Clearing offers from 48 UCAS tariff points. Subject-specific requirements still apply. See the entry requirements section for details.
Brayford Pool
3 Years
6 Years
C890
Psychology is the science of how people think, feel, and behave. Forensic psychology takes that further by applying psychological insight to criminal behaviour, investigations, and the justice system.
At Lincoln, this course gives you a strong foundation in core psychology, plus specialist knowledge of criminal behaviour, offending, and rehabilitation. You'll learn how psychologists help solve crimes, support victims, assess offenders, and shape justice policy.
From day one, the focus is practical and career-driven. You won't just learn theories, you'll explore how psychology works in real-world settings like courts, prisons, and policing.
This course combines broad career flexibility (a full psychology degree) with a clear specialism (forensic psychology) - giving you more options after graduation.
Lincoln provided me with the best four years of my life. The staff were supportive, knowledgeable, and always had time for me. They helped shape and develop my skills so that I was prepared for my career in psychology. Even now after graduating, they still have time for me.
Verity Harris
BSc (Hons) Forensic Psychology
This course is designed around what you’ll be able to do — not just what you’ll know.
Build a strong foundation in Psychology.
You’ll explore:
Apply psychology to crime and justice
You’ll examine:
Learn practical research and analysis skills
Develop career-ready skills
By the time you graduate, you’ll be able to:
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.
This module builds on the introduction to research in psychology and sport science in Semester A by exploring in greater depth how to design appropriate studies and communicate research findings effectively. Using a combination of lectures and workshops, students will learn how to plan and conduct research using both quantitative and qualitative methods, analyse quantitative and qualitative data, and present findings in a research report. Typically, real-world examples and practical activities will be used to help develop students’ confidence as emerging independent researchers. This module will lay the foundations for more advanced research tuition in year 2.
Transferrable Skills Building on the previous research skills module, this module will further develop the previously identified set of Skills for Life: global mindset, active learning, critical thinking, complex problem solving, digital & data literacy, leadership & influence, persuasion & negotiation and equality & inclusion. Students will continue to incorporate consideration of researcher and participant sample bias (i.e. WEIRD & non-WEIRD participants) as well as equality & inclusion in research practices. Students will also continue to work in groups require critical thinking and active learning to solve complex problems. Digital and data literacy skills will continue to be strengthened throughout.
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.
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.
An appreciation of research methods is critical for understanding empirical disciplines like psychology and sport science. This module introduces students to some of the basic concepts underlying qualitative and quantitative research methods. It focuses on foundational understanding of knowledge production including epistemology, ontology, ethics, design sampling, analysis tools and writing skills. This module provides the foundations for research in psychology and sport science that students will be able to build on during their degree and beyond.
The module will address the following Skills for Life: global mindset, active learning, critical thinking, complex problem solving, digital & data literacy, leadership & influence, persuasion & negotiation and equality & inclusion. More specifically, on this module, students will develop their global mindset through considering bias and non-WEIRD (Western, Educated, Industrialized, Rich, Democratic) participant groups in research. Students will be active learners, required to think critically and solve complex problems in teams applying leadership, persuasion & negotiation skills while centring equality and inclusion. Digital and data literacy skills will be strengthened throughout.
The module will introduce students to science-backed tools and habits that they can use to improve their own skills, social awareness and wellbeing, and to enhance their own lives as psychological literate citizens. Students will typically develop skills in scientific and psychological literacy, critical thinking, self-reflection, written and oral communication and teamwork.
The module extends the investigations of cognition that began in the first year. Areas 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.
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.
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.
The module provides an introduction to the prison context. Based on established theoretical, research and operational context, the module will critically examine the various departments and functions within prisons in order to provide a greater understanding of the psychological experiences of people detained within prison custody. The module aims to provide students with an understanding of the complexity of prisons, predominantly in England and Wales, and will provide opportunities for critical debate to analyse and synthesise module content.
This module aims to showcase how research is applied in practice, in policy and in the context of the Sustainable Development Goals (SDG) and social responsibility. In lectures, students will be introduced to examples of how research is applied in the workplace, how research is used to shape policy, and how research relates to the SDGs and social responsibility. In parallel, a series of workshops will teach students to apply this knowledge. This module develops the following Skills for Life: global mindset, leadership & influence, active learning, critical thinking, solving complex problems and equality & inclusion. Specifically, on this module, students will develop their global mindset and leadership & influence through considering how research is applied in a global context, including contributing to the SDGs and writing for a general audience. By developing a dissertation proposal, students will be active learners, required to think critically and solve complex problems while centring equality and inclusion.
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.
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.
This optional, year-long module 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 module, students are required to critically reflect upon their experience of living and studying in a different cultural environment and the skills acquired.
This module aims to create a valuable opportunity for students to gain important insights and improve their skills and prospects relevant to employment or further study (i.e. within psychology, sports science, therapy, rehabilitation or related subject areas) by undertaking relevant work experience.
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.
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.
This module provides an opportunity for an in-depth study of a particular topic relevant to the field of their particular degree and to demonstrate original and critical thought. The Dissertation module tests a student’s ability to identify an appropriate research question and to design a method that allows data collection and analysis to be conducted in order to answer the proposed research question. Students will typically develop skills in scientific literacy, critical thinking, data analysis, and written and oral communication. Skills for Life will be gained in Complex Problem Solving, Critical Thinking, Curiosity & Digital & Data Literacy.
All Dissertation projects must be derived from and/or embedded within a clear theoretical framework. Students have to demonstrate their knowledge of research skills in order to analyse the data gathered and their theoretical knowledge in interpreting the results of their study in relation to the background literature. This can be done through the use of quantitative methods, qualitative methods, or a combination. The module is assessed through the presentation of their research via a poster presentation and the production of a written thesis. The role of the supervisor is to guide them through these processes and the students will be supported through a range of masterclasses covering topics aligned to the development of the students' research.
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.
In this module you can explore addictive behaviours, substance abuse, and dependence in society and consider their prevalence and treatment strategies. Whether looking at individual disorders or commonalities across all disorders, you can understand the risk factors for addiction, examine the limitations of biological explanations for addiction, and evaluate the development of the field of psychological study of addictions.
This module specialises in presenting the psychological scientific foundations of 'intervention science' in an organisational context. It covers the process of developing interventions to investigate and address key organisational problems.
This module provides a critical evaluation of the way the Organisational Psychology literature approaches common workplace issues.
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.
This module is designed to develop understanding of body image and eating disorders. This module will typically cover their aetiology, diagnosis, assessment, and treatment in diverse populations including children, men, BAME (Black, Asian, Minority Ethnic)/POC (People of Colour) and LGBTQIA+. The module typically aims to give students an appreciation of the complicated and multi-determined field of body image and eating disorders; as well as the limitations of methodology both for clinical assessment and research paradigms. This module typically further aims to examine attitudes to eating, body shapes and sizes, their driving factors, and challenge the students to analyse and synthesise via exercises in seminars.
This module is designed to introduce you 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 you with the opportunity of development of learning through self-reflection.
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.
The module aims to introduce some of the key areas in Forensic Psychology that occur during the pre-conviction stage of a criminal investigation. Specifically, the module will focus on the police investigation and courtroom stage of the criminal process. It will explore a variety of established theoretical work and research within these domains and consider how this knowledge can be used to inform several key areas of the criminal investigation. The module will highlight the applied importance of Psychology to significant issues in the real-world.
This module examines the potential benefits of sleep, focusing in particular on two areas. The role of sleep in memory and cognition will be explored in depth, followed by a wider examination of other benefits of sleep for well-being, which may include effects on mood, physical health and aspects of behaviour. Students will be introduced to the way in which sleep can benefit cognition and well-being and the experimental paradigms used to demonstrate this. The aims of the module are to consider in depth the potential role of sleep in both cognition and well-being, and develop the skills and knowledge that will enable the critique of the different approaches taken in this field leading to the ability to interpret and integrate current research findings and design original further research studies.
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.
Work experience is invaluable for undergraduate Psychology students as it has the potential to bridge the gap between academic learning and real-world applications. This module will provide you with the opportunity to enhance your practical, graduate level employability skills and insights that are not typically developed in traditional classroom settings.
† Some courses may offer optional modules. 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.
Starting university is a big step. Lincoln is designed to support that transition.
Academic support
Personal support
A safe, student-focused environment
The course is accredited by the British Psychological Society (BPS) as conferring eligibility for the Graduate Basis for Chartered membership (GBC) the first step towards becoming a chartered psychologist. The BPS is the main professional body representing psychology and psychologists in the UK.
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You can choose to take a year out between second and third year to undertake one of the following options:
International Study
Study overseas at a partner university and experience a new culture.
Work Experience
Gain hands-on experience in a real workplace and apply your learned skills in a professional setting.
What can you do with this degree?
This course opens doors to a wide range of careers, not just in psychology.
Psychology and forensic pathways
With further training or postgraduate study, you could become a:
Criminal justice and related roles
Graduates often move into:
Wider graduate careers
Your skills are also highly valued in:
Clear progression routes
Even if you decide not to pursue psychology professionally, the skills you gain are transferable, and in demand across many industries.
112 to 120 UCAS Tariff points.
This must be achieved from a minimum of 2 A Levels or equivalent Level 3 qualifications. For example:
A Level: BBC to BBB
BTEC Extended Diploma: Distinction Distinction Merit
T Level: Merit Overall
Access to Higher Education Diploma: 112 to 120 UCAS points to be achieved from 45 Level 3 credits.
International Baccalaureate: 30 points overall.
GCSE: Minimum of three at grade 4 or above, which must include English and Maths . Equivalent Level 2 qualifications may be considered.
The University accepts a wide range of qualifications as the basis for entry and do accept a combination of qualifications which may include A Levels, BTECs, Extended Project Qualification (EPQ).
We may 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.
Non UK Qualifications:
If you have studied outside of the UK, and are unsure whether your qualification meets the above requirements, please visit our country pages
https://www.lincoln.ac.uk/studywithus/internationalstudents/entryrequirementsandyourcountry/ for information on equivalent qualifications.
EU and Overseas students will be required to demonstrate English language proficiency equivalent to IELTS 6.0 overall, with a minimum of 5.5 in each element. For information regarding other English language qualifications we accept, please visit the English Requirements page
If you do not meet the above IELTS requirements, you may be able to take part in one of our Pre-sessional English and Academic Study Skills courses.
https://www.lincoln.ac.uk/studywithus/internationalstudents/englishlanguagerequirementsandsupport/pre-sessionalenglishandacademicstudyskills/
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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 a strong fit if you:
It may not be right if you:
University Study is a major investment, so it’s important to understand the costs and support available. A full breakdown of the fees associated with this programme can be found below. Eligible students may be able to access scholarships and bursaries to help with study costs.
We want you to have all the information you need to make an informed decision on where and what you want to study. In addition to the information provided on this course page, our What You Need to Know page offers explanations on key topics including programme validation/revalidation, additional costs, and contact hours.