BSc (Hons) Psychology with Clinical Psychology

BSc (Hons) Psychology with Clinical Psychology

Psychology at the University of Lincoln ranked in the top 10% in the UK for learning community, learning resources and student voice, and in the top 20% for academic support, learning opportunities and organisation and management according to the National Student Survey 2017.

The Course

Clinical psychology is the practice of using psychological theories, treatments and therapies to assess the needs of clients in order to improve their health and wellbeing.

The BSc (Hons) Psychology with Clinical Psychology degree covers broad concepts of general psychology alongside specialised modules that aim to develop students' understanding of what is involved in working with a range of client groups in clinical settings.

Topics such as Approaches to Treatment and Therapy, Mental Health and Counselling Skills have been designed to prepare students to embark on postgraduate study, to practise clinical psychology in a range of settings, or to work in therapeutic areas.

This degree aims to address the key concepts and practices of psychology, while also aiming to provide a level of specialised knowledge in clinical psychology. The course is designed to be especially suited to those students considering a career in health or social services.

A key aim of the degree is to provide students with the opportunity to develop a realistic appreciation of the work of a clinical psychologist. Guest lectures by experienced psychologist practitioners aim to introduce students to issues in professional practice. The course is also designed to prepare students for further training at postgraduate level — the next step towards becoming a Clinical Psychologist.

The Course

Clinical psychology is the practice of using psychological theories, treatments and therapies to assess people's needs and improve their wellbeing.

The BSc (Hons) Psychology with Clinical Psychology degree covers broad concepts of general psychology alongside specialised modules, such as mental health, counselling skills, and approaches to treatment and therapy.

These have been designed to prepare students to embark on postgraduate study, to practise clinical psychology in a range of settings, or to work in therapeutic areas.

This degree aims to address the key concepts and practices of psychology, while also aiming to provide a level of specialised knowledge in clinical psychology. The course is designed to be especially suited to those students considering a career in health or social services.

A key aim of the degree is to provide students with the opportunity to develop a realistic appreciation of the work of a clinical psychologist. Guest lectures by experienced psychologist practitioners aim to introduce students to issues in professional practice. The course is also designed to prepare students for further training at postgraduate level — the next step towards becoming a Clinical Psychologist.

This course is accredited by the British Psychological Society as conferring eligibility for the Graduate Basis for Chartered membership (GBC), the first step towards becoming a Chartered Psychologist.
This course is designed for students that are looking for a programme that aims to allow them the opportunity to gain an understanding of the scope of clinical psychology theory and practice, while at the same time providing the basis for professional accreditation as a Chartered Psychologist.
The course aims to produce graduates who are critical thinkers and independent researchers. This means that graduating students are expected to be able to tackle psychological problems and issues as independent researchers taking a critical and analytical approach.

The course also aims to engender in students an ability to reflect on the nature of human behaviour in an informed and systematic manner, and to provide them with an opportunity to gain an understanding of the scope of clinical psychology theory and practice.

During the final year, students may choose from a wide selection of optional modules and are expected to complete an extended independent study. At this stage, it is expected that the majority of students' studies will be determined by their interests and career aspirations.

Teaching takes place in large lecture rooms, smaller seminars and workshops and in small groups, depending on the level and the topic. In addition, staff use the intranet to provide materials to support teaching and have regular drop in sessions for students.

Most modules involve two hours a week timetabled teaching time. Students are expected to contribute to small group sessions and to undertake independent study.

There are dedicated Psychology Labs for student projects as well as the research labs that students may use as part of their final year research project.

Course materials are posted to an online virtual learning environment to supplement face to face teaching and to support onsite and remote study.

Contact Hours and Reading for a Degree

Students on this programme learn from academic staff who are often engaged in world-leading or internationally excellent research or professional practice. Contact time can be in workshops, practical sessions, seminars or lectures and may vary from module to module and from academic year to year. Tutorial sessions and project supervision can take the form of one-to-one engagement or small group sessions. Some courses offer the opportunity to take part in external visits and fieldwork.

It is still the case that students read for a degree and this means that in addition to scheduled contact hours, students are required to engage in independent study. This allows you to read around a subject and to prepare for lectures and seminars through wider reading, or to complete follow up tasks such as assignments or revision. As a general guide, the amount of independent study required by students at the University of Lincoln is that for every hour in class you are expected to spend at least two to three hours in independent study.

Brain, Behaviour & Cognition (Core)
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Brain, Behaviour & Cognition (Core)

This module aims to introduce students to a wide range of topics outlining the structure and functions of the brain and nervous system, and the relationship between these brain structures and the behaviours, both covert and overt, resulting from them. The module serves as the foundation for the second year core module in cognition, and a number of elective modules expand on ideas introduced here.

Conceptual & Historical Issues in Psychology (Core)
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Conceptual & Historical Issues in Psychology (Core)

This module considers the history of psychology, critical psychology, the criteria that we can use to determine whether theories in psychology are scientific or not, and the interaction between psychology and society.

Developing Individual in Society (Core)
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Developing Individual in Society (Core)

This module provides an introduction to three major areas of psychological theory and research, Developmental, Social and Individual psychology. The topics are covered in Semesters A and B respectively and grouped thematically. Content across all topics is embedded in the context of major, relevant general, developmental, social and individual differences theories.

Foundations of Clinical Psychology (Core)
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Foundations of Clinical Psychology (Core)

This is an introductory module to practice and research in Clinical Psychology. Initially, the focus of the module will be on understanding the social and political contextual factors in the practice of clinical psychology including historical developments, ethical considerations, cultural and social influences on the conceptualisation of Mental Disorder.

After setting the context, the module will focus on the process of knowledge generation in clinical psychology. The module will aim to develop an understanding of the epistemological strengths and limitations of multiple clinical research methods. The aim is to introduce students to the nature and scope of clinical practice, by debating some of the key issues in clinical practice and becoming familiar with research approaches that are integral to understanding and treating mental disorder. This module is designed to provide undergraduates with foundational knowledge of clinical psychology that will prepare them for more advanced modules in the programme.

Research Skills I (Core)
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Research Skills I (Core)

An appreciation of research methods is critical for an understanding of an empirical discipline like psychology. This module introduces students to some of the basic concepts underlying the quantitative treatment of research data. The module aims to provide the foundations for research in psychology that students will be able to build on during their degree and beyond.

Research Skills II (Core)
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Research Skills II (Core)

This module aims to build on the foundations of research methods and statistics from Research Skills I and works to prepare students for more independent and advanced study in Research Skills III and IV. The module provides an introduction to, and experience of, survey and qualitative methods in Psychology, covering study design, data collection, analysis, interpretation and reporting. Students are introduced to the theoretical and philosophical underpinnings of non-experimental research and have the opportunity to consider practical applications.

Cognition (Core)
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Cognition (Core)

The module extends the investigations of cognition that began in the first year. Topics critical to our understanding of cognition are considered in more depth, with consideration of both classic and current research into cognitive processes from both a cognitive and cognitive neuroscience approach. Topics covered will be from areas that are critical to our understanding of human cognition and may include a selection from the following areas: memory, attention, recognition, language, decision making, thinking etc.


By covering a range of topics within cognitive psychology students can develop a comprehensive understanding of how our cognitive processes function and develop an appreciation of the role of empirical evidence in guiding the formation and assessment of different psychological theories. Teaching will cover different topics and links will between different areas to develop students’ appreciation of how a wider perspective can enhance our understanding of an area.

Developmental Psychology (Core)
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Developmental Psychology (Core)

This module aims to examine the concepts, theories, research methods and influencing factors in child development relevant to the period from birth to pre-adolescence.

International Study (Option)
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International Study (Option)

The School believes that an option to study overseas is a valuable educational opportunity for our students. The optional year is intended to:

  • Enable students to benefit from studying within a cross cultural environment;
  • Expose students to a wider academic and cultural experience;
  • Enhance their future employment opportunities;
  • Increasing their cultural and professional mobility.

This module is optional for students within the School of Psychology. Study Abroad is a year long module which enables students to spend a year studying abroad at one of the University’s approved partner institutions. Eligible students must have completed their second year of study to a satisfactory standard and successfully completed the application process for the year abroad. During the year spent abroad, students share classes with local students and study on a suite of locally-delivered taught modules which have been approved in advance by the University. Upon their return, as part of the assessment for this modules, students are required to critically reflect upon their experience of living and studying in a different cultural environment and the skills acquired.

Mental Health and Disorder (Core)
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Mental Health and Disorder (Core)

This module aims to provide an introduction to a range of mental health disorders with regard to their historical context, classification and aetiology. Based on established theoretical and research context, this module will give students the opportunity to critically examine a range of theories regarding the nature of mental health problems through the use of primary research sources, with the aim of broadening their potential understanding regarding the complexity of this topic and current debate issues in the field.

Psychological Assessment & Psychometrics (Core)
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Psychological Assessment & Psychometrics (Core)

The module aims to provide an introduction into psychological assessments using psychometrics, including questionnaires and scales. Based on the established theoretical and research context, this module will consider a range of assessment tools used in psychology to assess an individual’s behaviour or behavioural disposition, and provide an introduction into psychometric test development. The modules also aims to provide students with the opportunity to administer, score, and interpret psychological tests.

Research Skills III (Core)
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Research Skills III (Core)

This module aims to build on and develop the experimental research skills that were acquired at Research Skills I. Students are introduced to a range of statistical and non-statistical topics. In parallel, a series of workshops are designed to teach the practical skills associated with experimental design and analysis, and students can also carry out a research project in small groups supervised by members of staff.

Research Skills IV (Core)
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Research Skills IV (Core)

This module aims to build and develop non-experimental research skills that were acquired at Level 1 (Research Skills I&II). These will include research design, analysis and data handling. In lectures, students are introduced to a range of statistical and non-statistical topics. In parallel, a series of workshops will teach students practical skills associated with non-experimental design and analysis, and students will also carry out a research project in small groups supervised by members of staff.

Social Psychology (Core)
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Social Psychology (Core)

This module seeks to explore some of the central issues of social psychology, including how people deal with social information, such as the causes of behaviour and social categories, and how groups function and interact.

Understanding Mental Health & Wellbeing (Core)
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Understanding Mental Health & Wellbeing (Core)

This module aims to build on the content presented in the Mental Health and Disorder module by broadening the understanding of mental health and psychological well-being. Based on the established theoretical and research context, this module will consider an additional range of psychological disorders in terms of their assessment, aetiology, research background, and impact on the individual’s functioning and the environment they interact in.

Addictions (Option)
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Addictions (Option)

This module seeks to extensively explore the prevalence, aetiology and treatment strategies for prominent addictive behaviours and substance abuse and dependence in society.

Advanced Multivariate Statistics (Option)
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Advanced Multivariate Statistics (Option)

The aim of this module is to provide a comprehensive introduction to advanced multivariate techniques. The module seeks to explore the theoretical rationale underpinning each analysis.

Approaches to Treatment and Therapy (Core)
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Approaches to Treatment and Therapy (Core)

This module aims to develop an understanding of problem formulation used in clinical psychology with a view to undertaking a comprehensive assessment. Students can critically examine a range of psychological research and theories used in the treatment, therapy and support of people with mental health problems.

The module will cover the relevant evidence for working with different psychological interventions. It aims to develop an understanding of traditional paradigms of treatment and therapy as well as examining some more recent innovations. Students will have an opportunity to expand their knowledge of problem formulation.

Autistic Spectrum Disorders (Option)
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Autistic Spectrum Disorders (Option)

This module aims to examine the developmental disability of Autism (and Autistic Spectrum Disorders). It aims to cover a range of approaches to understanding Autism, from diagnosis and etiology.

Clinical and Experimental Neuropsychology (Option)
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Clinical and Experimental Neuropsychology (Option)

This module aims to draw on aspects of cognitive and clinical neuropsychology to examine the consequences of brain dysfunction. A particular focus will be upon the interdependence of clinical and experimental neuropsychology, and it is within this context that the role of neuropsychology in research, diagnosis and patient management can be explored.

Cognitive Neuroscience of Visual Attention (Option)
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Cognitive Neuroscience of Visual Attention (Option)

This module aims to build on the cognition of visual attention taught in year two. It aims to teach the developing understanding of the biological basis of visual attention. Features, i.e. lines, curve and areas are computed early in the visual system. This is not a passive process. Attention can be shown to influence, at a neurological level, the features that are computed. The module considers how this early processing leads to the representation of real world objects. The locus and functions of top down attentional biasing will also be examined.

Counselling Skills and Theory (Core)
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Counselling Skills and Theory (Core)

This module is designed to introduce students to counselling theories and aims to help to develop introductory communication and counselling skills. A Person-Centred approach to counselling skills will be used and an important aspect of this module will be providing students with the opportunity of development of learning through self-reflection.

Cross-Cultural Psychology (Option)
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Cross-Cultural Psychology (Option)

This module aims to provide students with the opportunity to discuss concepts, theories and research methods in cross-cultural psychology, including analysis of psychological definitions of culture and cultural variables. Specific topics in social and developmental psychology are considered from a cross-cultural perspective, for example, cultural values, social roles and relationships, family organisation, and selected topics in child development.

Developmental Psychopathology (Option)
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Developmental Psychopathology (Option)

This module aims to emphasise the importance of a developmental framework for understanding how children come to exhibit adaptive and maladaptive behaviour. The module will seek to address the changing nature of problems, influences and risk factors over the course of development.

Discourse (Option)
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Discourse (Option)

This module aims to develop students' knowledge of the development, theory and applications of the Discourse approach, which is a growing field within psychology. The module aims to introduce the Discourse perspective, in which language is seen as a means for people to do social actions: from blamings and invitations, to the establishment and maintenance of social relationships.

Fantasy Neuroscience (Option)
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Fantasy Neuroscience (Option)

This module is designed to introduce the background, theories and techniques of Social cognitive neuroscience. SCN seeks to understand socioemotional phenomena in terms of interactions between the social (socioemotional cues, contexts, experiences, and behaviors), cognitive (information processing mechanisms), and neural (brain bases) levels of analysis.

Independent Study (Psychology) (Core)
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Independent Study (Psychology) (Core)

This module expects students to carry out empirical research culminating in the production of a dissertation. The Independent Study is designed to test a student’s ability to identify an appropriate research question and to design and implement an appropriate study. The role of the supervisor is to guide them through these processes.

Occupational Psychology (Option)
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Occupational Psychology (Option)

This module is designed to provide a broad overview of this sub-field, which can be divided into three main areas; job related issues, inter and intra psychological issues, and workplace psychology. Theories from mainstream psychology aim to form the basis for a detailed discussion of key topics in occupational psychology.

Patterns of Action (Option)
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Patterns of Action (Option)

This module aims to examine the patterns of action that underlie social behaviours such as sequences of interactions and how these affect outcomes. For instance, why do some patterns result in positive outcomes, and some result in negative outcomes. Students will have the opportunity to learn a variety of approaches, for example: Game Theory, Systems Theory, and Chaos Theory to understand not only why individuals behave in particular ways, but how to scientifically map these behavioural patterns and offer real-world insight into how to change behaviour, rather than laboratory-based theoretical approaches.

Perception and Visual Art (Option)
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Perception and Visual Art (Option)

This module presents a broad overview of these findings and theoretical perspectives, and considers how they help us to deepen our understanding of visual art. Students critically evaluate scientific approaches to understanding art during seminar discussions, and are encouraged to find and bring relevant examples of visual art to the discussion.

Psychodynamic Therapy: Theory and Practice. (Option)
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Psychodynamic Therapy: Theory and Practice. (Option)

This module aims to offer students the opportunity to develop a theoretical understanding of the psychodynamic/psychoanalytic movement and its clinical applications.

Psychopharmacology: Drugs, Brain and Behaviour (Option)
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Psychopharmacology: Drugs, Brain and Behaviour (Option)

This module aims to explore the science behind the effects that drugs have on mood, sensation, thinking and behaviour. The history and actions of medications currently in use for the treatment of mental health disorders will be described along with an overview of the known actions and effects of illicit drug compounds.

Risk Perception, Assessment and Management (Option)
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Risk Perception, Assessment and Management (Option)

This module is designed to give students the opportunity to develop a critical awareness and understanding of psychological issues typically related to the assessment, perception, communication, management and governing of risk as it affects professional practices in such areas as public health, politics, the environment, science and technology, corporate communication, and clinical/forensic psychology.

Sleep, Dreaming and Circadian Rhythms (Option)
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Sleep, Dreaming and Circadian Rhythms (Option)

This module aims to build on the module, Brain Behaviour & Cognition. It applies that background knowledge to the topic of Sleep, Dreaming and Circadian Rhythms. The module aims to introduce students to the neurobiology of sleep and dreams. It also aims to integrate current understanding of key issues in sleep research such as the purpose of sleep and the role of dreams.

Sleep, Emotion And Cognition (Option)
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Sleep, Emotion And Cognition (Option)

This module seeks to examine the importance of two factors for cognition: sleep and emotion. This module aims to introduce students to both the different types of memory and cognition which appear to benefit from sleep and/or emotion and the experimental paradigms used to demonstrate this.

Vision (Option)
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Vision (Option)

This module aims to represent advances in vision research through the research contributions made by staff delivering the module. Emphasis is placed on methodology and the results they generate and how these are used to in turn to both inform and challenge conventional theory.

†The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.

The aims of the module assessments are to provide a measure of the development and attainment of course outcomes, including the attainment of high-level intellectual skills such as critical analysis and evaluation.

Accordingly, the nature of the assessment varies across the three levels of the course. The assessments at levels one and two aim to focus on the acquisition and understanding of knowledge and skills. In contrast, the level three assessments place far greater emphasis on the ability to apply, analyse, and evaluate knowledge.

BSc (Hons) Psychology with Clinical Psychology students currently receive feedback within a 20 working day period.

In the first and second years, assessment is 50% coursework and 50% written exams. In the third year it is 88% coursework and 12% written exams.

The way students are assessed on this course may vary for each module. Examples of assessment methods that may be used include coursework, such as written assignments, reports or dissertations; practical exams, such as presentations, performances or observations; and written exams, such as formal examinations or in-class tests.

The University of Lincoln’s policy is to ensure that staff return assessments to students promptly.

A keen interest in psychology as applied within clinical settings, and a lively and enquiring mind.

Some experience of project work involving the collection and analysis of data.

A tutorial system operates at Level One which aims to provide a sound basis for transition to Level Two of the course.

The tutorial course also includes a series of scheduled meetings. These personal tutorials aim to support the students' personal development and continue over the three years of the degree.

The course offers specialist options in the final year.

A range of professional psychologists, sometimes accompanied by a service user, from different clinical services, contribute to this course.

The course is accredited by the British Psychological Society as conferring eligibility for the Graduate Basis for Chartered membership (GBC), the first step towards becoming a Chartered Psychologist.

Student as Producer

Student as Producer is a model of teaching and learning that encourages academics and undergraduate students to collaborate on research activities. It is a programme committed to learning through doing.

The Student as Producer initiative was commended by the QAA in our 2012 review and is one of the teaching and learning features that makes the Lincoln experience unique.

Placement Year

When students are on an optional placement in the UK or overseas or studying abroad, they will be required to cover their own transport and accommodation and meals costs. Placements can range from a few weeks to a full year if students choose to undertake an optional sandwich year in industry.

Students are encouraged to obtain placements in industry independently. Tutors may provide support and advice to students who require it during this process.

Tuition Fees

2018/19UK/EUInternational
Full-time £9,250 per level £15,600 per level
Part-time £77.00 per credit point†  N/A
Placement (optional) Exempt Exempt

 

2019/20UK/EUInternational
Full-time £9,250 per level £15,900 per level
Part-time £77.00 per credit point†  N/A
Placement (optional) Exempt Exempt


†Please note that not all courses are available as a part-time option.

The University undergraduate tuition fee may increase year on year in line with government policy. This will enable us to continue to provide the best possible educational facilities and student experience.

Fees for enrolment on additional modules

Tuition fees for additional activity are payable by the student/sponsor and charged at the equivalent £ per credit point rate for each module. Additional activity includes:

- Enrolment on modules that are in addition to the validated programme curriculum

- Enrolment on modules that are over and above the full credit diet for the relevant academic year

- Retakes of modules as permitted by the Board of Examiners

Exceptionally tuition fees may not be payable where a student has been granted a retake with approved extenuating circumstances.

For more information and for details about funding your study, please see our UK/EU Fees & Funding pages or our International funding and scholarship pages. [www.lincoln.ac.uk/home/studyatlincoln/undergraduatecourses/feesandfunding/] [www.lincoln.ac.uk/home/international/feesandfunding/]

Additional Costs

For each course students may find that there are additional costs. These may be with regard to the specific clothing, materials or equipment required, depending on their subject area. Some courses provide opportunities for students to undertake field work or field trips. Where these are compulsory, the cost for the travel, accommodation and meals may be covered by the University and so is included in the fee. Where these are optional students will normally (unless stated otherwise) be required to pay their own transportation, accommodation and meal costs.

With regards to text books, the University provides students who enrol with a comprehensive reading list and our extensive library holds either material or virtual versions of the core texts that students are required to read. However, students may prefer to purchase some of these for themselves and will therefore be responsible for this cost. Where there may be exceptions to this general rule, information will be displayed in a section titled Other Costs below.

GCE Advanced Levels: ABB, to include a science related subject (Psychology, Biology, Chemistry, Physics, Applied Science, Maths, Geography or Economics are acceptable). General Studies and Critical Thinking are not accepted.

International Baccalaureate: 32 points overall, with 5 at Higher Level in Psychology, Biology, Chemistry, Physics, Applied Science, Maths, Geography or Economics.

BTEC Extended Diploma Applied Science and Physics accepted, depending on modules studied: Distinction, Distinction, Merit

Access to Higher Education Diploma in Science or Social Science subject accepted: A minimum of 45 level 3 credits at merit or above will be required.

Applicants will also be required to have at least three GCSEs (or the equivalent) at grade C or above, to include English and Maths or Statistics.

We will also consider applicants with extensive relevant work experience.

If you would like further information about entry requirements, or would like to discuss whether the qualifications you are currently studying are acceptable, please contact the Admissions team on 01522 886097, or email admissions@lincoln.ac.uk.

This course is accredited by the British Psychological Society as conferring eligibility for the Graduate Basis for Chartered membership (GBC), the first step towards becoming a Chartered Psychologist.
This course is designed for students that are looking for a programme that aims to allow them the opportunity to gain an understanding of the scope of clinical psychology theory and practice, while at the same time providing the basis for professional accreditation as a Chartered Psychologist.
On this degree, which is informed by the scientist-practitioner model and combines theory, research and practical skills development, students can develop a holistic appreciation of the of the range of skills required to work in a clinical setting.

The course aims to produce graduates who are critical thinkers and independent researchers. This means that graduating students are expected to be able to tackle psychological problems and issues as independent researchers taking a critical and analytical approach.

The course also aims to engender in students an ability to reflect on the nature of human behaviour in an informed and systematic manner, and to provide them with an opportunity to gain an understanding of the scope of clinical psychology theory and practice.

During the final year, students may choose from a wide selection of optional modules and are expected to complete an extended independent study. At this stage, it is expected that the majority of students' studies will be determined by their interests and career aspirations.

Teaching takes place in large lecture rooms, smaller seminars and workshops and in small groups, depending on the level and the topic. In addition, staff use the intranet to provide materials to support teaching and have regular drop in sessions for students.

Most modules involve two hours a week timetabled teaching time. Students are expected to contribute to small group sessions and to undertake independent study.

There are dedicated Psychology Labs for student projects as well as the research labs that students may use as part of their final year research project.

Course materials are posted to an online virtual learning environment to supplement face to face teaching and to support onsite and remote study.

Contact Hours and Reading for a Degree

Students on this programme learn from academic staff who are often engaged in world-leading or internationally excellent research or professional practice. Contact time can be in workshops, practical sessions, seminars or lectures and may vary from module to module and from academic year to year. Tutorial sessions and project supervision can take the form of one-to-one engagement or small group sessions. Some courses offer the opportunity to take part in external visits and fieldwork.

It is still the case that students read for a degree and this means that in addition to scheduled contact hours, students are required to engage in independent study. This allows you to read around a subject and to prepare for lectures and seminars through wider reading, or to complete follow up tasks such as assignments or revision. As a general guide, the amount of independent study required by students at the University of Lincoln is that for every hour in class you are expected to spend at least two to three hours in independent study.

Brain, Behaviour & Cognition (Core)
Find out more

Brain, Behaviour & Cognition (Core)

This module aims to introduce students to a wide range of topics outlining the structure and functions of the brain and nervous system, and the relationship between these brain structures and the behaviours, both covert and overt, resulting from them. The module serves as the foundation for the second year core module in cognition, and a number of elective modules expand on ideas introduced here.

Conceptual & Historical Issues in Psychology (Core)
Find out more

Conceptual & Historical Issues in Psychology (Core)

This module considers the history of psychology, critical psychology, the criteria that we can use to determine whether theories in psychology are scientific or not, and the interaction between psychology and society.

Developing Individual in Society (Core)
Find out more

Developing Individual in Society (Core)

This module provides an introduction to three major areas of psychological theory and research, Developmental, Social and Individual psychology. The topics are covered in Semesters A and B respectively and grouped thematically. Content across all topics is embedded in the context of major, relevant general, developmental, social and individual differences theories.

Foundations of Clinical Psychology (Core)
Find out more

Foundations of Clinical Psychology (Core)

This is an introductory module to practice and research in Clinical Psychology. Initially, the focus of the module will be on understanding the social and political contextual factors in the practice of clinical psychology including historical developments, ethical considerations, cultural and social influences on the conceptualisation of Mental Disorder.

After setting the context, the module will focus on the process of knowledge generation in clinical psychology. The module will aim to develop an understanding of the epistemological strengths and limitations of multiple clinical research methods. The aim is to introduce students to the nature and scope of clinical practice, by debating some of the key issues in clinical practice and becoming familiar with research approaches that are integral to understanding and treating mental disorder. This module is designed to provide undergraduates with foundational knowledge of clinical psychology that will prepare them for more advanced modules in the programme.

Research Skills I (Core)
Find out more

Research Skills I (Core)

An appreciation of research methods is critical for an understanding of an empirical discipline like psychology. This module introduces students to some of the basic concepts underlying the quantitative treatment of research data. The module aims to provide the foundations for research in psychology that students will be able to build on during their degree and beyond.

Research Skills II (Core)
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Research Skills II (Core)

This module aims to build on the foundations of research methods and statistics from Research Skills I and works to prepare students for more independent and advanced study in Research Skills III and IV. The module provides an introduction to, and experience of, survey and qualitative methods in Psychology, covering study design, data collection, analysis, interpretation and reporting. Students are introduced to the theoretical and philosophical underpinnings of non-experimental research and have the opportunity to consider practical applications.

Cognition (Core)
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Cognition (Core)

The module extends the investigations of cognition that began in the first year. Topics critical to our understanding of cognition are considered in more depth, with consideration of both classic and current research into cognitive processes from both a cognitive and cognitive neuroscience approach. Topics covered will be from areas that are critical to our understanding of human cognition and may include a selection from the following areas: memory, attention, recognition, language, decision making, thinking etc.


By covering a range of topics within cognitive psychology students can develop a comprehensive understanding of how our cognitive processes function and develop an appreciation of the role of empirical evidence in guiding the formation and assessment of different psychological theories. Teaching will cover different topics and links will between different areas to develop students’ appreciation of how a wider perspective can enhance our understanding of an area.

Developmental Psychology (Core)
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Developmental Psychology (Core)

This module aims to examine the concepts, theories, research methods and influencing factors in child development relevant to the period from birth to pre-adolescence.

International Study (Option)
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International Study (Option)

The School believes that an option to study overseas is a valuable educational opportunity for our students. The optional year is intended to:

  • Enable students to benefit from studying within a cross cultural environment;
  • Expose students to a wider academic and cultural experience;
  • Enhance their future employment opportunities;
  • Increasing their cultural and professional mobility.

This module is optional for students within the School of Psychology. Study Abroad is a year long module which enables students to spend a year studying abroad at one of the University’s approved partner institutions. Eligible students must have completed their second year of study to a satisfactory standard and successfully completed the application process for the year abroad. During the year spent abroad, students share classes with local students and study on a suite of locally-delivered taught modules which have been approved in advance by the University. Upon their return, as part of the assessment for this modules, students are required to critically reflect upon their experience of living and studying in a different cultural environment and the skills acquired.

Mental Health and Disorder (Core)
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Mental Health and Disorder (Core)

This module aims to provide an introduction to a range of mental health disorders with regard to their historical context, classification and aetiology. Based on established theoretical and research context, this module will give students the opportunity to critically examine a range of theories regarding the nature of mental health problems through the use of primary research sources, with the aim of broadening their potential understanding regarding the complexity of this topic and current debate issues in the field.

Psychological Assessment & Psychometrics (Core)
Find out more

Psychological Assessment & Psychometrics (Core)

The module aims to provide an introduction into psychological assessments using psychometrics, including questionnaires and scales. Based on the established theoretical and research context, this module will consider a range of assessment tools used in psychology to assess an individual’s behaviour or behavioural disposition, and provide an introduction into psychometric test development. The modules also aims to provide students with the opportunity to administer, score, and interpret psychological tests.

Research Skills III (Core)
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Research Skills III (Core)

This module aims to build on and develop the experimental research skills that were acquired at Research Skills I. Students are introduced to a range of statistical and non-statistical topics. In parallel, a series of workshops are designed to teach the practical skills associated with experimental design and analysis, and students can also carry out a research project in small groups supervised by members of staff.

Research Skills IV (Core)
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Research Skills IV (Core)

This module aims to build and develop non-experimental research skills that were acquired at Level 1 (Research Skills I&II). These will include research design, analysis and data handling. In lectures, students are introduced to a range of statistical and non-statistical topics. In parallel, a series of workshops will teach students practical skills associated with non-experimental design and analysis, and students will also carry out a research project in small groups supervised by members of staff.

Social Psychology (Core)
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Social Psychology (Core)

This module seeks to explore some of the central issues of social psychology, including how people deal with social information, such as the causes of behaviour and social categories, and how groups function and interact.

Understanding Mental Health & Wellbeing (Core)
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Understanding Mental Health & Wellbeing (Core)

This module aims to build on the content presented in the Mental Health and Disorder module by broadening the understanding of mental health and psychological well-being. Based on the established theoretical and research context, this module will consider an additional range of psychological disorders in terms of their assessment, aetiology, research background, and impact on the individual’s functioning and the environment they interact in.

Addictions (Option)
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Addictions (Option)

This module seeks to extensively explore the prevalence, aetiology and treatment strategies for prominent addictive behaviours and substance abuse and dependence in society.

Advanced Multivariate Statistics (Option)
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Advanced Multivariate Statistics (Option)

The aim of this module is to provide a comprehensive introduction to advanced multivariate techniques. The module seeks to explore the theoretical rationale underpinning each analysis.

Approaches to Treatment and Therapy (Core)
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Approaches to Treatment and Therapy (Core)

This module aims to develop an understanding of problem formulation used in clinical psychology with a view to undertaking a comprehensive assessment. Students can critically examine a range of psychological research and theories used in the treatment, therapy and support of people with mental health problems.

The module will cover the relevant evidence for working with different psychological interventions. It aims to develop an understanding of traditional paradigms of treatment and therapy as well as examining some more recent innovations. Students will have an opportunity to expand their knowledge of problem formulation.

Autistic Spectrum Disorders (Option)
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Autistic Spectrum Disorders (Option)

This module aims to examine the developmental disability of Autism (and Autistic Spectrum Disorders). It aims to cover a range of approaches to understanding Autism, from diagnosis and etiology.

Clinical and Experimental Neuropsychology (Option)
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Clinical and Experimental Neuropsychology (Option)

This module aims to draw on aspects of cognitive and clinical neuropsychology to examine the consequences of brain dysfunction. A particular focus will be upon the interdependence of clinical and experimental neuropsychology, and it is within this context that the role of neuropsychology in research, diagnosis and patient management can be explored.

Cognitive Neuroscience of Visual Attention (Option)
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Cognitive Neuroscience of Visual Attention (Option)

This module aims to build on the cognition of visual attention taught in year two. It aims to teach the developing understanding of the biological basis of visual attention. Features, i.e. lines, curve and areas are computed early in the visual system. This is not a passive process. Attention can be shown to influence, at a neurological level, the features that are computed. The module considers how this early processing leads to the representation of real world objects. The locus and functions of top down attentional biasing will also be examined.

Counselling Skills and Theory (Core)
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Counselling Skills and Theory (Core)

This module is designed to introduce students to counselling theories and aims to help to develop introductory communication and counselling skills. A Person-Centred approach to counselling skills will be used and an important aspect of this module will be providing students with the opportunity of development of learning through self-reflection.

Cross-Cultural Psychology (Option)
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Cross-Cultural Psychology (Option)

This module aims to provide students with the opportunity to discuss concepts, theories and research methods in cross-cultural psychology, including analysis of psychological definitions of culture and cultural variables. Specific topics in social and developmental psychology are considered from a cross-cultural perspective, for example, cultural values, social roles and relationships, family organisation, and selected topics in child development.

Developmental Psychopathology (Option)
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Developmental Psychopathology (Option)

This module aims to emphasise the importance of a developmental framework for understanding how children come to exhibit adaptive and maladaptive behaviour. The module will seek to address the changing nature of problems, influences and risk factors over the course of development.

Discourse (Option)
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Discourse (Option)

This module aims to develop students' knowledge of the development, theory and applications of the Discourse approach, which is a growing field within psychology. The module aims to introduce the Discourse perspective, in which language is seen as a means for people to do social actions: from blamings and invitations, to the establishment and maintenance of social relationships.

Fantasy Neuroscience (Option)
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Fantasy Neuroscience (Option)

This module is designed to introduce the background, theories and techniques of Social cognitive neuroscience. SCN seeks to understand socioemotional phenomena in terms of interactions between the social (socioemotional cues, contexts, experiences, and behaviors), cognitive (information processing mechanisms), and neural (brain bases) levels of analysis.

Independent Study (Psychology) (Core)
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Independent Study (Psychology) (Core)

This module expects students to carry out empirical research culminating in the production of a dissertation. The Independent Study is designed to test a student’s ability to identify an appropriate research question and to design and implement an appropriate study. The role of the supervisor is to guide them through these processes.

Occupational Psychology (Option)
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Occupational Psychology (Option)

This module is designed to provide a broad overview of this sub-field, which can be divided into three main areas; job related issues, inter and intra psychological issues, and workplace psychology. Theories from mainstream psychology aim to form the basis for a detailed discussion of key topics in occupational psychology.

Patterns of Action (Option)
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Patterns of Action (Option)

This module aims to examine the patterns of action that underlie social behaviours such as sequences of interactions and how these affect outcomes. For instance, why do some patterns result in positive outcomes, and some result in negative outcomes. Students will have the opportunity to learn a variety of approaches, for example: Game Theory, Systems Theory, and Chaos Theory to understand not only why individuals behave in particular ways, but how to scientifically map these behavioural patterns and offer real-world insight into how to change behaviour, rather than laboratory-based theoretical approaches.

Perception and Visual Art (Option)
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Perception and Visual Art (Option)

This module presents a broad overview of these findings and theoretical perspectives, and considers how they help us to deepen our understanding of visual art. Students critically evaluate scientific approaches to understanding art during seminar discussions, and are encouraged to find and bring relevant examples of visual art to the discussion.

Psychodynamic Therapy: Theory and Practice. (Option)
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Psychodynamic Therapy: Theory and Practice. (Option)

This module aims to offer students the opportunity to develop a theoretical understanding of the psychodynamic/psychoanalytic movement and its clinical applications.

Psychopharmacology: Drugs, Brain and Behaviour (Option)
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Psychopharmacology: Drugs, Brain and Behaviour (Option)

This module aims to explore the science behind the effects that drugs have on mood, sensation, thinking and behaviour. The history and actions of medications currently in use for the treatment of mental health disorders will be described along with an overview of the known actions and effects of illicit drug compounds.

Risk Perception, Assessment and Management (Option)
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Risk Perception, Assessment and Management (Option)

This module is designed to give students the opportunity to develop a critical awareness and understanding of psychological issues typically related to the assessment, perception, communication, management and governing of risk as it affects professional practices in such areas as public health, politics, the environment, science and technology, corporate communication, and clinical/forensic psychology.

Sleep, Dreaming and Circadian Rhythms (Option)
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Sleep, Dreaming and Circadian Rhythms (Option)

This module aims to build on the module, Brain Behaviour & Cognition. It applies that background knowledge to the topic of Sleep, Dreaming and Circadian Rhythms. The module aims to introduce students to the neurobiology of sleep and dreams. It also aims to integrate current understanding of key issues in sleep research such as the purpose of sleep and the role of dreams.

Sleep, Emotion And Cognition (Option)
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Sleep, Emotion And Cognition (Option)

This module seeks to examine the importance of two factors for cognition: sleep and emotion. This module aims to introduce students to both the different types of memory and cognition which appear to benefit from sleep and/or emotion and the experimental paradigms used to demonstrate this.

Vision (Option)
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Vision (Option)

This module aims to represent advances in vision research through the research contributions made by staff delivering the module. Emphasis is placed on methodology and the results they generate and how these are used to in turn to both inform and challenge conventional theory.

†The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.

The aims of the module assessments are to provide a measure of the development and attainment of course outcomes, including the attainment of high-level intellectual skills such as critical analysis and evaluation.

Accordingly, the nature of the assessment varies across the three levels of the course. The assessments at levels one and two aim to focus on the acquisition and understanding of knowledge and skills. In contrast, the level three assessments place far greater emphasis on the ability to apply, analyse, and evaluate knowledge.

BSc (Hons) Psychology with Clinical Psychology students currently receive feedback within a 20 working day period.

In the first and second years, assessment is 50% coursework and 50% written exams. In the third year it is 88% coursework and 12% written exams.

The way students are assessed on this course may vary for each module. Examples of assessment methods that may be used include coursework, such as written assignments, reports or dissertations; practical exams, such as presentations, performances or observations; and written exams, such as formal examinations or in-class tests.

The University of Lincoln’s policy is to ensure that staff return assessments to students promptly.

A keen interest in psychology as applied within clinical settings, and a lively and enquiring mind.

Some experience of project work involving the collection and analysis of data.

A tutorial system operates at Level One which aims to provide a sound basis for transition to Level Two of the course.

The tutorial course also includes a series of scheduled meetings. These personal tutorials aim to support the students' personal development and continue over the three years of the degree.

The course offers specialist options in the final year.

A range of professional psychologists, sometimes accompanied by a service user, from different clinical services, contribute to this course.

The course is accredited by the British Psychological Society as conferring eligibility for the Graduate Basis for Chartered membership (GBC), the first step towards becoming a Chartered Psychologist.

The School of Psychology has a growing reputation for excellent fundamental and applied research. Research is focused on four key themes, perception, action and cognition; forensic and clinical psychology; identity and social relationships psychology; and evolution and development.

Student as Producer

Student as Producer is a model of teaching and learning that encourages academics and undergraduate students to collaborate on research activities. It is a programme committed to learning through doing.

The Student as Producer initiative was commended by the QAA in our 2012 review and is one of the teaching and learning features that makes the Lincoln experience unique.

Work Opportunities Hub

The Work Opportunities Hub is available to support all students within the College of Social Science who are seeking to enhance their studies by engaging with a variety of work settings. This may be as part of their programme or as an activity during term time or holidays. Students are responsible for their travel, accommodation and living costs while undertaking a work placement.

Placement Year

When students are on an optional placement in the UK or overseas or studying abroad, they will be required to cover their own transport and accommodation and meals costs. Placements can range from a few weeks to a full year if students choose to undertake an optional sandwich year in industry.

Students are encouraged to obtain placements in industry independently. Tutors may provide support and advice to students who require it during this process.

Tuition Fees

2018/19UK/EUInternational
Full-time £9,250 per level £15,600 per level
Part-time £77.00 per credit point†  N/A
Placement (optional) Exempt Exempt

 

2019/20UK/EUInternational
Full-time £9,250 per level £15,900 per level
Part-time £77.00 per credit point†  N/A
Placement (optional) Exempt Exempt


†Please note that not all courses are available as a part-time option.

The University undergraduate tuition fee may increase year on year in line with government policy. This will enable us to continue to provide the best possible educational facilities and student experience.

Fees for enrolment on additional modules

Tuition fees for additional activity are payable by the student/sponsor and charged at the equivalent £ per credit point rate for each module. Additional activity includes:

- Enrolment on modules that are in addition to the validated programme curriculum

- Enrolment on modules that are over and above the full credit diet for the relevant academic year

- Retakes of modules as permitted by the Board of Examiners

Exceptionally tuition fees may not be payable where a student has been granted a retake with approved extenuating circumstances.

For more information and for details about funding your study, please see our UK/EU Fees & Funding pages or our International funding and scholarship pages. [www.lincoln.ac.uk/home/studyatlincoln/undergraduatecourses/feesandfunding/] [www.lincoln.ac.uk/home/international/feesandfunding/]

Additional Costs

For each course students may find that there are additional costs. These may be with regard to the specific clothing, materials or equipment required, depending on their subject area. Some courses provide opportunities for students to undertake field work or field trips. Where these are compulsory, the cost for the travel, accommodation and meals may be covered by the University and so is included in the fee. Where these are optional students will normally (unless stated otherwise) be required to pay their own transportation, accommodation and meal costs.

With regards to text books, the University provides students who enrol with a comprehensive reading list and our extensive library holds either material or virtual versions of the core texts that students are required to read. However, students may prefer to purchase some of these for themselves and will therefore be responsible for this cost. Where there may be exceptions to this general rule, information will be displayed in a section titled Other Costs below.

GCE Advanced Levels: ABB, to include a science related subject (Psychology, Biology, Chemistry, Physics, Applied Science, Maths, Geography, Economics, General Studies and Critical Thinking are accepted).

International Baccalaureate: 32 points overall, with 5 at Higher Level in Psychology, Biology, Chemistry, Physics, Applied Science, Maths, Geography or Economics.

BTEC Extended Diploma in Applied Science accepted*: Distinction, Distinction, Merit

*not all modules are accepted. Please contact our Admissions team for further information (admissions@lincoln.ac.uk).

Applicants will also need at least three GCSEs at grade 4 (C) or above, which must include English and Maths or Statistics. Equivalent Level 2 qualifications may also be considered.

The University accepts a wide range of qualifications as the basis for entry and will consider applicants who have a mix of qualifications.

We also consider applicants with extensive and relevant work experience and will give special individual consideration to those who do not meet the standard entry qualifications.

If you would like further information about entry requirements, or would like to discuss whether the qualifications you are currently studying are acceptable, please contact the Admissions team on 01522 886097, or email admissions@lincoln.ac.uk.

Learn from Experts

Throughout this degree, students may receive tuition from professors, senior lecturers, lecturers, researchers, practitioners, visiting experts or technicians, and they may also be supported in their learning by other students.

Expert - Hannah Lena

Dr Hannah Lena Merdian

Programme Leader

Dr Merdian teaches the second year module Mental Health and Wellbeing and the third year module Approaches to Treatment and Therapy. Dr Merdian's research focuses on psychological assessment and case formulation, with a specific focus on child protection matters. She is co-lead of onlinePROTECT (Pathways of Risk and Offender Typologies in the Exploitation of Children through Technology), a research and consultation programme on online child protection.


Your Future Career

This course aims to prepare students for postgraduate study or professional training in any area of psychology. This degree is designed to be especially suited to those considering a career in the health or social service areas. A programme of ‘Careers in Psychology’ seminars runs throughout the final year.

Careers Service

The University Careers and Employability Team offer qualified advisors who can work with students to provide tailored, individual support and careers advice during their time at the University. As a member of our alumni we also offer one-to-one support in the first year after completing a course, including access to events, vacancy information and website resources; with access to online vacancies and virtual resources for the following two years.

This service can include one-to-one coaching, CV advice and interview preparation to help you maximise our graduates future opportunities.

The service works closely with local, national and international employers, acting as a gateway to the business world.

Visit our Careers Service pages for further information http://www.lincoln.ac.uk/home/campuslife/studentsupport/careersservice/.

A programme of ‘Careers in Psychology’ seminars runs throughout the final year of the degree. This degree aims to prepare students for postgraduate study or professional training in any area of psychology. The course aims to prepare students who wish to embark on postgraduate study to become a practising clinical or counselling psychologist or to engage in clinical research. This degree is designed to be especially suited to those considering a career in the health or social services or engage in clinical research. Graduates may go on to further study at postgraduate level.

Careers Service

The University Careers and Employability Team offer qualified advisors who can work with students to provide tailored, individual support and careers advice during their time at the University. As a member of our alumni we also offer one-to-one support in the first year after completing a course, including access to events, vacancy information and website resources; with access to online vacancies and virtual resources for the following two years.

This service can include one-to-one coaching, CV advice and interview preparation to help you maximise our graduates future opportunities.

The service works closely with local, national and international employers, acting as a gateway to the business world.

Visit our Careers Service pages for further information http://www.lincoln.ac.uk/home/campuslife/studentsupport/careersservice/.


Facilities

Specialist psychology research facilities include a sleep laboratory, motor lab and EEG laboratories, a psychophysiology laboratory and the BabyLab – a specialist area for the study of child development.

Students have access to ICT suites and technical staff are on hand to aid in the design and execution of experiments and provide assistance with specialist software.

We constantly invest in our campus as we aim to provide the best learning environment for our undergraduates. Whatever the area of study, the University strives to ensure students have access to specialist equipment and resources, to develop the skills, which they may need in their future career.


The University intends to provide its courses as outlined in these pages, although the University may make changes in accordance with the Student Admissions Terms and Conditions.