PLEASE NOTE: Our Psychology programme offers all students the opportunity to take a year-long paid professional placement after the second year of study, leading to a four-year BSc Psychology with Professional Placement degree qualification.
Psychology is a core science which studies mind and behaviour. Psychology has a significant impact on all aspects of public life and is at the forefront of helping solve some of the biggest challenges faced in society today in areas of mental health, education, social inequalities, and conflict resolution.
Our degree programmes which are accredited by the British Psychological Society (BPS) focus on the scientific inquiry of topics from seven key areas in Psychology, to build 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 contributes to a wide range of the United Nations (UN) Sustainable Development Goals (SDGs), both as a stand- alone discipline and in collaboration with other disciplines. Goals that connect to our existing research in obvious ways include Good Health and Wellbeing, Quality Education, Gender Equality, Reduced Inequalities, Peace, Justice, and Strong Institutions, but Psychology also has a role to play in any goals that require behaviour change, such as those related to environmental sustainability. Students will learn about the contribution of Psychology to these SDGs through course content embedded throughout the undergraduate curriculum.
Our programme is delivered by a diverse group of research leaders and educational experts with a commitment to both student support and delivering an interactive educational experience. No previous experience of studying Psychology is necessary.
Psychology highlights
Career Development
We offer a year-long paid professional placement or alternatively a placement module in the final year. We support our students to find a placement that works for them through our dedicated Placement and Employability support team who, complementing the wider University careers team, are on hand before, during and after placements. Recent students have secured placements with IBM, PWC, Civil Service, NI Statistics and Research Agency, a range of local schools, Simon Community among many others.
We prioritize student employability with our innovative Psychology At Work programme. This offers a range of work-based experiences and skills opportunities of varying duration so that every student no matter their background or personal circumstances has the opportunity to participate. Through this, we support our students to make informed choices for their future career.
As part of Psychology At Work, we support students to engage in ongoing personal and professional reflection to enable them to identify and plan to obtain the professional skills they need to achieve their own goals. We provide training in CV writing and interview skills, as well as 1-1 career advice drop-in sessions and opportunities to participate in local workplace visits. You will also have the opportunity to complete numerous self-assessment questionnaires to help identify personal strengths and areas for development from your first year of studying on the programme. Our aim is to enable our students to go on to further study or wider graduate employment. https://www.qub.ac.uk/schools/psy/PsychologyatWork/WorkPlacementswithPsychology/
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.
We have a dedicated Psychology Student Support Officer who is available as a single point of contact for help and support and who oversees our popular ‘Psychology Connect’ programme of co-curricular events.
The Psychology Connect programme is active throughout the year, connecting students across all levels of the programme and aims to help students to get to know one another and have some fun alongside studying. We hold a range of social mixer events each year to help students form strong social and peer support networks. Recent examples of events include: on-campus zoo day, staff-student Christmas quiz, 'pizza and paint’ evenings, and a staff-student running club. We encourage and fund a number of student-led social activities and groups including 21+ (for those who have had a break in their studies before coming to University) and our international student buddy scheme. We also run Peer Assisted Study Sessions (PASS), which provide additional academic and social support to first year students from peers in higher year groups who have completed Level 1.
The student voice is central to the educational experience we provide here at Queen’s and ensures you will have the best student experience possible. We provide numerous opportunities and channels for students to actively participate in working with School staff to co-create a vibrant learning community. https://www.qub.ac.uk/schools/psy/Connect/
Internationally Renowned Experts
The School is proud of its strong ethos of teaching excellence with several staff recipients of university and national teaching awards.
We are also at the forefront of ground breaking research which you’ll find embedded throughout our teaching. We advance research and public understanding of some of the key challenges facing individuals, groups and societies from a psychological perspective.
Our research is grouped around a number of themes including Development and Cognition; Social Psychology; Health Welfare and Clinical Psychology; and Perception and Action. Within these we have a number of research centres focused on Animal Behaviour; Identity and Intergroup relations; Improving Health-related Quality of Life; and Stress, Trauma and Related Conditions. Our research has significant impact on informing policymakers, developing industry partnerships and ultimately touching on the lives of thousands of individuals. https://www.qub.ac.uk/schools/psy/Research/
World Class Facilities
We have invested to enhance facilities for students within the School to include a refurbished teaching and learning space 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, are designed specifically to facilitate both individual 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:
Social interactions and emotion lab - with Virtual Reality (VR), avatar animation, physiological sensors, video and audio recording facilities for dual and multi-party social interactions and their simulation.
Animal Behaviour lab
Brain stimulation (TMS) lab
Science in Motion lab located in the Queens Sport building – with VR and motion-capture technology
Eye-tracking devices
Child development observation lab
We also have student centred spaces within our School which include a Student Common Room equipped with kitchen facilities, a Student Quiet Room for those who need to de-stress between classes, and a Nurturing Room. We also have a newly equipped Student Podcast Recording Studio located in our School to facilitate our student-led communications.
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/
Further Study Opportunities
We offer MSc courses in Applied Developmental Psychology and Clinical Health Psychology. We are jointly running a Postgraduate Certificate (Foundations in Applied Psychological Practice) which is designed to be an entry point to a career in the health service. We also offer Professional Doctorate Programmes in both Educational and Clinical Psychology as well as a vibrant PhD programme. https://www.qub.ac.uk/schools/psy/Study/PostgraduateTaughtCourses/
Student Testimonials
Clare, Recent Undergraduate Student
My decision to study psychology at Queen’s was really down to how versatile the career options are. Choosing a career path can feel quite dauting, particularly when you're not certain about what you would like to do. For me, studying psychology allowed me the freedom to explore what interests me and learn a range of transferable skills. I think psychology is quite unique as it is one of the only courses that facilitates personal as well as academic growth and helps you to understand your own self as well as others. I also discovered interest in areas of psychology that I didn’t expect including political psychology which is what my final year thesis focused on. I graduated from the course with access into many avenues of employment and a fantastic base of marketable skills including data analysis, critical thinking, and communication skills which are highly valuable in many professions and have served me well during interviews.
Sandra Wright, Senior HR Partner, NatWest
I came to Queen’s in 1996 following a year off after completing my Leaving Certificate. I was one of three people from my school who came to Queen’s that year – Queen’s wasn’t a typical path for people in my secondary school on the west coast of Donegal. At the time it was a toss up between History at Trinity or Psychology at Queen’s – I was deeply conflicted having a passion for both subjects which was part of the reason I deferred my places in both Universities for a year.
In the end, I chose Queen’s because I felt it offered me an opportunity to make a difference. My sister had struggled with poor mental health and had made several attempts on her life. Having seen the challenges and frustrations my parents had accessing appropriate support for her and ultimately the failure in getting her the support needed, shaped my views and therefore I started with the intention I would complete my undergrad degree and do a post grad in clinical psychology!
I truly loved all of the psychology disciplines we covered in my first three years but the stand outs for me were Sports Psychology and Psychology at Work – both of which came in third year.
Of course, life doesn’t always turn out as you expect and over the course of the three years of my undergrad degree, my eyes were well and truly opened to the myriad of career opportunities undertaking a degree in Psychology opened. As time went on, I became more and more drawn to opportunities to apply psychology outside of a clinical role and the one that stood out most was occupational psychology. After I graduated, I was successful in getting a place on the MSc in Occupational Psychology also at Queen’s which I started in September 1999.
Fast forward a few years and I am now a Senior HR Business Partner in Natwest (parent company of Ulster Bank) responsible for HR for three business areas spanning UK, Poland and India covering in the region of 8,000 people. So whilst I am not now working as an Occupational Psychologist, to this day the learning from my time in Queen’s remains relevant.
I continue to feel a strong draw to Queen’s and nothing would please me more than if my own daughter went there to study! I still get a buzz when I drive past the main building and the David Keir Building and it evokes strong memories of fun, freedom and learning!
Arjoon, Malaysia
Moving to a new country has been a challenging experience. Learning to form connections where you have none in a new culture sometimes felt awkward. However, I'm thrilled to have found such a vibrant community within Queen's. Meeting others from across the world as we bonded over our shared experiences was vital.
The psychology department was excellent at providing tailored support through their lecturers who had their open-door consultation periods. The program frequently promoted a variety of supervised projects that you could apply to assist with for experience. This alongside the teaching has helped boost my confidence in public speaking and my ability to analyse both text and statistics. The wide range of skills you garner will open doorways to a variety of career paths.
Samirah, Singapore
Belfast is a wonderful, student-friendly city, with people from diverse ethnic backgrounds and cultures. Furthermore, the local staff and students are also very welcoming and friendly. Being an international and mature student, it can be very daunting to be coming to a new place all alone. Having to make new friends in a foreign environment that is quite different from my home country, Singapore, is an anxiety-inducing situation. However, Queen’s provided various platforms for students from the school of psychology to mingle around and make friends with other peers. Activities such as tutorial induction on the first day of school, faculty dinner by the Faculty of Engineering and Physical Sciences, and many more, helped me ease into my new home for the next three years. Queen’s also had a welcome lunch before term time for international students to meet other international students and staff from the School of Psychology, which made the first day of the term less terrifying as we would have made some friends before the official induction day. The lecturers are more than willing to assist students who need guidance or have queries regarding the learning content. This makes it easier for students to approach lecturers if they have any problems, rather than just keeping quiet about it. Furthermore, students are paired up with, Advisors of Studies (a member of staff) and also Peer Mentors (seniors) who we can approach if we face any difficulties. We have direct contact with seniors who we can ask for help or advice since they have previously experienced the same things. This is especially useful for me since I did not know anyone studying Psychology at Queen’s before this. Our Advisors of Studies are there to assist us in the event we have any problems albeit personal or academic problems so that we do not fall behind in our work or struggle on our own. Queen’s places great emphasis on employment after graduation, which helps you to start thinking about potential careers or postgraduate education to achieve your goals. There are various events to expose you to the various careers, such as developmental weeks, career talks and even career consultations. They have also been encouraging students to go on a placement year in Year 3. This helps students to start taking action to make their CV more attractive to potential employers and gain the necessary knowledge and skills before employment from the first year. I chose Queen’s because of its ranking in the Russell Group and also because Queen’s has very good student support. Overall, I feel that Queen's have been very supportive of my educational journey thus far and ensures my well-being is taken care of throughout my time here. I am looking forward to spending my next 3 years in Queen's and Belfast.
Zoe, Student on One Year Professional Placement
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.
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.
Stage 2
In second year you'll build a more detailed knowledge of the core domains whilst 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.
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.
International Study Option
Our School’s International Study Advisor supports students in finding opportunities to study at partner institutions in Europe and beyond. In recent years we have had students study in Denmark, Spain, the Netherlands and the United States.
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
• Contemporary Issues in Mental Health and Addiction
• Introduction to Cultural Psychology
• International Collaboration: Psychology Towards Global Goals
• Understanding Sport and Exercise Psychology
• Using Psychology to Tackle Social Issues: The Role of Applied Research and Evaluation
• The Development of Mathematical Thinking and Learning
• Psychology Thesis**
*For students who were unable to take the year-long work placement option 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 offer a wider range of applied experiences and learning opportunities For example, we have hosted visits from a local primary school, allowing our students to gain practical experience of administering educationally relevant psychological assessments to young children.
Lecturer (Education), Deputy Director of UG Education & Level 1 Year Head
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), Senior Fellow of the Higher Education Academy (SFHEA), Chartered Psychologist (CPsychol) and Associate Fellow (AFBPsS) with the British Psychological Society. In April 2022, Aideen received the School of Psychology Teaching Excellence Award in recognition of her implementation of connected learning pedagogies during online teaching and learning. 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.
School of Psychology Dr Elida Cena is a Lecturer (Education) in the School of Psychology at Queen’s University Belfast. Elida is a fellow of Higher Education (FHEA), Chartered Psychologist (CPsychol), and Associate Fellow (AFBPsS) of the British Psychological Society. She is currently the L2 Year Lead on the BPS Undergraduate programme and Coordinator of the Pedagogy Lab. Elida teaches qualitative research methods in the undergraduate, postgraduate, and doctorate programmes. Recently she established the Qualitative Research network in the School and actively contributes to the British Psychological Society (BPS)’s Qualitative Methods in Psychology (QMiP) section. Her research interests include qualitative research methods, student well-being, international students' educational and socio-cultural experiences, and young men's attitudes towards studying psychology.
School of Psychology Dr Paddy O’Connor is a Lecturer (Education) in the School of Psychology at Queen's University, Belfast. Paddy is a Fellow of the Higher Education Academy (FHEA), Chartered Psychologist (CPsychol) and Associate Fellow (AFBPsS) of the British Psychological Society. As well as being the Level 3 Year Lead on the BSc Psychology degree programme, Paddy is also the coordinator for the Year 3 thesis and Insight Placement modules. Paddy also teaches Developmental Psychology on the undergraduate programme and supervises thesis students at undergraduate level. Paddy engages in pedagogical research on young men’s attitudes towards Psychology, statistical anxiety amongst psychology students, and the development of student’s self-regulated learning abilities across the course of their degree.
Contact Teaching Hours
Medium Group Teaching
2 (hours maximum) 2 hours of practical classes each week (at levels one and two)
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 (at levels one and two) with similar contact in level three, subject to final year elective module choices.
Small Group Teaching/Personal Tutorial
1 (hours maximum) 1 hour of tutorials (or later, project supervision) every week.
Teaching Times
Timetables vary each year. We aim to teach each year-group across four days of the week.
Learning and Teaching
As a student you’ll benefit from our high quality learning environment. 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 using mobile 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 10-12 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 practical (laboratory) 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 and nurturing 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 Queen’s Sport building, and much more. https://www.qub.ac.uk/schools/psy/Research/ResearchEnvironmentCulture/
What our academics say
Dr Paul Wilson, Director of Undergraduate Education, School of Psychology
Our undergraduate degree programmes are taught by internationally respected academics who deliver teaching excellence and undertake cutting-edge research in Psychology. Our programmes are enhanced by a dedicated professional team who ensure students are supported every step of the way, develop work-ready transferable and professional skills and run our work placement programmes. Student experience is central to all that we do, as you’ll see from our ‘Psychology Connect’ programme of events which provide a range of opportunities for students to establish life-long friendships with each other and feel embedded within our vibrant School learning community. We work alongside our students to develop our programmes to ensure that our graduates are uniquely placed to be successful in whatever career pathway they choose.
The information below is intended as an example only, featuring module details for the current year of study (2024/25). 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.
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. The module contents map onto UN Sustainable Development Goals (2) Good Health and Wellbeing, (4) Quality Education, and (10) Reduced Inequalities (see https://sdgs.un.org/goals).
Learning Outcomes
After studying this module, students will be able to:
Demonstrate an appreciation of the range of approaches used by psychologists in trying to understand why people behave as they do
Show some insight into their own behaviour
Demonstrate familiarity with some basic psychological theories and some applications of these.
Skills
Critical thinking about seemingly familiar issues
Analysis of psychological research and its application to real life situations
Basic skills in human experimentation
Students will also learn the following academic skills: essay writing, literature searching and the use of primary sources, library skills, critical evaluation, an appreciation of diversity in psychology, ability to exercise initiative, and personal responsibility for their learning
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. The module contents map onto UN Sustainable Development Goals (2) Good Health and Wellbeing, (4) Quality Education, and (10) Reduced Inequalities (see https://sdgs.un.org/goals).
Learning Outcomes
After studying this module, students will be able to:
Demonstrate an appreciation of the range of approaches used by psychologists in trying to understand why people behave as they do
Show some insight into their own behaviour
Demonstrate familiarity with some basic psychological theories and some applications of these.
Skills
Critical thinking about seemingly familiar issues
Analysis of psychological research and its application to real life situations
Basic skills in human experimentation
Students will also learn the following academic skills: essay writing, literature searching and the use of primary sources, library skills, critical evaluation, an appreciation of diversity in psychology, ability to exercise initiative, and personal responsibility for their learning
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 Psychology
Learning 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 personality
Skills
Show competence in certain transferable skills such as essay writing, literature searching, study skills, IT skills, critical thinking and communication skills.
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 style
Skills
Basic scholarship in scientific writing, library skills, literature searching skills, study skills, IT skills, critical thinking and communication skills.
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 properties
Skills
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
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 phenomena
Skills
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.
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 employability
Skills
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.
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.
This module will explore the interplay of psychology, art and music; both how psychology informs our understanding of art and music, and how art and music influence psychological processes and can be used to further psychological understanding. Topics covered will include: theories of creativity; musical sound; music and the brain; performance and perception of music; musical skill acquisition and expertise; the social psychology of art (including art as a means of promoting solidarity, and assisting in self-knowledge); the relationship between arts and mental health and uses of art and music in therapy, sport, and rehabilitation; and arts-based approaches to psychological research.
Students will come to recognise that different forms of the arts can be interpreted through a psychological lens, starting from an examination of the underlying processes of creativity and how artwork can impact the individual and society on a psychological level, and how artworks can tell us something about human behaviour. They will also learn how music as a rich exemplar of human behaviour can inform theories and understanding across a wide range of psychology domains, such as motor control and learning, expertise, neural plasticity, social co-ordination, and non-verbal communication.
Classes will involve lectures, and seminars with group discussion.
This module can be mapped onto UN Sustainable Development Goals 3 (Good Health and Well-being) and Goal 16 (Peace, Justice and Strong Institutions).
Learning Outcomes
After studying this module, students will be able to demonstrate:
1. A critical understanding of theory and empirical research in the psychology of art and music
2. Ability to apply knowledge of psychology to show understanding of real-world visual art and musical scenarios
3. Insight into how research on art and music can inform psychologists about human mind and behaviour across different domains of psychology
Skills
Students will be encouraged to develop and consolidate the following skills:
1. Critical evaluation, analytic and written communication skills (via coursework and examination)
2. Communication and argumentation skills (through class discussions)
3. Ability to apply psychological theories to real-world scenarios and phenomena (through coursework, examination and class discussions)
Neuropsychology is a branch of psychology that focuses on how the structure and function of the brain relate to specific psychological processes and behaviours. It has practical applications in clinical settings, education, and rehabilitation. This module will involve a combination of lectures and practical classes to gain a comprehensive understanding of neuropsychology theory and measurement. Topics to be covered include:
Cognitive Functioning: Investigating how different brain regions contribute to various cognitive processes such as memory, attention, language, and problem-solving.
Emotional Functioning: Exploring the neural basis of emotions and how disruptions in specific brain areas can lead to mood disorders or emotional dysregulation.
Developmental Neuropsychology: Examining how the developing brain influences cognitive and emotional development in children.
Clinical Neuropsychology: Applying neuropsychological principles to assess and treat individuals with neurological or psychiatric disorders, such as traumatic brain injuries, stroke, epilepsy, or neurodegenerative diseases.
Rehabilitation: Working with individuals who have experienced brain injuries to develop strategies for coping with cognitive deficits and improving overall functioning.
The content of this module maps onto the United Nations sustainable development goal 3: “ensure healthy lives and promote well-being for all at all ages”.
Learning Outcomes
After studying this module, students will be able to:
1. Understand the biological processes underlying healthy and disordered cognitive and emotional functioning
2. Understand how damage or dysfunction in specific areas of the brain can result in changes in cognitive function, personality, and behaviour.
3. Be able to explain and critically evaluate theory-driven approaches to neurorehabilitation after brain injury
4. Describe the theory behind various neuropsychological assessment techniques, including neuroimaging, brain stimulation, and behavioural observations, to understand the impact of brain injuries, diseases, or developmental disorders on an individual's cognitive and emotional functioning.
5. Set up the practical elements required to measure electrophysiological signals from the brain and muscles
6. Analyse structural brain scan data from open source Magnetic Resonance Imaging (MRI) datasets.
Skills
Students will have the opportunity to get hands-on instruction and gain practical skills concerning the use of various neuropsychological methods including:
Electroencephalography (gel-based and dry electrode varieties)
Electromyography (muscle recordings)
Preparation of participants for Transcranial Magnetic Stimulation (TMS)
Neuronavigation for accurate positioning of brain stimulators used in clinical practise for psychiatric and rehabilitation applications
Data analysis of Diffusion Tensor Imaging (DTI) MRI datasets of the brain’s white matter pathways
Students will gain transferrable insights into the neurobiological processes underpinning many psychological concepts that will benefit their understanding across the rest of the Psychology curriculum.
In this module, students will learn how to use R as a software for data visualisation, data wrangling and statistical analyses. The module will first cover the basics of working with RStudio as a user interface for R and the fundamentals of R. After this initial stage, students will learn how to appropriately visualise data contingent on the number and type of variables involved. The module will then cover data wrangling, that is, all steps necessary to get raw data into a format that is ready for analysis. As a final step, the module will cover statistical analysis techniques commonly used in psychological research such as t-tests, ANOVAs, ²-tests, correlation analysis, and linear models. A common accompanying theme of the module will be the focus on open science and how R facilitates it via writing reproducible and shareable analysis code.
Learning Outcomes
After studying this module, students will be able to:
1. Read various data formats (including SPSS files) into R and save data from R in different format.
2. Write legible (i.e., well-documented) R code.
3. Read and debug R code.
4. Wrangle raw data into a format ready for analysis and public sharing.
5. Visualise data appropriately contingent on the type of data involved.
6. Run basic analyses in R and interpret the R output appropriately.
Skills
Students will (re-)learn statistical techniques taught in Years 1 and 2, consolidating their knowledge of quantitative methods. This knowledge will be applicable in their further studies but also in their professional careers.
Since R is a programming language, students will also gain insights into the general logic of programming. This knowledge will allow them to learn other programming languages more effectively and also enable them to effectively communicate with programmers in professional contexts.
Finally, students will learn practical aspects of open and reproducible science which they can apply in their UG thesis as well as in postgraduate education should they pursue it.
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 phenomena
Skills
• Being able to understand and evaluate research evidence from empirical articles
• Critical thinking skills
• Written and oral communication skills
• Discussion and team work skills
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:
1. Explain the developmental trajectory of higher-order cognitions with reference to empirical evidence
2. Critically evaluate the theoretical literature on the development of higher-order cognitions
3. Analyse the role of concepts of symbolic representation and number in underpinning and shaping higher-order cognitions
4. Discuss the techniques used by developmental psychologists to examine children and adolescent’s cognitive abilities and the empirical challenges faced in studying these samples.
5. Discuss and critically evaluate possible methods used to detect mathematical difficulties
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
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.
This module’s content maps onto the UN Sustainable Development Goal 3: Good Health and Wellbeing; in particular 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.
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.
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 fashion
Skills
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 information
Using Psychology to Tackle Social Issues: The Role of Applied Research and Evaluation
Overview
Psychology as a discipline has the potential to deliver considerable benefits to society in general, and to certain stakeholders in particular. The aim of this module is to provide students with a critical understanding of how psychological theory and methodology can be used to tackle social issues through applied research and programme evaluation.
Over the course of the module, students are provided with a unique opportunity to work on real-world issues in the areas of peacebuilding, addiction, and education. In the first half of the module, students will critically examine applied research within these three areas. They will have the opportunity to see how existing theory is adapted and developed based upon “real-world” findings. Additionally, students will be introduced to the ethical, logistical, and methodological challenges, as well as the strengths and limitations of using psychological theory outside of the laboratory.
In the second half of the module, students will have an opportunity to see how psychologists translate their methodological and analytic expertise to the field of theory-driven evaluation science. Returning to the areas of peacebuilding, addiction, and education students will explore local, national, and international interventions. Students will be given the opportunity to determine the logic model underpinning the specific interventions, including the potential mechanisms of change, as well as the way in which context may support or hinder the intervention from delivering observed outcomes. Completed impact evaluations of these interventions will then be critically examined.
Lectures and seminars will be led by experts in the subject, focusing on their own area of expertise providing both an overview and detailed coverage of the ways in which psychologists use their theoretical and methodological expertise to tackle social issues through applied research and evaluation. Focus will be placed upon the ethical and practical considerations of conducting research with marginalised groups, the importance of developing effective, collaborative relationships with partners outside of academics, and the mechanisms by which rigorous applied research and evaluations can impact evidence-based policymaking.
This module’s content maps onto the UN Sustainable Development Goals including:
Goal 3: Good Health and Wellbeing; in particular, 3.5: Strengthen the prevention and treatment of substance abuse, including narcotic drug abuse and harmful use of alcohol and 3.4: reduce mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being.
Goal 4: Quality Education; in particular, 4.5: Eliminate all discrimination in education and 4.7: Education for sustainable development and global citizenship.
Goal 10: Reduce inequality; in particular, 10.2: Promote universal social, economic and political inclusion, 10.3 Ensure equal opportunities and end discrimination, and 10.4 Adopt fiscal and social policies that promotes equality.
Goal 16: Peace, justice and strong institutions; in particular, 16.1 Reduce violence everywhere.
Learning Outcomes
On completion of the module students should be able to:
1. Understand the role of psychological theory and rigorous research methods and analytic strategies in promoting positive social change.
2. Develop an understanding of the human relations and social interactions that ground applied researchers’ and evaluators’ effectiveness for professional practice.
3. Identify and appropriately deploy psychological theory and empirical research to address real-world problems.
4. Develop an understanding of some of the challenges that are commonly encountered in the application of psychology (e.g., ethical, logistical, methodological) and some solutions to those challenges
5. Understand the stages and methods for conducting programme evaluations that are theoretically grounded, practical, and above all else, useful.
6. Understand the research skills necessary to effectively evaluate applied interventions
7. Develop general critical, analytical, and problem solving skills which can be applied in a wide range of different applied psychological and extra-psychological settings.
Skills
Students will develop an enquiring and critical approach to understanding applied psychological and evaluation.
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 applied research and evaluation, as well as working with marginalised groups and collaborating effectively with non-academic partners.
They will also develop their ability to communicate research findings to others persuasively in written and oral format.
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 podcast with transcript.
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.
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 presentation
Skills
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.
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 verbally
Skills
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)
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 strategies
Learning 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 skills
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.
This module’s content maps onto the UN Sustainable Development Goal 5: Achieve gender equality and empower all women and girls; in particular:
5.1. Achieve gender equality and empower all women and girls
5.2. Eliminate all forms of violence against all women and girls in the public and private spheres, including trafficking and sexual and other types of exploitation
5.4. Eliminate all forms of violence against all women and girls in the public and private spheres, including trafficking and sexual and other types of exploitation
5.5. Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic and public life
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.
Due to the competitive nature of sport, the role of psychology in supporting athletes’ mental skills has become increasingly relevant, with many sporting systems throughout the world employing sport and exercise psychologists. This module provides an in-depth description and critical evaluation of psychological theories and contemporary issues in sport and exercise psychology. Students are shown how to link theory to practice and get the opportunity to develop practical skills by using a variety of psychological assessment methods and techniques. This module has relevance to students who plan to pursue careers in sport and exercise psychology, health promotion as well as those looking to enhance their own personal sporting performance.
The following themes will be included:
An overview of the historical background of sport and exercise psychology.
An introduction to anxiety and stress in sport, motivation, cognitive processes in sport, the social psychology of sport, motor skills, expertise, and mental health and wellbeing.
Students will be introduced to applied psychological techniques typically used to enhance performance in sport settings, such as goal setting, self-talk, mental imagery, and relaxation. Students will also be made aware of how these psychological skills can be incorporated into potential stressful situations like job interviews and delivering oral presentations.
The exercise psychology content will explore the applications of motivational and dual-mode theories to understand exercise uptake and adherence for improvements to physical and mental health.
This module’s content maps onto the UN Sustainable Development Goal 3: Good Health and Wellbeing; in particular, goal 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
Learning Outcomes
On completion of the module students should be able to:
1. Identify the benefits of sport and exercise psychology to enhance performance and well-being
2. Describe and critically evaluate theories in sport and exercise psychology
3. Critically examine the use of assessment tools in sport and exercise psychology
4. Translate theory and research into practice
Skills
Activities in lectures and seminars will include reviewing case studies, question posing, article reviews, discussions and reflections. Practical activities during seminars will be included to allow students to acquire practical skills used by sport and exercise psychologists, thus aiming to meet the learning needs of a diverse population of students. This will promote a deeper level of learning through further reflection, discussion and critical evaluation of issues covered in the lectures whilst further developing the students interpersonal, communication, employability, practical and dissemination skills. The module content also encourages an independent approach to learning.
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 context
Skills
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.
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.
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 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. They will also keep a reflective diary of their experiences in the workplace, which they will append to their portfolio.
Learning Outcomes
Knowledge and Understanding: Students will be able to demonstrate knowledge of the particular organisation in 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 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.
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.
Note
All applicants must have GCSE English Language grade C/4 or an equivalent qualification acceptable to the University.
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.
How we choose our students
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.
Applicants for the BSc Honours in Psychology must be able to satisfy the University's General Entrance Requirement. All applicants must have GCSE Mathematics at grade B/6 or above. A minimum of grade C/4 is required in English Language. Offers are made in terms of grades rather than UCAS Tariff points.
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. 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. 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.
Psychology offers a unique understanding of the science of behaviour which can be applied to many varied professional or academic roles. You will develop transferable skills which are highly sought after by employers. Critical thinking is developed through both qualitative and quantitative research experience, as well as organisation and self-management skills. Equipped with team-working and leadership experiences, you’ll not only be able to problem solve with analytical insight, but lead others to do so. Communication skills are strengthened through group projects and presentations, preparing you to use these skills in a professional capacity.
Our Psychology At Work initiatives are woven throughout the course to support you to reflect on your career aspirations, develop skills and experience and carve a pathway for career progression. We deliver events and information sessions in partnership with employers such as panels, workshops, and workplace visits. We also signpost to relevant volunteering and placement opportunities to provide an insight into the various roles that a Psychology degree can lead on to.
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 and make an impact on the approaches, practice and policy.
“Just about every job suitable for a general graduate will be done better by a psychology graduate.” Florance, Miell & Van Laar (2011)
There are a multitude of career options open to our graduates who utilise their Psychological skills and knowledge to springboard them into careers in Education, Social Work, Play Therapy, HR, Marketing, Media, IT, Healthcare or in developing their own business. Some of these roles will require a post-graduate qualification, and our Central Careers teams provide advice and guidance on these.
A smaller number go on to become a practicing Psychologist and for this you must gain a postgraduate qualification. Practitioner Psychology roles include:
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. https://www.bps.org.uk/career-options-psychology
Employment Links
Our students go on placement with employers across the public, private and third sectors. Listed below is an indicative list showing the range of employers we have established links with in recent years and the types of activities students have undertaken:
Private sector:
• Graham Construction – Staff wellbeing survey to inform a report including recommendations for new approaches
• Aperture – Measuring the impact of debt on mental health.
• Hughes Insurance – Customer satisfaction survey and loyalty analysis.
• MXB – Researching consumer insights into a global brand, specifically focusing on conscious consumerism and sustainability.
Public sector:
• Belfast City Council – Researching and developing a resource for staff working with people with disabilities.
• Education Authority – Researching best practice in school leader recruitment across other jurisdictions and making recommendations.
• Rathcoole Primary School – Researching and developing recommendations for implementation of a peer mentoring scheme.
• SPSS The Link Centre – Working with young people with ADHD to develop a resource for teachers to engage more effectively with other young people with ADHD.
• St. Brides Primary School – Development of a Lego group to support development of social communication for children with Autism.
Community and Voluntary sector:
• Child Brian Injury Trust – Analysis of the impact of counselling for children with acquired brain injuries.
• Conway Education Centre – Measuring the impact of their vocational training programmes for mature learners.
• Guide Dogs NI – Researching the lived experiences of women who are visually impaired to make recommendations for new service provision.
• Mindwise – Researching and making recommendations for a baseline engagement tool for clients.
• Upper Springfield Development Trust – Staff satisfaction survey to support the Investors in People review process. 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.
Nick Ross, Broadcaster
Quite simply reading Psychology at Queen's transformed my thinking and my life.
I had applied on the presumption that I would gain some mystical insight into people's souls; instead I was introduced to science and discovered how it is not a set of disciplines like Physics or Biology but a systematic way of checking theories against facts. I realised how lazy it is to base ideas on anecdote and supposition and how misguided we can be by intuition. I learned how vulnerable humans are to misperceptions, misremembering and to social pressure.
Eventually I was distracted from my career path - I had been determined to become a clinical psychologist and hoped to work with children and adolescents. Instead I drifted into broadcasting, encouraged by my head of department, Professor Seth ("You can come back to Psychology whenever you like; you might never get a chance in radio or TV again"). I always maintained that when I grew up I would get a proper job and that I really would go back to be a psychologist for real. Instead, what I learned at Queen's has shaped my whole career, with a constant quest for evidence rather than mere opinion. https://www.qub.ac.uk/schools/psy/PsychologyatWork/SchoolofPsychologyAlumni/AlumniProfiles/
What employers say
GRAHAM-Bam Healthcare Partnership
We worked with a final year student from the School of Psychology on a project which was recognised as an Outstanding Innovative Initiative by the Considerate Constructor’s Scheme www.ccscheme.org.uk. This is a scheme set up to improve the image of construction, and Innovations are only awarded for initiatives new to the construction industry across UK which can be replicated to benefit the industry as a whole.
We approached the QUB School of Psychology to look at widening participation through non-traditional career pathways which could combine expertise of organisations on wellbeing initiatives for construction workers. We decided to carry out a study aimed at looking at the barriers to uptake of initiatives and key actions to address this and engage more site workers in wellbeing activities. This has been put into action by the GRAHAM-BAM Healthcare Partnership’s Replacement Acute Mental Healthcare Inpatient Facility (RAMHIF) site at Belfast City Hospital, taking on board a Queen’s University Psychology student to study the psychological impact of the site operatives who attended the Cancer Focus NI ‘Keeping Well Van’ on site. The objectives were to identify the expectations and reasons for attending the Keeping Well Van and to establish the barriers of the operatives who would not attend. Follow-up interviews and conducting interviews with GRAHAM senior management were also included in the study. The third year Psychology student was on site from September to December and given all the support required to complete the study. This was the first time a study of this kind has ever been done with the construction industry.
SPSS The Link Centre
The ADHD Resource Booklet that Zoe (QUB placement student) 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.
Prizes and Awards
Prizes go to top students in each year, best group project and best thesis. BPS Prize for top graduating student. Student-nominated prize recognises a supportive first year student. The Spirit of Psychology prize for contribution to School community.
Degree Plus/Future Ready 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/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU 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.
The tuition fees quoted above for NI and ROI are the 2024/25 fees and will be updated when the new fees are known. In addition, all tuition fees will be subject to an annual inflationary increase in each year of the course. Fees quoted relate to a single year of study 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
There are no specific additional course costs associated with this programme.
There are no specific additional course costs associated with this programme.
All Students
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How 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.
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 2025 from early September 2024.
The advisory closing date for the receipt of applications for entry in 2025 is still to be confirmed by UCAS but is normally in late January (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 2025) subject to the availability of places. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.
Applications from International and EU (Other) students are normally considered by Queen's for entry to this course until 30 June 2025. If you apply for 2025 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.
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 2025.
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.
