Course Syllabus

Jump to Today

Public Mental Health

 DIS Logo

 

Semester & Location:

Fall 2025 - DIS Stockholm
Type & Credits:

Elective Course - 3 credits
Major Disciplines:

Public Health, Psychology, Pre-medicine/Health Science
Faculty Member:

Aleksiina Martikainen and Bergný Ármannsdóttir

(current students please use the Canvas Inbox)
Program Director:

Susana Dietrich shsupport@dis.dk
Time & Place:

Mondays and Thursdays, 11:40-13:00, Room: E510

 

Course Description

This course introduces you to the common mental disorders and their impact on daily life. We explore the different challenges faced by those with mental health conditions. Through peer-reviewed literature, policy briefs, popular media, and discussions with experts in the field, you will develop the necessary competencies to make a positive difference as future leaders promoting healthy populations. Furthermore, the course introduces you to peer-reviewed literature development, research methodology, as well as effective presentation methods.

Learning Objectives

After successful completion of the course the students will be able to understand the following:

  • the impact/burden of common mental disorders, such as, depression, anxiety and stress-related mental disorders
  • different research methodology and common challenges in mental health research
  • the stigma around mental health problems
  • importance of transcultural approach in mental health problems
  • multi-disciplinary approach to public mental health
  • how public mental health responses are developed and carried out in emergencies
  • how to present/communicate about mental health research
  • how to collaborate and write a scientific report on a topic concerning mental health

Faculty

Aleksiina Maiju Emmiina Martikainen.jpg

Aleksiina Martikainen is a Clinical Psychologist (licenced in Sweden) and PhD student at Karolinska Institutet. She studied psychology at Karolinska Institutet (BMedSc + MMedSc, 2016–2021) and has worked in child and adolescent psychiatry, specialising in neuropsychiatric assessments, cognitive-behavioral therapy (CBT), and close collaboration with parents and schools.

Her research takes a different perspective - focusing on people at the other end of the life span: those who continue to work beyond the retirement age, particularly in health and social care. She is interested in mental health, well-being, and adaptation across life stages, as well as how policies, support systems, and interventions can support people during key transitions and challenging periods. Aleksiina joined DIS in 2024.
Bergný Ármannsdóttir.jpg

Bergný Ármannsdóttir

Ph.D. candidate, Department of Clinical Neuroscience, Division of Insurance Medicine, Karolinska Institutet (2023-present). Cand. Psych., Clinical Psychology, University of Iceland, 2016. BSc in Psychology, University of Iceland, 2014. Clinical Psychologist, Landspitali University Hospital, Reykjavik, Iceland 2017-2023. With DIS since 2025.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Evaluation and Grading

The class will involve a number of different projects, each of which aims to increase your competencies to address mental health concerns within a written and oral context. The factors influencing the final grade and the proportional importance of each factor is shown below:

Component Weight
Participation and Engagement 20%
“Monthly” assignments (3 x 5% each) 15%
Midterm presentation 25%
Group Project

    Written report (30%)

    Oral group presentation (10%)

 40%

To be eligible for a passing grade in this class, you must complete all of the assigned work. Below you can read more about each part:

Participation and engagement 

Engagement and contribution to the class are critical for both individual and class success. Classes include lectures, discussions, demonstrations, guest speakers, student presentations, debates, and videos. Attendance is mandatory.

We expect you to take an active role in your own learning. To prepare for each class session, you must read the assigned material, and thoughtfully consider questions. In class, active participation means more than simply being present - you are expected to engage throughout each class, field study, or guest lecture and demonstrate this by contributing value-added knowledge and insights, prompting discussion, responding to peers, asking thoughtful questions, and drawing connections between course themes and readings to the discussion.
We expect you to behave professionally and treat others with empathy. There are no stupid questions - this classroom values curiosity, open-mindedness, and constructive dialogue. These skills are essential in public mental health and contribute to better communication, learning, and well-being.

Monthly assignments

Throughout the semester, students will upload a short reflection highlighting the facts/topics they found most interesting and any questions they had from that month’s lectures or readings. These assignments allow you to reflect on the month’s learning.

Each posting should be concise (50–100 words) and submitted via course site Canvas by 11:59 pm on the due date. We strongly encourage you to mark the dates of these assignments in your respective calendars as all students should see these as freebie points! Submissions after 11:59 pm on the due date will be docked 1% for every 4 hours late, with no submissions accepted after 11:59 pm the following day.

There will be three postings in total, each worth 5% of the final grade (total 15%). Submissions are considered especially strong when they include comparisons or contrasts (e.g., between countries, cultures, or scientific perspectives), generate new ideas, and pose thoughtful follow-up questions that extend the discussion.

Midterm presentation

A key component of this course is learning how to engage different stakeholders to convey your message effectively. For this assignment, you will create an imagined scenario in which you present to a high-level audience on some aspect of public mental health. For example, you could represent a patient rights or advocacy organization with a mission to promote better mental health for Swedish citizens or for a specific patient group. While these representatives will not actually be in the room, the goal is to convince them of your idea’s importance for public mental health. We will discuss and select scenarios together in class.

The midterm presentation is most often completed in pairs. You will prepare an 8-minute presentation on a public mental health topic of your choice, followed by a 4-minute discussion with your classmates acting as the audience. They are expected to engage in the discussion. Presentation style is entirely your choice (PowerPoint slides, handouts, spoken word, etc.), but clarity, persuasiveness, and engagement are essential.

Final Project

In public mental health, the ability to write clear, well-structured reports is essential. Scientific reports are used to communicate evidence to policymakers, guide public health interventions, secure funding, and inform stakeholders such as healthcare providers, advocacy groups, and the general public. Being able to present your findings in a concise and evidence-based manner is a key professional skill that can influence real-world decisions and improve population well-being.

A central learning component of this course is therefore understanding how to write a scientific report and present the findings in collaboration with co-authors.

At the beginning of the course, you will be asked to select one primary and one secondary mental health topic of your choice (and post this under "Preferred Topic" on Canvas). Groups will be formed based on these interests, and we will do our best to match students with similar interests. One group typically includes between 3-4 students.

During the course, you will work in these groups to research and write a short paper on your group’s topic, and you will present your findings at the end of the course. You will be graded on both the written paper and the group presentation.

Requirements for the Written Report (30% of total grade)

  • Length: 5–6 A4 pages (excluding references and appendices)
  • References are required to support statements (10–20 sources in total recommended). Use APA or other specified referencing style (e.g., Vancouver) consistently throughout.
  • Sections: You may adapt sections to fit your topic (e.g., Introduction, Overview of the Topic, Epidemiology, Signs and Symptoms, Diagnosis and Assessment, Relevant Theories/Theoretical Framework, Etiologies/Risk/Protective Factors, Treatment/Management Approaches, Prevention Strategies, Conclusions). However, it is mandatory to include a section called Public Health Impact - this should describe the broader societal implications of your topic, such as how it affects population health, health systems, economic outcomes, equity, and/or policy considerations. This section should clearly connect your topic to the principles of public mental health.

Requirements for the Presentation (10% of total grade)

  • Format: Scientific poster or PowerPoint
  • Duration: ~15 minutes presentation + 5–10 minutes Q&A between the authors and the audience
  • Participation: All group members are expected to present a portion of the project. To ensure everyone has the opportunity to speak, you must agree in advance on who will present which section.

Collaboration Expectations
Because this is a group assignment, it is important that all members contribute to both the written report and the presentation. The goal is for students to learn together about a topic of shared interest. Since we all have different backgrounds and prior knowledge, we can contribute to each other’s learning and see issues from multiple perspectives - this diversity is a strength and should be respected. If any collaboration difficulties arise, it is important that you contact the teacher promptly so they can help resolve the issue.

Approach to teaching

The course will consist of group work, interactive lectures, theme-based discussions, field studies, short writing assignments, and student presentations.

 

Expectations of the students

The texts and the information presented in class will provide the necessary structure for you to meet course objectives. The schedule lists reading materials for each class meeting. While this is not a text-heavy course, you should read the assigned material before the class for which it is assigned. A portion of this course will include discussion and classroom activities. You are expected to be prepared for each class by having read and thought about the material before coming to class. By reading the material beforehand, you will better understand the points made in the lecture, you will be best prepared for discussion, and you will be able to ask thoughtful and productive questions. To establish a positive learning environment, it is important that everyone is present, engaged, and actively participates. Please plan on staying for the full class time and take care of bathroom visits (and such) before class or during breaks. Of course, you can leave if it is an emergency.

 

Field Studies

Two field studies will be organised to provide opportunities to deepen your understanding and reflect on the topics covered in lectures. In previous terms, for example, students have visited the Avicii Museum to explore the impact of stigma and how fame can affect mental health.

Topics to be covered

  1. Introduction to common mental disorders
  2. Global trends in common mental disorders
  3. Brief overview on ‘non-affective psychosis’, ‘bipolar disorder’, ‘suicidal behaviour’
  4. Brief overview on neurodevelopmental disorders, such as ‘autism spectrum disorders’, ‘Attention deficit hyperactivity disorder’
  5. Introduction to public mental health responses in humanitarian emergencies
  6. Brief overview on suicidal behavior
  7. Mental health stigma
  8. Transcultural psychiatry, challenges in diagnosis and treatment
  9. Migration and mental health
  10. Common mental disorders from a working life perspective
  11. Prioritizing mental health, from a policy perspective, OECD and WHO as examples
  12. Research methodology, including common challenges in mental health research
  13. Communicating your research by effective presentation

 

Required Readings

Mental disorders

  1. Steel Z, Marnane C, Iranpour C, Chey T, Jackson JW, Patel V, et al. The global prevalence of common mental disorders: a systematic review and meta-analysis 1980-2013. The International Journal of Epidemiology. 2014;43(2):476-93.
  2. Common Mental Health problems: Identification and Pathways to Care. Leicester (UK): National Institute for Health and Clinical Excellence: Clinical guidance [CG123], 2011. Available at: https://www.nice.org.uk/guidance/cg123
  3. Alonso J, Angermeyer MC, Bernert S, et al; ESEMeD/MHEDEA 2000 Investigators, European Study of the Epidemiology of Mental Disorders (ESEMeD) Project. Prevalence of mental disorders in Europe: results from the European Study of the Epidemiology of Mental Disorders (ESEMeD) project. Acta Psychiatr Scand Suppl. 2004;(420):21-7. doi: 10.1111/j.1600-0047.2004.00327.x.
  4. King M, Nazareth I, Levy G, et al. Prevalence of common mental disorders in general practice attendees across Europe. Br J Psychiatry. 2008 May;192(5):362-7. doi: 10.1192/bjp.bp.107.039966.
  5. Pashazadeh Kan F, Raoofi S, Rafiei S, et al. A systematic review of the prevalence of anxiety among the general population during the COVID-19 pandemic. J Affect Disord. 2021 Oct 1;293:391-398. doi: 10.1016/j.jad.2021.06.073. Epub 2021 Jul 2.
  6. Baxter AJ, Scott KM, Ferrari AJ, Norman RE, Vos T, Whiteford HA. Challenging the myth of an "epidemic" of common mental disorders: trends in the global prevalence of anxiety and depression between 1990 and 2010. Depress Anxiety. 2014 Jun;31(6):506-16. doi: 10.1002/da.22230. Epub 2014 Jan 21.
  7. Kupfer DJ, Frank E, Phillips ML. Major depressive disorder: new clinical, neurobiological, and treatment perspectives. Lancet. 2012 Mar 17;379(9820):1045-55. doi: 10.1016/S0140-6736(11)60602-8. Epub 2011 Dec 19.
  8. Kessler RC, Berglund P, Demler O, Jin R, Merikangas KR, Walters EE. Lifetime prevalence and age-of-onset distributions of DSM-IV disorders in the National Comorbidity Survey Replication. Arch Gen Psychiatry. 2005 Jun;62(6):593-602. doi: 10.1001/archpsyc.62.6.593. Erratum in: Arch Gen Psychiatry. 2005 Jul;62(7):768. Merikangas, Kathleen R [added].
  9. Hawton K, van Heeringen K. Suicide. 2009 Apr 18;373(9672):1372-81. doi: 10.1016/S0140-6736(09)60372-X.
  10. Hawton K, Casañas I Comabella C, Haw C, Saunders K. Risk factors for suicide in individuals with depression: a systematic review. J Affect Disord. 2013 May;147(1-3):17-28. doi: 10.1016/j.jad.2013.01.004. Epub 2013 Feb 12.
  11. Bisson JI, Cosgrove S, Lewis C, Robert NP. Post-traumatic stress disorder. BMJ. 2015 Nov 26;351:h6161. doi: 10.1136/bmj.h6161.
  12. Atwoli L, Stein DJ, Koenen KC, McLaughlin KA. Epidemiology of posttraumatic stress disorder: prevalence, correlates and consequences. Curr Opin Psychiatry. 2015 Jul;28(4):307-11. doi: 10.1097/YCO.0000000000000167.
  13. Kessler RC, Aguilar-Gaxiola S, Alonso J, et al. Trauma and PTSD in the WHO World Mental Health Surveys. European Journal of Psychotraumatology. 2017;8(sup5):1353383.
  14. Fazel M, Wheeler J, Danesh J. Prevalence of serious mental disorder in 7000 refugees resettled in western countries: a systematic review. Lancet. 2005;365(9467):1309-14.
  15. Castillejos MC, Martín-Pérez C, Moreno-Küstner B. A systematic review and meta-analysis of the incidence of psychotic disorders: the distribution of rates and the influence of gender, urbanicity, immigration and socio-economic level. Psychol Med. 2018 Feb 22:1-15. doi: 10.1017/S0033291718000235.
  16. Kirkbride JB, Errazuriz A, Croudace TJ, Morgan C, Jackson D, Boydell J, Murray RM, Jones PB. Incidence of schizophrenia and other psychoses in England, 1950-2009: a systematic review and meta-analyses. PLoS One. 2012;7(3):e31660. doi: 10.1371/journal.pone.0031660. Epub 2012 Mar 22.
  17. Hollander AC, Dal H, Lewis G, et al. Refugee migration and risk of schizophrenia and other non-affective psychoses: cohort study of 1.3 million people in Sweden. Bmj. 2016;15(352).
  18. Barican JL, Yung D, Schwartz C, et al. Prevalence of childhood mental disorders in high-income countries: a systematic review and meta-analysis to inform policymaking. Evid Based Ment Health. 2021 Jul 19:ebmental-2021-300277. doi: 10.1136/ebmental-2021-300277.
  19. Corbiere M, Negrini A, Dewa C. Chapter XVII: Mental Health Problems and Mental Disorders: Linked Determinants to Work Participation and Work Functioning. In: Loisel P, Anema J, editors. Handbook of Work Disability, Prevention and Management: Springer. p. 267-82.
  20. Sick on the Job? Myths and Realities about Mental Health and Work. Paris: OECD Publishing, 2012 ISBN: 978-92-64-12452-3.
  21. Helgesson M, Tinghög P, Wang M, Rahman S, Saboonchi F, Mittendorfer-Rutz E. Trajectories of work disability and unemployment among young adults with common mental disorders. BMC Public Health. 2018 Nov 6;18(1):1228. doi: 10.1186/s12889-018-6141-y.
  22. Rahman S, Mittendorfer-Rutz E, Alexanderson K, Jokinen J, Tinghög P. Disability pension due to common mental disorders and healthcare use before and after policy changes; a nationwide study. Eur J Public Health. 2017 Feb 1;27(1):90-96. doi: 10.1093/eurpub/ckw211.

Mental health and psychosocial support in humanitarian emergencies

  1. Patel, V., Saxena, S., Lund, C., Thornicroft, G., Baingana, F., Bolton, P., ... & Unutzer, J. (2018). The Lancet Commission on global mental health and sustainable development. The Lancet, 392(10157), 1553-1598.

Research methods

  1. Badu, E., O’Brien, A.P. & Mitchell, R. An integrative review on methodological considerations in mental health research – design, sampling, data collection procedure and quality assurance. Arch Public Health 77, 37 (2019). https://doi.org/10.1186/s13690-019-0363-zLinks to an external site.
  2. Campion J. Public mental health: key challenges and opportunities. BJPsych Int. 2018 Aug;15(3):51-54. doi: 10.1192/bji.2017.11.

Suicidal behavior

25. Bachmann S. Epidemiology of Suicide and the Psychiatric Perspective. Int J Environ Res Public Health. 2018 Jul 6;15(7):1425.

26. Fazel S, Runeson B. Suicide. N Engl J Med. 2020;382(3):266-74.

Writing your research

  1. Recommendations for the Conduct, Reporting, Editing, and Publication of Scholarly work in Medical Journals. Available at: http://www.icmje.org/recommendations/ 
  2. Wager, Elizabeth. Getting research published – A to Z of publication strategy. Oxford: Radcliffe publishing, 2005
  3. European Journal of Public Health. Instruction for authors. Available at: https://academic.oup.com/eurpub/pages/Instructions_For_Authors
  4. How to perform a peer review | Wiley. Available at: https://authorservices.wiley.com/Reviewers/journal-reviewers/how-to-perform-a-peer-review/index.html

Presenting your research

  1. Presenting your research effectively | APA. Available at: https://www.apa.org/science/about/psa/2014/02/presenting
  2. How to avoid death by PowerPoint. https://www.youtube.com/watch?v=Iwpi1Lm6dFo
  3. Present your research project in 10 simple slides. Available at: https://www.slideshare.net/HelenDixon1/present-your-research-project-in-10-simple-slides
  4. Making a short presentation based on your research: 11 tips MARKUS GOLDSTEIN & DAVID EVANS Available at: https://blogs.worldbank.org/impactevaluations/making-short-presentation-based-your-research-11-tips 
  5. Erren TC, Bourne PE. Ten simple rules for a good poster presentation. PLoS Comput Biol. 2007;3(5):e102. doi:10.1371/journal.pcbi.0030102

Transcultural psychiatry

  1. Ashton, J. (2021). Public mental health and the COVID-19 pandemic. Irish Journal of Psychological Medicine,1-4. doi:10.1017/ipm.2021.16
  2. Liu X, Zhu M, Zhang R, Zhang J, Zhang C, Liu P, Feng Z, Chen Z. Public mental health problems during COVID-19 pandemic: a large-scale meta-analysis of the evidence. Transl Psychiatry. 2021 Jul 9;11(1):384. doi: 10.1038/s41398-021-01501-9.
  3. Lewis-Fernández R, Kirmayer LJ. Cultural concepts of distress and psychiatric disorders: Understanding symptom experience and expression in context. Transcult Psychiatry. 2019 Aug;56(4):786-803. doi: 10.1177/1363461519861795.
  4. Green B, Colucci E. Traditional healers' and biomedical practitioners' perceptions of collaborative mental healthcare in low- and middle-income countries: A systematic review. Transcult Psychiatry. 2020 Feb;57(1):94-107. doi: 10.1177/1363461519894396. Epub 2020 Jan 14.

Mental health stigma

  1. Clement S, Schauman O, Graham T, Maggioni F, Evans-Lacko S, Bezborodovs N, Morgan C, Rüsch N, Brown JS, Thornicroft G. What is the impact of mental health-related stigma on help-seeking? A systematic review of quantitative and qualitative studies. Psychol Med. 2015 Jan;45(1):11-27. doi: 10.1017/S0033291714000129. Epub 2014 Feb 26.
  2. Carrara BS, Fernandes RHH, Bobbili SJ, Ventura CAA. Health care providers and people with mental illness: An integrative review on anti-stigma interventions. Int J Soc Psychiatry. 2021 Nov;67(7):840-853. doi: 10.1177/0020764020985891. Epub 2020 Dec 30.

Migration and mental health

  1. Namer Y, Razum O. Convergence Theory and the Salmon Effect in Migrant Health. Oxford Research Encyclopedia of Global Public Health [Internet]. 2018. [cited 21 October 2020], Available from: https://oxfordre.com/publichealth/view/10.1093/acrefore/9780190632366.001.0001/acrefore-9780190632366-e-17Links to an external site..
  2. Helgesson M, Johansson B, Nordquist T, Vingård E, Svartengren M. Healthy migrant effect in the Swedish context: a register-based, longitudinal cohort study. BMJ open. 2019;9(3):e026972-e. doi: 10.1136/bmjopen-2018-026972
  3. Lee R. Does the healthy immigrant effect apply to mental health? Examining the effects of immigrant generation and racial and ethnic background among Australian adults. SSM - Popul Health. 2019;7:100311. doi: 10.1016/j.ssmph.2018.10.011
  4. Amin R, Mittendorfer-rutz E, Mehlum L, Runeson B, Helgesson M, Tinghog P, Bjorkenstam E, Holmes Ea, Qin P. Does country of resettlement influence the risk of suicide in refugees? A case-control study in Sweden and Norway. EPIDEMIOLOGY AND PSYCHIATRIC SCIENCES 2021

 

Further optional readings:

  1. McManus S MH, Brugha T, Bebbington P, R J, editors. Adult psychiatric morbidity in England, 2007. Results of a household survey. London: The NHS Information Centre for health and social care. Available at: https://files.digital.nhs.uk/publicationimport/pub02xxx/pub02931/adul-psyc-morb-res-hou-sur-eng-2007-rep.pdf
  2. Hasin DS, Goodwin RD, Stinson FS, Grant BF. Epidemiology of major depressive disorder: results from the National Epidemiologic Survey on Alcoholism and Related Conditions. Arch Gen Psychiatry. 2005 Oct;62(10):1097-106. doi: 10.1001/archpsyc.62.10.1097.
  3. Grant BF, Stinson FS, Hasin DS, Dawson DA, Chou SP, Ruan WJ, Huang B. Prevalence, correlates, and comorbidity of bipolar I disorder and axis I and II disorders: results from the National Epidemiologic Survey on Alcohol and Related Conditions. J Clin Psychiatry. 2005 Oct;66(10):1205-15. doi: 10.4088/jcp.v66n1001.
  4. Holder SD, Wayhs A. Schizophrenia. Am Fam Physician. 2014 Dec 1;90(11):775-82. PMID: 25611712.
  5. Schultz SH, North SW, Shields CG. Schizophrenia: a review. Am Fam Physician. 2007 Jun 15;75(12):1821-9.
  6. McGrath J, Saha S, Chant D, Welham J. Schizophrenia: a concise overview of incidence, prevalence, and mortality. Epidemiol Rev. 2008;30:67-76. doi: 10.1093/epirev/mxn001. Epub 2008 May 14.
  7. Wasserman D, Rihmer Z, Rujescu D, Sarchiapone M, Sokolowski M, Titelman D, Zalsman G, Zemishlany Z, Carli V; European Psychiatric Association. The European Psychiatric Association (EPA) guidance on suicide treatment and prevention. Eur Psychiatry. 2012 Feb;27(2):129-41. doi: 10.1016/j.eurpsy.2011.06.003. Epub 2011 Dec 1.
  8. Rahman S, Wiberg M, Alexanderson K, Jokinen J, Tanskanen A, Mittendorfer-Rutz E. Trajectories of antidepressant medication use in individuals before and after being granted disability pension due to common mental disorders- a nationwide register-based study. BMC Psychiatry. 2018 Feb 13;18(1):47. doi: 10.1186/s12888-018-1628-8.
  9. Loisel P, Cote P. Chapter V: The Work Disability Paradigm and Its Public Health Implications. In: Loisel P, Anema J, editors. Handbook of Work Disability, Prevention and Management: Springer. p. 60-1.
  10. Sickness, Disability and Work: Breaking the Barriers. A synthesis of findings across OECD countries. OECD publishing, Paris, 2010 ISBN 978-92-64-08885-6
  11. Mental Health and Work: Sweden. OECD Publishing, Paris, 2013 ISBN: 978-92-64-18873-0.
  12. Sick on the Job? Myths and Realities about Mental Health and Work. Paris: OECD Publishing, 2012 ISBN: 978-92-64-12452-3.
  13. Social Insurance Agency (försäkringskassan). Social Insurance in Figures 2019. Sweden: The Social Insurance Agency, 2020. ISBN: 978-91-7500-407-5; ISSN: 2000-1703. Available at: https://www.forsakringskassan.se/wps/wcm/connect/cec4cea8-1d6c-4895-b442-bc3b64735b09/social-insurance-in-figures-2019.pdf?MOD=AJPERES&CVID=
  14. Nature Publishing Group. Authors and referees. MacMillan Publishers Limited; 2015. Available at: http://www.nature.com/authors/policies/publication.html
  15. How to write a peer review | PLOS. Available at: https://plos.org/resource/how-to-write-a-peer-review/Links to an external site.
  16. Bogic M, Njoku A, Priebe S. Long-term mental health of war-refugees: a systematic literature review. BMC Int Health Hum Rights. 2015;15(1):29.
  17. Lindert J, Ehrenstein OS, Priebe S, Mielck A, Brahler E. Depression and anxiety in labor migrants and refugees--a systematic review and meta-analysis. Soc Sci Med. 2009;69(2):246-57.
  18. Porter M, Haslam N. Predisplacement and postdisplacement factors associated with mental health of refugees and internally displaced persons: a meta-analysis. JAMA. 2005;294(5):602-12.
  19. Abebe DS, Lien L, Elstad JI. Immigrants' utilization of specialist mental healthcare according to age, country of origin, and migration history: a nation-wide register study in Norway. Soc Psychiatry Psychiatr Epidemiol. 2017;52(6):679-87.
  20. Amin, R. (2021). Suicidal behaviour and healthcare use among refugees. Karolinska Institutet (Sweden). Available at: https://openarchive.ki.se/xmlui/handle/10616/47714Links to an external site.
  21. Vandenheede H, Willaert D, De Grande H, Simoens S, Vanroelen C. Mortality in adult immigrants in the 2000s in Belgium: a test of the 'healthy-migrant' and the 'migration-as-rapid-health-transition' hypotheses. Trop Med Int Health. 2015;20(12):1832-45.
  22. Norredam M, Agyemang C, Hoejbjerg Hansen OK, Petersen JH, Byberg S, Krasnik A, et al. Duration of residence and disease occurrence among refugees and family reunited immigrants: test of the 'healthy migrant effect' hypothesis. Trop Med Int Health. 2014;19(8):958-67.

 

Policies

Policy on late assignments: Late assignments will be accepted, but your grade for the paper will be reduced by a grade point for each day that it is late (A- will be B+, then B, etc.). Papers more than five days late will not be accepted.

Use of laptops or phones in class: You may use your laptop for note‐taking or fact‐checking. Usage not related to the class or our subject is unacceptable. We will rely on your integrity and your respect for our objectives. If you are using your laptop for reasons not related to class, your class participation grade will be reduced significantly and you will be asked not to bring your laptop. Phones may not be used in class, regardless of function. Phones should be placed in silent mode when arriving for class and students should refrain from having them out during class unless you have a specific reason that has been discussed with the faculty ahead of time. 

Office Hours: The instructors have no set office hours, but you may contact them to schedule an appointment or ask questions.

Academic Regulations  

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:

 

 DIS - Study Abroad in Scandinavia - www.DISabroad.org

 

Course Summary:

Course Summary
Date Details Due