The MSc in Cognitive Behavioural Therapy (Trauma) provides both clinical and research skills training to promote evidence-based practice in mental health care.
You may study for the Postgraduate Diploma (PG Dip) in Cognitive Behavioural Therapy (CBT) over 18 months to obtain the minimum training qualification accredited by The British Association for Behavioural & Cognitive Psychotherapies (BABCP) to practice as a CBT therapist or apply directly to this MSc which is offered over 2 years.
The MSc adds to the PG Dip modules an applied specialist clinical module for Post-traumatic Stress Disorder and related disorders including research methods training designed to facilitate clinical research and encourage therapists to publish in academic journals.
Please note that this course is not eligible for a Student route visa.
Closing date for applications: Monday 12th May 2025.
The course is highly sought after with applicants from all main mental health disciplines from Northern Ireland, across the UK and the Republic of Ireland.
The MSc is provided by a team of internationally recognised trauma researchers and clinicians and is one of the few specialist MScs in Cognitive Behavioural Therapy for Trauma and related disorders available in these islands and across Europe.
Professional Accreditations
The taught modules have been accredited by the Cognitive Behavioural Therapy professional body, The British Association for Behavioural & Cognitive Psychotherapies (BABCP), to Level 2 which meets BABCP minimum training standards criteria for individual therapist accreditation.
Further Study Opportunities
Flexible Options
The six taught modules can be studied as a separate PG Diploma in Cognitive Behavioural Psychotherapy.
The MSc is delivered part-time over two years and provides training in the evidence based Cognitive Behaviour Therapy models that are recommended in NICE guidelines.
The programme consists of six modules (PG Dip modules) which are linked to the BABCP Minimum Training Standards for CBT accreditation (Level 2) and in addition an applied clinical module on Post-Traumatic Stress Disorder with a research component (60 credits).
The MSc is awarded to students who successfully complete four taught modules (120 CATS points) and a specialist MSc assessment (60 CATS points).
Taught modules are delivered one day per week over 4 x 12-week semesters. Students must attend small group training supervision sessions at Queen’s. Where possible, these will be delivered during the teaching days. They are designed to facilitate the integration of research and theory with practice, and the development of skills in CBT. Clinical accountability for CBT clinical practice remains with the agency responsible for the patients. During the taught modules (first 18 months), training supervision is provided each morning in small groups before teaching commences. Teaching and supervision are provided and trainees should plan for a second day to provide therapy with clients, receive supervision at base and critically review their own performance.
Trainees will be expected to provide therapy with a minimum of 8 clients during the course and also arrange their own clinical supervision within the agency providing the clients for the trainee. Therapy sessions should be recorded on camera for supervision purposes and to facilitate self-reflection on practice development.
The MSc research teaching is provided to cover an introduction to research methods and to enable the student to produce a research project for the MSc in year 2.
The clinical component of the specialist MSc module is an applied specialist clinical module for Post-Traumatic Stress Disorder and related disorders and is provided over 12 weeks in the spring semester in year 2. Clinical accountability for CBT clinical practice with trauma clients remains with the agency responsible for the patients. MSc students will also complete further training in research methods.
The specialist MSc assessment will be based on assessment of the following components which must all be passed to receive the MSc award:
one PTSD therapy session recorded on camera
two PTSD case studies
a research/literature review/project
Training supervision will be provided by the Queen’s teaching team and agency supervision will be provided by CBT Agency staff.
2 Year Route: 1 day per week over 4 x 12 week semesters
1 Year Route: Semester 1 – 3 x 1 day workshops; Semester 2 – 1 day per week x 12 weeks
Learning and Teaching
Learning opportunities available with this course are outlined below:
Teaching Times
The modules are provided one day per week at Queen's.
VLE
Access to lecture notes and teaching material is provided via Canvas.
Assessment
Assessments associated with this course are outlined below:
Essays, case studies, case presentations, supervision, DVD-recorded clinical sessions supervision, portfolio, research project.
Facilities
The School is situated across a suite of three buildings in Belfast's Queen's Quarter. We provide student and staff common rooms, computer suites and designated study spaces.
“The Specialist MSc in CBT (Trauma) is designed to train staff in the treatment of PTSD and trauma related disorders using psychological therapies that have a strong evidence base. The course will help to increase the skill base of mental health staff to practice at this specialist level.”
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.
Relationship between empirical research and cognitive behavioural therapy.
Dealing with problems in therapy, in particular, suicidality and hopelessness.
Learning Outcomes
On successful completion of this module students will have acquired knowledge to be able to:
1. Assess and conceptualise the maintenance of mental disorders, particularly depression, within a cognitive behavioural framework.
2. Elicit key cognitions and apply relevant behavioural and verbal re-attribution techniques.
3. Develop a CBT case formulation and Socialize clients to the CBT model.
4. Apply fundamental principles of CBT: Session structure, establishing collaboration, agenda setting, setting homework, and goal setting.
5. Identify and Challenging Negative Automatic Thoughts.
6. Identify and challenge assumptions and beliefs.
7. Understand the relationship between empirical research and cognitive therapy.
8. Demonstrate a comprehensive understanding of cognitive theory of mental disorder.
Skills
On successful completion of this module students should demonstrate the ability to:
1. Develop a CBT treatment plan based on a collaboratively designed case formulation
2. Employ behavioural methods in Cognitive Therapy.
3. Use a generic CBT model and key associated treatment skills and techniques.
4. Manage important problems in therapy, in particular, suicidality and hopelessness.
5. Use standardised assessment instruments, measure progress, and employ treatment outcome measures
Lectures and workshops shall provide students with the theoretical basis of cognitive Behavioural therapy, introduce students to cognitive formulations, and the key skills of CBT therapeutic practice. These sessions shall provide both didactic teaching and supervised experimental learning.
Small group role plays shall provide the opportunity to consolidate learning and develop practical and clinical skills. These groups shall also provide the opportunity for critical debate and analysis.
Students will be directed to study core text material and journal papers.
Students will be expected to use the university learning resource facilities.
Cognitive Behavioural Psychotherapy for Anxiety Disorders
Overview
This module shall teach students the disorder specific CBT models for each of the anxiety disorders and the cognitive and behavioural skills and techniques most suitable for the treatment of each disorder based on individual case formulations.
The CBT models for the following disorders shall be covered.
• Panic disorder
• Social anxiety
• Health anxiety
• Obsessional Compulsive Disorder
• Generalised anxiety disorder
• introduction to PTSD
• Co-morbid conditions
• Integrating behavioural methods such as exposure within a cognitive conceptualisation and model
Learning Outcomes
On successful completion of this module students will have acquired knowledge to be able to:
1. Demonstrate a comprehensive understanding of cognitive theory of anxiety disorders.
2. Assess and conceptualise the maintenance factors for specific anxiety disorders, (e.g. panic disorder, health anxiety, social anxiety, OCD).
3. Implement treatment derived from specific models.
4. Identify key cognitions and relevant safety-seeking behaviours in relation to anxiety disorders.
Skills
On successful completion of this module students should be able to demonstrate knowledge and ability to:
1. Apply the disorder specific CBT models for each of the anxiety disorders.
2. Decide upon the cognitive and behavioural skills and techniques most suitable for the treatment of each disorder.
3. Integrate behavioural methods such as exposure within a cognitive model.
Training Supervision - application of CBP Models and Skills for Depression and Anxiety Disorders.
Overview
This module develops clinical skills in the application of CBT models for emotional disorder with a specific emphasis on depression and anxiety disorders.
This module will enable students to practice and apply the generic CBT model and disorder specific models and provide opportunities to practice key treatment skills and techniques.
This module will enable students to apply and practice the theories and skills taught in the modules one and two, including:
•Practice of developing a cognitive case formulation.
•Practice of using structure, establishing collaboration, agenda setting, setting homework and goal setting.
•Practice of using behavioural methods in Cognitive Behavioural Therapy.
•Practice of identifying and modifying Negative Automatic Thoughts.
•Practice of identifying and challenging assumptions and beliefs.
•Practice of assessment: measuring progress, and using treatment outcome measures.
Learning Outcomes
On successful completion of this module students will be able to:
1. Understand how cognitive theory for depression and anxiety disorders underpins CBT practice.
2. Understand the function of key cognitions during therapy and apply relevant behavioural and verbal re-attribution techniques.
3. Use standardised measures to measure outcome in treatment.
Skills
On successful completion of this module each student should demonstrate the ability to:
1. Assess client needs, review the therapeutic process and modify therapy procedures as necessary.
2. Apply specific CBT techniques and skills for depression and a range of anxiety disorders.
3. Sustain a problem-focused, collaborative and empirically based therapeutic relationship.
Training supervision for the application of CBP Models and Skills for Complex Disorders
Overview
This module develops clinical skills in the application of CBT models for more complex disorders and for anxiety disorders not already treated by the student in year 1. This module will enable students to practice and apply CBT models for more challenging cases and provide opportunities to practice key treatment skills and techniques. This module will enable students to apply and practice the theories and skills learned in the taught modules on the course, including:
• Practice of developing a cognitive case formulation.
• Practice of using structure, establishing collaboration, agenda setting, setting homework and goal setting.
• Practice of identifying key maintenance factors in the disorder
• Practice of identifying and modifying negative appraisals, assumptions and beliefs.
• Practice of identifying and challenging safety behaviours
• Practice of assessment: measuring progress, and using treatment outcome measures.
Learning Outcomes
On successful completion of this module students will be able to:
1. Understand how to apply CBT formulations to assess complex cases disorders, plan and prioritise interventions.
2. Demonstrate an advanced knowledge of the application of CBT skills for more complex disorders such as enduring depression and personality disorders.
3. Understand how to conceptualise and address complicating factors in treatment [e.g. non-compliance, self-injury, and therapist beliefs and integrate into a treatment plan.
4. understand how to monitor therapist needs in working with complex cases.
5understand how to make use of the therapeutic relationship and have an understanding of the relevance of therapeutic alliance.
Skills
On successful completion of this module students should be able to:
1. Assess more complex client needs, review the therapeutic process and modify therapy procedures as necessary.
2. Apply specific CBT techniques and skills for more complex cases.
3. Measure outcome in treatment.
4. Develop a CBT complex case conceptualisation.
5. Respond to complex problems in therapy such as co-morbidity and multiple problems.
6. Address potential difficulties with the therapeutic relationship.
7. Demonstrate more advanced cognitive and behavioural skills in therapeutic work with complex cases, such as use of continua, imagery re-scripting and updating trauma memories
Cognitive Behavioural Psychotherapy for Complex Disorders
Overview
This module shall provide the cognitive theories and concepts underpinning contemporary CBT models for more complex cases, such as chronic, severe depression and personality disorders. These cases are more complex to treat with psychotherapy and the module shall provide a comprehensive grounding in the theories and skills required to practice CBT effectively with these conditions. The importance of developing a sound therapeutic alliance shall be emphasized in this module.
This module shall enable students to identify the complexities arising in the practice of CBT with more complex cases, and introduce concepts in respect of cognitive therapeutic work with personality disorders. Students shall be introduced to cognitive models for other disorders during this module.
Learning Outcomes
On successful completion of this module students will be able to:
1. Understand how to design and develop CBT formulations to assess complex cases disorders, plan and prioritise interventions.
2. Demonstrate an advanced knowledge of cognitive behavioural models for more complex disorders such as enduring depression co-morbid conditions and personality disorders.
3. Understand how to conceptualise complicating factors in treatment [e.g. non-compliance, self-injury, and therapist beliefs and integrate into a treatment plan.
4. Be aware of the needs of the therapist working with complex cases.
5. Have a sound knowledge of the therapeutic relationship and have an understanding of the relevance of therapeutic alliance.
Skills
On successful completion of this module students should be able to:
1. Assess more complex client needs, review the therapeutic process and modify therapy procedures as necessary.
2. Understand how to apply specific CBT techniques and skills for more complex cases.
3. Understand how to measure outcome in treatment.
4. Understand how to develop a CBT complex case conceptualisation.
5. Understand how to respond to complex problems in therapy such as co-morbidity and multiple problems.
6. Address potential difficulties with the therapeutic relationship
Appraisal and Application of CBT for Post-Traumatic Stress Disorder & Other Trauma Related Disorders
Overview
This specialist clinical and research module shall provide theories, concepts and models underpinning contemporary understanding of trauma and trauma focused CBT models for Post-Traumatic Stress Disorder and other related disorders. The module shall focus on traumatic experiences in adulthood and address both conflict and non-conflict related trauma and approaches relevant to trauma related to Child Sexual Abuse but not focus extensively on CSA. Students shall receive supervised practical experience of the application of the cognitive model to PTSD to develop skills.
The module shall apply to trauma from a wide variety of causes (asylum seekers, hostages, victims of the N.I. conflict, former perpetrators) and address the issues of culture, identity, and therapist factors in relation to working with trauma. Contemporary CBT requires rigorous and systematic analysis of research to appraise and develop an evidence base that promotes good practice This module aims to prepare students to develop the knowledge, understanding and research skills required to undertake a piece of meaningful research into CBT practice and to critically appraise the empirical research basis of psychological therapies.
Learning Outcomes
At the end of this module the trainee will be able to:
- assess PTSD and trauma- related disorders, plan and prioritise interventions.
- demonstrate a specialist knowledge of, and a comprehensive understanding of trauma and PTSD
- demonstrate a specialist knowledge of the Ehlers and Clark (2000) PTSD model.
- demonstrate advanced cognitive and behavioural skills to therapeutic work with clients suffering from PTSD and other trauma related disorders.
- conceptualise and treat PTSD using CBT.
- recognise the needs of the therapist working with trauma.
- recognise the effects of complex and chronic PTSD and conditions linked to childhood trauma
- understand models and techniques such as schema therapy to address more complex trauma related disorders
- critically evaluate the empirical base and efficacy of cognitive behavioural therapy.
- conduct a systematic literature review
- understand quantitative and qualitative research methods and select appropriate methods and procedures for the collection of data.
- consider how to synthesise and present a set of results
Skills
At the end of this module the trainee will be able to:
-apply cognitive theory of PTSD to clients’ clinical problems
-construct cognitive behavioural formulations for clients with PTSD.
-demonstrate advanced cognitive behavioural skills to therapeutic work with clients suffering from PTSD and other trauma related disorders
-measure outcomes across therapy sessions
-use case supervision and reflection to critically evaluate practice
- discriminate between a range of data sources and to select an appropriate method and procedure for the collection of relevant data
- incorporate empirical research methods into clinical practice
- advance continued personal learning through use of library-based research and other networks including government papers, academic journals and electronic databases
The student will be introduced to the principles of Evidence Based Practice (EBP) where students will reflect upon their practice; topic of inquiry: framing searchable questions and searching for the evidence; critical appraisal of a randomised controlled trials; critical appraisal of systematic reviews and qualitative study.
Learning Outcomes
By the end of this module the student will be able to, demonstrate competency in:
1 Critically appraise the role of evidence-based practice in Cognitive Behavioural Psychotherapy.
2 Discuss and understand the skills and knowledge that will allow participants to incorporate evidence based practice into clinical decision-making.
3 Critically review searchable questions arising from clinical problems and issues.
4 Appraise appropriate sources of information for relevant questions.
5 Critically appreciate and utilise skills in searching electronic databases.
6 Discuss the skill necessary to appraise research using relevant frameworks.
7 Implement critically reviewed evidence in the clinical setting to address patient problems or clinical issues.
Skills
Students will demonstrate skills of critical thinking, applied reflection and analytical and interpretative skills.
Knowledge and understanding - Demonstrate a critical overview of related subject areas, including critical understanding of principal theories and investigative concepts; critical knowledge and understanding of the subject in relation to the area of practice; critical thinking skills and discursive techniques; evaluate the arguments of others and present robust arguments and defence of position; demonstrate originality and creativity in the development and application of knowledge, understanding and practice.
Cognitive Skills - Apply a constant and integrated approach to critical analysis, evaluation and synthesis of new and complex ideas, information and issues; identify, conceptualise and offer original and advanced insights into new, complex and abstract ideas, information and issues;
Develop creative and original responses to problems and issues; Critical analysis/ discernment and application of knowledge to practice.
Transferable skills - Demonstrate an ability to engage in critical debate at an advanced level, with an ability to utilise a wide range of resources to support advanced decision making and deal with complex professional issues in ways that demonstrate reflective, autonomous and evidence based performance; appropriate use of information technology to access national and international databases; retrieval of pertinent information; critical analysis /discernment and application of knowledge to practice; self-reflection and a strengthening of the therapeutic interaction; utilise assessment skills and decision making in clinical practice.
This module will provide the student with a comprehensive grounding in the practice of Cognitive Behavioural Psychotherapy (CBP) self-reflective practice and related issues underpinning self-care.
Reflection related learning has been associated with development of the ‘self-as-learner’ or the concept of a learning identity (Kolb and Kolb, 2009). As such, reflection has various impacts. Ultimately, through SP/SR one may develop a reflexive style of learning so that one develops a ‘learner self’. This concept of ‘self as learner’ has been identified by many theorists (e.g. Kolb and Kolb, 2009) and encompasses the notion of a learning identity. Chaddock, Thwaites, Bennett-Levy and Freeston (2014) highlight the presence and importance of this concept of the “learner self” in SP/SR. Kolb and Kolb (2009) offer a clear explanation the concept of a learning identity, which links to reflective practice in stating that:
“People with a learning identity see themselves as learners, seek and engage life experiences with a learning attitude and believe in their ability to learn. Having a learning identity is not an either-or proposition. A learning identity develops over time from tentatively adopting a learning stance toward life experience, to a more confident learning orientation, to a learning self that is specific to certain contexts and ultimately to a learning self-identity that permeates deeply into all aspects of the way one lives their life.”
The important point here is that one develops an identity of themselves, which has the potential for a broader impact than the learning from the specific subject of focus of the reflective practice. As such, reflective writing needs to offer evidence of how one has reflected, what has been learnt or reinforced about the self-as-learner and as well as how this has been applied in the learner’s wider life. This is in keeping with the DPR model (Bennett-Levy, 2006; Bennett-Levy, Thwaites Chaddock and Davis, 2009), which proposes that reflection is the engine of lifelong learning.
. The module will include teaching and learning in relations to the following key SP/SR concepts:
Personal-self: Bennett-Levy (2006) proposes that the personal-self develops prior to becoming a therapist. It encompasses the personal self-schema and personal developmental experiences (see Bennett-Levy, 2006 for a detailed explanation.
Therapist-self: Once one undertakes therapy training, the new learning leads to the development of the therapist-self. This is different to the personal-self but can influence and enhance it and vice versa (Bennett-Levy (2006). SP/SR has been shown to impact on the therapist-self, by deepening the sense of knowing of concepts and procedures (Bennett-Levy, 2006), and potentially impacting on the therapist’s use of skills
Knowledge of reflective processes and theories: SP/SR is a researched and structured approach, which is developing a strong theoretical basis, and growing evidence base (e.g. Bennett-Levy et. al. 2001). Best practices are emerging and being proposed (Thwaites et al., 2014), making it important that an SP/SR participant understands the theory basis and evidence for his/her practice
The bridging effect: Refection has been hypothesised to work by bridging the participant’s personal- and therapist-self learning (Bennett-Levy and Finlay-Jones, 2016). Without such a bridging effect, reflection and self-focused practice may separately impact on these various aspects of the ‘self’. The reflective practice participant may run the risk of not developing in an optimal way.
Learning Outcomes
On successful completion of this module students will be able to:
• Discuss the application of CBT principles to their own life and experiences
• Discuss the use of CBT in groups and Multidisciplinary Teams
• Integrate different models of CBT into own practice
• Relate their personal reflection and describe their own learning from course, supervision and psychotherapy cases.
Skills
On successful completion of this module students will demonstrate skills of critical thinking, applied reflection and analytical and interpretative skills, in relation to:
1. Personal-self:
How to develop enhanced reflective writing to demonstrate evidence of learning about the self, including development of self-awareness, links to early developmental experiences, and experience of personal change due to the SP/SR practice.
Therapist-self:
How to incorporate SP/SR on factors such as knowledge of concepts and procedures, use of specific skills, empathy and other interpersonal skills?
Evidence of Bridging:
How to integrate learning from reflection on the personal and therapist-self, as well as how SP/SR experience links to clinical and personal practice?
Understanding of reflective process:
How to develop increased self-awareness, understanding and application of SP/SR theories and suggested best practices, as well as how they inform the therapist’s own reflective practice?
A 2.2 Honours degree or above, or equivalent qualification acceptable to the University in a cognate area or equivalent professional qualification(s) and at least two years clinical practice experience in a statutory or independent mental health or related setting. All applicants must:
- Provide evidence of prior basic knowledge of psychological therapies preferably Cognitive Behavioural Therapy (CBT), and
- Be currently employed in a clinical or practice setting within an organisation providing therapeutic or counselling services, and
- Be in a role for the duration of the Programme to access a suitable client group for practice and supervision purposes.
Applicants from a non-core profession must provide a portfolio of evidence and references to demonstrate suitable core knowledge, skills and attitudes in line with KSA guidelines produced by The British Association for Behavioural & Cognitive Psychotherapies (BABCP).
All eligible applicants will be interviewed. Late applications may be considered.
Progression from the Postgraduate Diploma (PG Dip) onto the MSc will be subject to successfully completing all PG Dip modules and assessment of suitability for study of research methods and advanced CBT practice, which must be approved by the Course Director.
Applicants with a relevant PG Dip in CBT may apply for Recognition of Prior Certificated Learning (RPCL) under the University's Recognition of Prior Learning (RPL) Policy. This will exempt them from the first year of the MSc in Specialist Cognitive Behaviour Therapy (Trauma) (80 CATS points). Applicants applying under the RPCL Policy must provide a record of modular content of prior PG Dip in CBT training and relevant CPD. Please visit http://go.qub.ac.uk/RPLpolicyQUB for more information.
Closing date for applications: Monday 12th May 2025
Applicants are advised to apply as early as possible. In the event that any programme receives a high number of applications, the University reserves the right to close the application portal prior to the deadline stated on course finder. Notifications to this effect will appear on the application portal against the programme application page.
International Students
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English Language Requirements
Evidence of an IELTS* score of 6.5, with not less than 5.5 in any component, or an equivalent qualification acceptable to the University is required.
*Taken within the last 2 years.
International students wishing to apply to Queen's University Belfast (and for whom English is not their first language), must be able to demonstrate their proficiency in English in order to benefit fully from their course of study or research. Non-EEA nationals must also satisfy UK Visas and Immigration (UKVI) immigration requirements for English language for visa purposes.
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.
Cognitive Behavioural Therapy services are an expanding area of mental health services due to an increasing demand for evidence-based psychological therapies.
Graduates of this specialist MSc can apply for professional employment as fully accredited Cognitive Behaviour Psychotherapists, practice in trauma at a specialist CBT level and are able to undertake clinical research with a view to publishing in academic and professional journals.
Queen's postgraduates reap exceptional benefits. Unique initiatives, such as Degree Plus and Researcher Plus bolster our commitment to employability, while innovative leadership and executive programmes help our students gain key leadership positions both nationally and internationally.
Graduate 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 Graduate Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
MSc (T) Cognitive Behavioural Therapy is a 2 year course and fees shown are for each year.
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.
All tuition fees quoted relate to a single year of study unless stated otherwise. Tuition fees will be subject to an annual inflationary increase, unless explicitly stated otherwise.
Students are required to register for BABCP membership, the student rate costs £25. BABCP accreditation is optional for all students and would normally be applied for at the end of training at the PG Diploma level.
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?
The Department for the Economy will provide a tuition fee loan of up to £6,500 per NI / EU student for postgraduate study. Tuition fee loan information.
A postgraduate loans system in the UK offers government-backed student loans of up to £11,836 for taught and research Masters courses in all subject areas (excluding Initial Teacher Education/PGCE, where undergraduate student finance is available). Criteria, eligibility, repayment and application information are available on the UK government website.