GMH Winter Institute

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Global Mental Health Lab

Mental Health and Evidence-Based Policy Research

When clearly conceptualized, implemented, monitored and assessed, a mental health policy can co-ordinate essential services and activities to ensure that treatment and care is delivered to those in need, while at the same time preventing fragmentation and deficiencies in the health system (WHO, 2016). In line with strengthening multi-sectoral human resources in policy development and research, this course is targeted at researchers and professionals from health, mental health, education, policy-making and industry sectors.

The Winter Institute is a five-day training course for the development of skills relevant to generating research and translating evidence into policy, with a particular focus on mental health and well-being as the critical outcomes of interest for policy research. The course is heavily practice-based with activity/simulation sessions applying what has been learned in the classroom session, culminating in a final day of outcome presentations. Anchored in discussion of policies surrounding mental health, the course hones in on the evidence-based policy process, including the understanding and identification of policy levers, impact writing, visualization and message delivery.

The Institute will be taught by leading experts in Global Mental Health and Evidence-Based Policy Research:

Kai Ruggeri, Ph.D, is an Affiliated Lecturer and Senior Researcher in the Department of Psychology, directing the Policy Research Group at the University of Cambridge. His research focuses on how population behavior is influenced by policies, and how integrating evidence into policies will influence economic outcomes and population well-being

Lena Verdeli, Ph.D, MSc, Associate Professor in Clinical Psychology and Director of the Global Mental Health Lab, Teachers College, Columbia University, who has been playing a leading role in adapting, training, testing, and disseminating IPT-G in low-resource regions. She and her close collaborators recently launched the manual for Group Interpersonal Therapy (IPT-G) as part of the World Health Organization’s Mental Health Gap Action Programme (mhGAP).

John Allegrante, Ph.D., is the senior Professor of Health Education at Teachers College and has served as Chairman of the Department of Health and Behavior Studies, Deputy Provost of the College, and Associate Vice President for International Affairs. He has published extensively in health education, health promotion, clinical epidemiology and health services research, with a focus on chronic diseases and child and adolescent development. As a Fulbright U.S. Scholar and Fulbright Specialist in Public/Global Health, he has served as a member of the Advisory Board of Reykjavik University, where he now holds an appointment as a professor in the Department of Psychology, and as a policy adviser to Iceland's Ministry of Health and its Public Health Institute.

Katerina DeVito, MSc. is a doctoral student at Teachers College in the Health Education program, where she serves as the Fulbright Program Coordinator, guiding students through the Fulbright application process. She earned her bachelors at Cornell University, and a masters of science in epidemiology at the Harvard T.H. Chan School of Public Health. Her research focuses on culturally tailored behavioral health interventions and mental health. Her current project is exploring the relationship between social support and adolescent mental health in Reykjavik, Iceland.

Through active learning strategies, activities and simulation sessions, trainees will gain knowledge on essential evidence-based policy process:

  1. Understanding the interaction of Policy and Science. This includes an introduction to primary policymaking bodies, process of covering policies with and without an evidence base, measurement and evaluation and assessing quality of evidence
  2. Evaluating Evidence in Policy, using Policy Research Group’s approach to evidence-based policy making. The aim of this approach is to produce a policy platform that is suitable for long-term use as a tool to monitor and adapt as key indicators change. By using this tool, we support researchers to be consistent and diligent even when faced with highly complex issues.
  3. Convincing Policy Makers, by learning essential skills of impact writing and visualization of findings.
  4. Adapting and applying evidence-based policy in their own work, in a final day group presentation, following simulation activities and roundtable.

* Program enrollment is limited to 35 participants.

* Certificate of Completion from Teachers College and University of Cambridge will be provided upon completion of the course.

Published Sunday, Dec. 18, 2016

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Mental Health and Evidence-Based Policy Research

The Institute will be taught by leading experts in Global Mental Health and Evidence-Based Policy Research:

Kai Ruggeri, Ph.D, is an Affiliated Lecturer and Senior Researcher in the Department of Psychology, directing the Policy Research Group at the University of Cambridge. His research focuses on how population behavior is influenced by policies, and how integrating evidence into policies will influence economic outcomes and population well-being

Lena Verdeli, Ph.D, MSc, Associate Professor in Clinical Psychology and Director of the Global Mental Health Lab, Teachers College, Columbia University, who has been playing a leading role in adapting, training, testing, and disseminating IPT-G in low-resource regions. She and her close collaborators recently launched the manual for Group Interpersonal Therapy (IPT-G) as part of the World Health Organization’s Mental Health Gap Action Programme (mhGAP).

John Allegrante, Ph.D., is the senior Professor of Health Education at Teachers College and has served as Chairman of the Department of Health and Behavior Studies, Deputy Provost of the College, and Associate Vice President for International Affairs. He has published extensively in health education, health promotion, clinical epidemiology and health services research, with a focus on chronic diseases and child and adolescent development. As a Fulbright U.S. Scholar and Fulbright Specialist in Public/Global Health, he has served as a member of the Advisory Board of Reykjavik University, where he now holds an appointment as a professor in the Department of Psychology, and as a policy adviser to Iceland's Ministry of Health and its Public Health Institute.

Katerina DeVito, MSc. is a doctoral student at Teachers College in the Health Education program, where she serves as the Fulbright Program Coordinator, guiding students through the Fulbright application process. She earned her bachelors at Cornell University, and a masters of science in epidemiology at the Harvard T.H. Chan School of Public Health. Her research focuses on culturally tailored behavioral health interventions and mental health. Her current project is exploring the relationship between social support and adolescent mental health in Reykjavik, Iceland.

Through active learning strategies, activities and simulation sessions, trainees will gain knowledge on essential evidence-based policy process:

  1. Understanding the interaction of Policy and Science. This includes an introduction to primary policymaking bodies, process of covering policies with and without an evidence base, measurement and evaluation and assessing quality of evidence
  2. Evaluating Evidence in Policy, using Policy Research Group’s approach to evidence-based policy making. The aim of this approach is to produce a policy platform that is suitable for long-term use as a tool to monitor and adapt as key indicators change. By using this tool, we support researchers to be consistent and diligent even when faced with highly complex issues.
  3. Convincing Policy Makers, by learning essential skills of impact writing and visualization of findings.
  4. Adapting and applying evidence-based policy in their own work, in a final day group presentation, following simulation activities and roundtable.

* Program enrollment is limited to 35 participants.

* Certificate of Completion from Teachers College and University of Cambridge will be provided upon completion of the course.

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