BSc (Hons) — 2026 entry Psychology

The module introduces students to some of the key questions which currently guide research and practice in environmental psychology. The module addresses issues around architectural psychology as well as global and local environmental problems facing our world today. It provides an insight into the psychology of environment-behaviour issues focusing on built (residential, work and public) and natural environments. The main focus of the module will be to provide an insight into the research and theory development to date and to familiarise students with the practical and multidisciplinary nature of the field. By the end of the module students should have an advanced understanding of the nature and scope of some of the principal theoretical and methodological developments in this area of research and an understanding of the application of psychological theory and concepts to an important area of everyday life.

This module is part of the Developmental Psychology stream of Level 6 Psychology optional modules and may not be running every year. In some years an alternative optional module within the Developmental Psychology stream may be offered instead. This module considers the relationship between psychology and education and will give you a comprehensive understanding of how psychological theory and research intersects with education. We will consider how psychological theories and research can be applied to educational practice and issues in education including understanding the process of learning, differences between learners, special educational needs and educational policy. You will learn how to approach education from a scientific perspective and consider how personal experience informs your views. This module builds on theories and research that you will have learnt about in your level 4 and 5 developmental, cognitive and social modules. The content will complement topics covered in other final year modules (e.g. PSY3103) and will develop your ability to apply psychology to an area of practice in a similar way to several other final year modules (e.g. PSY3127 and PSY3073). The summative assessments will enable you to further develop skills you have acquired during the course so far, such as conducting literature searches and reading articles, critical evaluation, essay writing and writing for a lay audience which will be useful for your dissertation and the future.

Please note: This module is part of the Neuroscience stream of Level 6 optional modules and will not be running every year. In some years an alternative optional module within the Neuroscience stream will be offered instead. Ageing is associated with changes in brain structure and function; and brain damage and degeneration through stroke or dementia in later life is both common and life changing. This module will take you through the latest research on brain damage and degeneration – learning about risk factors (both environmental and genetic), the neuroanatomy behind how the brain changes with age and after damage or degeneration, impact on language and memory, and potential intervention strategies. This module will allow you to consider current debates in the literature, and engage critically with the material.

Please note: This module is part of the Social Psychology stream of Level 6 optional modules and may not be running every year. In some years an alternative optional module within the Social Psychology stream will be offered instead. 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.

Please note: This module is part of the Social Psychology stream of Level 6 optional modules and will not be running every year. In some years an alternative optional module within the Social Psychology stream will be offered instead. 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 topics that were introduced to students in their year 1 and year 2 Developmental Psychology modules. In this final year module, we will extend existing knowledge of neurodevelopmental conditions and will cover a broad range of different neurodevelopmental conditions. Students will learn about associated behavioural, emotional and cognitive characteristics and related developmental trajectories. The impact on day-to-day experiences for individuals with neurodevelopmental conditions and their families will also be highlighted. The module complements other final year modules including the Psychology of Education and General Psychology modules.

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 builds on the abnormal and clinical psychology knowledge acquired in previous years. The course aims are twofold. First, to introduce mental health issues dealt with in contemporary clinical psychology and second, to develop a critical understanding of the theories, methods and applications within contemporary clinical psychology. Its objective is to demonstrate how an understanding of mental health and mental health issues can help understand and change mental health and its treatment within clinical psychology settings.

Design of games and digital experiences benefit from the study of psychology due to the need to understand the mental functioning of the users. Gamification, in turn, also facilitates psychological research and intervention, as in assessments, education, behaviour change, etc. This module is about developing the knowledge and skills to adopt psychological principles and findings in the design of games and digital experience, as well as to apply gamification techniques to render psychological research and intervention more engaging and effective. We will review the cognitive, emotional, motivational, and social aspects of the human mind relevant to game mechanics, and investigate why certain games are more engaging than others. As such, this module will build on knowledge gained from previous modules such as PSY2014 and PSY2016. A particular focus will be made on how gamification facilitates psychology research and applications via better personalization, higher efficiency, and more enjoyment.

This module introduces students to the key theories and methods of health psychology and focuses on a number of research areas including health behaviour and behaviour change, help seeking and access to health care and chronic conditions and their management. It draws upon all aspects of psychology covered so far on the degree programme including theories from social, biological, cognitive and developmental psychology and illustrates how they can be applied to aspects of health.  It also utilises qualitative and quantitative research methods covered in all other modules as the basis for understanding health issues, changing health behaviours and managing health conditions.  

This module gives an advanced overview of topics connected with language, thinking and learning. The module will draw on a diverse range of relevant experimental studies that contribute to wider debates and perspectives and will familiarise students with different research approaches using global populations. The module also encourages an awareness of issues of sustainability relating to the preservation of endangered languages. The module is largely cognitive and developmental in focus and so builds on prior learning of Cognitive and Developmental Psychology at Levels 4 and 5. However, students will be encouraged to use their resourcefulness to make wider connections and consider the significance of other aspects of psychology to these topics and the wider theoretical and philosophical implications of relevant theories and debates.

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.

The aim of this module is to enable students to draw upon psychological research to improve risk and choice in applied settings. This involves acquiring knowledge about risk and choice, communicating this knowledge to influence wider audiences, and developing interventions to improve risk and choice in practical settings. The module introduces relevant theories and research in risk and choice and examples of their application. The module will enable students to explore methods to communicate theories and research in risk and choice to the general public in an engaging manner. It will introduce techniques to analyse how risk and choices are made in practical settings and develop interventions to influence and improve them in a domain of the students’ choosing.

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 builds on the abnormal psychology knowledge acquired in previous years and focuses on the forensic aspects of clinical psychology, that is the assessment and treatment of offenders with psychological disorders including psychosis, personality disorder and neurodevelopmental disorders. The course aims are to introduce mental health issues within secure mental health settings (secure hospitals and prisons) and to develop a critical understanding of the theories, methods and applications within forensic clinical psychology. Its objective is to demonstrate how an applied understanding of abnormal psychology can help understanding, risk management and treatment within secure settings with offenders with psychological disorders.

This final year course 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.

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.

The module introduces students to some of the key questions which currently guide research and practice in environmental psychology. The module addresses issues around architectural psychology as well as global and local environmental problems facing our world today. It provides an insight into the psychology of environment-behaviour issues focusing on built (residential, work and public) and natural environments. The main focus of the module will be to provide an insight into the research and theory development to date and to familiarise students with the practical and multidisciplinary nature of the field. By the end of the module students should have an advanced understanding of the nature and scope of some of the principal theoretical and methodological developments in this area of research and an understanding of the application of psychological theory and concepts to an important area of everyday life.

This module is part of the Developmental Psychology stream of Level 6 Psychology optional modules and may not be running every year. In some years an alternative optional module within the Developmental Psychology stream may be offered instead. This module considers the relationship between psychology and education and will give you a comprehensive understanding of how psychological theory and research intersects with education. We will consider how psychological theories and research can be applied to educational practice and issues in education including understanding the process of learning, differences between learners, special educational needs and educational policy. You will learn how to approach education from a scientific perspective and consider how personal experience informs your views. This module builds on theories and research that you will have learnt about in your level 4 and 5 developmental, cognitive and social modules. The content will complement topics covered in other final year modules (e.g. PSY3103) and will develop your ability to apply psychology to an area of practice in a similar way to several other final year modules (e.g. PSY3127 and PSY3073). The summative assessments will enable you to further develop skills you have acquired during the course so far, such as conducting literature searches and reading articles, critical evaluation, essay writing and writing for a lay audience which will be useful for your dissertation and the future.

Please note: This module is part of the Neuroscience stream of Level 6 optional modules and will not be running every year. In some years an alternative optional module within the Neuroscience stream will be offered instead. Ageing is associated with changes in brain structure and function; and brain damage and degeneration through stroke or dementia in later life is both common and life changing. This module will take you through the latest research on brain damage and degeneration – learning about risk factors (both environmental and genetic), the neuroanatomy behind how the brain changes with age and after damage or degeneration, impact on language and memory, and potential intervention strategies. This module will allow you to consider current debates in the literature, and engage critically with the material.

Please note: This module is part of the Social Psychology stream of Level 6 optional modules and may not be running every year. In some years an alternative optional module within the Social Psychology stream will be offered instead. 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.

Please note: This module is part of the Social Psychology stream of Level 6 optional modules and will not be running every year. In some years an alternative optional module within the Social Psychology stream will be offered instead. 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 topics that were introduced to students in their year 1 and year 2 Developmental Psychology modules. In this final year module, we will extend existing knowledge of neurodevelopmental conditions and will cover a broad range of different neurodevelopmental conditions. Students will learn about associated behavioural, emotional and cognitive characteristics and related developmental trajectories. The impact on day-to-day experiences for individuals with neurodevelopmental conditions and their families will also be highlighted. The module complements other final year modules including the Psychology of Education and General Psychology modules.

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 builds on the abnormal and clinical psychology knowledge acquired in previous years. The course aims are twofold. First, to introduce mental health issues dealt with in contemporary clinical psychology and second, to develop a critical understanding of the theories, methods and applications within contemporary clinical psychology. Its objective is to demonstrate how an understanding of mental health and mental health issues can help understand and change mental health and its treatment within clinical psychology settings.

Design of games and digital experiences benefit from the study of psychology due to the need to understand the mental functioning of the users. Gamification, in turn, also facilitates psychological research and intervention, as in assessments, education, behaviour change, etc. This module is about developing the knowledge and skills to adopt psychological principles and findings in the design of games and digital experience, as well as to apply gamification techniques to render psychological research and intervention more engaging and effective. We will review the cognitive, emotional, motivational, and social aspects of the human mind relevant to game mechanics, and investigate why certain games are more engaging than others. As such, this module will build on knowledge gained from previous modules such as PSY2014 and PSY2016. A particular focus will be made on how gamification facilitates psychology research and applications via better personalization, higher efficiency, and more enjoyment.

This module introduces students to the key theories and methods of health psychology and focuses on a number of research areas including health behaviour and behaviour change, help seeking and access to health care and chronic conditions and their management. It draws upon all aspects of psychology covered so far on the degree programme including theories from social, biological, cognitive and developmental psychology and illustrates how they can be applied to aspects of health.  It also utilises qualitative and quantitative research methods covered in all other modules as the basis for understanding health issues, changing health behaviours and managing health conditions.  

This module gives an advanced overview of topics connected with language, thinking and learning. The module will draw on a diverse range of relevant experimental studies that contribute to wider debates and perspectives and will familiarise students with different research approaches using global populations. The module also encourages an awareness of issues of sustainability relating to the preservation of endangered languages. The module is largely cognitive and developmental in focus and so builds on prior learning of Cognitive and Developmental Psychology at Levels 4 and 5. However, students will be encouraged to use their resourcefulness to make wider connections and consider the significance of other aspects of psychology to these topics and the wider theoretical and philosophical implications of relevant theories and debates.

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.

The aim of this module is to enable students to draw upon psychological research to improve risk and choice in applied settings. This involves acquiring knowledge about risk and choice, communicating this knowledge to influence wider audiences, and developing interventions to improve risk and choice in practical settings. The module introduces relevant theories and research in risk and choice and examples of their application. The module will enable students to explore methods to communicate theories and research in risk and choice to the general public in an engaging manner. It will introduce techniques to analyse how risk and choices are made in practical settings and develop interventions to influence and improve them in a domain of the students’ choosing.

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 builds on the abnormal psychology knowledge acquired in previous years and focuses on the forensic aspects of clinical psychology, that is the assessment and treatment of offenders with psychological disorders including psychosis, personality disorder and neurodevelopmental disorders. The course aims are to introduce mental health issues within secure mental health settings (secure hospitals and prisons) and to develop a critical understanding of the theories, methods and applications within forensic clinical psychology. Its objective is to demonstrate how an applied understanding of abnormal psychology can help understanding, risk management and treatment within secure settings with offenders with psychological disorders.

This final year course 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.

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.