- A level requirements: AAA
- UCAS code: C804
- Study mode: Full-time
- Length: 4 Years
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A Psychology degree can equip you for any job in which you will have contact with other people and our professionally accredited MPsycholSci (Hons) programme can equip you for a career in for research careers in clinical and health psychology.
You’ll study a diverse range of modules including social and clinical/health psychology, cognitive and developmental psychology as well as the historical and philosophical underpinnings of the discipline.
We also offer support for making career choices right from the beginning. In your first year you will have the opportunity to consider potential career pathways within and outside the field of psychology. You will develop those personal and research skills during this time. In your second year, as well as your module, you will work in small groups on a research project in preparation for your final year project.
You will specialise in years three and four in clinical and health psychology, working with an individual academic to develop an in-depth research project which will be on a topic with particular personal and professional interest to you.
Ours is a rewarding programme and you’ll have plenty of not only academic but also pastoral support at Liverpool to advise about any issues you may be experiencing.
The degree is accredited by the British Psychological Society and provides Graduate Basis for Chartered Membership.
Discover what you'll learn, what you'll study, and how you'll be taught and assessed.
In this first year, you’ll begin to understand the basis, concepts and principles associated with the neural underpinnings of human behaviour and will help you apply research strategies and investigatory methods in biological psychology, cognition, developmental and social psychology. There will be class based practical sessions and group work.
This module introduces students to the relationship between physiology and psychology. The module content will focus on basic processes and how these can be applied to a number of areas that will also be covered in other modules, such as social and clinical. This content introduces the structure and function of the central and peripheral nervous systems and how this influences stress, sex, aggression, appetite, drug use, and sleep. The module will be taught through a combination of lectures and seminars. The content lectures (12 x 2 hours) will focus on the academic material and the ‘applied’ or ‘research focused’ lectures (10 x 1 hour) will present how this academic material is used in the real world. In order to explore the practicalities of conducting research in this area there will be small group research seminars (3 x 2 hours) where students will conduct an experiment under the supervision of a member of staff. Online activities will further support student learning. The module will be assessed with a combination of written coursework and an exam containing a combination of multiple choice and short answer exam questions.
The module covers core areas of cognitive psychology including perception, memory, language and speech, decision making, and categorisation and semantics. Successful students will demonstrate an understanding of key theories and findings within these areas. The course will be delivered via two hours of content lectures each week, paired with one hour research-focused lecture addressing a key topic or controversy in the area. Over the semester, students will participate in 3 x 2 hours smaller group seminars during which students research a specific topic in cognitive psychology. Learning will be assessed via a paper discussing methodological issues in an area of cognitive psychology submitted mid semester and a multiple choice and short answer exam during the exam period. Material will be available to students online (e.g., lecture slides, stream captured sessions, online activities, group discussion forum, formative and summative feedback).
The module covers cognitive, social, and emotional development, and discusses the key theories and debates in child psychology. Successful students will demonstrate an understanding of theories of human development and of the range and relative merits of research conducted in developmental psychology. The course will be delivered via two hours of content lectures each week, paired with one hour research-focus lectures addressing a key topic or controversy in the area. Over the semester, students will participate in 3 x 2 hours smaller group seminars during which students research a specific topic in developmental psychology. Learning will be assessed via a summary paper on a chosen body of research submitted mid semester and a multiple choice and short answer exam during the exam period. Material will be available to students online (e.g., lecture slides, stream captured sessions, online activities, group discussion forum, formative and summative feedback).
This module will introduce students to research methods and statistics in psychology, including empirical design, hypothesis testing, and different types of data. The module (15 credits) includes 10 x 1.5 hours of lectures, 11 x 1.5 hours practical classes, and 5 x 1 hour small group practical sessions with Academic Advisors. By the end of the module successful students will be able to describe basic statistical tests, identify different types of data, and explain hypotheses. Learning outcomes will be assessed using individual presentations, a MCT examination, and ongoing assessments. Material will be available to students online (e.g., lecture slides, stream captured sessions, online activities, group discussion forum, formative and summative feedback).
This module will provide training in quantitative and qualitative data collection and analysis, building on previously gained knowledge. The module (15 credits) includes 10 x 1.5 hours of lectures, 11 x 1.5 hours practical classes, and 5 x 1 hour small group practical sessions with Academic Advisors. By the end of the module successful students will be able to describe qualitative analysis techniques and recognise appropriate statistical tests to be used for different types of data. Learning outcomes will be assessed using coursework (practical report and ethics presentation) and a MCT / short answer examination. Material (e.g., lecture slides, stream capture, discussion forum, feedback) will be available online.
Psychologists who are interested in individual differences focus on the dispositional factors that influence how people think and behave, whereas social psychologists seek to examine behaviour through the social interactions that take place. This module examines the history of both fields of psychology, the principal theories and methods used and how this knowledge can be applied to solve real-world problems. The content lectures (12 x 2 hours) will focus on the academic material and the ‘applied’ or ‘research focused’ lectures (10 x 1 hour) will present how this academic material is used in the real world. In order to explore the practicalities of conducting research in this area, there will be small group research seminars (3 x 2 hours) where students will conduct an experiment under the supervision of a member of staff. The module will be assessed by a combination of written coursework and an exam containing a combination of multiple choice and short answer exam questions. Material will be available to students online (e.g., lecture slides, stream captured sessions, online activities, group discussion forum, formative and summative feedback).
In your second year you’ll cover the core topics of psychology in depth and get an introduction into new topics such as key lifespan development.
At the same time, you’ll be developing your research, problem solving and critical thinking skills and applying statistics. You’ll also be part of a small group project in preparation for your third-year research project and have the opportunity to apply for an internship in the Department’s research laboratories.
This module aims to give students an overview of key issues relating to Clinical and Forensic Psychology both in the UK and across the world, to provide them with an opportunity to engage in research-led teaching, to encourage them to explore current empirical research in Clinical and Forensic Psychology and to demonstrate the applications of psychology in a the ‘real world’ setting. The module includes 12 x 2 hours of content lectures, 10 x 1 hour research focus lectures and 3 x 2 hours research seminars. Material will be available to students online (e.g., lecture slides, stream captured sessions, online activities, group discussion forum, formative and summative feedback). Successful students will be able to evaluate the key debates, demonstrate a critical understanding of central theoretical models and concepts, analyse the utility of a range of research methods and utilise findings from research to support a position. The module is assessed via coursework (a position paper) and end of semester written examination.
This module investigates a number of important topics in four thematic areas: Perception, Attention, Memory, and Language. The module examines both behavioural and neurophysiological evidence in healthy participants and neurologically impaired populations. Topics include: Perception, Attention, Memory, and Language. There are 12 x 2-hour core content lectures. In addition, there are 10 x 1 hour research focus lectures and 3 x 2 hour research seminars. The module includes two assessments: An end of term poster based on the research carried out in the research seminars which contributes 50% to the final module mark. Final assessment is an essay based exam which contributes 50% to the final module mark and is based on the content of the core content lectures and content from selected research focus lectures. Material will be available to students online (e.g., lecture slides, stream captured sessions, online activities, group discussion forum, formative and summative feedback).
This module focuses on the impact of key lifespan transitions on health and wellbeing across the adult life course, and applies theory relating to lifespan, health and wellbeing to real-world issues, problems and contexts. Successful students will demonstrate an understanding of theories of lifespan development and be able to discuss the personal and socio-cultural relevance of theory. The course will be delivered via two hours of content lectures each week, paired with a one hour research focused lecture, addressing a key topic or controversy in the area. Over the semester, students will participate in 3 x 2 hour smaller group research seminars. Learning will be assessed via a full qualitative report on a chosen body of research and an essay exam during the exam period. Material will be available to students via the VLE (e.g., lecture slides, stream captured sessions, online activities, group discussion forum, formative and summative feedback).
Building on existing knowledge, this module will further develop students’ understanding of the relationship between physiology and psychology. Module content focuses on more complex biological processes and explains how these might be applied to other topics covered in other modules, such as cognitive and developmental. This content evaluates in more detail theories of how and why the structure and function of the central and peripheral nervous systems impact stress, sex, aggression, appetite, drug use, and sleep. The module will be taught through a combination of lectures and seminars. The ‘content’ lectures (12 x 2 hours) will focus on the academic material and the ‘research focused’ lectures (10 x 1 hour) will present how this academic material is used in the real world. In order to explore the practicalities of conducting research in this area there will be small group research seminars (3 x 2 hours) where students will conduct an experiment under the supervision of a member of staff. Material will be available to students online (e.g., lecture slides, stream captured sessions, online activities, group discussion forum, formative and summative feedback). The module is assessed via coursework (a policy document) and end of term written examination.
This module will introduce students to more advanced statistical analyses, including ANOVA and regression, and teach students how to perform these tests on appropriate data using statistical software. The module will be taught via 10 x 1.5 hour lectures, 11 x 1.5 hour practical classes, and 5 x 1 hour small group research practical sessions with academic advisors . By the end of the module successful students will be able to independently use statistical software to perform ANOVA and Regression, understand the underlying theory behind these tests and generate appropriate hypotheses and test them. Two practical classes in the session will focus on exam practice and give formative feedback. The module will be assessed by coursework (a literature review and ethics application) and end of term short answer written examination.
This module will cover data analysis, building on knowledge gained from previous modules, specifically it will include Qualitative approaches (Grounded theory and Interpretative phenomenological analysis) and Quantative approaches (psychometric testing, advanced ANOVA). The module is taught via 10 x 1.5 hour lectures, 11 x 1.5 hour practical classes, and 5 x 1 hour small group research practical sessions with academic advisors. By the end of the module successful students will be able to demonstrate broad understanding of qualitative and quantitative analysis techniques, psychometric testing and be able to correctly report these analyses. Two practical classes will focus on exam practice and give formative feedback. Learning outcomes will be assessed using coursework (project report) and a short answer examination.
Year three will provide an unparalleled opportunity for you to learn at the cutting edge of psychology research and be taught by world-leading academics in subjects like the psychology of pain, addiction, psychosis and forensics as well as current debates and controversies. Central to this year is the Research project, designed as a platform for students to display applied learning to a research topic that can be related to their chosen specialisation.
The research project is an empirical investigation in some area of psychology, leading to the production of a written report resembling research published in a psychology journal. The main aims are:
To develop in students in the skills and knowledge to design, execute and write up a piece of empirical research under the guidance of a supervisor.
To make students aware of the ethical issues underlying psychological experimentation.
To develop students’ skills and knowledge of statistics and psychological methodology.
To gain experience of and feedback on oral presentation.
This module covers some of the great debates in psychology, philosophy, neuroscience and the social sciences (without assuming any prior knowledge or reading). The module will examine the role of genes and experience in determining behaviour. It will also address the question of consciousness and free will and the differences in human belief systems.
The module will be taught via lectures and seminars. Learning will be assessed by an essay (30%) and by exam (70%). Students will participate in (non-assessed) group work and oral presentations throughout.
This module explores issues in our relationship with food from a biopsychological perspective. Topics include: 1, the rising incidence of obesity and its implications for health, 2, associated causes and treatments, 3, developmental aspects of eating, 4, appetite control and 5, hedonics and the resulting concept of food addiction.
The module will be taught via lectures and online discussions which will develop both subject specific knowledge and transferable skills. Learning will be assessed via a written exam and coursework (blog).
The module covers key issues relating to Forensic and Investigative Psychology. Successful students will be able to: critically evaluate how theoretical models, and relevant research are used to address global issues in Forensic and Investigative Psychology; debate global crime problems and critically evaluate how they are addressed; critically appraise international forensic and investigative psychology issues from different cultural, social, and ethical perspectives. Students will benefit from research-led teaching with academic staff. . The course will be delivered via 1 x 2-hour lectures each week, alongside 1 x 2-hour workshop at the beginning of the module to support the students carrying out a piece of authentic assessment (writing an online science article). There will also be 12 x 1 hour online tasks to be completed after every lecture. Learning will be assessed via coursework submitted mid semester and an essay exam in the exam period. Material will be available to students via the VLE (e.g., lecture slides, online activities, group discussion forum, formative and summative feedback).
Pain is an unpleasant subjective experience signalling potential damage of tissue or a threat of such damage. However, adaptive features of pain are of little benefit in chronic pain, and may even worsen the painful condition. Pain itself may represent a more serious clinical complication than the pathological process provoking pain. Prolonged chronic pain has detrimental effects on both the physical and mental state of the patient and often leads to social isolation. Cognitions, emotions, and attitudes toward pain may either exaggerate or mitigate chronic pain. Knowledge of neurophysiological and psychological mechanisms of pain opens new avenues toward interventions for pain relief. This module addresses two principal questions related to psychobiology of pain: 1. What are the biological and psychological factors predicting the development of chronic pain? 2. Can we apply the knowledge of psychobiological mechanisms of pain to alleviate clinical pain? Information, theoretical concepts, and clinical aspects related to possible predictors and treatment of chronic pain will be presented in a series of lectures. The module provides comprehensive information about acute and chronic pain states ranging from pain sensors to higher-order cognitive modulation of pain. Physiological and psychological changes occurring in chronic pain patients will be outlined. Cognitive-behavioural and other methods of pain treatment will be presented. Lectures 1 and 2 provide the necessary neurophysiological and clinical information about experimental and chronic pain. This part of the curriculum will be examined using short-answer questions. The module will also be assessed via a written exam.
This module allows students to conduct a systematic review of relevant psychological literature in order to answer a question of their own devising in an area of particular interest to them. They will be supported and guided by a supervisor while also participating in taught classes that guide them through the systematic review process. Students will receive 5 1&1/2 hour taught sessions and a minimum of 4 hours of direct supervision. The assessment will be entirely by means of a 4000 word systematic review along with a 2000 word data extraction table. This will be double marked by the supervisor and a second member of staff. A systematic review is a structured approach to reviewing relevant secondary literature. This structuring helps to ensure that the final review is comprehensive, critical and relevant to the chosen question.
This module will introduce students to the clinical phenomena associated with diagnoses such as schizophrenia and bipolar disorder by examining the historical development of concepts of psychosis, and the controversies around diagnosing and treating psychosis. The course will give students the opportunity to consider contemporary approaches to theories of psychosis and its diagnosis, with a focus on biomedical and neuropsychological models, and the influence of social environmental factors. Moreover, the values and limitations of pharmacological and psychological interventions for psychosis will be examined. The course will comprise ten lectures and five seminar sessions which give the students opportunity to further explore the lecture topics. The module will be assessed through a Patient Health Information Leaflet coursework mid-term assessment which is 20% of final mark, and a two hour, Seen Essay Based Examination worth 80% of final mark, during the Exam period.
The module uses a mixture of theory and practical work to develop a critical understanding among students of the mechanisms and processes underlying typical and atypical language development. The module will cover the topics of: Basic theoretical approaches, introduction; Syntactic Development; Morphological Development; Atypical Development and Neuropsychology; Langauge Universals; Review and Revision lectures will also cover the theoretical background to the topics studied. It is highly recommended that students have completed or are currently registered for the developmental psychology and/or the language and thought modules. The module will provide students with both psychological and generic skills. At the end of the module, students will be able to outline competing theoretical accounts of phenomena in the above domains, and be able to critically evaluate these theories on the basis of empirical evidence. They will be able to conduct a complex ANOVA in SPSS and report the findings in APA Style, Poster Assessment. They will also gain an understanding of exam technique and understand the importance of writing with precision, using evidence to support each of the claims that they make. Students will be able to communicate ideas and research findings by written means, approach problem solving in a systematic way, undertake self directed study and project management, understand the psychological and linguistic underpinnings of the discipline of develomental psycholinguistics, demonstrate a good knowledge and critical understanding of a range of influences on language functioning. Students will also demonstrate knowledge of a range of research paradigms, research methods and measurement techniques.
T his module allows students to conduct a systematic review of relevant psychological literature in order to answer a question of their own devising in an area of particular interest to them. They will be supported and guided by a supervisor while also participating in taught classes that guide them through the systematic review process. Students will receive 5 1&1/2 hour taught sessions and a minimum of 4 hours of direct supervision. The assessment will be entirely by means of a 4000 word systematic review along with a 2000 word data extraction table. This will be double marked by the supervisor and a second member of staff. A systematic review is a structured approach to reviewing relevant secondary literature. This structuring helps to ensure that the final review is comprehensive, critical and relevant to the chosen question.
Applied social psychology brings together social psychology theory and intervention techniques and their practical application for solving real world social problems. The module will explore how traditional topics in social psychology, such as self esteem, social cognition, social influence and group behaviour can be applied to a variety of real world social problems. Broad topic areas will include interpersonal relations and helping behaviour, aggression, prejudice and intergroup conflict, leadership and social influence and the impact of social media. There will be an emphasis on ways of reducing social ills or promoting beneficial behaviour, such as reducing prejudice, promoting reconciliation after conflict, promoting environmentally friendly behaviour and employing social media in ways which benefit the users’ wellbeing. An interactive revision session will be held at the end of the module, considering ways in which the lectured material can be usefully brought together. Discussion boards will be used throughout the module to provide deeper reflection and understanding of the lectured material. There will be a written blog assessment and a final two hour examination in which students will answer two from a choice of six essay questions.
The module will introduce students to a range of important subject areas within media psychology. These include the use of media to persuade the consumer (e.g., advertising) and the influence of specific media content (e.g., media violence), media representations (e.g., gender stereotypes), and online behaviour (e.g., social media). The manner in which researchers investigate these subjects, research limitations, and emerging practice will also be examined. Relevant material will be provided from a range of subject disciplines including psychology, advertising, political science, public relations, and journalism. The module will be assessed through (1) written coursework (15% of the final mark) and (2) a two hour Essay Based Examination (85% of the final mark) taken during the exam period.
This module offers an in-depth understanding on cyberpsychology, as technology has become integral part of our everyday lives. The topics are related to social psychology, cybercognition, mental health and the problematic use of the Internet, education and cybercrimes. Additionally, by following this module students develop their own digital literacy skills through the blog preparation (digital writing, digital imaging, and digital audio-visual editing).
This module provides an advanced introduction to theoretical and empirical developments in studies of visual processing, including object, colour, spatial and movement processing in human vision from the perspectives of current research in clinical and cognitive neuroscience. Particular focus will be on investigations of object and colour perception. We will critically examine current evidence from studies of the neurologically normal brain in experimental psychology and cognitive neuroscience (e.g., fMRI, PET, TMS and ERP), and from clinical studies of cognitive impairments following brain injury (visual agnosia, prosopagnosia, Parkinson’s disease, and developmental deficits).
This module offers an in-depth understanding of visual processing, both in health and disease. The topics covered in this module are related to basic neuroscience, clinical neuroscience, neuropsychology, cognitive psychology, sensation, and perception. The students will develop skills in reading and comprehending scientific papers, as well presenting their ideas in a small-group setting.
Students will be taught through core lectures (10 x 2-hour), research-focused lectures delivered by guest speakers (2 x 2-hour), and student-led seminars (3 x 2-hour). The remaining 120 hours are covered by independent study. The module will have two assessment components: a presentation on a published research paper (coursework) and unseen written exam (final exam).
This is a third year undergraduate health psychology module. The module will introduce students to the fundamental concepts of health psychology and the theoretical models which have been developed to aid understanding of health-related behaviours and health outcomes. The module will discuss and debate the individual, psychological, social, and biological influences on health and healthcare delivery. Students will develop an understanding of the intersectionality of these factors and how they influence health and health behaviour. The module has clear links to professional health psychologist career pathways and would be a good foundation for students wishing to pursue postgraduate study in an area of health psychology.
This module represents an exciting and unique opportunity for Psychology students to develop highly desirable employability skills, such as business and entrepreneurial awareness, which are not necessarily covered in a traditional Psychology program.
In an increasingly competitive job market, it is critical to learn how to use knowledge creatively, to be able to create own job opportunities and stand out from the masses. This module is not only relevant to those with an interest in becoming entrepreneurs. Developing entrepreneurial awareness will be fundamental to practitioners, who work freelance and administer their employment independently. It will also benefit employees in providing significant contributions to any organisation by offering new innovative ideas, assisting in the organisation development and gaining competitive edge on problem solving.
Students enrolled in the module will develop a real start-up business as a team (approximately 5/6 people), under the supervision of expert mentors provided by Young Enterprise, who have experience working with Psychology undergraduates. The module includes 8 x 2 hours lectures on topics such as principles of entepreneurship, occupational and business psychology, creativity and innovation, planning and presenting a business idea; 6 x 1.5 hours of mentoring sessions per team; 2 x 8 hours of supervised teamwork. Students will be assessed via a reflective impact report, a pitch deck presentation and a Dragon’s Den group presentation.
The module’s material will be delivered by experts from the School of Psychology, Management School, Careers & Employability and Young Enterprise.
The module aims to provide the student with an understanding of how psychoactive substances work in the brain, the effects they produce, and how this affects behaviour and broader society. We will discuss historical uses of psychoactive substances, societal implications, psychopharmacological mechanisms of action, acute effects, abuse potential / dependence potential, consequences of long-term use, and potential therapeutic effects. We will also discuss how the study of psychoactive substances has led to discoveries about our normal regulatory physiological functioning.
We will cover a range of both animal and human research, and highlight the importance of studying centrally acting substances for development of novel treatments for various conditions (e.g., pharmacotherapy for addiction, cannabinoids for involuntary appetite loss, psychedelics for intractable depression). In addition we will cover the importance of understanding harms associated with illicit drug use in order to inform public health policy and harm reduction strategies.
The module will be taught via lectures and online discussions. Learning will be assessed via a written exam and coursework (conference style narrated e-poster).
The nature of the threat facing the UK is changing and how Global Britain establishes itself within the ever evolving conflict ecosystem is changing with it. The Integrated Review (2021) and Defence in a Competitive Age (2021) outline the UK Government’s strategy for dealing with the changing nature of warfare for Global Britain. Why social movements decide to use terrorism as a strategy continues to perplex Governments around the world. This module will introduce you to the root causes of terrorism.
Terrorism is difficult to define and research so the module will focus on providing you with the necessary concepts and definitions to understand that complexity. Inherent in this complexity is the multidisciplinary nature of the research and so different perspectives will be discussed. As terrorism is ultimately a strategy employed by a social movement the focus of this module will be social movements that may adopt terrorism.
This module will also introduce you to the concept of radicalisation and its appearance after the 9/11 attacks. There is no universal agreement on the concept and definition of radicalisation and its use is highly politicised. British Government policy has focused on radicalisation (e.g. ,PREVENT) and multiple agencies are now tasked with identifying and preventing radicalisation as part of their statutory duties. This module will cover existing theories of radicalisation and critically evaluate their utility for practitioners in this context.
Terrorists are commonly labelled as mentally ill, just plain evil, or often both. The reality is somewhat different with little evidence of either. This module will introduce you to how terrorist groups operate. There are numerous different types of terrorist organizations that adopt different internal structures so the module will focus on providing you with the necessary theoretical background to understand the implications of these different modus operandi.
The lectures will cover a broad range of topics, such as ideology, propaganda, recruitment, tactics, techniques, and procedures. The similarities and differences between groups that operate at the national, international, and transnational level will be critically evaluated. Rising nationalism has led to an increase in the threat from peer and near-peer adversaries and tensions reminiscent of the Cold War. These threats are often manifest in the ‘grey zone’ between peace and conflict where it is difficult to counter them within the existing ‘rules-based international system’. Understanding the psychology of hybrid threats will potentially afford novel methods of identifying and countering such hybrid threats. This module will seek to apply psychological theory to real world experience of hybrid threat actors and their activities in the ‘grey zone’.
The core theoretical components and applications of those theories will be delivered through lectures. The module will be assessed through a single piece of written coursework and an essay-based exam.
The module is designed to develop an understanding of the way that increasing age influences the psychological experiences of adults. These issues will address the broad spectrum of psychological experience from cognitive, social, health and wellbeing perspectives. The focus will be on non-clinical experiences. Attention will be drawn to the necessity for well-designed research to be conducted with respect to ageing. The module draws on a number of perspectives including psychology, behavioural science, epidemiology and gerontology. Students are also given the opportunity to explore 4 current debates during lecture time in interactive sessions. Students will be assessed by a poster presentation, which precisés an academic paper (30%), and a two part final examination (70%). The two part essay-based examination will consist of Section A, with a choice of 1 out of 4 drawn from the syllabus, and a Section B which will have a choice of 1 out of 3 drawn from the debates discussed during the interactive lecture sessions.
The module lays the foundation for the scientifically supported paradigmatic shift from the individual to the nuclear family system. In such, the module transcends the individual as the exclusive unit of analysis and site of disease and looks at human development and psychopathology through the lens of systemic reasoning.
The module is primarily informed by Bowen Family Systems Theory (Bowen, 1985; Kerr & Bowen, 1988) and introduces students to Bowen Theory’s dynamic intra- and inter-personal nature. Specifically, students will conceptualize families as "emotional units" and will be introduced to their fundamental dynamic functions namely, "intergenerational transmission", "family emotional projection", and "triangulation". Furthermore, students will examine critically the cornerstone construct of "differentiation" as this applies both to individuals and to families. The module will combine theoretical abstractions with empirical methodology and findings at the individual, familial, and intergenerational level. Finally, the module will examine current theoretical and empirical issues in Family Psychology such as love, intimate relationships, communication, and power and conflict in families. The module will offer opportunities to students to apply systemic themes and ideas.
Teaching methods include lectures with embedded interactive activities, flipped classroom methodologies, and a variety of self-reflection opportunities. Students’ assessment comprises of coursework and a written examination as follows: Coursework: Research proposal (30%) and Final assessment: Written examination (70%).
The module examines developmental opportunities and challenges that occur throughout adolescence and across the physical, moral, emotional, and psychosocial domains. Specifically, the module examines debates over the elongation of adolescence as a stage of life, the stereotypes surrounding adolescence, the context-specific psychosocial effects of puberty, adolescents’ ability to think abstractly (e.g., thinking about thinking), and adolescent peer group popularity and rejection. Distinct emphasis is put on the psychosocial domain and particularly on issues relating to adolescents’ self-conception and identity development, emotional and behavioural autonomy, and attachment and intimacy. The module concludes with an overview of prevalent externalizing (e.g., antisocial behaviour) and internalizing (e.g., depression, anxiety, self-harm) problems in adolescence.
Teaching methods include lectures with embedded interactive activities, flipped classroom methodologies, and a variety of self-reflection opportunities. Students’ assessment comprises of coursework and a written examination as follows: Coursework: Research proposal (30%) and Final assessment: Written examination (70%).
This level 6 optional module introduces students to a rapidly growing area of research in cognitive psychology and neuroscience: Neuroaesthetics. This builds on topics in Cognitive Psychology and Neuroscience introduced earlier in the programme. Students will learn how appreciation and preference for, and also the creation of art is driven by a combination of biological, and environmental mechanisms. Students will also develop knowledge and understanding of recent psychological work investigating visual perception and art. Through this process, students will learn how various behavioural and neuroimaging methods contribute to our understanding of the nature of visual processes. Students will also examine the relationship between art and psychological science in exploring the visually creative brain.
The module will be taught through a combination of lectures and seminars. There will be 24 hours of lectures (12 x 2 hours), focused on research and theory in the field of neuroaesthetics as well as how this knowledge can be applied in different settings in the real world. In order to explore the practicalities of conducting research in this area there will be small group research seminars (3 x 2 hours) where students will focus on practical work and skill development. The seminars will support the development of a research grant proposal (Coursework) for an art and science collaboration under supervision of a member of staff.
Learning will be assessed via the Coursework, a research grant proposal (30%). The final assessment will be a written examination focusing on key topics from the module lecture content (70%).
Material will be available to students via an online platform (e.g., lecture slides, case studies, stream captured sessions, embedded interactive, flipped classroom methodologies activities, group discussion forum, formative and summative feedback).
This module allows students to undertake an employment placement that will be undertaken during the summer-break between Year 2 and Year 3. Students will have to find and secure their own placement, which will need to be approved by the module leader beforehand. Placements will typically be 6-8 weeks. Early in Year 2 there will be an introductory event to present the module and advise students on how to search for placement opportunities. This session will be available to all students (including those who do not wish to enrol on the placement module). Students will be encouraged to search for placements during Semester 1, with the support of Academic Advisers and the Careers and Employability Service. Other seminar activities will take place during Semester 2 of Year 2 to prepare students for the placement work. More taught sessions will be delivered in early Semester 1 of Year 3, which include lectures on relevant psychological theories and research (e.g., workplace performance, leadership, motivation) and reflective group sessions on placement experience. The module will provide students with an opportunity to develop their employability skills by direct engagement in a commercial, research, voluntary or similar professional organisation that will support future plans, develop skills and graduate attributes. Module assessments include a skill audit and reflective log to be completed before and during practical work placement, and final written recommendations-to-employer report based on reflection on the placement experience of the individual student and the wider cohort, supported by relevant employability and occupational theories.
In your fourth year, you’ll be gain an understanding of clinical psychology including case-controlled studies, clinical trials, systematic reviews and other specific research methodologies. You’ll be introduced to controversies in clinical psychology, learn how to debate and to utilise evidence for your arguments with group learning and solving problems collectively.
This module introduces students to the principles whereby practitioner psychologists apply psychological science to address and ameliorate real world problems. Practitioners in four key branches of applied psychology, clinical, health, forensic and educational, will illustrate the theoretical underpinnings of their practice. The module will be delivered via expert lectures and tutorials for more in depth exploration of the issues. Students will also, of course, be provided with materials relevant to their studies and reading lists for further exploration and enquiry. The module will have two assessment components, a briefing paper (on an aspect of the course) and a post-interview report based on an interview that students will arrange and conduct with an applied psychologist.
This module exposes students to several current controversies in clinical psychology. Each controversy covered is based upon the work of active researchers at the University of Liverpool. The main aim of the module is enable students to develop critical appraisal skills in order to understand why the controversy has developed and continues to be debated. Students will be expected to, develop testable research questions and ideas as to how the debates may be resolved.
Teaching will consist of seminars to expose the students to the key aspects for the controversies. The seminars will be supplemented with Problem Based Learning tutorials to facilitate independent and collaborative learning. The module will be assessed by a 3,500 coursework review paper on a controversy of choice and via a group presentation, students individual contributions will be assessed.
This module exposes students to four core controversies in health psychology based upon the work of active researchers and practitioners in these areas. These four broad areas are, What makes behaviour change interventions more or less effective? How can health psychology research and practice be conducted safely and effectively in real world settings? How does clinician and patient decision-making processes affect physical health? How do factors related to mental health and well-being affect physical health outcomes? Students will be expected to develop their capabilities to apply psychological theories to complex real world problems, develop testable propositions and critically review evidence. Material will be taught using Problem Based Learning, Lectures, and Workshops to facilitate active independent and collaborative learning. Learning will be assessed with a 3,500 word coursework position paper and a 5 minute individual presentation
Empirical Research Project in Health or Clinical Psychology. This is a 60 credit empirical research project in an area related to Clinical or Health Psychology. Students will be encouraged to build upon their third year PSYC340 project to develop the project to a more advanced level. Students will define a research question, collect data using an appropraite methodology and analyse and present the data in the form of written report written for an academic journal. In the first semster they will learn how to write a research proposal for a Research Council. They will learn about research ethics, systematic reviews and how to present their research in the form of an academic poster.
This module will cover research methods that are used in Clinical and Health psychology, particularly those advanced methods that are used by researchers at the University of Liverpool. Students who complete this module will be able to describe and critique different research methods and they will be able to develop a method that is suitable for investigating a research question. The module is taught with a combination of lectures and interactive seminars delivered by research active staff, and is assessed with two written assessments: a critique of a peer reviewed journal article and a study protocol.
You’ll learn through a balanced mix of lectures, workshops, seminars and tutorials as well as hands-on, practical laboratory sessions, working individually and in small groups.
Students on this course are assessed with a combination of exams and coursework. Coursework involves real world tasks such as writing position papers, educational blogs, policy papers, research proposals, posters, oral presentations, group projects, and research projects. You’ll submit coursework which contributes to your final grade during years two, three and four. You will submit research projects in your third and fourth year.
We have a distinctive approach to education, the Liverpool Curriculum Framework, which focuses on research-connected teaching, active learning, and authentic assessment to ensure our students graduate as digitally fluent and confident global citizens.
Studying with us means you can tailor your degree to suit you. Here's what is available on this course.
Day-to-day teaching takes place in one of the UK’s oldest academic psychology departments based at the Eleanor Rathbone Building. The Department undertakes cutting-edge research with real-world impact. You will have access to a wealth of learning facilities, renowned museums, libraries and galleries.
From arrival to alumni, we’re with you all the way:
Psychology graduates are equipped with a range of skills and can be reassured by the fact that the Psychology BSc (Hons) programme is accredited by the British Psychological Society (BPS).
Employability is embedded into the MPsycholSci (Hons) programme and can be the necessary stepping stone into a successful career in many sectors such as public relations, marketing, teaching, finance and sports. Alternatively, many of our graduates choose to become professional or chartered psychologists or as the foundation for further postgraduate study at Liverpool or other leading research institutes.
Hear what graduates say about their career progression and life after university.
Two best friends talk about their different professional journeys 5 years after graduating from studying languages at the University of Liverpool. Jessica tells us about her time working with Teach First, a charity that develops and supports teachers.
Your tuition fees, funding your studies, and other costs to consider.
|UK fees (applies to Channel Islands, Isle of Man and Republic of Ireland)|
|Full-time place, per year||£9,250|
|Year abroad fee||£1,385|
|Full-time place, per year||£25,450|
|Year abroad fee||£12,725|
Tuition fees cover the cost of your teaching and assessment, operating facilities such as libraries, IT equipment, and access to academic and personal support. Learn more about tuition fees, funding and student finance.
We understand that budgeting for your time at university is important, and we want to make sure you understand any course-related costs that are not covered by your tuition fee. This could include buying a laptop, books, or stationery.
Find out more about the additional study costs that may apply to this course.
We offer a range of scholarships and bursaries to help cover tuition fees and help with living expenses while at university.
The qualifications and exam results you'll need to apply for this course.
My qualifications are from: United Kingdom.
AAA and the required Science A level must be one of the following: Psychology, Biology, Human Biology, Chemistry, Physics, Economics, Statistics, Further Maths, Mathematics, Geology, Geography, Environmental Science, Computer Science or Applied Science.
Applicants with the Extended Project Qualification (EPQ) are eligible for a reduction in grade requirements. For this course, the offer is AAB with A in the EPQ.
You may automatically qualify for reduced entry requirements through our contextual offers scheme.
T levels are not currently accepted.
|GCSE||GCSE Maths and English grade B/6 are also required.|
|BTEC Level 3 National Extended Diploma||
D*D*D in relevant diploma
36 points with 6 in a HL science.
|Irish Leaving Certificate||H1, H1, H2, H2, H2, H2 including a science.|
|Scottish Higher/Advanced Higher||
Not accepted without Advanced Highers AAA.
|Welsh Baccalaureate Advanced||Welsh Baccalaureate Diploma: Accepted at Grade A, plus A Leve grades AA including a science subject.|
|Access||45 Level 3 credits at Distinction including 15 science credits|
Many countries have a different education system to that of the UK, meaning your qualifications may not meet our entry requirements. Completing your Foundation Certificate, such as that offered by the University of Liverpool International College, means you're guaranteed a place on your chosen course.
Last updated 6 September 2023 / / Programme terms and conditions /