aren't free anymore — Mina advises taking an at-home test on the third day after symptoms begin. If it's negative, test again the next day. "If I had only two tests, that's where I'd stop testing," Mina said. "If positive, you don't need more tests. My best educated guess is, assume you're infectious for five days after testing positive." In a prior study, Mina said that up to 50% of people were still infectious a week or eight days after symptoms begin and up to 20% were still contagious up to nine days later. While people's immunity is doing a better job than a year ago, Mina believes many people could still be contagious five days after symptoms begin. The experts recognize that most people will be ready to get back to work or school quickly after they feel better. What's most important is to be careful around people who may be immunocompromised or elderly. "You don’t want people to be locking themselves in their bedrooms for five days," said Hanage. That said, "there are some contexts where you really would want to be more careful, including giving it to somebody who’s vulnerable for whatever reason." Erika Edwards is a health and medical news writer and reporter for NBC News and "TODAY." Akshay Syal, M.D., is a medical fellow with the NBC News Health and Medical Unit.  Tarsus Pharmaceuticals-stock News for Tarsus Pharmaceuticals Strong Commercial Uptake and Positive ECP Feedback Underpin Buy Rating for Tarsus Pharmaceuticals Cory Jubinville, PhD , an analyst from LifeSci Capital, maintained the Buy rating on Tarsus Pharmaceuticals ( TARS – Research Report ). The associated price target remains the same with $67.00. Cory Jubinville, PhD has given his Buy rating due to a combination of factors that suggest Tarsus Pharmaceuticals is well-positioned for growth. His optimism is primarily driven by the company’s successful expansion of Xdemvy, a treatment for demodex blepharitis, into a significant market. Jubinville notes that the prescription data for Xdemvy has exceeded projections for the second quarter, demonstrating a strong commercial uptake. Additionally, while there has been a seasonal slowdown in prescription volume during the summer months, this is seen as a pattern consistent with the broader ophthalmology market rather than an issue with Xdemvy’s launch or market reception. Jubinville’s confidence is further bolstered by the positive feedback from eye care providers (ECPs) who have experience with prescribing Xdemvy. His research indicates that ECPs are generally favorable towards the product, with improved insurance coverage over time easing initial concerns. He views the recent dip in Tarsus Pharmaceuticals’ stock price as a buying opportunity, anticipating a rebound in prescription volume as the market reaccelerates after the summer season. The underlying sentiment among professionals and the demonstrated commercial potential of Xdemvy form the basis of Jubinville’s Buy rating for TARS. Jubinville, PhD covers the Healthcare sector, focusing on stocks such as Larimar Therapeutics, Crinetics Pharmaceuticals, and Rocket Pharmaceuticals. According to TipRanks , Jubinville, PhD has an average return of 23.7% and a 52.94% success rate on recommended stocks. In another report released on July 29, Oppenheimer also maintained a Buy rating on the stock with a $61.00 price target. TipRanks tracks over 100,000 company insiders, identifying the select few who excel in timing their transactions. By upgrading to TipRanks Premium, you will gain access to this exclusive data and discover crucial insights to guide your investment decisions. Begin your TipRanks Premium journey today. Tarsus Pharmaceuticals (TARS) Company Description: Tarsus Pharmaceuticals Inc is a late clinical-stage biopharmaceutical company. It is focused on the development and commercialization of first-in-class therapeutic candidates to provide treatment for ophthalmic conditions. The company’s lead candidate TP-03, is a novel drug that targets the Demodex mite nervous system to kill the mites. Read More on TARS: Tarsus to Report Second Quarter 2024 Financial Results on Thursday, August 8, 2024 Tarsus Pharmaceuticals News MORE Related Stocks --> Search Search Kalamazoo MI 49008-5200 USA (269) 387-1000 © 2020 All rights reserved.     Western Michigan University       Aug 03, 2024   Graduate Catalog 2024-2025     Graduate Catalog 2024-2025 Advisors: Kristal Ehrhardt, Kate LaLonde, Sarah Summy Room 4571 Sangren This graduate level certificate program is designed for educators and related service personnel to meet the unique behavioral needs of learners in K-12 environments through systemic, positive, prevention focused, and data-based decision making. This certificate is fully online. This program is designed to meet the needs of educators and related service personnel who: Are interested in specializing in Positive Behavioral Interventions and Supports Want to be able to provide Professional Development in Positive Behavioral Interventions and Supports Desire to become a leader in Positive Behavioral Interventions and Supports Admissions criteria: Bachelor’s degree Initial teaching certificate and/or endorsement in Special Education or Related Service Area Experience in K-12 schools One page statement explaining applicant interest in this certificate Three professional letters of reference Meet University Requirements for Graduate Level Admission Program Requirements: Courses required to complete the Certificate (minimum 15 credits) SPED 6380 - Applications of Behavior Analysis in Special Education Credits: 3 hours SPED 6381 - School-Wide Positive Behavior Support Credits: 3 hours SPED 6382 - Intensive Interventions for Challenging Behaviors Credits: 3 hours SPED 6655 - Coaching Classroom Management Credits: 3 hours SPED 6300 - Clinical Practice in Special Education Credits: 3 hours Following University and Graduate College Policies, individuals who earn the Certificate in Positive Behavioral Interventions and Supports may apply to the Master of Arts in Special Education-Concentration Behavior Specialist and use the courses completed toward their degree. Additionally, students pursuing the Ed.D. in Special Education may complete the certificate as part of their doctoral program. Watch CBS News "Cocaine sharks": Predators off coast of Brazil test positive for drug, scientists say By Kerry Breen Updated on: July 23, 2024 / 1:46 PM EDT / CBS News Sharks in the waters off Brazil have tested positive for cocaine , marine biologists said in a new study , marking the first time the drug has been found in the free-ranging predators.  Thirteen sharpnose sharks were taken from the coast off of Rio de Janeiro and tested for the cocaine and benzoylecgonine, the primary molecule in cocaine. Each shark's liver and muscles tested positive for high levels of cocaine, the study found, and the female sharks tested had higher concentrations of cocaine in their muscles than male sharks.  The scientists — who dubbed the study "Cocaine Shark" — posited that this may show a correlation between a shark's weight and size and how it metabolizes cocaine, but the study noted that more research was necessary.  CBS News partner  BBC News reported  that experts have multiple theories on how the illicit substances are entering the water. It's possible that illegal labs where cocaine is manufactured could be to blame. Scientists also said that it could be entering the waterway through the excrement of drug users. A less likely theory is that packs of cocaine lost or dumped at sea could be to blame. Cocaine and other illicit drugs have previously been found in water drainage systems and in rivers.  It's the first study to show levels of cocaine and benzoylecgonine in free-ranging sharks. More research is necessary to see how cocaine consumption affects sharks and other wildlife, the scientists said.  It's not clear how the cocaine consumption affects the sharks, the study said. Some of the female sharks were pregnant at the time of the study, and it remains unclear how the illicit drugs may have affected the fetuses.   The findings are "very important and potentially worrying," marine eco-toxicologist Sara Novais, from the Marine and Environmental Sciences Centre of the Polytechnic University of Leiria, told Science magazine .  Researchers have tried to study the impact of illicit drugs on sea life in other parts of the world. Last year, Discovery TV aired a show called "Cocaine Sharks" (which was also the title of a 2023 horror movie ) that used experiments to show how sharks might be affected by cocaine. Tracy Fanara, an environmental engineer who worked on the show, told CBS News that the experiments and their results were preliminary, but said it's likely that sharks are coming in contact with the illicit drug.  "My goal of this experiment was to shed light on the real problem of chemicals in our waterways and impacting our aquatic life and then eventually impacting us," Fanara said in 2023. "But the goal of the study was basically to see if this is a research question worth exploring more. And I would say, yes, it is."  Kerry Breen is a news editor at CBSNews.com. A graduate of New York University's Arthur L. Carter School of Journalism, she previously worked at NBC News' TODAY Digital. She covers current events, breaking news and issues including substance use. More from CBS News Police officer, 3 others shot to death near resort outside Cancun Gen X, millennials have greater risk of developing certain cancers, study finds Chocolate lovers may want to limit their consumption, researchers say Accused cocaine trafficker dubbed "The Professor" captured in Colombia Master's Publications HIV-positive parents in Zimbabwe struggle to manage their children’s education – study shows how AN overlooked aspect of the HIV pandemic's impact Share on Twitter Share on LinkedIn Share on Facebook Over the past three decades researchers have explored various aspects of the impact of the HIV pandemic. One focus area has been children who have lost their parents to AIDS. Less attention has been given to children who are raised by parents living with HIV. This group has become much bigger as more people have access to antiretroviral therapy and are therefore expected to raise their children. Our research in Zimbabwe looked at the effects the HIV status of parents had on their children’s education. In Zimbabwe, the current HIV prevalence rate among adults is about 13% . In 1997 it was at its peak at 29.3% . Nevertheless, Zimbabwe still has the sixth highest HIV rate in the world. Eswatini has the highest rate (19.58%) and South Africa ranks fourth (14.75%). Our research focused on mothers in Harare, Zimbabwe’s capital city, who had access to treatment. We were interested in the impact of HIV on their investment in their children’s education. We conducted interviews at Mashambanzou Care Trust , a local non-profit organisation that provides care to about 5,000 HIV-positive low-income individuals in Harare. Thirteen HIV-positive mothers were interviewed to discuss the key reasons behind the disruption of their children’s schooling . We found that the HIV status of low-income parents in Zimbabwe severely affected their children’s education, in four ways. Firstly, HIV worsened the financial barriers parents faced when trying to get their children educated. Secondly, children missed school because they needed to take care of sick parents or siblings. Thirdly, sick parents were not involved with their children’s academic achievement because they were physically, mentally and emotionally incapable of helping. Lastly, children of HIV-positive mothers did not always have birth certificates, a major barrier to school and exam registration in Zimbabwe.   Financial barriers The research showed that HIV in Zimbabwe is not only a health issue but also a socioeconomic problem that can force people into poverty traps . HIV-positive women expressed the view that the Zimbabwean economy, their partner’s health and their own health affected how they supported their children’s educational needs. We found children with parents who could not afford to pay school fees or buy school uniforms could be sent home until the payments were made. Other low income families experienced this too but parents with HIV could not work and so had more difficulty paying school fees. HIV-affected families could also face the burden of raising other children from deceased or ill family members. Some of the mothers had siblings and close family members who had died of AIDS. In one case, a single HIV-positive mother had three biological children and three orphans from relatives.   Missing school Girls were particularly affected because they were expected to care for siblings, help sick parents with daily activities such as eating and toileting, and make sure they had a place to live and food to eat. Mothers spoke about the heavy burden their daughters had to carry . My eldest child was the one who took care of me and cooked for me. When I got sick, my daughter stopped going to school. She is the one who took the responsibility of taking care of me. Some children were forced to drop out of school to earn an income. He dropped out of school after finishing his Form 3. He is currently selling bananas at Mbare and the money he is getting is not enough. Most of the time he brings home some food after selling bananas. No time to help Most HIV-positive mothers told us that they did not spend time with their children because they spent a lot of time on income-generating activities, attending to their own health, or their husband’s health. These tough conditions led to even more illness and stress. All my seven children stay at home as none of them is in school right now. Each day of their lives is difficult as in some cases we fail to get some food to eat. After having failed to get food for the family, it then stresses me more as the mother. Given my condition that I am HIV-positive I end up getting continuous headaches and sometimes I get sick as a result of the stress. Birth certificates Some HIV-positive parents were too sick to obtain birth certificates for their children . Without birth certificates, children risk being sent home and cannot benefit from programmes that target poor children. One mother told of trying to get birth certificates for her children in Mutare, almost 300 kilometres away from Harare. I once went to Mutare to secure birth certificates for my children. I was told to bring my national identification card which was in Harare during that time. I am yet to go back to Mutare and collect birth certificates for my children. I am only being stopped from travelling because I am currently sick and receiving treatment. Looking to the future Our research highlights a vulnerable group of children who should also benefit from social assistance programmes that target HIV-affected orphans, given that their parents are too sick to care for them. They should be included in the National Orphan Care Policy , which seeks to provide basic care and protection to orphans and vulnerable children, and the Basic Education Assistance Module , which pays school fees for this group of children. Tatenda Zinyemba , Researcher of Economics, Health, and Governance, United Nations University This article is republished from The Conversation under a Creative Commons license. Read the original article .   Nota Bene: The opinions expressed here do not necessarily reflect the views of UNU .   Photo 'AIDS/HIV Awareness Day' by HopeMedia Stock Photography     Related content Phd profiles. 23 Jul 2024 SDG partnerships MPP Insights Innovation in africa. 23 Aug 2024, 14:00 - 23 Aug 2024, 15:00 Economic growth Jobs (decent work) UNESCO Chair News Climate Positive Design Lab As the climate and biodiversity crises escalate, our world faces unprecedented times. 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