Course Syllabus

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 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 is a clinical psychologist and a PhD student at Karolinska Institutet. She completed her psychology training at the University of Iceland (BSc and Cand.Psych./MSc., 2011–2016). From 2016 to 2023, she worked in the psychiatric unit at Landspítali University Hospital in Reykjavík, specializing in severe mental disorders in adults, suicide prevention, and cognitive behavioral therapy (CBT) for depression and anxiety. She is a licensed clinical psychologist in Iceland with a specialty certification in CBT. Her doctoral research focuses on individuals diagnosed with bipolar disorder and their outcomes in the Swedish labor market, using large-scale national register data. Bergný is committed to advancing mental health and well-being, with a particular interest in how interventions, policies, and support systems can improve the lives of people with severe mental disorders. She joined DIS in 2025.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Topics to be covered

1. Healthcare organisation and funding in Sweden
2. Introduction and 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. Brief overview on eating disorders
6. Introduction to public mental health responses in humanitarian emergencies
7. Brief overview on suicidal behavior
8. Mental health stigma
9. Transcultural psychiatry, challenges in diagnosis and treatment
10. Migration and mental health
11. Common mental disorders from a working life perspective
12. Research methodology, including common challenges in mental health research

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
1. Attendance	10%
2. Active participation and engagement	10%
3. Weekly reflection assignments (3 x 5% each)	15%
4. Midterm presentation	25%
5. Group Project     5a. Written report (30%)     5b. 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:

1. Attendance

Much of the learning in this course takes place through in-class discussion, guest lectures, and field studies. Thus, attendance at class sessions, guest lectures, and field studies is mandatory. Missed classes will affect the attendance grade, regardless of the reason for the absence. Students are responsible for reviewing any missed material and staying informed about course updates. If students are unable to attend a class session or field study, they should notify the faculty in advance.

2. Active participation and engagement

Engagement and contribution to the class are critical to both individual learning and class success as a whole. We expect students to take an active role in their own learning. Classes may include lectures, discussions, demonstrations, guest lectures, student presentations, field studies, and videos. Before each class session, students are expected to prepare at least one thoughtful discussion question related to the class topic. If readings are assigned, students are expected to complete all assigned readings before class. In class, students are expected to show active listening, contribute knowledge, insights, and questions, actively participate in class discussions, and engage with guest speakers.

3. Weekly assignments

Throughout the course, students will upload 3 short reflections highlighting the facts or topics they found most interesting and any questions they had from lectures, class discussions, guest lectures or readings. These assignments are intended to help you reflect on the month’s learning.

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.

Each posting should be concise (50-250 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! Late submissions are accepted up to two days after the original deadline, with a 10% deduction from the total grade for each day late. Submissions received on or after the third day will not be accepted.

4. Midterm presentation

A key component of this course is learning how to communicate public mental health knowledge clearly and persuasively to stakeholders and decision-makers. For this assignment, students will create a role-play scenario in which they act as knowledgeable experts on their chosen topic, while classmates act as the target audience. The midterm presentation is most often completed in pairs, but individual presentations are also possible if preferred.

Preparations before the in-class presentation

1. Select your topic and target audience
Students will choose a topic of interest that is relevant to public mental health and specify a target audience (e.g., policymakers, healthcare leaders, private funders, politicians, representatives from public health authorities, patient rights organizations, advocacy organizations, schools, community organizations etc.). We will discuss and help students select their topic and target audience in class. Students will then submit their topic and target audience through Canvas.

2. Prepare your presentation
Students will prepare a presentation on their selected topic, tailored to their chosen target audience. The presentation format is flexible (e.g., PowerPoint slides, scientific poster, handouts, spoken presentation, interactive elements, or another format of the students’ choice). Regardless of format, the presentation should be around 8 minutes long and be clear, persuasive, well-structured, and engaging. Please see the rubric (available in the Canvas assignment) for the components that should be included.

3. In-class presentation
During the presentation class, each presentation will be approximately 8 minutes. The aim is to convince the audience that the topic or problem is important and relevant for public mental health, and that the proposed action is relevant, evidence-based, and realistic. The following structure may be helpful:

1. Briefly describe the public mental health problem and connect it to evidence (e.g., prevalence data, risk factors, findings from recent studies etc.).
2. Present your suggested solution or action
3. Explain the potential public health impact of the solution
4. Clearly state your “ask”: what do you need from the target audience? E.g., funding for research or a public health campaign, help with implementation, access to data, partnerships, help reaching a specific population etc.

Each presentation will be followed by approximately 4 minutes of Q&A. During the Q&A, classmates will act as the target audience and ask questions as real-life stakeholders or decision-makers might do in a policy briefing, scientific conference, or stakeholder meeting. For this reason, it is important to clearly state your target audience at the beginning of the presentation, so that your classmates know what role they should take during the discussion.

5. 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" in 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 the total grade)

• Length: 5-6 A4 pages (excluding references and appendices). Please use standard margins (2.54 cm/1 inch on all sides), 1.5 line spacing, and either Times New Roman 12 pt or Arial 11 pt.
• References are required to support statements made in the report and in the presentation. A total of 10-20 sources is recommended. References should mainly include peer-reviewed scientific publications, but can also include accredited organisations recognized for the rigour of their scientific and educational work (APA, WHO, CDC, Mayo clinic, NHS, etc.). Use APA or other specified referencing style (e.g., Vancouver) consistently throughout the report.
• Sections: You may adapt sections to fit your topic (e.g., Introduction, Epidemiology, Prevalence, Symptoms/Diagnosis/Assessment, Relevant Theories, 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 the total grade)

• Format: Scientific poster or PowerPoint
• Content: Your oral presentation should summarize the main aspects of your written report. The presentation should be concise, evidence-based, and accessible to the class.
• Duration: ~15 minutes presentation + 5-10 minute discussion, during which your classmates will ask you questions
• 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.Please rehearse your presentation together to ensure that you keep it within the 15 minute time frame.
• You will receive feedback based on your presentation, which you can use to further improve your written report.

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 the issue can be addressed early and constructively.

Clarification for the summer course

For the summer course, students will work with the same topic and the same group for both the midterm presentation and the final project. However, the purpose of the two assignments is different.

In the midterm presentation, students should use the evidence they have found to develop and present their own proposed solution, intervention, or improvement related to the mental health issue or topic they have chosen. The focus is on applying evidence creatively and persuasively: students should explain why the issue matters, what action they propose, how it is evidence-informed, and what they are asking from their chosen target audience.

In the final project and final presentation, students should instead present the current state of the field around their chosen disorder, issue, or topic. This should be an evidence-based overview of what is currently known about the chosen topic, such as epidemiology, symptoms/diagnosis, risk and protective factors, treatment, and prevention strategies. The presentation should emphasize the topic’s public health impact. The final project should not focus on students’ own proposed ideas or interventions, but on summarizing and communicating the existing evidence clearly and accurately.

In other words: same topic and group, different task. The midterm is about proposing an evidence-informed action; the final project is about presenting the existing knowledge base on the topic.

Approach to teaching

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

Expectations of the students

The information presented in class will provide the necessary structure for you to meet the course objectives. This is not a text-heavy course; emphasis is placed on nuanced in-class discussions. To establish a positive learning environment, it is important that everyone is present, engaged, and actively participates. Students are expected to come well-prepared to each class, having reflected on the topic that will be discussed and having prepared at least one thoughtful and productive discussion question related to the class topic. When readings are assigned (specified under Modules), the students are expected to have 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.

Please plan on staying for the full class time and take care of bathroom visits and other personal needs before/after class or during breaks. Of course, you can leave if it is an emergency.

Field Studies

A number of interesting field studies are being planned. Examples of the past field studies include visit the Karolinska Institutet (one of the world’s leading medical universities, located in Stockholm), Avicii Museum, Beckomberga hospital area (one of the Europe's largest mental asylums that operated between 1932-1995), a specialized clinic for OCD and related disorders, museum of Swedish drinking culture, and Stockholms Stadsmission (a non-profit organization that complements public services by providing social care, education, labour market integration, and various forms of housing solutions).

Policies

Policy on late assignments: Late assignments will be accepted, but your grade will be reduced. Please see what what rules apply to each assignment above.

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 in connection to the class.

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

23. 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.
24. 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

27. Recommendations for the Conduct, Reporting, Editing, and Publication of Scholarly work in Medical Journals. Available at: http://www.icmje.org/recommendations/ 
28. Wager, Elizabeth. Getting research published – A to Z of publication strategy. Oxford: Radcliffe publishing, 2005
29. European Journal of Public Health. Instruction for authors. Available at: https://academic.oup.com/eurpub/pages/Instructions_For_Authors
30. 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

31. Presenting your research effectively | APA. Available at: https://www.apa.org/science/about/psa/2014/02/presenting
32. How to avoid death by PowerPoint. https://www.youtube.com/watch?v=Iwpi1Lm6dFo
33. Present your research project in 10 simple slides. Available at: https://www.slideshare.net/HelenDixon1/present-your-research-project-in-10-simple-slides
34. 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 
35. 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

36. Ashton, J. (2021). Public mental health and the COVID-19 pandemic. Irish Journal of Psychological Medicine,1-4. doi:10.1017/ipm.2021.16
37. 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.
38. 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.
39. 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

40. 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.
41. 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

42. 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..
43. 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
44. 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
45. 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. 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=
13. Nature Publishing Group. Authors and referees. MacMillan Publishers Limited; 2015. Available at: http://www.nature.com/authors/policies/publication.html
14. How to write a peer review | PLOS. Available at: https://plos.org/resource/how-to-write-a-peer-review/Links to an external site.
15. 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.
16. 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.
17. 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.
18. 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.
19. 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.
20. 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.
21. 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.
22. Sacco MA, Ricci P, Aquila I. The Effects of COVID-19 Pandemic on Public Mental Health: State of Art and Future Perspectives. Int J Environ Res Public Health. 2023 Apr 27;20(9):5665. doi: 10.3390/ijerph20095665. PMID: 37174184; PMCID: PMC10178235.