BSc|Undergraduate
Psychology
Entry year
Academic Year 2023/24
Academic Year 2023/24
Entry requirements
ABB/AAB
ABB/AAB
Duration
3 years (Full Time)
3 years (Full Time)
UCAS code
C800
C800
Psychology is the scientific study of the mind and behaviour. Our professional body, the British Psychological Society (BPS), describes Psychology as being "about understanding what makes people tick and how this understanding can help us address many of the problems and issues in society today."
Our programme is accredited by the BPS, and as such you will cover topics from the seven key areas in Psychology, building understanding and critical insight throughout your degree programme. These areas are:
1. Biological Psychology – Biological basis of behaviour: neuroscience, genetics, animal behaviour
2. Cognitive Psychology – Mental processes underlying thinking, memory, language and learning
3. Conceptual & Historical Issues – Considers where the discipline has come from, where it’s going, and the big unanswered questions of Psychology
4. Developmental Psychology – How we grow and develop, from conception to old age
5. Individual Differences – How we differ from one another in terms of traits, abilities and motivations
6. Research Methods – How we collect and analyse data to further understanding of the mind and behaviour
7. Social Psychology – How we perceive ourselves and others, interact as groups and the influences of culture and society
Psychology Degree highlights
Our BPS accredited programme is delivered by research leaders with a commitment to both student support and delivering an innovative and interactive educational experience.
Professional Accreditations
- Successful completion of an accredited undergraduate programme confers eligibility for Graduate Basis for Chartered Membership (GBC) with the British Psychological Society (BPS).
We invest in our students by providing free Student Membership of the BPS throughout their undergraduate degree programme. As such a graduate of Queen's will automatically become a Graduate Member of the BPS with GBC providing the final year thesis module is passed and at least a 2.2 degree classification is achieved. This allows the use of the title MBPsS after your name for as long as you remain a member of the BPS.
https://www.bps.org.uk/
Career Development
- Our students can choose either a year-long paid professional placement or a placement module in their final year. Recent students have secured placements with IBM, PWC, Praxis, NI Civil Service, a range of local schools, Simon Community among many others. We support our students to find a placement that works for them through our dedicated Placement and Employability support team who are on hand before, during and after placements.
Working together with colleagues in the University's careers team we prepare students both for placement and their future careers with a programme of guest speakers and practical skills workshops including CV writing, writing a personal statement and interview skills. Our aim is to enable our students to go on to further study or graduate employment in the workforce.
https://www.qub.ac.uk/schools/psy/PsychologyatWork/WorkPlacementswithPsychology/
World Class Facilities
- We have invested to enhance facilities for students within the School to include a refurbished teaching and learning area where you will take weekly practical classes in your first two years. These state of the art facilities, which are only available to Psychology students, can also be used for private and group work outside class times.
Students can get involved in our research programmes from early on and as such will become familiar with many of our high-tech research facilities such as our animal behaviour lab, brain stimulation lab, the virtual reality and motion-capture technology in our Science in Motion lab located in the Queens Sport building, our eye-tracking devices, our child development observation lab, and a large psychology test library amongst other facilities.
For breaks between classes, there is a Psychology student social space with kitchen facilities as well as a separate student quiet room.
Internationally Renowned Experts
- Our research is grouped around a number of themes including Development and Cognition; Social Psychology; Health Welfare and Clinical Psychology; and Perception and Action.
We’re at the forefront of ground breaking research which you’ll find embedded throughout our teaching.
We are particularly proud of the impact of our research on informing policy makers, developing industry partnerships and ultimately touching on the lives of thousands of individuals.
The most recent Research Excellence Framework (REF 2014) placed the School among the UK’s top 20 Psychology, Psychiatry and Neuroscience departments in terms of both research intensity and research impact.
https://www.qub.ac.uk/schools/psy/Research/
Student Experience
- Our commitment to student experience begins before you join us on campus with a series of pre-induction welcome activities. These will provide you with important information about your course as well as an opportunity for you to meet your peers and smooth your transition into University life. You will later participate in a range of on-campus induction events, all aimed at building connections with your peers, academic staff, and the School more widely. During this time, you will meet a number of staff who will be important during your first year including your Year Head, Personal Tutor and Advisor of Studies.
Beyond this, we hold social mixer events for each year group at the start of every year and we run a programme of social events which in recent years have included a on-campus zoo day, staff-student Christmas quiz, student photography competition, Easter treasure hunt and a staff-student running club. We also facilitate a number of student-led social groups including 21+ (for those who have had a break in their studies before coming to University) and our international student group. We run a peer mentoring scheme where first years are assigned to second and third year mentors and our student society PsychSoc is also very active.
All of this is overseen by our Psychology Student Support Officer who is available for help and support.
Your feedback is an important part of ensuring you have the best student experience possible and we provide numerous opportunities for students to voice their opinions throughout the academic year via town-hall meetings and student voice committees. These help us build an even better student experience.
Zoe Robinson, Student on one year Professional Placement with Aperture
My year of professional placement has had an enormous impact on me and my development.
My placement with Aperture has given me the opportunity to gain skills specific to psychology such as analytical and research skills. The placement year has also given me the employability skills and experience required for real-life work along with an increased understanding and awareness of the world of work.
My knowledge of the financial sector and debt solution industry has increased drastically which has allowed me to make better informed decisions about future career choices, including a career within occupational psychology.
Not only has my confidence significantly increased from doing the placement year but it has also accelerated my personal maturity, self-awareness and ability to articulate skills and achievements.
I am extremely glad I had the opportunity to undertake a placement year as I believe the skills and experience I have gained from my year of work will be priceless to me as I progress into final year and beyond.
NEXT
Course content
Course Structure
| Introduction | Over the first two years of the programme, we cover a diverse syllabus, approved by our accrediting professional body, the British Psychological Society (BPS), which provides a solid foundation across the full range of Psychology’s core domains. Throughout your time with us, you’ll develop the wide range of transferable skills which make our graduates so appealing to employers. Psychology offers an arguably unique grounding in both qualitative and quantitative research skills, meaning our graduates have high verbal and numerical competencies. You’ll have well-developed organisation and self-management skills and be confident communicators to both small and large groups of people, using a range of media. Equipped with team-working and leadership experiences, you’ll not only be able to problem solve with critical insight, but lead others to do so too. All this on top of your insights into the mind and behaviours of others, and yourself. |
|---|---|
| Stage 1 | In first year you'll get a gentle introduction to Psychological theories in each of the core domains and the application of Psychology in everyday life. We deliver this through a variety of engaging and interactive teaching methods including lectures, small-group tutorials and practical laboratory classes. • Foundations in Psychology • Introduction to Methods in Psychology • Using Psychology in Everyday Life |
| Stage 2 | In second year you'll build a more detailed knowledge of the core domains whist developing critical and analytical thinking skills. Our subject specialists use a mixture of theoretical and practical teaching methods to hone the skills required to be a successful graduate. • Core Psychology I • Core Psychology II • Psychological Methods Professional Work Placement Year Option At the end of second year, you’ll have the opportunity to enhance your employability and practice your psychological skills within the workplace, by taking a year-long professional work placement, working with one of our many graduate employer partners across the private, public and voluntary sectors. |
| Stage 3 | In final year you'll be able to tailor your Psychology degree according to your own individual interests by choosing from a selection of modules designed to explore current developments across the domains of Psychology; all delivered by our cutting-edge researchers. Note that final year modules change annually and modules listed are intended only to give an idea of the range of topics that might be available. • Typical and Atypical Literacy Development • Ageing: Mind, Brain and Behaviour • Psychologists at work: Insights Into Graduate Employment • Psychology of Gender • Using Nudges to Change Behaviour • An Introduction to Clinical Health Psychology • Introduction to Political Psychology • Depression and Anxiety • Forensic Psychology and Crime • Psychology Thesis Check out the current modules on offer at: https://www.qub.ac.uk/schools/psy/Study/Undergraduate/FinalYearModules2021-22/ For students who don’t wish to take a year-long work placement before starting final year, we offer our ‘Psychologists at Work’ module which places students with one of our many employer-partners to work on a 6-8 week project applying psychology in the workplace. You'll complete your degree in Psychology by submitting a research project thesis at the end of final year. This independent research is completed under the supervision of our expert academic staff, who will be with you every step of the way on your transition to becoming a graduate Psychologist. |
| What else will you do? | You’ll also have opportunities to see psychology in action across your three years. We have a Research Participation Scheme for first year students, where they gain experience by taking part in research projects being run within the School, while earning degree credit. We also offer a number of paid research skills studentships where students have the opportunity to work with one of our academic teams over the year, developing their research skills while contributing to one of our many research projects. As part of your studies, you’ll have the chance to take personality tests for yourself, see how they’re scored and learn how to interpret your results, gaining insight into who you are as an individual and how you tend to approach life, work and study situations. Optional modules in final year may offer field trips. In previous years, our students have hosted visits from a local primary school, gaining practical experience of administering educationally relevant psychological assessments to young children. |
People teaching you
Dr Aideen McParlandLecturer (Education)
School of Psychology
Dr Aideen McParland is a Lecturer (Education) in the School of Psychology at Queen's University, Belfast. Aideen is a Registered Behaviour Technician (RBT), Fellow of the Higher Education Academy (FHEA), Chartered Psychologist (CPsychol) and Associate Fellow (AFBPsS) with the British Psychological Society. In June 2019, Aideen became a professionally certified Entrepreneurial Educator with UCD Innovation Academy, a qualification reflecting her commitment to incorporating innovative pedagogies in University teaching. Aideen teaches Research Methods and Statistics on the undergraduate programme and Developmental Psychology on the MSc in Applied Developmental Psychology programme. Aideen also supervises student research projects at undergraduate, postgraduate and doctoral level. Aideen is the Deputy Director of Undergraduate Education and Level 1 Year-Lead on the BSc Psychology degree programme and engages with key aspects of student experience enhancement in these roles. Aideen also continues to conduct pedagogical research aimed at understanding transitional experiences of students in Higher Education and promoting research-led teaching practices in the School.
Senior Lecturer
School of Psychology
Dr Matthew Rodger is a Senior Lecturer in Psychology and is Year 3 Lead for the Undergraduate Psychology degree. His research is about Perception and Action, with a focus on using rhythmic and interactive sounds to help with learning new coordination skills or for overcoming movement challenges for people with Parkinson’s disease or visual-impairments. He also researches music psychology, including how people learn to play instruments and how anxiety can affect musical performance. He teaches Conceptual and Historical Issues in Psychology, and Research Methods, as well as supervising students with their research projects. In 2015, he was awarded Queen’s Student Union’s Personal Tutor of the Year, for his efforts in guiding and supporting his final year thesis students both in their research projects, and in their career development and future goals.
Director of Undergraduate Education
School of Psychology
Dr Paul Wilson is a Chartered Psychologist, Senior Fellow of the Higher Education Academy and Associate Fellow of the British Psychological Society (BPS). He is also on the executive committees of the European Society of Psychology Teaching and Learning and the BPS Division of Academics, Researchers and Teachers of Psychology. He is a Qualified Psychological Test User for Occupational testing (Ability and Personality). Paul is a Senior Lecturer who specialises in teaching & learning. His areas of expertise are in Individual Differences, Research Methods, Psychometrics and Statistics. His pedagogical research interests include personal factors influencing attainment in higher education and the use of student response systems to increase student engagement and attainment. For the latter work, Paul won the School's Teaching Award in 2017.
Contact Teaching Times
| Small Group Teaching/Personal Tutorial | 1 (hours maximum) 1 hour of tutorials (or later, project supervision) every two weeks. |
|---|---|
| Personal Study | 24 (hours maximum) 22-24 hours studying and revising in your own time each week, including some guided study using handouts, online activities, etc. |
| Large Group Teaching | 8 (hours maximum) 8 hours of lectures each week |
| Medium Group Teaching | 2 (hours maximum) 2 hours of practical classes each week |
Learning and Teaching
As a student you’ll benefit from our high quality learning environment. We invest in our academic staff, with some specialising in teaching and learning, and others specialising in psychological research. This means you’ll always be taught by an expert in the subject matter, who is delivering research-led teaching informed by current developments in the field. By providing a range of learning experiences which enable our students to engage with subject experts, we can support your development of attributes and perspectives that will prepare you for life and work in a global society and be an independent, lifelong learner. There is much more to our Psychology degree than traditional lectures. The delivery of our curriculum is evidence-based for best practice and effective learning – we bring Psychology to our teaching as well as to our students.
- Digital Learning
Digital skills are becoming ever-more important for graduate employers, so we embed such skills across our degree. For example: delivering lectures online; using mobile phone apps in lectures so students can text in answers and participate in group activities; weekly laboratory classes to develop competencies using statistical software packages; use of interactive web-based learning activities to explain statistical concepts; training in the use of IT programmes for creating presentations, reports and other media. - Guest Speakers
We want to prepare and motivate our students for their life beyond University. As a student, you’ll see that our embedded employability strand invites guest speakers to come and talk to you about their career pathways and professional work. The invited speakers are a mix of practicing Psychologists working in the different professional areas of the discipline, and also high achieving psychology graduates who have embarked on careers outside of traditional Psychological practice. - Laboratory Practicals
Psychologists need skills in measuring, analysing and describing behaviour as part of their professional practice. You’ll develop these practical skills in weekly laboratory practical classes throughout first and second year. Lab classes will develop your research methods and experimental design skills, providing you with training in analytical methods and statistics. You will collect data during the classes by participating in experiments/class activities, and practice analysing and describing the results you find. Laboratory practicals are designed to prepare you to undertake the assessed research projects in the second and final years of your degree. - Lectures
Lectures provide you with foundational knowledge of core concepts and theories of each topic covered. In lectures, we will provide you with some suggested reading to start you off with self-directed study, encouraging you to study each topic in the detail required for assessments. - Practical Research Projects
As a first year student, you’ll receive course credit for participation in Psychological research being carried out in the School, providing you with a participant’s perspective on research. As a second year, you’ll undertake a group research project under the supervision of your academic tutor, ending in a mini-conference where you’ll present your findings to other students and staff, developing your psychological and transferable skills in tandem. This will prepare you for undertaking your final-year thesis where you will undertake a research project under supervision of an academic staff member to showcase the skills and knowledge you have acquired over your degree programme. - Professional Practice Experience
We also offer the opportunity to develop practical skills in the administration and interpretation of psychometric tests. For example, you’ll be given the opportunity to complete, score and interpret your results on a psychological test of personality. This will provide you with the opportunity to reflect on your own personality dispositions and understand how you as an individual tend to approach various work, life and academic situations. You’ll get insights into your own behaviour which will be useful when making decisions about your future career pathway, help you to improve your approach to studying and also identify personal development goals. This is in addition to the insight into psychological testing and the work of a Psychologist. These opportunities are also provided in some of our final year modules, where assessments involve the administration and interpretation of psychological tests. - Self-directed study
This is an important aspect of a University education – the ability to build your own knowledge through independent study. We place great importance on developing and encouraging these attributes which graduate employers tell us are key to employment success. - Small-group Tutorials
In the first two years of study, you’ll meet in small groups (of around 10 students) with your academic tutor to discuss critical aspects of psychology, develop scholarship and academic skills, and engage in personal-professional development planning. The sessions will also be used to regularly review your academic performance on a one-to-one basis with your tutor. As a final year student, you’ll do these development tutorials during your regular meetings with your thesis supervisor.
Assessment
Assessment isn’t just about measuring performance; it’s about helping and motivating you to achieve your full potential. That’s why we use a continuous assessment philosophy with a ‘little and often’ approach. The course is designed to help you to keep up with your studies on a weekly basis, to avoid stressful ‘cram for the exam’ situations.
- We assess students in a variety of ways, with each assessment tied to the aims and objectives of the module. For example, we assess understanding and knowledge of Psychology through coursework essays, research reports, class tests and end of year examinations.
- We also teach and assess the skills necessary to be a successful Psychologist and graduate, using methods including: reflective diaries, oral presentations, debates and practical research/psychometric testing projects.
Feedback
Feedback is key for professional development and success.
- When you think of feedback, most people think about corrections on a piece of work after it has been marked. That’s called summative feedback, and while this type of feedback is important, there is much more to feedback than simply a mark and some corrections. Feedback is the key for professional development and success, so when we provide you with summative feedback, we won’t just tell you what was good and what wasn’t so good; we’ll also tell you HOW you can achieve more next time round by giving you specific ‘action-points’ to work on.
- The other, arguably more important, type of feedback we’ll give you is called formative feedback. This type of feedback is provided BEFORE you submit a piece of work for assessment. We want our students to achieve, and formative feedback is how we will guide you to achieving your best, before you take assessments. It comes in a variety of forms, e.g. coursework guidance documentation, revision classes, coursework help clinics, practice tests, online discussion posts between teaching staff and other students, and tutorial discussions to name but a few.
- We also believe that feedback is most useful when you engage with it. That’s why we’ll teach you how to reflect on the feedback you encounter throughout your degree and apply the learning in your future assessments. Reflective practice is something you’ll be doing as a future Psychologist, so we will introduce it to you early in your studies so you can harness this approach to improve the quality of your work.
Facilities
Weekly lab classes in Year 1 and Year 2 take place in our state of the art teaching and learning space located in the David Keir Building. This facility is available exclusively to Psychology students and outside teaching times can be used for group work or private study. We also provide a Psychology student common room to help you connect with other students between classes as well as a student quiet room.
In addition we have a wide range of high-tech research facilities available for student projects including our Animal Behaviour Lab, Electrophysiology Lab, Social Interaction Lab, Eye Tracking Lab, Child Development Lab, Science in Motion lab located in the Queens Sport building, and much more.
https://www.qub.ac.uk/schools/psy/Research/ResearchEnvironmentCulture/
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Modules
Modules
The information below is intended as an example only, featuring module details for the current year of study (2022/23). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
- Year 1
Core Modules
Using Psychology in Everyday Life (40 credits)Using Psychology in Everyday Life
Overview
The module will cover aspects of everyday life seen from a psychological point of view. This should offer fresh insights into familiar phenomena and encourage students to question some common sense beliefs. Students will also be given the opportunity to undertake an experiment to gain experience of research in psychology in a practical setting. Lectures will discuss real-world and everyday situations and explore how psychology contributes to our understanding of them and how it is applied in everyday life. The topics are presented by members of the course team who have a specific interest and knowledge of their topic.
Learning Outcomes
Students will demonstrate
1. an appreciation of the range of approaches used by psychologists to understand behaviour
2. familiarity with some basic psychological theories and some applications of these.
3. An understanding of the pathway from theory to applicationSkills
Critical thinking about seemingly familiar issues. Analysis of psychological research and its application to real life situations. Basic skills in human experimentation.
Coursework
50%
Examination
25%
Practical
25%
Stage/Level
1
Credits
40
Module Code
PSY1010
Teaching Period
Full Year
Duration
24 weeks
Introduction to Methods in Psychology (40 credits)Introduction to Methods in Psychology
Overview
This module provides an introduction to quantitative and qualitative research methods and statistics and to conceptual and historical issues in psychology.
Learning Outcomes
Having taken this module, students will:
Discuss key historical & conceptual issues in psychological science
Outline the features of key methods used in psychology research
Perform and interpret a thematic analysis of qualitative data
Discuss ethical issues associated with psychological studies in line with BPS standards
Perform and interpret the results of bivariate quantitative analyses
Write a research proposal: including interpretation of primary research and use of APA style
Write a laboratory report: including interpretation of primary research, presentation data in appropriate tabular/graphical form, discussion of psychological research findings and use of APA styleSkills
Basic scholarship in scientific writing, library skills, literature searching skills, study skills, IT skills, critical thinking and communication skills.
Coursework
60%
Examination
40%
Practical
0%
Stage/Level
1
Credits
40
Module Code
PSY1009
Teaching Period
Full Year
Duration
24 weeks
Foundations in Psychology (40 credits)Foundations in Psychology
Overview
In this module you will study a range of fundamental subdisciplines in psychology. Each subdiscipline focuses on the study of human behaviour, but from widely different perspectives. The subdisciplines have widely differing historical contexts and theoretical models. Specifically you will study:
• Social Psychology
• Individual Differences
• Perception
• Health, Learning and Behaviour
• Cognition and Neuropsychology
• Developmental PsychologyLearning Outcomes
Having taken this module, students will be able to:
1. Discuss key aspects of social, biological and cognitive development
2. Discuss the fundamentals of human cognition and neuropsychology
3. Discuss the fundamentals of perception and its underlying processes
4. Discuss forces that shape behaviour and health
5. Discuss how situational factors influence individuals' thoughts, feelings and behaviours
6. Compare and contrast the different theoretical perspectives of personalitySkills
Show competence in certain transferable skills such as essay writing, literature searching, study skills, IT skills, critical thinking and communication skills.
Coursework
60%
Examination
40%
Practical
0%
Stage/Level
1
Credits
40
Module Code
PSY1008
Teaching Period
Full Year
Duration
24 weeks
- Year 2
Core Modules
Psychological Methods (40 credits)Psychological Methods
Overview
This module provides students with the necessary knowledge and skills to conduct independent psychological research. The module contains teaching on research methods, statistics and qualitative analysis. Students are also required to conduct a research project working as part of a small group.
Learning Outcomes
Having taken this module, students will be able to:
Generate and explore hypotheses and research questions drawing on relevant theory and research
Analyse, present and evaluate quantitative and qualitative data and evaluate research findings
Employ evidence-based reasoning and examine practical, theoretical and ethical issues associated with the use of different methodologies, paradigms and methods of analysis in psychology.
Conduct empirical research as part of a group and report the findings of psychological research in the appropriate format
Students will know:
How to conduct inferential statistical tests
How to choose the most appropriate statistical test to address the research question/hypothesis
Different approaches in qualitative research
The concepts of reliability and validity of measurement and how to test for these propertiesSkills
Students will work together as a group and learn techniques of time management and acquire portable skills in the following areas. i) literature searching by various means including electronic databases; ii) research design and the collection, analysis and interpretation of data using a variety of statistical methods; iii) communication skills. They will also develop skills in performing and interpreting the results of statistical analyses using SPSS and other specialist software
Coursework
85%
Examination
0%
Practical
15%
Stage/Level
2
Credits
40
Module Code
PSY2067
Teaching Period
Full Year
Duration
24 weeks
Core Psychology II (40 credits)Core Psychology II
Overview
This module develops the topics of developmental psychology, cognitive psychology, and psychobiology which were introduced in level 1. It also aims to develop students’ ability to apply their psychological knowledge and to examine areas of employment in which psychology is pertinent. This includes applied specialisms of psychology.
Learning Outcomes
Having taken this module, students will be able to:
Describe and evaluate key theories and models of typical and atypical psychological development
Discuss theories and models of human cognition
Demonstrate an understanding of evolutionary psychology, neurophysiological structures and applied animal behaviour research
Show an understanding of the stages of selection for employment, and knowledge of psychological theory as applied to employabilitySkills
Students will learn the following academic skills: critical evaluation, writing,, integrating material from different sources, appreciating Psychological issues from a historical and conceptual perspective. In addition, they will acquire a number of employability skills including interview and aptitude skills, and skills necessary for thinking about possible careers.
Coursework
60%
Examination
40%
Practical
0%
Stage/Level
2
Credits
40
Module Code
PSY2066
Teaching Period
Full Year
Duration
24 weeks
Core Psychology I (40 credits)Core Psychology I
Overview
This module develops the topics of social psychology, individual differences and health, conceptual and historical issues in psychology and the perception element of cognitive psychology, which were introduced in level 1.
Learning Outcomes
Having taken this module, students will:
1. Be able to demonstrate an advanced understanding of key concepts and theories in social psychology
2. Be able to demonstrate an advanced understanding of key concepts and theories in individual differences and health psychology
3. Be able to demonstrate an advanced understanding of key concepts and theories regarding conceptual and historical issues in psychology
4. Be able to demonstrate an advanced understanding of key concepts and theories of sensory perception
5. To critically evaluate key concepts and theories as well as empirical evidence and claims in research articles in psychology
6. Be able to apply theoretical knowledge of psychology to real-world phenomenaSkills
Critical evaluation, essay writing, literature search, and the ability to analyse and articulate complex issues at an abstract level, ability to apply psychological theories to real-world phenomena.
Coursework
60%
Examination
40%
Practical
0%
Stage/Level
2
Credits
40
Module Code
PSY2065
Teaching Period
Full Year
Duration
24 weeks
- Year 3
Core Modules
Psychology Thesis (40 credits)Psychology Thesis
Overview
Thesis work allows each student to perform real research including: origination of idea, literature review, research design, data collection and analysis and report writing. It involves a substantive piece of research conducted by the student (normally working in small groups) which is presented in the form of a thesis. Each student will produce an independent report and engage fully in all aspects of the research. Students work under the supervision of an individual member of academic staff.
Learning Outcomes
Having undertaken the thesis, students will be able to demonstrate ability to perform all the stages involved in a real research project, from choice of problem, operationalisation, literature review, research design, qualitative or quantitative analysis, through to production of a research report.
Students should be able to demonstrate that they have reflected on the nature of psychology and its constituent theories, are aware of psychological issues and debates and have formed a view on them as well as thought about how psychological principles may be applied to real-world issues.Skills
Ability to tackle a substantial research problem and perform all the stages involved including handling participants and data. Identifying and addressing ethical issues. Working in collaboration with a supervisor. Project planning and time management. Critical evaluation. Assimilating cutting-edge research literature. Arguing a coherent thesis.
Coursework
100%
Examination
0%
Practical
0%
Stage/Level
3
Credits
40
Module Code
PSY3114
Teaching Period
Full Year
Duration
24 weeks
Optional Modules
Contemporary Issues in Mental Health and Addiction (20 credits)Contemporary Issues in Mental Health and Addiction
Overview
This module explores a number of contemporary topics relating to the mental health and addiction field, looking at issues from a range of psychological perspectives (e.g. health, social or epidemiological). It will explore how these issues and debates relate to policy, practice, and research. The module also offers an opportunity for students to challenge their existing perceptions of alcohol use, drug use, addiction, psychosis and mental health, and their relation to wider contexts. As this module explores several contemporary issues at the forefront of mental health and addiction field, the specific topics may change in reflection of this, but the following topics/areas are likely to be explored: treatments for mental health and addiction, the nature of mental health and addiction diagnoses, recovery pathways from mental health and addiction, critical perspectives on the role of culture and ‘norms’ in addiction and mental health. This course is designed to provide students with a critical understanding of contemporary addiction and mental health, how it affects society, treatment, or prevention services.
This module’s content maps onto the UN Sustainable Development Goal 3: Good Health and Wellbeing; in particular, goals:
3.4: By 2030, reduce by one third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being
3.5: Strengthen the prevention and treatment of substance abuse, including narcotic drug abuse and harmful use of alcohol.Learning Outcomes
On completion of the module students should be able to:
1. Critically discuss and evaluate key debates, theories and research evidence relevant to the area of mental health and addiction
2. Identify, explore and critically evaluate competing psychological and interdisciplinary theories pertaining to alcohol use, drug use, and mental health disorders.
3. Critically appraise contemporary academic debates that underpin and synergise across alcohol and drug use, wellbeing, and mental health
4. Demonstrate effective ICT, written, and oral communication skills and team working through the preparation and delivery of a group debate and sole authored position statement.Skills
Students will develop an enquiring and critical approach to understanding mental health and addiction. They will strengthen their skills in appraising research and underpinning theory, and gain a solid understanding of key debates and theories within this field. They will be able to appreciate the ethical issues involved in researching and working with those who experience mental health or substance use issues. They will also develop their ability to communicate research findings to others persuasively in written and oral format.
Coursework
100%
Examination
0%
Practical
0%
Stage/Level
3
Credits
20
Module Code
PSY3132
Teaching Period
Autumn
Duration
12 weeks
Forensic Psychology and Crime (20 credits)Forensic Psychology and Crime
Overview
This module will introduce students to key topics in Forensic Psychology including theories of offending, the development of offending, the rehabilitation of offenders, the criminal justice system, criminal statistics, policing, the public's response to crime, and the forensic psychology subfield of victimology (the impact of crime on victims and those responding to crime and criminals). In particular, this module will focus on (1) fundamental applications of psychology, as a science, for understanding important forensic issues, and (2) psychology as applied to the criminal justice system both from the perspective of the offender and the victim.
Learning Outcomes
On completion of the module students should be able to:
1. Critically discuss and evaluate key debates, theories and research evidence relevant to the area of Forensic Psychology
2. Identify, explore and critically evaluate psychological theories pertaining to criminal behaviour and the application of psychology to the legal system.
3. Critical appraisal of victim and offender typologies
4. Demonstrate effective ICT, written and oral communication skills and team working through the preparation and delivery of a group presentationSkills
Students will develop an enquiring and critical approach to understanding Forensic Psychology. They will strengthen their skills in appraising research and underpinning theory, and gain a solid understanding of key debates and theories within this field. They will be able to appreciate the ethical issues involved in researching and working with offenders and victims of crime. They will also develop their ability to communicate research findings to others in written and oral format.
Coursework
50%
Examination
50%
Practical
0%
Stage/Level
3
Credits
20
Module Code
PSY3131
Teaching Period
Spring
Duration
12 weeks
Introduction to Cultural Psychology (20 credits)Introduction to Cultural Psychology
Overview
This course will introduce you to the field of cultural psychology and examine the influence of culture on human thinking, emotions, and behaviour. We will cover a wide range of topics, such as cross-cultural research methods, acculturation, identity, migration, and how culture affects nonverbal communication, relationships with peers, education, as well as physical and mental health interventions. You will gain awareness of how our environment shapes the way we think and act, and apply this knowledge to real-life situations. The module covers the following UN Sustainable Development Goals:
SDG 3.4 (promoting mental health and well-being);
SDG 4.7 (quality education, global citizenship, appreciation of cultural diversity) and
SDG 10.3 (reducing inequalities and discrimination)Learning Outcomes
At the end of the course students will be able to:
• Demonstrate knowledge and understanding of key concepts, theories, and findings in cultural psychology
• Critically discuss the ways in which culture affects thinking, perception, emotions, and behaviour
• Develop respectful and effective strategies to address cultural differences
• Apply the knowledge of cultural psychology to real-world phenomenaSkills
• Being able to understand and evaluate research evidence from empirical articles
• Critical thinking skills
• Written and oral communication skills
• Discussion and team work skillsCoursework
75%
Examination
0%
Practical
25%
Stage/Level
3
Credits
20
Module Code
PSY3133
Teaching Period
Autumn
Duration
12 weeks
Depression and Anxiety (20 credits)Depression and Anxiety
Overview
Of the many emotional difficulties that human beings can face, depression and anxiety are two of the most common. Prevalence estimates indicate that about 50% of humans will experience at least one of them over the course of our lives. It is unfortunate that significant misunderstanding and stigma are attached to these experiences, even in those who are involved in healthcare, as this is unlikely to be helpful and may even enhance associated suffering.
Overall, this course will involve an in depth examination of these two common emotional experiences across a range of areas, including clarity in their definition, overview of how they are assessed and diagnosed, and treatment options. Throughout this semester, a scientific and evidence-based approach will be utilized and contrasted with “pop” psychology or other less rigorous, and less helpful, methods.Learning Outcomes
At the conclusion of this course, students can expect, and will be expected, to demonstrate the following:
1. Articulate a precise and coherent definition of the terms “depression” and “anxiety” and describe why these experiences are so disruptive to human functioning.
2. The ability to identify scientific and pseudoscientific evidence, know the difference between the two, and the ability to critically evaluate these sources of evidence.
3. Critique standard measures of anxiety and depression for both process and outcome evaluation.
4. Provide a rationale and overview of the evidence for several available treatment options (e.g., pharmacotherapy, psychotherapy).
5. Demonstrate their ability to critically assess and evaluate information related to depression and anxiety which are available in the popular press and scientific literature.Skills
Ability to use evidence to inform best practice.
Ability to apply theory to clinical practice.
Demonstrate self-direction and independent learning to create innovative solutions to common mental health problems such as anxiety and depression.Coursework
100%
Examination
0%
Practical
0%
Stage/Level
3
Credits
20
Module Code
PSY3130
Teaching Period
Autumn
Duration
12 weeks
International Collaboration: Psychology towards Global Goals
Overview
This module is a collaboration between the School of Psychology at Queen’s and several international universities (the international universities involved may change year to year) where students will be taught virtually by Queen’s staff and staff at the partner universities. The module will present students with key global concerns related to one or more of the UN’s Global Goals for Sustainable Development with a focus on different ways psychology research and theory can contribute to fulfilling these goals. Through comparison across international perspectives, the module will bring to light both global and local considerations relevant to addressing such issues, such as reduced inequalities, quality education, or health and wellbeing (the specific topic of focus may change year to year). The module will draw upon the expertise of a broad range of staff across the partner institutions to allow students to see the global issues from different theoretical perspectives. Students will have the opportunity to interact and collaborate with students from the partner universities. Learning will take place through lectures, workshops, online project meetings with team members, and final presentations.
Learning Outcomes
On completion of this module, students will be able to:
- Demonstrate critical understanding of key themes, concepts and debates in psychology related to the fulfilment of sustainable development goals
- Gather and analyse data which can inform these debates;
- Reflect on how diverse international perspectives inform their understanding of global issues
- Demonstrate an ability to collaborate with others, communicate effectively across different cultures and institutional contexts, manage a project, and meet agreed goals in a timely fashionSkills
Research and analytical skills
Communication and collaboration with diverse others using digital technology
Undertake reflective learning with regard to module-related tasks
To complete tasks within a group setting and present findings in group discussions and oral presentations
Synthesising and presenting informationCoursework
100%
Examination
0%
Practical
0%
Stage/Level
3
Credits
20
Module Code
PSY3134
Teaching Period
Spring
Duration
12 weeks
The Development of Mathematical Thinking and Learning
Overview
This course explores the development of thinking and learning with a focus on intuitive understanding of number and the developing capacity for symbolic representation. We will also focus on the methodological techniques that enable developmental psychologists to reach conclusions about the development of mathematical thinking and learning. This course will address the Sustainable Development Goal of Quality Education, and specifically target 4.7: education for sustainable development and global citizenship, with its focus on cultural diversity, by drawing on cross-cultural research, including research from the developing world, whenever it is available.
Learning Outcomes
At the end of the course students will be able to:
• Explain the developmental trajectory of higher-order cognitions with reference to empirical evidence
• Critically evaluate the theoretical literature on the development of higher-order cognitions
• Analyse the role of concepts of symbolic representation and number in underpinning and shaping higher-order cognitions
• Discuss the techniques used by developmental psychologists to examine children and adolescent’s cognitive abilities and the empirical challenges faced in studying these samples.Skills
Students will be encouraged to develop the following skills: the ability to interpret and critique empirical and theoretical literature; the ability to discuss and evaluate the usefulness and application of specific experimental techniques and theoretical approaches; and the ability to construct a reasoned and informed argument
Coursework
60%
Examination
40%
Practical
0%
Stage/Level
3
Credits
20
Module Code
PSY3135
Teaching Period
Spring
Duration
12 weeks
An Introduction to Clinical Health Psychology (20 credits)An Introduction to Clinical Health Psychology
Overview
The module will comprise three broad topics which will be divided across the Spring Semester:
1. Introduction to Clinical Health theories and research designs
2. Health behaviours and long-term illness
3. Public health and health promoting strategiesLearning Outcomes
Students should acquire knowledge and understanding of the basic theories and methods relevant to Clinical Health research and their applications in research and health practice.
Students should be able to critically assess the use of different theories in explaining complex health behaviour.
Students should demonstrate an ability to relate Clinical Health theory to intervention design.Skills
Applied knowledge of theory, intervention strategies, and methods relevant to Clinical Health practice
Problem-solving in applied contexts
Presentation skills
Communication skills
Working with others in a group (peer support and conflict resolution)
Project management skillsCoursework
30%
Examination
70%
Practical
0%
Stage/Level
3
Credits
20
Module Code
PSY3122
Teaching Period
Spring
Duration
12 weeks
Psychologists at work: Insights Into Graduate Employment
Overview
Students taking this module will spend 15/20 days in a workplace where they will complete graduate level work under supervision. They will be required to keep a reflective diary of their experiences in the work place and to complete a portfolio describing the organisation for which they have worked, how they have been able to apply the skills they acquired on their degree, what skills they have developed or acquired as part of the placement, the skillset required to obtain a job in the organisation, and what they have learned from the feedback they received from their employer.
Learning Outcomes
Knowledge and Understanding: Students will be able to demonstrate knowledge of the particular organisation on which they are placed and the context in which that organisation operates.
Subject Specific Skills: Students will be able to describe how aspects of psychological knowledge can be applied more generally in the workplace.
Cognitive Skills: Successful completion of the module will require students to be able to reflect on their experiences and learning in the workplace.Skills
The central aim of this module is to help students develop their employability skills. These include
Professional skills such as clear communication in interpersonal and more formal contexts, concise writing skills and ability to work with others.
Reflective skills such as the ability to articulate their own skills, to articulate how they have learned from feedback, and to outline the relevance of Psychology in the graduate workplace.Coursework
70%
Examination
0%
Practical
30%
Stage/Level
3
Credits
20
Module Code
PSY3100
Teaching Period
Autumn
Duration
12 weeks
Ageing: Mind, Brain and Behaviour (20 credits)Ageing: Mind, Brain and Behaviour
Overview
This module covers the way key psychological processes change over the lifespan. We will discuss questions including: Can we live forever? Is ageing a disease, and can it be treated like a disease? Are older people wiser? When should older adults stop driving? Is the lifespan genetically determined? In a series of lectures, we will cover how healthy ageing affects brain structure and function, memory, executive function, emotion and mobility. We will also cover the key pathologies that come with age including dementia and Parkinson’s disease. Finally, we will talk about the extent to which genetic factors affect ageing.
Learning Outcomes
1. Critical evaluation of the way in which attitudes, emotions, and mobility are affected by underlying cognitive and physiological changes with age.
2. Evaluation of an older adult’s cognitive and motor performance
3. Understanding and critical evaluation of research articles in the field of the psychology of ageing
4. Understanding of the value of psychology for addressing real world problems with a focus on improving the lives of older adults.
There is a strong applied aspect to the module. As part of the module’s assessment, students will evaluate an older adult’s cognitive and motor performance in order to apply what they have learned in class. Using practical examples in real-world contexts, students will learn the value of psychology for addressing real world problems with a focus on improving the lives of older adults.Skills
Having taken this module, students will be able to perform a basic assessment of cognitive and motor skills in a young and an older adult, and will be able to assess indicators of age-related decline like walking speed and processing speed. The poster presentation component will develop students’ skills in critically evaluating research articles and skills in communicating scientific findings.
Coursework
40%
Examination
60%
Practical
0%
Stage/Level
3
Credits
20
Module Code
PSY3098
Teaching Period
Spring
Duration
12 weeks
Psychology of Gender (20 credits)Psychology of Gender
Overview
This course introduces students to the psychological literature on gender. Course topics include the causes of sex differences and similarities, the influence of gender roles on life experiences including those related to workplace/leadership, parenting, sexuality, violence and aggression, as well as the relationship between gender and health and well-being.
Learning Outcomes
The three primary objectives for this course are that students:
1. Gain a general overview of the psychological research and theory on gender and how gender roles affect men and women’s lives
2. Apply the psychological approach to studying gender to real-life situations and experiences
3. Develop cultural competency and social responsibility related to gender-related topics as they relate to workplace/leadership, parenting, sexuality, violence, and health.Skills
Thinking about conceptual and theoretical questions from a range of different perspectives.
Evaluating and summarising empirical studies in the psychology of gender. Literature searching skills.
Report writing.Coursework
100%
Examination
0%
Practical
0%
Stage/Level
3
Credits
20
Module Code
PSY3117
Teaching Period
Spring
Duration
12 weeks
Using Nudges to Change Behaviour (20 credits)Using Nudges to Change Behaviour
Overview
This module will introduce students to recent theory and practice relating to behaviour change. Specifically, it will consider the psychology of “nudges”, small changes to choice architectures which encourage certain desirable behaviours without making those behaviours mandatory. Having addressed important theoretical background, the module will consider nudges in a variety of contexts including health, finance and pro-social behaviour. The module will conclude with a consideration of implications of nudge theory for policy and the very recent debate about the ethics of nudges. The module will be assessed via group reports proposing, analysing and justifying novel nudges for particular applied contexts
Learning Outcomes
Students will be able to: describe relationships between background theory and particular nudges; demonstrate understanding of the important role played by the applied context in designing nudges; choose between a variety of possible approaches when designing a nudge best suited to a particular context; articulate the policy implications of nudges; and demonstrate an appreciation of the ethical issues surrounding nudges.
Skills
Students will acquire skills related to the application of psychology in the real world; they will develop their ability to analyse problems and to choose psychological solutions to those problems. Students will also develop their skills in grounding practical applications of psychology in theoretical claims. Because the assessment will involve group work, participation in the module will also improve students’ skills in team working.
Coursework
100%
Examination
0%
Practical
0%
Stage/Level
3
Credits
20
Module Code
PSY3118
Teaching Period
Autumn
Duration
12 weeks
Typical and Atypical Literacy Development (20 credits)Typical and Atypical Literacy Development
Overview
This module will examine current and historical perspectives of typical and atypical literacy development. The development of reading ability from early language perception to proficient text processing will be examined. We will discuss approaches to the acquisition of literacy, and the theoretical underpinnings of developmental dyslexia and specific language impairment (SLI).
This module will be of interest to a wide range of psychology students, but will be of particular relevance to those intending to pursue a career related to education or to postgraduate research and study.Learning Outcomes
On completion of this module students should be able to:
- Demonstrate a high level of understanding of key theories and models in typical and atypical literacy development
- Compare and contrast approaches to diagnosis and intervention for children with atypical language or literacy
- Evaluate relevant methodology and generate a strategy for implementation in an educational contextSkills
Students will be encouraged to think critically about relevant research and to apply and integrate ideas from cognitive, developmental and neuropsychological domains. The ability to apply psychological knowledge to educational contexts, the selection of assessments and interventions, and discursive skills will be developed through class discussion and demonstrations. The assignments will provide opportunity to construct cogent arguments based on knowledge and evaluation of empirical evidence. Written and oral assignments will enable students to develop a range of communication skills to support their development as psychologically literate citizens.
Coursework
100%
Examination
0%
Practical
0%
Stage/Level
3
Credits
20
Module Code
PSY3096
Teaching Period
Autumn
Duration
12 weeks
Introduction to Political Psychology (20 credits)Introduction to Political Psychology
Overview
This course aims to introduce you to the field of political psychology. The module will cover different core areas of political psychology such as race and racism, social movements, political extremism, polarization and youth and political violence. Throughout the course, you are expected to develop an understanding of the basic psychological processes underlying our political thoughts and behaviours and apply this information to real life situations.
Learning Outcomes
At the end of the module, the student should be able to:
Demonstrate knowledge and enhanced understanding of keys concepts and theories in core areas of political psychology
To critically evaluate empirical evidence and claims in research articles
Apply theoretical knowledge of political psychology to real-world phenomena
Participate actively in class discussions and communicate in a clear and concise manner in writing and verballySkills
Critical and analytical thinking skills (through class discussions and essay)
Communication in a clear and concise manner in writing and verbally (through class discussions, portfolio and essay)
Ability to apply psychological theories to real-world phenomena (through class discussions, portfolio, and essay)Coursework
100%
Examination
0%
Practical
0%
Stage/Level
3
Credits
20
Module Code
PSY3124
Teaching Period
Autumn
Duration
12 weeks
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Entry Requirements
Entrance requirements
| A level requirements ABB to include an acceptable Science subject (See Acceptable Science Subjects below) + GCSE Mathematics grade B/6. OR AAB + GCSE Mathematics grade B/6. A maximum of one BTEC/OCR Single Award or AQA Extended Certificate will be accepted as part of an applicant's portfolio of qualifications with a Distinction* being equated to grade A at A-Level and a Distinction being equated to a grade B at A-level. |
| Irish leaving certificate requirements H3H3H3H3H3H3/H2H3H3H3H3 to include one acceptable Science subject (See Acceptable Science Subjects below), if not offered at Higher Level then Ordinary Level grade O3 in Mathematics is required. OR H2H3H3H3H3H3 if not offered at Higher Level then Ordinary Level grade O3 in Mathematics is required. |
| Access/Foundation Course Successful completion of Access Course with an average of 70% to include two acceptable Level 3 Science modules (See Acceptable Science Subjects below) + GCSE Mathematics grade B/6 or a minimum of 70% in relevant Mathematics modules in Access course. OR Successful completion of Access Course with an average of 75% + GCSE Mathematics grade B/6 or a minimum of 70% in relevant Mathematics modules in Access course. |
| International Baccalaureate Diploma 33 points overall, including 6,5,5 at Higher Level to include an acceptable Science subject (See Acceptable Science Subjects below). If not offered at Higher Level/GCSE then Standard Level grade 5 in Mathematics would be accepted. OR 34 points overall, including 6,6,5 at Higher Level. If not offered at Higher Level/GCSE then Standard Level grade 5 in Mathematics would be accepted. |
| BTEC Level 3 Extended/National Extended Diploma QCF BTEC Extended Diploma (180 credits at Level 3), with overall grades D*D*D RQF BTEC National Extended Diploma (1080 GLH at Level 3) with overall grades of D*D*D + GCSE Mathematics grade B/6. |
| Graduate A minimum of a 2:2 Honours Degree, provided any subject requirement is also met + GCSE Mathematics grade B/6. |
| All applicants Acceptable Science Subjects: Psychology, Biology / Human Biology, Chemistry, Computing Science, Digital Technology, Economics, Environmental Science, Geography, Geology, Life and Health Science, Mathematics, Physics, Statistics Please note - all applications for BSc Psychology must be received by the UCAS equal consideration deadline. Applications received after this deadline will not be considered. |
Selection Criteria
In addition, to the entrance requirements above, it is essential that you read our guidance below on 'How we choose our students' prior to submitting your UCAS application.
Applications are dealt with centrally by the Admissions and Access Service rather than by individual University Schools. Once your on-line form has been processed by UCAS and forwarded to Queen's, an acknowledgement is normally sent within two weeks of its receipt at the University.
Selection is on the basis of the information provided on your UCAS form. Decisions are made on an ongoing basis and will be notified to you via UCAS.
Demand for places differs from course to course and for Psychology, past performance at GCSE is taken into account when deciding whether or not to make conditional offers. Initially offers will be made to those with a minimum of 2 grade A/7 and 4 grade B/6 at GCSE. Applicants must have GCSE Mathematics grade B/6 and GCSE English Language grade C/4. This threshold may be lowered as the cycle progresses depending upon the number and quality of applications. The final threshold is not usually determined until late in the admissions cycle, so there may be a delay in processing applicants who do not meet the initial threshold. Please note that thresholds may change from year to year depending on the demand for places.
Offers are normally made on the basis of 3 A-levels. Two subjects at A-level plus two at AS would also be considered. The offer for repeat applicants is set in terms of 3 A-levels and may be one grade higher than that asked from first time applicants. Grades may be held from the previous year.
Applicants offering two A-levels and one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent qualification), or one A-level and a BTEC Diploma/National Diploma (or equivalent qualification) will also be considered. Offers will be made in terms of the overall BTEC grade(s) awarded. Please note that a maximum of one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent) will be counted as part of an applicant’s portfolio of qualifications. The normal GCSE profile will be expected.
For applicants offering Irish Leaving Certificate, please note that performance at Junior Certificate is taken into account. Last year the initial Junior Certificate profile to qualify to be made an offer was 2A/Distinction and 4B/Higher Merit grades. The Selector also checks that any specific entry requirements in terms of Leaving Certificate subjects can be satisfied. This threshold may be lowered as the cycle progresses depending upon the number and quality of applications. The final threshold is not usually determined until late in the admissions cycle, so there may be a delay in processing applicants who do not meet the initial threshold.
For applicants offering a HNC, the current requirements are successful completion of the HNC with 2 Distinctions and remainder Merits. For those offering a Higher National Diploma, to be eligible for an offer, at least half of the units completed in the first year of the HND must be at Merit level and remainder Passes. Applicants must successfully complete the HND with 2 Distinctions and remainder Merits in all units assessed in the final year. Any consideration would be for stage 1 entry only. Some flexibility may be allowed in terms of GCSE profile.
The information provided in the personal statement section and the academic reference together with predicted grades are noted but, in the case of this degree, these are not the final deciding factors in whether or not a conditional offer can be made. However, they may be reconsidered in a tie break situation in August.
A-level General Studies and A-level Critical Thinking would not normally be considered as part of a three A-level offer and, although they may be excluded where an applicant is taking 4 A-level subjects, the grade achieved could be taken into account if necessary in August/September.
Applicants are not normally asked to attend for interview, though there are some exceptions and specific information is provided with the relevant subject areas.
If you are made an offer then you may be invited to a Faculty/School Open Day, which is usually held in the second semester. This will allow you the opportunity to visit the University and to find out more about the degree programme of your choice and the facilities on offer. It also gives you a flavour of the academic and social life at Queen's.
If you cannot find the information you need here, please contact the University Admissions Service (admissions@qub.ac.uk), giving full details of your qualifications and educational background.
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.
English Language Requirements
An IELTS score of 6.5 with a minimum of 5.5 in each test component or an equivalent acceptable qualification, details of which are available at: http://go.qub.ac.uk/EnglishLanguageReqs
If you need to improve your English language skills before you enter this degree programme, INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
- Academic English: an intensive English language and study skills course for successful university study at degree level
- Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
International Students - Foundation and International Year One Programmes
INTO Queen's offers a range of academic and English language programmes to help prepare international students for undergraduate study at Queen's University. You will learn from experienced teachers in a dedicated international study centre on campus, and will have full access to the University's world-class facilities.
These programmes are designed for international students who do not meet the required academic and English language requirements for direct entry.
- Foundation
The INTO progression course suited to this programme is
http://www.intostudy.com/en-gb/universities/queens-university-belfast/courses/international-foundation-in-engineering-and-science. - International Year One
The INTO progression course suited to this programme is
http://www.intostudy.com/en-gb/universities/queens-university-belfast/courses/international-foundation-in-business-humanities-and-social-sciences.
INTO - English Language Course(QSIS ELEMENT IS EMPTY)
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Careers
Career Prospects
Introduction
Psychology offers an arguably unique grounding in both qualitative and quantitative research skills, meaning our graduates have high verbal and numerical competencies. You’ll have well developed organisation and self-management skills and be confident communicators to both small and large groups of people, using a range of media. Equipped with team-working and leadership experiences, you’ll not only be able to problem solve with critical insight, but lead others to do so too. All this on top of your insights into the mind and behaviours of others, and yourself.
Employability is woven throughout the degree programme, supporting you to develop a range of workplace skills. You will be encouraged to undertake volunteering and placement opportunities to enhance your knowledge and skills and to build experience to help you progress either to further study in your chosen field or to the world of work.
Employer surveys suggest that graduates who have spent time in a workplace whilst studying are at an advantage when it comes to applying for graduate employment, therefore you will have the opportunity to undertake one of two placement opportunities within the degree programme.
Firstly, we offer a professional placement year which is taken between the 2nd and final years of study and enables you to gain in-depth experience, working full-time, in a paid capacity for 40 weeks. Through the placement you will be supported to develop work-based skills and experience in a sector that you are interested in.
Or there is a shorter placement option in the autumn term of the 3rd year. This placement will enable you to gain experience and use your psychological knowledge to support the work of an organisation.
Students have said:
“Placement gave me the chance to build my own confidence and independence.”
‘’It really allowed me to begin to understand how psychological theories are transferred and used”
https://www.qub.ac.uk/schools/psy/PsychologyatWork/WorkPlacementswithPsychology/
Employment after the Course
To become a practicing psychologist you will need a postgraduate qualification. Practitioner roles include:
• Clinical psychologist
• Educational psychologists
• Developmental psychologists
• Forensic psychologists
• Health psychologists
• Occupational / organisational psychologists
• Counselling psychologists
• Sport psychologists
• Academic psychologists
At Queen's, we offer professional doctorate degree programmes in Clinical Psychology and also in Educational, Child and Adolescent Psychology, in addition to a doctoral research (PhD) programme for academic psychology.
However our graduates are often found using their Psychology knowledge and skills in a wide range of graduate careers including teaching, information technology, social services, media and communication, marketing, civil service, HR, healthcare, recruitment, consultancy, market research and training and development.
https://www.bps.org.uk/public/become-psychologist/career-options-psychology
Employment Links
Our students go on placement with employers across the public, private and third sectors. Hopefully those listed below give an indication of the range of employers we have established links with in recent years.
Private sector:
• Graham Construction
• Grant Thornton
• Hughes Insurance
• MXB
• Wilson Sloan
Public sector:
• Belfast City Council
• Northern Ireland Civil Service
• Rathcoole Primary School
• SPSS The Link Centre
• St. Brides Primary School
Community and Voluntary sector:
• Child Brian Injury Trust
• Conway Education Centre
• Guide Dogs NI
• Mindwise
• Upper Springfield Development Trust
https://www.qub.ac.uk/schools/psy/PsychologyatWork/WorkPlacementswithPsychology/
Alumni Success
Gerard Anderson, Head of Brain Injury Services, Child Brain Injury Trust.
Psychology is not just a subject for aspiring clinical or educational psychologists, but also a subject that is used to develop leaders, build teams, create relationships and a subject that will enable you to develop emotional intelligence and critical thinking skills that others will remember you for.
Maeve Hinds, Mental Health Navigator.
With Psychology being such an all-encompassing subject, I believe it to be very important for the student to be proactive about discovering where they would like to go after they graduate; from the beginning of their time as an undergraduate. Queen’s Psychology degree offers a fantastic range of volunteer opportunities, inside and outside of the university as well as informative work placements.
https://www.qub.ac.uk/schools/psy/PsychologyatWork/SchoolofPsychologyAlumni/AlumniProfiles/
What employers say
SPSS The Link Centre
The ADHD Resource Booklet that Zoe has created will be invaluable to our staff. It provides a well-researched, pupil informed collection of activities that are rich in content, purposeful and meaningful to support pupils with ADHD who are struggling in school. Zoe got involved with the daily activities in the centre and engaged positively with the young people to create a document that will be useful for our staff and pupils. It was just wonderful having such a reliable and genuinely interested Insight student on our team. We are very grateful for how much work and effort she put into creating this for us, she knew exactly what we needed and executed the task professionally, enthusiastically and with real purpose.
Additional Awards Gained
There are no specific additional course costs associated with this programme.
Prizes and Awards
We award prizes to the top three students in each year, for the best second year group project and for the best final year thesis. The British Psychological Society (BPS) awards a prize to the highest performing graduating student annually.
Degree 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 Degree Plus. It's what makes studying at Queen's University Belfast special.
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Fees and Funding
Tuition Fees
| Northern Ireland (NI) 1 | £4,710 |
| Republic of Ireland (ROI) 2 | £4,710 |
| England, Scotland or Wales (GB) 1 | £9,250 |
| EU Other 3 | £23,100 |
| International | £23,100 |
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 relate to a single year of study and will be subject to an annual inflationary increase, unless explicitly stated otherwise.
Tuition fee rates are calculated based on a student’s tuition fee status and generally increase annually by inflation. How tuition fees are determined is set out in the Student Finance Framework.
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. A programme may have up to 6 modules per year, each with a recommended text.
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 final year 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.
Psychology costs
There are no specific additional course costs associated with this programme.
How do I fund my study?
There are different tuition fee and student financial support arrangements for students from Northern Ireland, those from England, Scotland and Wales (Great Britain), and those from the rest of the European Union.
Information on funding options and financial assistance for undergraduate students is available at www.qub.ac.uk/Study/Undergraduate/Fees-and-scholarships/.
Scholarships
Each year, we offer a range of scholarships and prizes for new students. Information on scholarships available.
International Scholarships
Information on scholarships for international students, is available at www.qub.ac.uk/Study/international-students/international-scholarships/.
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Apply
How and when to Apply
How to Apply
Application for admission to full-time undergraduate and sandwich courses at the University should normally be made through the Universities and Colleges Admissions Service (UCAS). Full information can be obtained from the UCAS website at: www.ucas.com/students.
When to Apply
UCAS will start processing applications for entry in autumn 2023 from 1 September 2022.
Advisory closing date: 25 January 2023 (18:00). This is the 'equal consideration' deadline for this course.
Applications from UK and EU (Republic of Ireland) students after this date are, in practice, considered by Queen’s for entry to this course throughout the remainder of the application cycle (30 June 2023) subject to the availability of places.
Applications from International and EU (Other) students are normally considered by Queen’s for entry to this course until 30 June 2023. If you apply for 2023 entry after this deadline, you will automatically be entered into Clearing.
Applicants are encouraged to apply as early as is consistent with having made a careful and considered choice of institutions and courses.
The Institution code name for Queen's is QBELF and the institution code is Q75.
Further information on applying to study at Queen's is available at: www.qub.ac.uk/Study/Undergraduate/How-to-apply/
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.
Additional Information for International (non-EU) Students
- Applying through UCAS
Most students make their applications through UCAS (Universities and Colleges Admissions Service) for full-time undergraduate degree programmes at Queen's. The UCAS application deadline for international students is 30 June 2023. - Applying direct
The Direct Entry Application form is to be used by international applicants who wish to apply directly, and only, to Queen's or who have been asked to provide information in advance of submitting a formal UCAS application. Find out more. - Applying through agents and partners
The University’s in-country representatives can assist you to submit a UCAS application or a direct application. Please consult the Agent List to find an agent in your country who will help you with your application to Queen’s University.
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Fees and Funding