Course Syllabus

 

Semester & Location:	Fall 2027 - DIS Stockholm
Type & Credits:	Elective Course - 3 Credits
Faculty:	Dr. Siobhan Jones (current students please use the Canvas Inbox)
Prerequisites:	One psychology course at university level
Major Discipline:	Psychology, Pre-Medicine / Health Science
Related Discipline:	Human Development
Program Contact:	psy.cns@dis.dk

Course Description

Digital technology is rapidly transforming how mental health care is delivered, accessed and experienced. These digital mental health technologies (DMHTs), such as mobile apps, teletherapy, AI and VR, are re-shaping clinical practice, how clinical services are designed, how patients engage with therapy, and what we understand as therapeutic. This course explores the theory, practice and possible future of digital mental health. Students will examine how DMHTs are used to promote mental wellbeing, support therapy and enhance access to care across diverse populations. Emphasizing experiential learning, the course blends conceptual understanding with hands-on activities such as DMHT evaluation, design thinking and ethical scenario analysis. Through critical reflection and group projects, students will learn to assess digital interventions, understand their impact on therapeutic relationships and develop innovative, human-centered solutions for real-world mental health challenges.

Learning Objectives

By the end of this course students will be able to explain core concepts, evolution and key technologies underpinning digital mental health.

Students will be able to:

• critically evaluate the evidence-base, effectiveness and limitations of DMHTs
• apply principles of human-centered design to conceptualise a digital mental health tool
• analyse the ethical, legal and safety implications of using technology in mental health care and the current regulatory landscape
• assess how digital modalities affect therapeutic relationships, engagement and clinical outcomes in various populations
• integrate digital tools within broader systems of care, considering clinical, cultural and organisational contexts
• reflect on their own experience of using technology to mediate everyday life

Faculty

Dr. Siobhan Jones

DClinPsy (Doctorate in Clinical Psychology, Canterbury Christ Church University, 2016). PGDip (CBT for Psychosis, King's College London, 2020). PGCert (CBT, University of Reading, 2010). BSc (Psychology, University of London, 2005). Global Head of Clinical Governance, Mindler, 2021 - present. Highly Specialist Clinical Psychologist, Oxleas NHS, 2016-2020. Visiting Lecturer, 2017-2020. Psychological Wellbeing Practitioner, Barts Health NHS Trust, 2009-2013. Mental Health Promotion & Suicide Prevention Strategy Coordinator, St George's Mental Health Trust, 2008-2009. With DIS since 2025.

Readings

As this is a quickly developing field, the required readings will be regularly updated.

Digital Mental Health Landscape and Implementation

Albitar, J. (2024). Digital Mental Health: A Narrative Review of FDA-Authorized Products for Psychiatric Treatment and Diagnostic Support. Brain Sciences, 16(6), 576.

Colbert, B. M., Dykxhoorn, D. M., & Lakhan, S. (2025). Editorial: Prescription digital therapeutics in psychiatry. Frontiers in Psychiatry, 15.

Edwards, et al. (2026). Implementation of digital health interventions in primary care in high-income countries: A systematic review. The Lancet.

Lochner, J., et al (2025). Digital interventions in mental health: An overview and future perspectives. Internet Interventions, 40, https://doi.org/10.1016/j.invent.2025.100824

Stratton, E. (2025). Optimizing Workplace Digital Mental Health Interventions: Systematic Review and Meta-Analysis. Journal of Medical Internet Research, 27(1).

The Lancet Digital Health (2026). Going beyond algorithmic fairness in health care. The Lancet Digital Health. DOI: 10.1016/j.landig.2026.101084

Torous, J., et al. (2025). The evolving field of digital mental health: Current evidence and implementation issues for smartphone apps, generative artificial intelligence, and virtual reality. Western Sydney University Research.

Artificial Intelligence (AI)

Oo, C. T. L. (2026). The benefits and future potential of generative artificial intelligence (GAI) on mental health: A Delphi study. Taylor & Francis Research Series.

Head, K. R. (n.d.). Minds in Crisis: How the AI Revolution is Impacting Mental Health.

Huang, S., Lai, X., Ke, L., Li, Y., Wang, H., Zhao, X., Dai, X., & Wang, Y. (2024). AI Technology panic - is AI Dependence Bad for Mental Health? A Cross-Lagged Panel Model and the Mediating Roles of Motivations for AI Use Among Adolescents. Psychology Research and Behavior Management, 17, 1087–1102. https://doi.org/10.2147/prbm.s440889

Olsen, S. G. (2025). Potentially Harmful Consequences of Artificial Intelligence (AI) Chatbot Use Among Patients With Mental Illness: Early Data From a Large Psychiatric Service System.

Conversational Agents / Chatbots

Zhang, Q. (2025). Generative AI Mental Health Chatbots as Therapeutic Tools: Systematic Review and Meta-Analysis of Their Role in Reducing Mental Health Issues. Journal of Medical Internet Research, 27(1).

Rubin, R. (2026). Millions Turn to AI Chatbots for Mental Health Support. JAMA, 335(5), 385-387.

Virtual Reality (VR)

Kouijzer, M. M. T. E. (2026). Virtual Reality Implementation in Mental Health Care Is a Marathon, Not a Sprint: Qualitative Longitudinal Study of a Virtual Reality Training Program. JMIR Mental Health, 13.

Haeussl, A. (2026). Effects of virtual reality interventions on mental health outcomes among healthcare workers in hospital settings: A systematic review. Frontiers in Virtual Reality, 7.

Children and young people

Fernández Batanero, J., Fernández Cerero, J., Montenegro-Rueda, M., & Fernández-Cerero, D. (2025). Effectiveness of Digital Mental Health Interventions for Children and Adolescents. Children. 12. DOI: 353. 10.3390/children12030353.

Liverpool S, Mc Donagh C, Feather J, Uzondu C, Howarth M, Bannerman F, Kaehne A, Foster C, Mateus C. (2025).  Updates on digital mental health interventions for children and young people: Systematic overview of reviews. European Child and Adolescent Psychiatry. 34(10), 2961-2974. doi: 10.1007/s00787-025-02722-9

Yang F, Wei J, Zhao X, An R. (2025). Artificial Intelligence–Based Mobile Phone Apps for Child Mental Health: Comprehensive Review and Content Analysis. JMIR Mhealth Uhealth, 13:e58597 doi: 10.2196/58597

Neurodivergence

Daly, N. (2025). Impact of 'Brain in Hand' digital support services. Behavioural Insights Team Working Paper Series.

McNulty, J., O'Neill, S., Mulvenna, M., & Ennis, E. (2025). Exploring issues relating to the mental health, digital help-seeking and cyberbullying of neurodivergent young people in Northern Ireland. Ulster University Repository.

Yogarajah, P. (2026). Feasibility and Acceptability of AI-Powered Tools for Early Autism Screening in Egypt: Semistructured Focus Group Study. Journal of Medical Internet Research, 28(1).

Older Adults

Rajappan, D. (2025). Designing digital mental health interventions for older adults: A scoping review. National Library of Medicine / PubMed.

Wellness apps

Babu A and Joseph AP (2025) Digital wellness or digital dependency? A critical examination of mental health apps and their implications. Front. Psychiatry 16:1581779. doi: 10.3389/fpsyt.2025.1581779

Safety, Risk, Regulation and Ethics

Busch, F., Kather, J.N., Johner, C. et al. Navigating the European Union Artificial Intelligence Act for Healthcare. npj Digit. Med. 7, 210 (2024). https://doi.org/10.1038/s41746-024-01213-6

Morrin, H., et al. (2026). It Is the Journey, Not the Destination: Moving From End Points to Trajectories When Assessing Chatbot Mental Health Safety. JMIR Mental Health, 13.

Morrisson, D. (2026). The Environmental & Ethical Impact of AI - and Where Healthcare Falls in the Argument. https://eleos.health/blog-posts/environmental-ethical-impact-healthcare-ai/

Privacy International (2025). Rights-based approach to digital health https://privacyinternational.org/long-read/5688/rights-based-approach-digital-health

Reddy et al. (2026). Deception in Large Language Models: An under recognised safety risk. The Lancet Digital Health. https://doi.org/10.1016/j.landig.2026.101043

Refoua, E. (2026). Generative AI as a de facto mental health provider: A policy brief and urgent call for regulation. Frontiers in Digital Health, 8.

Tavory T. (2024). Regulating AI in Mental Health: Ethics of Care Perspective. JMIR mental health, 11, e58493. https://doi.org/10.2196/58493

Yee, C. et al (2026) The Complexities of Governing Mental Health AI.

https://hai.stanford.edu/news/the-complexities-of-governing-mental-health-ai

 

Field Studies

Tekniska Museet

Tekniska Museet is Sweden’s National Museum of Science and Technology. This field study will invite students to use the permanent and temporary exhibitions to reflect on the development of technology and the influence this has had on human development and humanity. Reflection will take the form of group exercises, such as developing answers to set questions, which will then be presented back to the class at the end of the field study.

Mindler

Mindler is the largest digital mental health service in Northern Europe, operating in Sweden, The Netherlands, UK, Denmark and Norway. This field study invites students to Mindler HQ in Stockholm to hear about how a digital mental health service works in practice. Topics covered will include:

• Treatment pathways and clinical outcomes
• AI from a technical perspective
• Clinical product development and the use of data
• Culture and technology
• Commercialisation and startups - a digital mental health service is also a business

Guest Lecturers

Jack Marmorstein: Human-Technology Interaction: Technology through a systems-psychodynamics perspective
In an era where the boundaries between human experience and digital infrastructure are increasingly blurred, this guest lecture explores the psychological and organizational realities of living and working in mediated environments. Drawing on clinical practice, organizational psychology, and systems psychodynamics, this session moves beyond theoretical critique to investigate how technology actively shapes our minds, groups, and institutions in the here-and-now. Through an interactive, experiential framework, participants will be invited to step back from ‘passive consumption’ and actively examine what it means to be human within a digital ecosystem. This lecture will be held digitally in order to facilitate student reflections on the experience of interacting and developing relationships and ideas in a digital setting. 
Jack Marmorstein is a licensed therapist in private practice and an analytic candidate at the Psychoanalytic Center of Philadelphia. In addition to individual clinical work, Jack has worked extensively with groups and organizations around the world, especially in the tradition of Tavistock Group Relations. He served as President of the A. K. Rice Institute for the Study of Social Systems, the American home of Group Relations work. Jack has had a successful career in the private sector, researching and developing a variety of education technology products and services. He’s held multiple C-level corporate roles, serves on several boards, and holds seven patents.

Louise Lind / Li Åsland: The Future Potential of Digital Mental Health
Louise and Li are both psychologists and researchers who work at the digital mental health service, Mindler. In this lecture, Li and Louise will be talking about where innovation, science and data may take us in the future with mental health treatment. 
Description to follow

Approach to Teaching

The core approach to teaching is interactive and experiential. There will be short didactic lectures mixed with group activities, discussions and personal reflections. Guest lecturers, workshops and field studies are also built into the program. Students are encouraged to be highly active in their learning journey. A safe and engaging learning environment will be facilitated by the faculty member but with responsibility for this shared by both teacher and students.

Expectations of the Students

Everyone is responsible for facilitating an open, safe and interactive learning environment. Students coming into this class should be prepared to have constructive discussions, be able to demonstrate a respect for difference of opinion, and be willing to change their own minds in light of convincing evidence. Personal reflections are encouraged but at a depth and pace that feels safe for everyone - this will look different for different students. Active engagement is expected and will be graded. This means being present physically and mentally, being punctual to all classes, field studies and workshops, and engaging in class tasks. All students are to arrive to class prepared with the assigned readings and homework.

Students will be treated as ‘adult learners’ meaning they are to be aware that the more they put into the course and take control of their own learning, the more they will get out of it. Each individual student holds a responsibility to themselves and their fellow students, for example, by ensuring that their own participation in group activities is fair and equal.

Use of technological devices in lessons (e.g. laptops or tablets for note-taking) is accepted but using the devices for non-class related activities in class is not. Regular ‘multitasking’, disengaging or disruptive behaviors will negatively affect the student’s grade and how their peers experience the classroom environment.

Evaluation

Students on this course will be evaluated using a variety of methods - class participation (which includes attendance, preparation and engagement), an ongoing reflective learning diary, an individual project, and a group project and class presentation.

Your work will be valued when you show a willingness to learn through testing out new ideas, backing this up with evidence, and demonstrating critical thinking. Being able to respectfully debate in class is encouraged and is also a skill to be learned, however, any disrespectful tones or language will not be tolerated.

Class participation is marked on attendance, punctuality, engagement in discussions, class tasks, respect to peers and lecturers, and preparing set readings and homeworks.

As part of the group project, group members will be asked to rate and comment on their group peer’s participation. This works to ensure that all group members engage in the project equally and those that chose to engage more or less are noticed.

All assignments are to be handed in on time. Any late submissions will not be accepted and will be automatically marked as failed.

 

The use of AI in academic work

Despite this course being about the use of technology, using AI for academic work is restricted to ‘limited’ as there is an emphasis on the development of critical thinking and creativity. ‘Limited’ means AI tools can be used for initial brainstorming and making plans or outlines, however, the content of assignments should reflect the student’s own knowledge, creativity, and critical thinking.

As with all sources of information and references, students are to ensure that all AI contributions are correctly cited and acknowledged.

AI tools are strictly prohibited for any reflective papers and the reflective diary.

Any violation of this policy will be regarded as a severe breach of academic integrity

and will be addressed accordingly.

Grading

Assignment	Percent
Class engagement - including, preparation, participation and homework	20%
Reflective and learning diary	20%
DMHT ecosystem map and evaluation	30%
Group project and presentation: design a DMHT	30%
Total	100%

DIS Accommodations Statement 

Your learning experience in this class is important to me.  If you have approved academic accommodations with DIS, please make sure I receive your DIS accommodations letter within two weeks from the start of classes. If you can think of other ways I can support your learning, please don't hesitate to talk to me. If you have any further questions about your academic accommodations, contact Academic Support acadsupport@disstockholm.se

Expected Course Summary

1. Course introduction, outline and assignments
2. Defining mental (ill)health
3. Traditional mental health models and interventions
4. The evolution of digital mental health
5. Wellness apps vs. mental health treatment
6. The therapeutic relationship in the digital age
7. Individual presentations - DMHT ecosystem
8. Guest lecture: Technology through a systems-psychodynamic perspective
9. Artificial intelligence + chatbots
10. Virtual reality
11. Data, personalisation and algorithmic fairness
12. Digital healthcare safety and risk management
13. Ethics and regulation
14. Evaluating digital mental health interventions - evidence, efficacy and engagement
15. Implementation science - how to turn research into reality
16. Rights-based digital health  -  equity, accessibility and digital inclusion
17. Global perspectives and cross-cultural challenges
18. Co-production and user-involvement
19. DMHT design and preparation for group presentations
20. Guest lecture: The future potential of digital mental health
21. Group presentations - DMHT design
22. Group presentations - DMHT design
23. Course wrap up and reflections

DIS Academic Regulations