Course Structure

Modules

• Year 2

  Core Modules

  Personal & Professional Development 3 (10 credits)

  ×

  Personal & Professional Development 3

  Overview

  Module Coordinator: Dr Pauline Adair
  
  The aim of the module is to deepen and consolidate reflective, professional and ethical competence focusing on links between personal and professional development for the latter. Trainees will become familiar with consultation and supervision skills alongside the processes of negotiating their professional role with a service. Knowledge of professional responsibility regarding expert witness testimony are discussed. There is a focus on the leadership role in establishing critical reflection in the clinical context and relevant health service developments such as clinical governance.

  Learning Outcomes

  1. To demonstrate how professional and personal development are interlinked.
  2. To show an awareness of health service developments that are relevant to professional practice.
  3. To develop skills in critical incident analysis and promoting reflective clinical services.
  4. To have an advancing knowledge of learning styles and frameworks of supervision and to develop skills in managing supervision processes.
  5. To develop skills in creating critically reflective organisations through leadership and influence.

  Skills

  Know how to recognise and influence reflective clinical services including the need for supervision both as a trainee and as a qualified practitioner. Understand your role as a reflective practitioner in relation to clinical meetings and case discussions to promote team discussion. Be able to use critical incident analysis with an emphasis on supervision relationships and collaborative working.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  10

  Module Code

  PSY9025

  Teaching Period

  Full Year

  Duration

  36 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Personal & Professional Development 2 (10 credits)

  ×

  Personal & Professional Development 2

  Overview

  Module Coordinator: Dr Pauline Adair
  
  The aim of this module is to enable trainees to influence practice through understanding both social and personal dimensions of health and character as it applies to developing professional and ethical competence. Trainees are encouraged to develop methods of critical reflection to continuously apply to their clinical practice. This builds on knowledge and skills gained in PPD1. Trainees are encouraged to think about the influence of socio-political contexts and cultures on people’s lives and to take a multi-perspective view when considering practice with particular attention to user views. Trainees are further helped to develop strategies for managing their own learning needs and using supervision effectively relative to the specialist placements they will undertake in Year 2.

  Learning Outcomes

  1. To demonstrate knowledge of how professional and personal development are interlinked.
  2. To know and appreciate the influence of diversity such as race, culture, sexual orientation and disability on delivering therapy and to understand unconscious bias in relation to these.
  3. To demonstrate an awareness of and responsibility for one’s own health and character as well as strategies to address the emotional and physical impact of one’s own practice.
  4. To understand the importance of seeking appropriate professional and personal support where necessary.
  5. To show an awareness of health service developments that are relevant to professional practice.
  6. To demonstrate a capacity to develop services through partnership and consultation.
  7. To have knowledge about supervision frameworks and an understanding of the factors essential in creating a critically reflective supervision process.

  Skills

  Further develop reflective practice capacity to link theory to practice gaps and be able to understand the role of own feelings and influence in clinical practice. Ability to apply professional and ethical competence to specialist clinical areas such as child and family, neurological and intellectual disability.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  10

  Module Code

  PSY9020

  Teaching Period

  Full Year

  Duration

  36 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Psychological Therapies 2 (20 credits)

  ×

  Psychological Therapies 2

  Overview

  The aim of the module is deepen, consolidate and integrate the generic Learning and Skills acquired in Psychological Therapies 1 (Level 1), with specific knowledge and skills of other psychotherapeutic modalities (Group, Family and Systemic, Community and Social Constructionist). Trainees are afforded the opportunity to apply different therapeutic approaches in a number of specialist areas such as Child and Family, Learning Disability, Families and Carers, and Neuropsychology. The focus in this module is however on Group, Family and Systemic theories as applied to clinical scenarios at individual/couple, family, group and organisational levels to aid psychological understanding in terms of assessment, formulation and intervention. Trainees are expected to engage in self-directed learning, to complement taught elements. The module further develops writing and dissemination skills related to producing a case study (either CBT or Process Case study assignment).

  Learning Outcomes

  1. Knowledge of theoretical models related to systemic and family therapy and an understanding of how these models inform psychological therapies.
  2. Ability to use the major theoretical models, to be able to develop formulation and intervention protocols that are appropriate to clinical presentations and contexts in intellectual disability, child and family, neurological and older adult.
  3. On the basis of a formulation, knowledge of how to implement psychological therapy or other interventions appropriate to the presenting problem and to the psychological and social circumstances of the client(s), and to do this in a collaborative manner with: ● individuals, ● couples, families or groups, ● services / organisations.
  4. Understanding therapeutic techniques and processes as applied when working with presentations encountered in the range of settings highlighted above.
  5. Ability to implement therapeutic interventions based on knowledge and practice in systemic / family therapy.
  6. The ability to utilise multi-model interventions, as appropriate to the complexity and / or co-morbidity of the presentation, the clinical and social context and service user opinions, values and goals.
  7. Knowledge of and capacity to conduct interventions related to, secondary prevention and the promotion of health and well-being in these clinical settings.
  8. Understanding of how to conduct interventions in a way which promotes recovery of personal and social functioning as informed by service user values and goals.
  9. Having an awareness of the impact and relevance of psychopharmacological and other multidisciplinary interventions.
  10. Understanding social approaches to intervention; for example, those informed by community, critical, and social constructionist perspectives.
  11. Ability to apply theoretical concepts and knowledge to casework and other clinical scenarios with due regard to socio-political contexts and ethical, professional practice.
  12. Understanding of how to implement interventions and care plans in a collaborative manner through, and with, other professions and/or with individuals who are formal (professional) carers for a client, or who care for a client under family or partnership arrangements.
  13. Be capable of recognising when (further) intervention is inappropriate, or unlikely to be helpful, and communicating this sensitively to clients and carers.

  Skills

  On the basis of a formulation, be capable of drawing on primarily systemic models to develop and implement psychological therapy or other interventions appropriate to the presenting problem and to the psychological and social circumstances of the client(s), and to do this in a collaborative manner with: ● individuals ● couples, families or groups● services / organisations.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  PSY9019

  Teaching Period

  Full Year

  Duration

  36 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Applied Research 1 (60 credits)

  ×

  Applied Research 1

  Overview

  This module provides a comprehensive overview of the main research approaches with which trainees should become familiar and requires the design and conduct of a service-related research project and a large scale research project proposal. Trainees undertake a series of lectures, tutorials and discussion groups designed to provide them with the knowledge and skills necessary to design and conduct research studies in an ethically sensitive and scientifically rigorous manner. Trainees will consequently apply their knowledge and skills by designing a service-related research project and a large scale research project proposal.

  Learning Outcomes

  Trainees should be able to critically appreciate the methods of developing a competent proposal for a service related project which is likely to make a contribution to the knowledge base and/or practice of clinical psychology.
  Trainees should be able to formulate a large scale research proposal which includes a critical literature review and rationale for the study, a justification of methods and protocols and choice of analyses appropriate to the research questions and design.

  Skills

  • A critical appreciation of the main research methods and psychometric concepts used in clinical psychology and the research questions to which they are best suited.
  • Develop competence in accessing and using research and awareness of ethical frameworks, principles and protocols as they will inform all subsequent research activities.
  • Capacity to review, critically assess and synthesise a body of psychological knowledge related to a clinical research project which includes a critical literature review and rationale for the study, a justification of methods and protocols and choice of analyses appropriate to the research questions and design.
  • Engage in self-directed learning.
  • Skills of negotiating and developing a feasible research project in conjunction with clinical and academic psychologists.
  • Quantitative and qualitative research skills.
  • Project management skills.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  60

  Module Code

  PSY9015

  Teaching Period

  Full Year

  Duration

  36 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Applied Research 3 (60 credits)

  ×

  Applied Research 3

  Overview

  This module comprises the large scale research project and systematic review. During this time the trainee will be having a research dialogue with their supervisor(s). Skills and competencies in conducting, analysing and disseminating research related to the knowledge base or practice of clinical psychology should therefore be deepened and consolidated. A number of group sessions will also be arranged to review key aspects of research design and analysis as well as dissemination and presentation skills.

  Learning Outcomes

  Critical appreciation and experience of all stages of completing a competent piece of psychological research resulting in the production of 2 papers which disseminate the research project, written to a competent standard and in a format suitable for submissions for publication to a particular journal.

  Skills

  The skills developed in this module include:
  • Application of issues of control and validity in that research methodology in order that reasonably justified conclusions may be reached.
  • Competency in choosing, applying and interpreting the results of statistical analyses or qualitative analyses as appropriate to the research question(s) and design.
  • Capacity to review, critically assess and synthesise a body of psychological knowledge related to a clinical research project.
  • Engage in self-directed learning.
  • PC skills related to the creation and management of databases.
  • Research ethics skills in practice.
  • Project management skills.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  60

  Module Code

  PSY9026

  Teaching Period

  Full Year

  Duration

  36 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Advanced Psychological Interventions (10 credits)

  ×

  Advanced Psychological Interventions

  Overview

  Module Co-ordinator: Dr Pauline Adair
  
  This module aims to consolidate and integrate the Learning and Skills acquired in Psychological Therapies 1 & 2, with more advanced training in specialist therapeutic approaches strengthening competence in third wave CBT, Systemic, Psychoanalytic and Trauma-based therapeutic approaches. The module aims to equip trainees with the therapy knowledge and skills that will enable them to formulate, develop and deliver treatment plans for complex cases across the life-span, while also understanding the theoretical basis for these. Trainees participate in 16 x3 hour lecture/workshops covering a range of therapies such as DBT, ACT, Schema focused cognitive therapy and trauma processing therapy. Trainees also focus on theories and therapies specific to age groups such as child, adults and older adults. Trainees are expected to engage in self-directed learning, to complement taught elements which will deliver the theory and skills of advanced psychological interventions.

  Learning Outcomes

  1. The ability to draw on psychological knowledge of developmental, social and neuropsychological processes across the lifespan, and advanced knowledge of specialist psychological interventions to facilitate adaptability and change in individuals, groups, families, organisations and communities.
  2. Be familiar with theoretical frameworks, the evidence base and practice guidance frameworks such as NICE and SIGN where appropriate to conditions that require advanced interventions, and have the capacity to critically utilise these in complex clinical decision making without being formulaic in application.
  3. The ability to critically evaluate the literature, pertaining to a range of psychological models, across the life-span. Be capable of complementing evidence based practice with an ethos of practice-based evidence where processes, outcomes, progress and needs are critically and reflectively evaluated.
  4. The ability to formulate and implement psychological therapy or other interventions appropriate to the presenting problem and to the psychological and social circumstances of the client(s), in a collaborative manner with: individuals, couples, families or groups, services/organisations (or with other professions and/or with individuals who are formal (professional) carers for a client, or who care for a client through family or partnership arrangements).
  5. Ability to communicate psychologically-informed ideas and conclusions, and to work effectively with other stakeholders, (specialist and non-specialist), in order to influence practice and decision making as well as facilitate problem solving.
  6. Ability to generalise and synthesise advanced psychological intervention knowledge and experience and apply them critically and creatively in different clinical settings and novel situations.
  7. Ability to recognise when specialist intervention is inappropriate, or unlikely to be helpful, and communicating this sensitively to clients and carers.
  8. Make informed judgments on complex issues in specialist fields, often in the absence of complete information.
  9. Ability to select and implement appropriate methods to evaluate the effectiveness, acceptability and broader impact of advanced interventions (both individual and organisational), and using this information to inform and shape practice (e.g. auditing clinical effectiveness). Where appropriate this may also involve devising innovative procedures.

  Skills

  Trainees are expected to develop skills in a range of specialist/advanced therapeutic approaches. The module also fosters writing and dissemination skills related to producing a major case study which demonstrates advanced formulation and intervention skills for complex presentations.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  10

  Module Code

  PSY9024

  Teaching Period

  Full Year

  Duration

  24 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Specialist Clinical Presentations (10 credits)

  ×

  Specialist Clinical Presentations

  Overview

  This module aims to consolidate and integrate learning acquired in Clinical Presentations of Adulthood (Level 1) with a broad based understanding and a thorough knowledge base in relation to commonly encountered psychological disorders and disabilities in a number of other specialist areas (including their classification, aetiology and underlying processes). This level of understanding is recognised as being fundamental to the provision of effective and meaningful treatment interventions. The module seeks to foster a critical understanding and appreciation of the range and complexity of clinical presentations encountered in a number of specialist areas such as Child and Family, Intellectual Disability, Families and Carers, and Neuropsychology.

  Learning Outcomes

  1. A comprehensive psychological understanding and knowledge base in relation to clinical presentations in a number of specialist settings namely; presentations of infancy and childhood (e.g. infant mental health, developmental, social, adjustment to adversity, physical health presentations, looked after children, conduct and mood difficulties); neurological presentations of adult and childhood; presentations of those with physical and intellectual disability; (e.g. child and family, learning disability, and neuropsychology).
  2. An appreciation of how clinical presentations are influenced by complex developmental, social and neuropsychological processes across the lifespan.
  3. Have developed an understanding of how this understanding has implications for assessment, formulation, and treatment protocols.
  4. Have developed an ability to integrate multiple theoretical perspectives and knowledge bases to inform treatment across this range of presentations.
  5. Demonstrate development of a critical and reflective evidence-based approach, and a practice based on the integration of theory, clinical work and evaluation in these clinical areas.

  Skills

  Development of knowledge / skills fundamental to the provision of effective and meaningful treatment interventions for commonly encountered psychological disorders and disabilities across a range of specialist areas.

  Coursework

  0%

  Examination

  100%

  Practical

  0%

  Credits

  10

  Module Code

  PSY9017

  Teaching Period

  Full Year

  Duration

  36 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Applied Research 2 (20 credits)

  ×

  Applied Research 2

  Overview

  This module largely comprises the development of the large scale research project. During this time the trainee will be having a research dialogue with their supervisor(s). Skills and competencies in synthesising research related to the knowledge base or practice of clinical psychology and in designing high quality research should therefore be deepened. A number of group sessions will also be arranged to review key aspects of research design. The systematic review protocol and the service-related research project report will also be developed during this time.

  Learning Outcomes

  Trainees should demonstrate the ability to:
  • successfully progress a large scale research proposal through external review.
  • complete and disseminate a service-related project report, which demonstrates competence in research skills.

  Skills

  Critical appreciation of methods of developing a competent proposal for a psychological research project which is likely to make a contribution to the knowledge base and/or practice of clinical psychology.
  
  Critical appreciation of the role of issues of control and validity in research methodology in order that reasonably justified conclusions may be reached.
  
  Engage in self-directed learning.
  
  Research skills related to the design of a substantive piece of publishable research.
  
  Skills of negotiating and developing a feasible research project in conjunction with clinical and academic psychologists.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  PSY9021

  Teaching Period

  Full Year

  Duration

  36 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Advanced Psychological Assessment (15 credits)

  ×

  Advanced Psychological Assessment

  Overview

  This module enhances and develops the core skills and competency in psychological assessment and formulation established in the module Psychological Assessment and Formulation (Level 1). The module integrates multiple theoretical perspectives across a number of specialist clinical areas (neuropsychology, children and families, and learning disability). The module seeks to foster a critical understanding and appreciation of the assessment techniques used in neuropsychology, learning disability and child and family settings.

  Learning Outcomes

  1. A critical appreciation of the principal psychological assessment methods used within the areas of: Neuropsychology (adult, older adult & child), Learning Disability, Children and Families.
  2. An enhanced understanding of how psychological assessment informs formulation, intervention and evaluation (including capacity assessment) in the above specialist areas.
  3. An enhanced ability to formulate case material derived from a sound psychological assessment, integrating multiple theoretical perspectives, to inform treatment
  4. Ability to choose, use and interpret a broad range of assessment methods appropriate: ● to the client and service delivery system in which the assessment takes place; ● to the type of intervention which is likely to be required; and ● to provide oral & written feedback on assessment results.
  5. Further understanding of key elements of psychometric theory which have relevance to psychological assessment in Neuropsychology (adult, older adult & child), Learning Disability, Children and Families.
  6. Knowledge of how to conduct appropriate risk assessment in Neuropsychology (adult, older adult & child), Learning Disability, Children and Families and using this to guide practice.
  7. Understand how to construct formulations utilising theoretical frameworks with an integrative, multimodel, perspective as appropriate and adapted to circumstance and context.
  8. Capacity to develop a formulation through a shared understanding of its personal meaning with the client(s) and / or team in a way which helps the client better understand their experience.
  9. Capacity to develop a formulation collaboratively with service users, carers, teams and services and being respectful of the client or team’s feedback about what is accurate and helpful.
  10. Be capable of making justifiable choices about the format and complexity of the formulation that is presented or utilised as appropriate to a given situation, and ensuring that formulations are expressed in accessible language, culturally sensitive, and non-discriminatory in terms of, for example, age, gender, disability and sexuality.
  11. Appreciate the need to reflect on and revise formulations in the light of on-going feedback and intervention.
  12. Be capable of leading on the implementation of formulation in services and utilizing formulation to enhance teamwork, multi-professional communication and psychological mindedness in services.
  13. Awareness of how to use assessment instruments and methods to monitor progress over time, and to evaluate the effectiveness, acceptability and broader impact of interventions (both individual and organisational), and use this information to inform, modify as necessary, and shape practice (auditing clinical effectiveness). Where appropriate this will also involve devising innovative procedures.

  Skills

  Trainees are expected to develop a high level of skill in formulating using multiple theoretical perspectives. Trainees are expected to attain competence in administration and interpretation of tests used in Neuropsychology (adult, older adult & child), Learning Disability, Children and Families.

  Coursework

  0%

  Examination

  100%

  Practical

  0%

  Credits

  15

  Module Code

  PSY9018

  Teaching Period

  Full Year

  Duration

  36 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Personal & Professional Development 1 (10 credits)

  ×

  Personal & Professional Development 1

  Overview

  Module Coordinator: Dr Pauline Adair
  
  This module focuses on developing ethical and professional competence as a trainee clinical psychologist. This includes developing knowledge and skills about communication and record keeping, professional relationships, informed consent and confidentiality. Teaching will be based on HCPC and BPS guidelines and codes that are relevant to practice as a trainee clinical psychologist.

  Learning Outcomes

  1. Understand what a reflective practitioner is and develop writing skills related to this.
  2. Understanding informed consent and confidentiality and its application to all contact with clients and research participants.
  3. Appreciating the inherent power imbalance between practitioners and clients and how abuse of this can be minimised.
  4. Understanding the impact of differences, diversity and social inequalities on people’s lives, and their implications for working practices.
  5. Understanding the impact of one’s own value base upon clinical practice and the role of self-disclosure.
  6. Working effectively at an appropriate level of autonomy, with awareness of the limits of own competence and accepting accountability to relevant professional and service managers.
  7. Managing own personal learning needs and developing strategies for meeting these.
  8. Using supervision to reflect on practice, and making appropriate use of feedback received.
  9. Developing strategies to handle the emotional and physical impact of own practice and seeking appropriate support when necessary, with good awareness of boundary issues.
  10. Working collaboratively and constructively with fellow psychologists and other colleagues and users of services, respecting diverse viewpoints.
  11. Monitoring and maintaining the health, safety, and security of self and others.

  Skills

  Teaching is underpinned by development of the attitudes and skills required for reflective practice as well as understanding models of reflective practice. Trainees are encouraged to think about the skills required for reflective practice in relation to developing professional and ethical competence including self-awareness, description, critical appraisal, synthesis and evaluation as recommended by Atkins and Murphy 1994.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  10

  Module Code

  PSY9014

  Teaching Period

  Full Year

  Duration

  36 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Placement 3 (50 credits)

  ×

  Placement 3

  Overview

  This module consists of practice based learning focused primarily on students gaining competence working in Child and Family, Neuropsychology and/or Intellectual Disability settings with those presenting with psychological and emotional distress and specified
  mental ill health conditions.

  Learning Outcomes

  Students are expected to acquire and evidence the following competencies in Adult and/or Older Adult and/or Child presenting with psychological and emotional distress and specified mental ill health conditions while operating from predominately Systemic approaches or
  approaches relevant to the clinical setting:
  
  1. General Therapeutic competencies - develop knowledge of the model of therapy relevant to mental health problems and psychological/emotional distress of adults/older adults/children/adolescents. Demonstrate competence to work effectively with Adult and/or Older Adult and/or Child and/or Adolescent clients with a range of clinical presentations including the ability to develop a therapeutic alliance, undertake a generic assessment of the client’s difficulties and motivation for treatment. Ability to recognise and assess risk to the client or to others. Demonstrate a capacity to work effectively with wider systems relevant to clients (e.g. third sector, user-led systems). Ability to make use of supervision and engage effectively in supervision.
  
  2. Implementing Therapeutic competencies - knowledge of the key elements of the therapeutic approach utilised and rationale for treatment including presenting this to client.
  
  3. Specific therapeutic techniques – Demonstrate a knowledge of cognitive and behavioural approaches to treating mental health problems and psychological/emotional distress of adults/older adults including exposure techniques, applied relaxation and applied tension, activity monitoring and scheduling
  
  4. Assessment and formulation – Ability to demonstrate effective guided discovery and Socratic questioning when conducting assessment. Ability to develop a formulation from assessment and use this to develop treatment plan/case conceptualisation. The capacity to utilise formulation to explicitly inform intervention.
  
  5. Psychological intervention – Demonstrate ability to deliver the treatment plan while maintaining therapeutic alliance and engagement and fidelity to the therapeutic model. Show the capacity to integrate other therapy approaches (if appropriate) in keeping with a tailored formulation.
  
  6. Meta competencies – Demonstrate ability to use clinical judgement when delivering treatment and to use client feedback to modify same if required. Demonstrate capacity to implement the therapeutic approach consistent with its underlying philosophy. Select and tailor therapeutic approach to specific client problems.
  
  7. Psychological research/ Outcome evaluation – Ability to use patient reported outcome measures and self-monitoring to monitor treatment outcomes and contribute to service evaluation/audit. Ability to demonstrate evidence based practice as well as contribute to practice-based evidence.
  
  8. Personal and professional skills and values – Show understanding of professional ethical guidelines and principles and capacity to apply these in clinical practice. Demonstrate personal and interpersonal awareness of self, individual and group processes and their impact on clinical practice. Show capacity to monitor and maintain own fitness to practice and manage a personal learning agenda. Show capacity to work collaboratively and constructively with others respecting diversity of backgrounds, values and views. Demonstrate capacity to recognise and respond effectively to malpractice or unethical behaviour in systems.
  
  9. Communication and teaching - Demonstrate capacity to communicate effectively in speech and writing as required in practice. Demonstrate ability to write clinical reports and letters and maintain clinical case notes in line with NHS, HCPC and BPS guidance.
  
  10. Organisational and systemic influence and leadership – Demonstrate capacity to promote psychological mindedness in teams and services and to adapt to different organisational contexts for service delivery. Know what is required to influence change through indirect interventions such as consultation, training and working effectively in multidisciplinary teams.

  Skills

  Students will develop competence in Systemic and other therapeutic approaches relevant to the clinical setting/client group during this 6-month placement. The relevant competence frameworks (Roth and Pilling, 2008) or standard competency rating tools relevant to the clinical setting will be utilised to guide students in their development of therapeutic skills.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  50

  Module Code

  PSY9023

  Teaching Period

  Full Year

  Duration

  24 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Placement 4 - Specialist Services 1 (50 credits)

  ×

  Placement 4 - Specialist Services 1

  Overview

  This module consists of practice based learning focused primarily on students gaining competence working with Specialist populations presenting with psychological and emotional distress and specified mental ill health conditions.

  Learning Outcomes

  Students are expected to acquire and evidence the following competencies in Adult and/or Older Adult and/or Child presenting with psychological and emotional distress and specified mental ill health conditions while operating from evidenced-based therapy approaches
  relevant to the clinical setting:
  
  1. General Therapeutic competencies - develop knowledge of the model of therapy relevant to mental health problems and psychological/emotional distress of adults/older adults and/or child populations. Demonstrate competence to work effectively with Adult and/or Older Adult and/or Child clients with a range of clinical presentations including the ability to develop a therapeutic alliance, undertake a generic assessment of the client’s difficulties and motivation for treatment. Ability to recognise and assess risk to the client or to others. Demonstrate a capacity to work effectively with wider systems relevant to clients (e.g. third sector, user-led systems). Ability to make use of supervision and engage effectively in supervision.
  
  2. Implementing Therapeutic competencies - knowledge of the key elements of the therapeutic approach utilised and rationale for treatment including presenting this to client.
  
  3. Specific therapeutic techniques – Demonstrate a knowledge of evidenced-based therapies for treating mental health problems and psychological/emotional distress across the lifespan.
  
  4. Assessment and formulation – Ability to demonstrate effective guided discovery and Socratic questioning when conducting assessment. Ability to develop a formulation from assessment and use this to develop treatment plan/case conceptualisation. The capacity to utilise formulation to explicitly inform intervention.
  
  5. Psychological intervention – Demonstrate ability to deliver the treatment plan while maintaining therapeutic alliance and engagement and fidelity to the therapeutic model. Show the capacity to integrate other therapy approaches (if appropriate) in keeping with a tailored formulation.
  
  6. Meta competencies – Demonstrate ability to use clinical judgement when delivering treatment and to use client feedback to modify same if required. Demonstrate capacity to implement the therapeutic approach consistent with its underlying philosophy. Select and tailor therapeutic approach to specific client problems.
  
  7. Psychological research/ Outcome evaluation – Ability to use patient reported outcome measures and self-monitoring to monitor treatment outcomes and contribute to service evaluation/audit. Ability to demonstrate evidence based practice as well as contribute to practice-based evidence.
  
  8. Personal and professional skills and values – Show understanding of professional ethical guidelines and principles and capacity to apply these in clinical practice. Demonstrate personal and interpersonal awareness of self, individual and group processes and their impact on clinical practice. Show capacity to monitor and maintain own fitness to practice and manage a personal learning agenda. Show capacity to work collaboratively and constructively with others respecting diversity of backgrounds, values and views. Demonstrate capacity to recognise and respond effectively to malpractice or unethical behaviour in systems.
  
  9. Communication and teaching - Demonstrate capacity to communicate effectively in speech and writing as required in practice. Demonstrate ability to write clinical reports and letters and maintain clinical case notes in line with NHS, HCPC and BPS guidance.
  
  10. Organisational and systemic influence and leadership – Demonstrate capacity to promote psychological mindedness in teams and services and to adapt to different organisational contexts for service delivery. Know what is required to influence change through indirect interventions such as consultation, training and working effectively in multidisciplinary teams.

  Skills

  Students will develop competence a range of therapeutic approaches relevant to the clinical setting during this 6-month placement. The relevant competence frameworks (Roth and Pilling, 2008) or standard competency tools relevant to the clinical setting will be utilised to guide students in their development of therapeutic skills.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  50

  Module Code

  PSY9027

  Teaching Period

  Full Year

  Duration

  24 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Placement 2 (55 credits)

  ×

  Placement 2

  Overview

  This module consists of practice based learning focused primarily on students gaining competence working in Child and Family, Neuropsychology and/or Intellectual Disability settings with those presenting with psychological and emotional distress and specified
  mental ill health conditions.

  Learning Outcomes

  Students are expected to acquire and evidence the following competencies in Adult and/or Older Adult and/or Children and/or Adolescents presenting with psychological and emotional distress and specified mental ill health conditions while operating from predominately
  Systemic approaches or approaches relevant to the clinical setting:
  
  1. General Therapeutic competencies - develop knowledge of the model of therapy relevant to mental health problems and psychological/emotional distress of adults/older adults/children/adolescents. Demonstrate competence to work effectively with Adult and/or Older Adult and/or Child and/or Adolescent clients with a range of clinical presentations including the ability to develop a therapeutic alliance, undertake a generic assessment of the client’s difficulties and motivation for treatment. Ability to recognise and assess risk to the client or to others. Demonstrate a capacity to work effectively with wider systems relevant to clients (e.g. third sector, user-led systems). Ability to make use of supervision and engage effectively in supervision.
  
  2. Implementing Therapeutic competencies - knowledge of the key elements of the therapeutic approach utilised and rationale for treatment including presenting this to client.
  
  3. Specific therapeutic techniques – Demonstrate a knowledge of systemic or other relevant therapeutic approaches to treating mental health problems and psychological/emotional distress of adults/older adults/children and adolescents.
  
  4. Assessment and formulation – Ability to demonstrate effective guided discovery and Socratic questioning when conducting assessment. Ability to develop a formulation from assessment and use this to develop treatment plan/case conceptualisation. The capacity to utilise formulation to explicitly inform intervention.
  
  5. Psychological intervention – Demonstrate ability to deliver the treatment plan while maintaining therapeutic alliance and engagement and fidelity to the therapeutic model. Show the capacity to integrate other therapy approaches (if appropriate) in keeping with a tailored formulation.
  
  6. Meta competencies – Demonstrate ability to use clinical judgement when delivering treatment and to use client feedback to modify same if required. Demonstrate capacity to implement the therapeutic approach consistent with its underlying philosophy. Select and tailor therapeutic approach to specific client problems.
  
  7. Psychological research/ Outcome evaluation – Ability to use patient reported outcome measures and self-monitoring to monitor treatment outcomes and contribute to service evaluation/audit. Ability to demonstrate evidence based practice as well as contribute to practice-based evidence.
  
  8. Personal and professional skills and values – Show understanding of professional ethical guidelines and principles and capacity to apply these in clinical practice. Demonstrate personal and interpersonal awareness of self, individual and group processes and their impact on clinical practice. Show capacity to monitor and maintain own fitness to practice and manage a personal learning agenda. Show capacity to work collaboratively and constructively with others respecting diversity of backgrounds, values and views. Demonstrate capacity to recognise and respond effectively to malpractice or unethical behaviour in systems.
  
  9. Communication and teaching - Demonstrate capacity to communicate effectively in speech and writing as required in practice. Demonstrate ability to write clinical reports and letters and maintain clinical case notes in line with NHS, HCPC and BPS guidance.
  
  10. Organisational and systemic influence and leadership – Demonstrate capacity to promote psychological mindedness in teams and services and to adapt to different organisational contexts for service delivery. Know what is required to influence change through indirect interventions such as consultation, training and working effectively in multidisciplinary teams.

  Skills

  Students will develop competence in Systemic and other therapeutic approaches relevant to the clinical setting/client group during this 6-month placement. The relevant competence frameworks (Roth and Pilling, 2008) or standard competency rating tools relevant to the clinical setting will be utilised to guide students in their development of therapeutic skills.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  55

  Module Code

  PSY9022

  Teaching Period

  Full Year

  Duration

  24 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Placement 5 - Specialist Services 2 (50 credits)

  ×

  Placement 5 - Specialist Services 2

  Overview

  This module consists of practice based learning focused primarily on students gaining competence working with Specialist populations presenting with psychological and emotional distress and specified mental ill health conditions.

  Learning Outcomes

  Students are expected to acquire and evidence the following competencies in Adult and/or Older Adult and/or Child presenting with psychological and emotional distress and specified mental ill health conditions while operating from evidenced-based therapy approaches
  relevant to the clinical setting:
  
  1. General Therapeutic competencies - develop knowledge of the model of therapy relevant to mental health problems and psychological/emotional distress of adults/older adults and/or child populations. Demonstrate competence to work effectively with Adult and/or Older Adult and/or Child clients with a range of clinical presentations including the ability to develop a therapeutic alliance, undertake a generic assessment of the client’s difficulties and motivation for treatment. Ability to recognise and assess risk to the client or to others. Demonstrate a capacity to work effectively with wider systems relevant to clients (e.g. third sector, user-led systems). Ability to make use of supervision and engage effectively in supervision.
  
  2. Implementing Therapeutic competencies - knowledge of the key elements of the therapeutic approach utilised and rationale for treatment including presenting this to client.
  
  3. Specific therapeutic techniques – Demonstrate a knowledge of evidenced-based therapies for treating mental health problems and psychological/emotional distress across the lifespan.
  
  4. Assessment and formulation – Ability to demonstrate effective guided discovery and Socratic questioning when conducting assessment. Ability to develop a formulation from assessment and use this to develop treatment plan/case conceptualisation. The capacity to utilise formulation to explicitly inform intervention.
  
  5. Psychological intervention – Demonstrate ability to deliver the treatment plan while maintaining therapeutic alliance and engagement and fidelity to the therapeutic model. Show the capacity to integrate other therapy approaches (if appropriate) in keeping with a tailored formulation.
  
  6. Meta competencies – Demonstrate ability to use clinical judgement when delivering treatment and to use client feedback to modify same if required. Demonstrate capacity to implement the therapeutic approach consistent with its underlying philosophy. Select and tailor therapeutic approach to specific client problems.
  
  7. Psychological research/ Outcome evaluation – Ability to use patient reported outcome measures and self-monitoring to monitor treatment outcomes and contribute to service evaluation/audit. Ability to demonstrate evidence based practice as well as contribute to practice-based evidence.
  
  8. Personal and professional skills and values – Show understanding of professional ethical guidelines and principles and capacity to apply these in clinical practice. Demonstrate personal and interpersonal awareness of self, individual and group processes and their impact on clinical practice. Show capacity to monitor and maintain own fitness to practice and manage a personal learning agenda. Show capacity to work collaboratively and constructively with others respecting diversity of backgrounds, values and views. Demonstrate capacity to recognise and respond effectively to malpractice or unethical behaviour in systems.
  
  9. Communication and teaching - Demonstrate capacity to communicate effectively in speech and writing as required in practice. Demonstrate ability to write clinical reports and letters and maintain clinical case notes in line with NHS, HCPC and BPS guidance.
  
  10. Organisational and systemic influence and leadership – Demonstrate capacity to promote psychological mindedness in teams and services and to adapt to different organisational contexts for service delivery. Know what is required to influence change through indirect interventions such as consultation, training and working effectively in multidisciplinary teams.

  Skills

  Students will develop competence a range of therapeutic approaches relevant to the clinical setting during this 6-month placement. The relevant competence frameworks (Roth and Pilling, 2008) or standard competency tools relevant to the clinical setting will be utilised to guide students in their development of therapeutic skills.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  50

  Module Code

  PSY9028

  Teaching Period

  Full Year

  Duration

  24 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Clinical Presentations of Adulthood (15 credits)

  ×

  Clinical Presentations of Adulthood

  Overview

  This module aims to develop the capacity to review, critically assess and synthesise a body of psychological knowledge related to clinical presentations commonly encountered in a range of adult settings. This level of understanding is recognised as being fundamental to the provision of effective and meaningful treatment interventions. Trainees are expected to engage in self-directed learning to complement taught elements.

  Learning Outcomes

  1. A comprehensive psychological understanding and knowledge base in relation to a range of clinical presentations and different forms of psychological distress, commonly encountered in a range of adult settings, and an understanding of implications for assessment, formulation and treatment protocols.
  2. This will include those experiencing difficulty in relation to: common mental health presentations (e.g. anxiety and depression); severe and enduring mental health presentations (e.g. hearing voices, psychosis, complex trauma); physical health presentations and issues related to adjustment and coping across the life-span; presentations of older adulthood (e.g. related to developmental changes and psychosocial adaptation, losses to cognitive functioning); specialist clinical presentations which could present across the life span and in combination with other presentations such as substance misuse, addictive behaviours, eating disorders, personality disorders.
  3. In practice trainees will often work with complex and co-morbid presentations and thus will be required to synthesise the relevance of any single presentation knowledge base for transtheoretical application.
  4. Have developed an ability to integrate multiple theoretical perspectives and knowledge bases to inform treatment across this range of presentations.
  5. Have developed a critical and reflective evidence-based approach, and a practice based on the integration of theory, clinical work and evaluation.
  6. Be able to generalise and synthesise prior knowledge and experience in order to apply them critically and creatively in different settings and novel situations.

  Skills

  Capacity to review, critically assess and synthesise a body of psychological knowledge related to the clinical presentations commonly encountered in a range of adult settings, and the aetiological processes and classification related to commonly encountered psychological disorders and disabilities. This module will inform and compliment clinical practice experience in placement 1. This module also fosters writing and dissemination skills related to producing a critical literature review and case study analyses.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  15

  Module Code

  PSY9011

  Teaching Period

  Full Year

  Duration

  36 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Psychological Therapies 1 (20 credits)

  ×

  Psychological Therapies 1

  Overview

  The aim of this module is to foster core knowledge and skills in the use of psychological therapies applied in a range of adult settings. Teaching focuses primarily on Cognitive Behaviour Therapy (CBT) with an introduction to Psychodynamic approaches. Understanding of key theoretical concepts and protocols are promoted in workshops, lectures and seminars through the use of clinical vignettes, role play and video. The module also includes an introduction to other psychotherapeutic approaches. Trainees are expected to engage in self-directed learning to complement taught elements. The module also fosters writing and dissemination skills related to producing a case study with a session devoted to case study writing skills. In the case study aligned to this module, trainees are required to demonstrate a CBT formulation and intervention or Process in the form of a case study.

  Learning Outcomes

  1. Knowledge of theoretical models and an understanding of how these models inform psychological therapies commonly applied in work with adults who are experiencing different forms of distress.
  2. Understanding therapeutic techniques and processes as applied when working with a range of different individuals in distress, such as those who experience difficulties related to: anxiety, mood, adjustment to adverse circumstances or life events, eating difficulties, psychosis, misuse of substances, physical health presentations and those with somatoform, psychosexual, developmental, personality, cognitive and neurological presentations.
  3. Ability to implement therapeutic interventions based primarily on cognitive-behaviour therapy.
  4. The ability to integrate (where required) aspects of other therapeutic interventions, as appropriate to the complexity and / or co-morbidity of the presentation, the clinical and social context and service user opinions, values and goals.
  5. Knowledge of, and capacity to conduct interventions related to, secondary prevention and the promotion of health and well-being.
  6. Understanding of how to conduct interventions in a way which promotes recovery of personal and social functioning as informed by service user values and goals.
  7. Having an awareness of the impact and relevance of psychopharmacological and other multidisciplinary interventions.
  8. Understanding social approaches to intervention; for example, those informed by community, critical, and social constructionist perspectives. Ability to apply theoretical concepts and knowledge to casework and other clinical scenarios with due regard to socio-political contexts and ethical, professional practice.
  9. Understanding of how to implement interventions and care plans through, and with, other professions and/or with individuals who are formal (professional) carers for a client, or who care for a client by virtue of family or partnership arrangements.
  10. Recognising when (further) intervention is inappropriate, or unlikely to be helpful, and communicating this sensitively to clients and carers.
  11. Ability to complement evidence based practice with an ethos of practice-based evidence where processes, outcomes, progress and needs are critically and reflectively evaluated.

  Skills

  Development of generic therapeutic skills for therapeutic engagement and psychological intervention across a range of clinical settings and contexts. On the basis of a formulation, be capable of implementing primarily CBT appropriate to the presenting problem and to the psychological and social circumstances of the client(s), and to do this in a collaborative manner with: ● individuals ● couples, families or groups● services / organisations.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  PSY9013

  Teaching Period

  Full Year

  Duration

  36 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Psychological Assessment and Formulation (10 credits)

  ×

  Psychological Assessment and Formulation

  Overview

  This module aims to develop knowledge and skills in relation to a comprehensive range of assessment methods (including detailed understanding of test administration and test psychometrics), and capacity to construct integrative formulations drawing on multiple theoretical frameworks.

  Learning Outcomes

  Trainees are expected to evidence a number of learning outcomes and skills as a result of taking this module, such as:
  1. Understand how to develop and maintain effective working alliances with service users, carers, colleagues and other relevant stakeholders to the benefit of undertaking assessment.
  2. Knowledge of a range of assessment procedures which will include: ● performance based psychometric measures (e.g. of cognition and development); ● self and other informant reported psychometrics (e.g. of symptoms, thoughts, feelings, beliefs, behaviours); ● systematic interviewing procedures; ● other structured methods of assessment (e.g. observation, or gathering information from others); and assessment of social context and organisations.
  3. Understanding of key elements of psychometric theory which have relevance to psychological assessment (e.g. effect sizes, reliable change scores, sources of error and bias, base rates, limitations etc.) and utilising this knowledge to aid assessment practices and interpretations thereof.
  4. Knowledge of how to conduct appropriate risk assessment and using this to guide practice.
  5. Awareness of how to use assessment instruments and methods to monitor progress over time, and to evaluate the effectiveness, acceptability and broader impact of interventions (both individual and organisational), and use this information to inform, modify as necessary, and shape practice (auditing clinical effectiveness). Where appropriate this will also involve devising innovative procedures.
  6. Capacity to use assessment to develop formulations which are informed by theory and evidence about relevant individual, systemic, cultural and biological factors.
  7. Knowledge of how to construct formulations of presentations which may be informed by, but which are not premised on, formal diagnostic classification systems; developing formulation in an emergent transdiagnostic context.
  8. Understand how to construct formulations utilising theoretical frameworks with an integrative, multimodel, perspective as appropriate and adapted to circumstance and context, and ensuring that formulations are expressed in accessible language, culturally sensitive, and non-discriminatory in terms of, for example, age, gender, disability and sexuality.
  9. Be capable of using formulations to guide appropriate interventions if appropriate, and appreciation of the need to reflect on and revise formulations in the light of on-going feedback and intervention.
  10. Be capable of leading on the implementation of formulation in services and utilizing formulation to enhance teamwork, multi-professional communication and psychological mindedness in services.

  Skills

  Development of skills and knowledge in relation test administration and test psychometrics for presentations commonly encountered in a range of adult settings. Ability to choose, use and interpret a broad range of assessment methods appropriate:
  
  ● to the client and service delivery system in which the assessment takes place;
  ● to the type of intervention which is likely to be required; and
  ● to provide oral & written feedback on assessment results.

  Coursework

  0%

  Examination

  100%

  Practical

  0%

  Credits

  10

  Module Code

  PSY9012

  Teaching Period

  Full Year

  Duration

  36 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Placement 1 - Foundations of Psychological Therapy (65 credits)

  ×

  Placement 1 - Foundations of Psychological Therapy

  Overview

  This module consists of practice based learning focused primarily on students gaining competence working with Adult and Older Adult populations presenting with psychological and emotional distress and specified mental ill health conditions.

  Learning Outcomes

  Trainees are expected to acquire and evidence the following competencies in an Adult/Older Adult population presenting with psychological and emotional distress and specified mental ill health conditions while operating from predominately cognitive and behavioural techniques as specified in the competence model for CBT:
  
  1. General Therapeutic competencies - develop knowledge of the model of therapy relevant to mental health problems and psychological/emotional distress of adults/older adults. Demonstrate competence to work effectively with Adult and/or Older Adult clients with a range of clinical presentations including the ability to develop a therapeutic alliance, undertake a generic assessment of the client’s difficulties and motivation for treatment. Ability to recognise and assess risk to the client or to others. Demonstrate a capacity to work effectively with wider systems relevant to clients (e.g. third sector, user-led systems). Ability to make use of supervision and engage effectively in supervision.
  
  2. Implementing Therapeutic competencies - knowledge of the key elements of the therapeutic approach utilised and rationale for treatment including presenting this to client.
  
  3. Specific therapeutic techniques – Demonstrate a knowledge of cognitive and behavioural approaches to treating mental health problems and psychological/emotional distress of adults/older adults including exposure techniques, applied relaxation and applied tension, activity monitoring and scheduling
  
  4. Assessment and formulation – Ability to demonstrate effective guided discovery and Socratic questioning when conducting assessment. Ability to develop a formulation from assessment and use this to develop treatment plan/case conceptualisation. The capacity to utilise formulation to explicitly inform intervention.
  
  5. Psychological intervention – Demonstrate ability to deliver the treatment plan while maintaining therapeutic alliance and engagement and fidelity to the therapeutic model. Show the capacity to integrate other therapy approaches (if appropriate) in keeping with a tailored formulation.
  
  6. Meta competencies – Demonstrate ability to use clinical judgement when delivering treatment and to use client feedback to modify same if required. Demonstrate capacity to implement the therapeutic approach consistent with its underlying philosophy. Select and tailor therapeutic approach to specific client problems.
  
  7. Psychological research/ Outcome evaluation – Ability to use patient reported outcome measures and self-monitoring to monitor treatment outcomes and contribute to service evaluation/audit. Ability to demonstrate evidence based practice as well as contribute to practice-based evidence.
  
  8. Personal and professional skills and values – Show understanding of professional ethical guidelines and principles and capacity to apply these in clinical practice. Demonstrate personal and interpersonal awareness of self, individual and group processes and their impact on clinical practice. Show capacity to monitor and maintain own fitness to practice and manage a personal learning agenda. Show capacity to work collaboratively and constructively with others respecting diversity of backgrounds, values and views. Demonstrate capacity to recognise and respond effectively to malpractice or unethical behaviour in systems.
  
  9. Communication and teaching - Demonstrate capacity to communicate effectively in speech and writing as required in practice. Demonstrate ability to write clinical reports and letters and maintain clinical case notes in line with NHS, HCPC and BPS guidance.
  
  10. Organisational and systemic influence and leadership – Demonstrate capacity to promote psychological mindedness in teams and services and to adapt to different organisational contexts for service delivery. Know what is required to influence change through indirect interventions such as consultation, training and working effectively in multidisciplinary teams..

  Skills

  Students will develop competence in a primary therapeutic modality during
  this year long placement which draws on Cognitive-Behavioural (CBT)
  therapeutic approaches. The competence model for CBT (Roth and Pilling, 2008) will be utilised to guide students in their development of therapeutic skills.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  65

  Module Code

  PSY9016

  Teaching Period

  Full Year

  Duration

  36 weeks

  Pre-requisite

  No

  Core/Optional

  Core

Entrance requirements

International Students

Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.

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English Language Requirements

International students wishing to apply to Queen's University Belfast (and for whom English is not their first language), must be able to demonstrate their proficiency in English in order to benefit fully from their course of study or research. Non-EEA nationals must also satisfy UK Visas and Immigration (UKVI) immigration requirements for English language for visa purposes.

For more information on English Language requirements for EEA and non-EEA nationals see: www.qub.ac.uk/EnglishLanguageReqs.

Career Prospects

Additional Awards Gained(QSIS ELEMENT IS EMPTY)

Prizes and Awards(QSIS ELEMENT IS EMPTY)

Graduate plus award for extra-curricular skills

In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Graduate Plus. It's what makes studying at Queen's University Belfast special.

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Fees and Funding

Tuition Fees

NO FEE BAND ENTERED IN QSIS

¹ EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.

² EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.

³ EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.

All tuition fees quoted are for the academic year 2023-24, and relate to a single year of study unless stated otherwise. Tuition fees will be subject to an annual inflationary increase, unless explicitly stated otherwise.

More information on postgraduate tuition fees.

Additional course costs

All Students

Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.

Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.

Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.

If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.

Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.

There are also additional charges for graduation ceremonies, examination resits and library fines.

How to Apply

Apply using our online Postgraduate Applications Portal and follow the step-by-step instructions on how to apply.

Apply now

Terms and Conditions

The terms and conditions that apply when you accept an offer of a place at the University on a taught programme of study.
Queen's University Belfast Terms and Conditions.

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