MSc — 2025 entry Social Psychology

This module will offer an advanced overview of topics connected with the social psychology of language and communication. Students will learn how key phenomena of social psychology such as stereotyping, discrimination, interpersonal and intergroup relations are formed, maintained, transmitted, and changed through communication and language means. Specifically, the module will focus on social issues that are the focus of the United Nations Sustainable Development Goals (e.g., gender inequality). In the process of doing so, students will learn the key theoretical and empirical developments of social psychology of language and communication and will get acquainted with different research approaches. Moreover, they will familiarise themselves with the applications of discussed theories and will use them to identify ways in which language and communication can be used to address social issues. Finally, the module will allow students to be critical of scientific evidence as well as of the strengths and weaknesses of applying theoretical knowledge to social issues.

This module will introduce students to key concepts in public policy development and how psychological theory and evidence can influence policy. Throughout the module students will be encouraged to build on their previous learning and apply their psychological knowledge and research skills to critically evaluate policy approaches to global societal challenges that are a focus of the United Nations Sustainability Development Goals. They will engage in problem-based decision-making to develop interventions for change.  By the end of the module students will be equipped with critical understanding of the relevant psychological approaches to addressing public policy issues (e.g. understanding policies from the perspective of risk and behaviour change) and will have developed the knowledge and practical skills to engage in problem-based decision-making. This module will allow students to build knowledge and skills that will prepare them for the rest of the programme and the world of work.

This module focuses on the interplay between the self people's cognitions, emotions, and motivations relating to themselves' and interpersonal relationships in adulthood. Self-related constructs and processes permeate the way that we think, feel, and behave in social interactions and ongoing relationships. At the same time, our experiences with other people, especially close others, affect the way we feel about ourselves in the short-term and feed into the way we view ourselves in the long-term. There are also notable individual differences in both effects. These reciprocal processes underlie much of everyday social experience and wellbeing, and can help us to understand our own relationships and feelings, as well as inform applications in therapeutic and organisational settings. However, so far, elements of each process have mostly been studied separately. In this module, we will discuss theory and research addressing different ways that the self and relationships are interdependent and attempt to synthesise the literature to achieve a more holistic understanding of the issues.

This module builds on the modules covered in Semester 1 (Contemporary Health Psychology and professional practice and Maintaining health throughout the lifespan).  A range of chronic conditions are covered, some which are a global challenge and others which are less well known.  Students will learn about these conditions and how the different health psychology theories are used to understand the various beliefs and behaviours associated with these conditions and how they may be targeted in interventions for change.  This module provides students with advanced knowledge and understanding of the application of theory to practice relating to chronic conditions.     This module has been designed in accordance with requirements (Stage 1) of the British Psychological Society's Division of Health Psychology accreditation criteria. This module addresses the following curriculum areas for a British Psychological Society accredited Health Psychology Master's degree: contexts and perspectives in health psychology, physiological and psychosomatic disease processes, client groups and other stakeholders, measurement issues, health-related behavior and cognitions, interventions and healthcare and professional settings.     This module builds employability skills by broadening knowledge of chronic conditions and interventions, and will help students to understand how to apply health psychology theory and practice to different chronic conditions and patient populations. 

This module covers psychological factors that influence the patient's passage through the health care system from symptom perception to help seeking to the consultation with a focus on specific aspects of health care such as surgery and vaccinations. This module has been designed in accordance with requirements (stage 1) of the British Psychological Society's Division of Health Psychology accreditation criteria. This module addresses the following curriculum areas for a British Psychological Society accredited Health Psychology Masters degree: contexts and perspectives in health psychology, client groups and other stakeholders, health-related behaviour and cognitions, interventions, measurement issues and healthcare and professional settings. This module will help students to better understand how health psychology theory can help us understand the patient experience of healthcare.

This module will examine critical perspectives in moral psychology, discussing critical debates about what moral concepts are. Building on previous topics in social psychology, we will discuss and evaluate whether morals are universal or culturally relative; whether morals are based on intuitions/emotions or reasoning, and what makes a moral judgement. We will also discuss what makes moral emotions unique, evaluating four different kinds of moral emotions (other-condemning, self-conscious, other-praising, other-suffering). We will discuss how moral convictions and moral character impact thoughts and behaviours. The module will cover theoretical and empirical findings that explore implications of moral concepts. We will also critically evaluate how different moral concepts should be defined and assessed, based on empirical research, which will result in the development of a literature review and poster.

This module introduces students to psychological perspectives on understanding and addressing environmental and sustainability challenges. The module provides an overview of theoretical formulations and research evidence related to 1) people’s understandings and perceptions of environmental risks, 2) environmental and materialistic values, 3) environment and wellbeing, and 4) pro-environmental behaviour change. The module is based on the research-practitioner model and aims to enable students to develop an understanding of how psychological research can help tackle environmental challenges by drawing on empirical research evidence. By the end of the module students should have an advanced understanding of some of the principles and theoretical and methodological developments in the area, and understand the value of this knowledge for helping to tackle environmental challenges.

This dual-level module seeks to both explore theories and models of people's behaviour, and to illustrate these via application to real-world, contemporary issues. Students will be introduced to a range of psychological approaches that can be used to understand and influence behaviour (e.g., motivational approaches, nudging), and to a range of applied behavioural contexts including health (e.g., how can we help people be more active?) and environmental (e.g., how can we help people consume less energy?). Each lecture serves to introduce both one psychological theory or concept, and a specific real-world behavioural challenge, to which that theory (and others) may be applied. Lectures are supplemented by seminars and workshops. Seminars involve unassessed group presentations and critical discussions of research papers relating to the application of psychological strategies to contemporary behaviour change challenges. Workshops centre on group-based, problem-based learning, with students addressing a real-world behaviour change problem.

This module introduces students to theories, methods, and research findings in the area of social and moral development during childhood and adolescence. We begin by looking at development in the context of important relationships, such as peers and friends, families, and schools. We next examine the development of the self and other categories that make up who we are (e.g., ethnicity). This module relies on socio-cultural and eco-cultural perspectives to try to understand development in context to increase your global and cultural capabilities.

Advances in digital technology are relevant to behaviour change research and practice in three ways: helping behavioural scientists to develop a more sophisticated understanding of human behaviour, enhancing the design and delivery of behaviour change interventions, and shaping everyday behaviours in its own right. This module seeks to explore the contribution that digital tech has made – and continues to make – to understanding and changing behaviour. Students will be introduced to cutting-edge research and practice across a range of tech domains, such as machine learning, Big Data, digital addiction, and digital behaviour change applications. Students will be introduced to a range of disciplinary perspectives, theories and concepts relating to digital technology, and will develop the skills and knowledge required to apply these to behaviour change research and intervention contexts for maximum effectiveness.

Positive development is essential for human flourishing, encompassing the growth of competencies such as cognitive ability, creativity, empathy, and psychological resilience. This module explores positive development across the lifespan, moving beyond traditional research that often focuses on risk factors and pathological outcomes.Students will critically engage with key developmental domains including physical, cognitive, social, emotional, and behavioural, and examine the processes and predictors that shape these competencies across different life stages. The module takes an interdisciplinary approach, integrating insights from developmental, positive, and applied psychology, as well as genetics. This includes discussions on individual differences in environmental sensitivity and the role of genetic factors, particularly in shaping developmental trajectories through gene-environment interactions. While the primary focus is on childhood, the module also explores key aspects of positive development in adolescence, adulthood, and old age.Beyond theory and basic science, the module encourages students to apply research insights to real-world contexts. As part of the assessment, students will design an evidence-based intervention or policy aimed at fostering positive development, ensuring they develop both theoretical understanding and practical skills.

This module builds on the modules covered in Semester 1 (Contemporary Health Psychology and professional practice and Maintaining health throughout the lifespan).  A range of chronic conditions are covered, some which are a global challenge and others which are less well known.  Students will learn about these conditions and how the different health psychology theories are used to understand the various beliefs and behaviours associated with these conditions and how they may be targeted in interventions for change.  This module provides students with advanced knowledge and understanding of the application of theory to practice relating to chronic conditions.     This module has been designed in accordance with requirements (Stage 1) of the British Psychological Society's Division of Health Psychology accreditation criteria. This module addresses the following curriculum areas for a British Psychological Society accredited Health Psychology Master's degree: contexts and perspectives in health psychology, physiological and psychosomatic disease processes, client groups and other stakeholders, measurement issues, health-related behavior and cognitions, interventions and healthcare and professional settings.     This module builds employability skills by broadening knowledge of chronic conditions and interventions, and will help students to understand how to apply health psychology theory and practice to different chronic conditions and patient populations. 

This module covers psychological factors that influence the patient's passage through the health care system from symptom perception to help seeking to the consultation with a focus on specific aspects of health care such as surgery and vaccinations. This module has been designed in accordance with requirements (stage 1) of the British Psychological Society's Division of Health Psychology accreditation criteria. This module addresses the following curriculum areas for a British Psychological Society accredited Health Psychology Masters degree: contexts and perspectives in health psychology, client groups and other stakeholders, health-related behaviour and cognitions, interventions, measurement issues and healthcare and professional settings. This module will help students to better understand how health psychology theory can help us understand the patient experience of healthcare.

This module will examine critical perspectives in moral psychology, discussing critical debates about what moral concepts are. Building on previous topics in social psychology, we will discuss and evaluate whether morals are universal or culturally relative; whether morals are based on intuitions/emotions or reasoning, and what makes a moral judgement. We will also discuss what makes moral emotions unique, evaluating four different kinds of moral emotions (other-condemning, self-conscious, other-praising, other-suffering). We will discuss how moral convictions and moral character impact thoughts and behaviours. The module will cover theoretical and empirical findings that explore implications of moral concepts. We will also critically evaluate how different moral concepts should be defined and assessed, based on empirical research, which will result in the development of a literature review and poster.

This module introduces students to psychological perspectives on understanding and addressing environmental and sustainability challenges. The module provides an overview of theoretical formulations and research evidence related to 1) people’s understandings and perceptions of environmental risks, 2) environmental and materialistic values, 3) environment and wellbeing, and 4) pro-environmental behaviour change. The module is based on the research-practitioner model and aims to enable students to develop an understanding of how psychological research can help tackle environmental challenges by drawing on empirical research evidence. By the end of the module students should have an advanced understanding of some of the principles and theoretical and methodological developments in the area, and understand the value of this knowledge for helping to tackle environmental challenges.

This dual-level module seeks to both explore theories and models of people's behaviour, and to illustrate these via application to real-world, contemporary issues. Students will be introduced to a range of psychological approaches that can be used to understand and influence behaviour (e.g., motivational approaches, nudging), and to a range of applied behavioural contexts including health (e.g., how can we help people be more active?) and environmental (e.g., how can we help people consume less energy?). Each lecture serves to introduce both one psychological theory or concept, and a specific real-world behavioural challenge, to which that theory (and others) may be applied. Lectures are supplemented by seminars and workshops. Seminars involve unassessed group presentations and critical discussions of research papers relating to the application of psychological strategies to contemporary behaviour change challenges. Workshops centre on group-based, problem-based learning, with students addressing a real-world behaviour change problem.

This module introduces students to theories, methods, and research findings in the area of social and moral development during childhood and adolescence. We begin by looking at development in the context of important relationships, such as peers and friends, families, and schools. We next examine the development of the self and other categories that make up who we are (e.g., ethnicity). This module relies on socio-cultural and eco-cultural perspectives to try to understand development in context to increase your global and cultural capabilities.

Advances in digital technology are relevant to behaviour change research and practice in three ways: helping behavioural scientists to develop a more sophisticated understanding of human behaviour, enhancing the design and delivery of behaviour change interventions, and shaping everyday behaviours in its own right. This module seeks to explore the contribution that digital tech has made – and continues to make – to understanding and changing behaviour. Students will be introduced to cutting-edge research and practice across a range of tech domains, such as machine learning, Big Data, digital addiction, and digital behaviour change applications. Students will be introduced to a range of disciplinary perspectives, theories and concepts relating to digital technology, and will develop the skills and knowledge required to apply these to behaviour change research and intervention contexts for maximum effectiveness.

Positive development is essential for human flourishing, encompassing the growth of competencies such as cognitive ability, creativity, empathy, and psychological resilience. This module explores positive development across the lifespan, moving beyond traditional research that often focuses on risk factors and pathological outcomes.Students will critically engage with key developmental domains including physical, cognitive, social, emotional, and behavioural, and examine the processes and predictors that shape these competencies across different life stages. The module takes an interdisciplinary approach, integrating insights from developmental, positive, and applied psychology, as well as genetics. This includes discussions on individual differences in environmental sensitivity and the role of genetic factors, particularly in shaping developmental trajectories through gene-environment interactions. While the primary focus is on childhood, the module also explores key aspects of positive development in adolescence, adulthood, and old age.Beyond theory and basic science, the module encourages students to apply research insights to real-world contexts. As part of the assessment, students will design an evidence-based intervention or policy aimed at fostering positive development, ensuring they develop both theoretical understanding and practical skills.

This module will offer an advanced overview of topics connected with the social psychology of language and communication. Students will learn how key phenomena of social psychology such as stereotyping, discrimination, interpersonal and intergroup relations are formed, maintained, transmitted, and changed through communication and language means. Specifically, the module will focus on social issues that are the focus of the United Nations Sustainable Development Goals (e.g., gender inequality). In the process of doing so, students will learn the key theoretical and empirical developments of social psychology of language and communication and will get acquainted with different research approaches. Moreover, they will familiarise themselves with the applications of discussed theories and will use them to identify ways in which language and communication can be used to address social issues. Finally, the module will allow students to be critical of scientific evidence as well as of the strengths and weaknesses of applying theoretical knowledge to social issues.

This module will introduce students to key concepts in public policy development and how psychological theory and evidence can influence policy. Throughout the module students will be encouraged to build on their previous learning and apply their psychological knowledge and research skills to critically evaluate policy approaches to global societal challenges that are a focus of the United Nations Sustainability Development Goals. They will engage in problem-based decision-making to develop interventions for change.  By the end of the module students will be equipped with critical understanding of the relevant psychological approaches to addressing public policy issues (e.g. understanding policies from the perspective of risk and behaviour change) and will have developed the knowledge and practical skills to engage in problem-based decision-making. This module will allow students to build knowledge and skills that will prepare them for the rest of the programme and the world of work.

This module focuses on the interplay between the self people's cognitions, emotions, and motivations relating to themselves' and interpersonal relationships in adulthood. Self-related constructs and processes permeate the way that we think, feel, and behave in social interactions and ongoing relationships. At the same time, our experiences with other people, especially close others, affect the way we feel about ourselves in the short-term and feed into the way we view ourselves in the long-term. There are also notable individual differences in both effects. These reciprocal processes underlie much of everyday social experience and wellbeing, and can help us to understand our own relationships and feelings, as well as inform applications in therapeutic and organisational settings. However, so far, elements of each process have mostly been studied separately. In this module, we will discuss theory and research addressing different ways that the self and relationships are interdependent and attempt to synthesise the literature to achieve a more holistic understanding of the issues.

This module builds on the modules covered in Semester 1 (Contemporary Health Psychology and professional practice and Maintaining health throughout the lifespan).  A range of chronic conditions are covered, some which are a global challenge and others which are less well known.  Students will learn about these conditions and how the different health psychology theories are used to understand the various beliefs and behaviours associated with these conditions and how they may be targeted in interventions for change.  This module provides students with advanced knowledge and understanding of the application of theory to practice relating to chronic conditions.     This module has been designed in accordance with requirements (Stage 1) of the British Psychological Society's Division of Health Psychology accreditation criteria. This module addresses the following curriculum areas for a British Psychological Society accredited Health Psychology Master's degree: contexts and perspectives in health psychology, physiological and psychosomatic disease processes, client groups and other stakeholders, measurement issues, health-related behavior and cognitions, interventions and healthcare and professional settings.     This module builds employability skills by broadening knowledge of chronic conditions and interventions, and will help students to understand how to apply health psychology theory and practice to different chronic conditions and patient populations. 

This module covers psychological factors that influence the patient's passage through the health care system from symptom perception to help seeking to the consultation with a focus on specific aspects of health care such as surgery and vaccinations. This module has been designed in accordance with requirements (stage 1) of the British Psychological Society's Division of Health Psychology accreditation criteria. This module addresses the following curriculum areas for a British Psychological Society accredited Health Psychology Masters degree: contexts and perspectives in health psychology, client groups and other stakeholders, health-related behaviour and cognitions, interventions, measurement issues and healthcare and professional settings. This module will help students to better understand how health psychology theory can help us understand the patient experience of healthcare.

This module will examine critical perspectives in moral psychology, discussing critical debates about what moral concepts are. Building on previous topics in social psychology, we will discuss and evaluate whether morals are universal or culturally relative; whether morals are based on intuitions/emotions or reasoning, and what makes a moral judgement. We will also discuss what makes moral emotions unique, evaluating four different kinds of moral emotions (other-condemning, self-conscious, other-praising, other-suffering). We will discuss how moral convictions and moral character impact thoughts and behaviours. The module will cover theoretical and empirical findings that explore implications of moral concepts. We will also critically evaluate how different moral concepts should be defined and assessed, based on empirical research, which will result in the development of a literature review and poster.

This module introduces students to psychological perspectives on understanding and addressing environmental and sustainability challenges. The module provides an overview of theoretical formulations and research evidence related to 1) people’s understandings and perceptions of environmental risks, 2) environmental and materialistic values, 3) environment and wellbeing, and 4) pro-environmental behaviour change. The module is based on the research-practitioner model and aims to enable students to develop an understanding of how psychological research can help tackle environmental challenges by drawing on empirical research evidence. By the end of the module students should have an advanced understanding of some of the principles and theoretical and methodological developments in the area, and understand the value of this knowledge for helping to tackle environmental challenges.

This dual-level module seeks to both explore theories and models of people's behaviour, and to illustrate these via application to real-world, contemporary issues. Students will be introduced to a range of psychological approaches that can be used to understand and influence behaviour (e.g., motivational approaches, nudging), and to a range of applied behavioural contexts including health (e.g., how can we help people be more active?) and environmental (e.g., how can we help people consume less energy?). Each lecture serves to introduce both one psychological theory or concept, and a specific real-world behavioural challenge, to which that theory (and others) may be applied. Lectures are supplemented by seminars and workshops. Seminars involve unassessed group presentations and critical discussions of research papers relating to the application of psychological strategies to contemporary behaviour change challenges. Workshops centre on group-based, problem-based learning, with students addressing a real-world behaviour change problem.

This module introduces students to theories, methods, and research findings in the area of social and moral development during childhood and adolescence. We begin by looking at development in the context of important relationships, such as peers and friends, families, and schools. We next examine the development of the self and other categories that make up who we are (e.g., ethnicity). This module relies on socio-cultural and eco-cultural perspectives to try to understand development in context to increase your global and cultural capabilities.

Advances in digital technology are relevant to behaviour change research and practice in three ways: helping behavioural scientists to develop a more sophisticated understanding of human behaviour, enhancing the design and delivery of behaviour change interventions, and shaping everyday behaviours in its own right. This module seeks to explore the contribution that digital tech has made – and continues to make – to understanding and changing behaviour. Students will be introduced to cutting-edge research and practice across a range of tech domains, such as machine learning, Big Data, digital addiction, and digital behaviour change applications. Students will be introduced to a range of disciplinary perspectives, theories and concepts relating to digital technology, and will develop the skills and knowledge required to apply these to behaviour change research and intervention contexts for maximum effectiveness.

Positive development is essential for human flourishing, encompassing the growth of competencies such as cognitive ability, creativity, empathy, and psychological resilience. This module explores positive development across the lifespan, moving beyond traditional research that often focuses on risk factors and pathological outcomes.Students will critically engage with key developmental domains including physical, cognitive, social, emotional, and behavioural, and examine the processes and predictors that shape these competencies across different life stages. The module takes an interdisciplinary approach, integrating insights from developmental, positive, and applied psychology, as well as genetics. This includes discussions on individual differences in environmental sensitivity and the role of genetic factors, particularly in shaping developmental trajectories through gene-environment interactions. While the primary focus is on childhood, the module also explores key aspects of positive development in adolescence, adulthood, and old age.Beyond theory and basic science, the module encourages students to apply research insights to real-world contexts. As part of the assessment, students will design an evidence-based intervention or policy aimed at fostering positive development, ensuring they develop both theoretical understanding and practical skills.