Course Information
Select year of entry:
3 Years 6 years School Of Psychology Lincoln Campus [L] Validated ABB (or equivalent qualifications) C890 3 Years 6 years School Of Psychology Lincoln Campus [L] Validated ABB (128 UCAS Tariff points) (or equivalent qualifications) C890

top10%  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.

Introduction

The BSc (Hons) Psychology with Forensic Psychology degree at Lincoln aims to provide students with a level of specialised knowledge in Forensic Psychology, as well as an understanding of key concepts and practices in Psychology in general.

Forensic psychology is concerned with understanding the patterns, motives, mindsets and behaviours of people who commit crime. This relates to the processes of investigation, understanding different types of criminal behaviour, and the impact on victims and witnesses. In addition, the degree content aims to focus on the criminal justice system in relation to the courts and post-conviction forensic settings, such as prison, probation and forensic mental health.

On this degree, which is informed by the latest theory and research, you have the opportunity to develop a holistic understanding of the field and the chance to gain knowledge and an understanding of the range of skills required to work in forensic settings.

Students are expected to gain a realistic insight into the day-to-day work of a Forensic Psychologist and an appreciation for the knowledge and skills needed to achieve success in this career path. The course aims to place this in context through regular lectures by experienced, practising Psychologists. A range of Forensic Psychologists, Clinicians and Practitioners from different forensic services also contribute to the course.

How You Study

Contact Hours and Independent Study

Contact hours may vary for each year of a degree. When engaging in a full-time degree students should, at the very least, expect to undertake a minimum of 37 hours of study each week during term time (including independent study) in addition to potentially undertaking assignments outside of term time. The composition and delivery for the course breaks down differently for each module and may include lectures, seminars, workshops, independent study, practicals, work placements, research and one-to-one learning.

University-level study involves a significant proportion of independent study, exploring the material covered in lectures and seminars. As a general guide, for every hour in class students are expected to spend two - three hours in independent study.

Please see the Unistats data, using the link at the bottom of this page, for specific information relating to this course in terms of course composition and delivery, contact hours and student satisfaction.

How You Are Assessed

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 assessment varies across the three levels of the course. Assessments at Levels One and Two are designed to focus on the acquisition and understanding of knowledge and skills. In contrast, Level Three assessments aim to place far greater emphasis on the ability to apply, analyse and evaluate knowledge.

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

Assessment Feedback

The University of Lincoln's policy on assessment feedback aims to ensure that academics will return in-course assessments to students promptly – usually within 15 working days after the submission date (unless stated differently above)..

Methods of Assessment

The way students will be assessed on this course will vary for each module. It could include coursework, such as a dissertation or essay, written and practical exams, portfolio development, group work or presentations to name some examples.

For a breakdown of assessment methods used on this course and student satisfaction, please visit the Unistats website, using the link at the bottom of this page.

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

Staff

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

For a comprehensive list of teaching staff, please see our School Of Psychology Staff Pages.

Entry Requirements 2017-18

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 five 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.

Level 1

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)

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)

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 Forensic Psychology (Core)

This is an introductory module introducing the theory, research, and practice in Forensic Psychology. In the module students consider aspects of investigation and policing and particular types of major crime offending. The module will then move on to consider the courts and the dispersal of convicted offenders/patients into forensic settings such as prisons and secure units. This will also include a focus on assessment of risk and treatment programmes.

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)

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.

Level 2

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)

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)

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)

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)

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)

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)

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)

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 Offending Behaviour (Core)

This module aims to introduce students to the main theories that have been developed to explain various forms of offending behaviour. Students can critically examine a range of offending behaviours in terms of their aetiology. Both seminal and up-to-date empirical research studies will also be covered to help in the critical appraisal of the theories covered.

In addition, the field of mental health as it applies to offending behaviour (e.g., personality disorders) will also be examined, allowing for some of the content from the Mental Health and Disorder module to be applied in a forensic context. By introducing students to the systematic use and application of psychological theory and scientific methods within a forensic context, and applying them in a reflective and critical way, the module aims to contributes to students’ development as competent scientist-practitioners.

Level 3

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)

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 in Forensic Settings (Core)

The module is designed to cover the relevant evidence for working with different forensic interventions and general information relating to assessment and motivational engagement in forensic settings. Initially students have an opportunity to develop their knowledge of problem formulation. Later students may examine in detail some approaches to treatment and therapy used in forensic settings. This aims to include specific information about a range of different client groups including: sexual and violent offenders; individuals with personality disorder, mental illness and learning disability; as well as women offenders, arsonists and individuals with drug and alcohol problems. For each of these groups, students have the opportunity to develop knowledge regarding what is effective with each client group (including the appropriate assessment and intervention methods). There is the opportunity to hear practice issues from professionals working in forensic practice, as practitioners will deliver the majority of lectures.

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)

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)

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.

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 Cognitive Neuropsychology (Option)

This module offers an in-depth review of the current literature on developmental cognitive neuroscience, using interdisciplinary approaches from research areas of cognitive psychology, neuroscience and child psychology. Students can consider several domains of cognition, such as vision, orienting and attention; memory and learning; knowledge of objects, faces and space. For each of them, consideration is given to questions such as: How is cognitive function represented in the developing brain? What kinds of developmental changes occur? What are the effects of different developing experience, including those presented by genetic deficits, environmental deprivation and brain damage? What is the developmental time course within which such damage can affect cognitive development?

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)

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)

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)

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)

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)

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)

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)

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)

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 (Core)

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)

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)

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)

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.

Special Features

A range of Forensic Psychologists, Clinicians and Practitioners from different forensic services contribute to this course.

Placements

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.

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.

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.

Facilities

Psychology students at Lincoln have access to well-equipped laboratories including two PC-based teaching laboratories, a psychophysiology laboratory, a laboratory for running 'eye-tracking' experiments, a 'BabyLab', and numerous general-purpose research and practical laboratories long with fully equipped technical workshops.

Technical staff are on hand to aid students in the production and generation of experimental materials and equipment, and software development.

At Lincoln, 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.

View our campus pages [www.lincoln.ac.uk/home/campuslife/ourcampus/] to learn more about our teaching and learning facilities.

Career Opportunities

The course is designed to prepare graduates for postgraduate study and professional training in any area of psychology. However, the course is designed to be especially suited to those considering a career in forensic settings such as the police, prison and probation services or secure health service settings.

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/]

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.

Related Courses

Lincoln’s Criminology degree is designed to enable students to develop and apply an understanding of the complex nature of crime, punishment and justice. Alternative solutions to crime prevention are examined, and the impact of crime on society is investigated.
Forensic chemistry is the application of scientific knowledge and investigation to law enforcement. From identifying substances to analysing crime scenes, the skills of a forensic chemist often play a vital role in criminal investigations.
Forensic chemistry is the application of scientific knowledge and investigation to law enforcement. From identifying substances to analysing crime scenes, the skills of a forensic chemist often play a vital role in criminal investigations.
Forensic scientists apply scientific expertise to provide impartial evidence in criminal investigations. They work not only in laboratories, but at crime scenes and in courtrooms. Their highly detailed work encompasses elements of chemistry and biology applied in areas such as toxicology, DNA analysis and trace evidence.
Nursing practice in the 21st Century is becoming increasingly demanding. Nurses play a key role, through their work in primary and secondary care settings, restoring and promoting health, supporting patients and their families and profiling healthcare needs of communities.
The BSc (Hons) Psychology degree aims to provide students with a strong foundation of knowledge and expertise within the subject.
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.

Introduction

The BSc (Hons) Psychology with Forensic Psychology degree at Lincoln aims to provide students with a level of specialised knowledge in Forensic Psychology, as well as an understanding of key concepts and practices in Psychology in general.

Forensic psychology is concerned with understanding the patterns, motives, mindsets and behaviours of people who commit crime. This relates to the processes of investigation, understanding different types of criminal behaviour, and the impact on victims and witnesses. In addition, the degree content aims to focus on the criminal justice system in relation to the courts and post-conviction forensic settings, such as prison, probation and forensic mental health.

On this degree, which is informed by the latest theory and research, you have the opportunity to develop a holistic understanding of the field and the chance to gain knowledge and an understanding of the range of skills required to work in forensic settings.

Students are expected to gain a realistic insight into the day-to-day work of a Forensic Psychologist and an appreciation for the knowledge and skills needed to achieve success in this career path. The course aims to place this in context through regular lectures by experienced, practising Psychologists. A range of Forensic Psychologists, Clinicians and Practitioners from different forensic services also contribute to the course.

How You Study

Contact Hours

Level 1:

At level one students will typically have around 13 hours of contact time per week. A typical week may consist of:

  • 1 hour of practical classes and workshops
  • 3 hours in seminars
  • 9 hours in lectures


Level 2:

At level two students will typically have around 13 hours of contact time per week. A typical week may consist of:

  • 1 hour of practical classes and workshops
  • 1 hour of project supervision
  • 1 hour of tutorial time
  • 3 hours in seminars
  • 7 hours in lectures


Level 3:

At level three students will typically have around 9 hours of contact time per week. A typical week may consist of:

  • 2 hours of tutorial time
  • 1 hour of seminars
  • 6 hours in seminars


Overall Workload and Independent Study

University-level study involves a significant proportion of independent study, exploring the material covered in lectures and seminars. Students’ overall workload will consist of their scheduled contact hours combined with independent study. The expected level of independent study is detailed below.

Level 1:

  • Total scheduled teaching and learning hours: 269
  • Percentage scheduled teaching and learning hours: 22%
  • Percentage of independent study expected: 78%


Level 2:

  • Total scheduled teaching and learning hours: 227
  • Percentage scheduled teaching and learning hours: 19%
  • Percentage of independent study expected: 81%


Level 3:

  • Total scheduled teaching and learning hours: 238
  • Percentage scheduled teaching and learning hours: 20%
  • Percentage of independent study expected: 80%

Contact Hours and Independent Study

Contact hours may vary for each year of a degree. When engaging in a full-time degree students should, at the very least, expect to undertake a minimum of 37 hours of study each week during term time (including independent study) in addition to potentially undertaking assignments outside of term time. The composition and delivery for the course breaks down differently for each module and may include lectures, seminars, workshops, independent study, practicals, work placements, research and one-to-one learning.

University-level study involves a significant proportion of independent study, exploring the material covered in lectures and seminars. As a general guide, for every hour in class students are expected to spend two - three hours in independent study.

Please see the Unistats data, using the link at the bottom of this page, for specific information relating to this course in terms of course composition and delivery, contact hours and student satisfaction.

How You Are Assessed

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

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

Assessment Breakdown

Level 1:

Coursework: 50%
Practical exams: 0%
Written exams: 50%

Level 2:

Coursework: 50%
Practical exams: 0%
Written exams: 50%

Level 3:

Coursework: 83.45%
Practical exams: 1.72%
Written exams: 14.83%

Assessment Feedback

The University of Lincoln's policy on assessment feedback aims to ensure that academics will return in-course assessments to students promptly – usually within 15 working days after the submission date (unless stated differently above)..

Methods of Assessment

The way students will be assessed on this course will vary for each module. It could include coursework, such as a dissertation or essay, written and practical exams, portfolio development, group work or presentations to name some examples.

For a breakdown of assessment methods used on this course and student satisfaction, please visit the Unistats website, using the link at the bottom of this page.

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

Staff

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

For a comprehensive list of teaching staff, please see our School Of Psychology Staff Pages.

Entry Requirements 2018-19

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.

Level 1

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)

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)

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 Forensic Psychology (Core)

This is an introductory module introducing the theory, research, and practice in Forensic Psychology. In the module students consider aspects of investigation and policing and particular types of major crime offending. The module will then move on to consider the courts and the dispersal of convicted offenders/patients into forensic settings such as prisons and secure units. This will also include a focus on assessment of risk and treatment programmes.

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)

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.

Level 2

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)

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)

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)

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)

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)

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)

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)

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 Offending Behaviour (Core)

This module aims to introduce students to the main theories that have been developed to explain various forms of offending behaviour. Students can critically examine a range of offending behaviours in terms of their aetiology. Both seminal and up-to-date empirical research studies will also be covered to help in the critical appraisal of the theories covered.

In addition, the field of mental health as it applies to offending behaviour (e.g., personality disorders) will also be examined, allowing for some of the content from the Mental Health and Disorder module to be applied in a forensic context. By introducing students to the systematic use and application of psychological theory and scientific methods within a forensic context, and applying them in a reflective and critical way, the module aims to contributes to students’ development as competent scientist-practitioners.

Level 3

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)

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 in Forensic Settings (Core)

The module is designed to cover the relevant evidence for working with different forensic interventions and general information relating to assessment and motivational engagement in forensic settings. Initially students have an opportunity to develop their knowledge of problem formulation. Later students may examine in detail some approaches to treatment and therapy used in forensic settings. This aims to include specific information about a range of different client groups including: sexual and violent offenders; individuals with personality disorder, mental illness and learning disability; as well as women offenders, arsonists and individuals with drug and alcohol problems. For each of these groups, students have the opportunity to develop knowledge regarding what is effective with each client group (including the appropriate assessment and intervention methods). There is the opportunity to hear practice issues from professionals working in forensic practice, as practitioners will deliver the majority of lectures.

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)

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)

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.

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 Cognitive Neuropsychology (Option)

This module offers an in-depth review of the current literature on developmental cognitive neuroscience, using interdisciplinary approaches from research areas of cognitive psychology, neuroscience and child psychology. Students can consider several domains of cognition, such as vision, orienting and attention; memory and learning; knowledge of objects, faces and space. For each of them, consideration is given to questions such as: How is cognitive function represented in the developing brain? What kinds of developmental changes occur? What are the effects of different developing experience, including those presented by genetic deficits, environmental deprivation and brain damage? What is the developmental time course within which such damage can affect cognitive development?

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)

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)

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)

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)

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)

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)

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)

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)

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 (Core)

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)

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)

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)

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.

Special Features

A range of Forensic Psychologists, Clinicians and Practitioners from different forensic services contribute to this course.

Placements

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.

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.

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.

Facilities

Psychology students at Lincoln have access to well-equipped laboratories including two PC-based teaching laboratories, a psychophysiology laboratory, a laboratory for running 'eye-tracking' experiments, a 'BabyLab', and numerous general-purpose research and practical laboratories long with fully equipped technical workshops.

Technical staff are on hand to aid students in the production and generation of experimental materials and equipment, and software development.

At Lincoln, 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.

View our campus pages [www.lincoln.ac.uk/home/campuslife/ourcampus/] to learn more about our teaching and learning facilities.

Career Opportunities

The course is designed to prepare graduates for postgraduate study and professional training in any area of psychology. However, the course is designed to be especially suited to those considering a career in forensic settings such as the police, prison and probation services or secure health service settings.

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/]

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.

Related Courses

Lincoln’s Criminology degree is designed to enable students to develop and apply an understanding of the complex nature of crime, punishment and justice. Alternative solutions to crime prevention are examined, and the impact of crime on society is investigated.
Forensic chemistry is the application of scientific knowledge and investigation to law enforcement. From identifying substances to analysing crime scenes, the skills of a forensic chemist often play a vital role in criminal investigations.
Forensic chemistry is the application of scientific knowledge and investigation to law enforcement. From identifying substances to analysing crime scenes, the skills of a forensic chemist often play a vital role in criminal investigations.
Forensic scientists apply scientific expertise to provide impartial evidence in criminal investigations. They work not only in laboratories, but at crime scenes and in courtrooms. Their highly detailed work encompasses elements of chemistry and biology applied in areas such as toxicology, DNA analysis and trace evidence.
Nursing practice in the 21st Century is becoming increasingly demanding. Nurses play a key role, through their work in primary and secondary care settings, restoring and promoting health, supporting patients and their families and profiling healthcare needs of communities.
The BSc (Hons) Psychology degree aims to provide students with a strong foundation of knowledge and expertise within the subject.
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.

Tuition Fees

2017/18UK/EUInternational
Full-time £9,250 per level £14,500 per level
Part-time £77.00 per credit point  N/A
Placement (optional) Exempt Exempt

 

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

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.

In 2017/18, fees for all new and continuing undergraduate UK and EU students will be £9,250.

In 2018/19, fees may increase in line with Government Policy. We will update this information when fees for 2018/19 are finalised.

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

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/]

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 [www.lincoln.ac.uk/StudentAdmissionsTermsandConditions].