Spring 2026

Research Student Dummy Module for School of Psychology.

This module will equip you with essential skills in scientific research, including research design, data collection, analysis, and synthesis. These skills will enable you to conduct your own research studies, both for the research project module and in your future careers. Additionally, you will gain expertise in data analysis and relevant technologies, enhancing your employability across a variety of career paths. Specifically, you will learn about core research methods in psychology, integrating quantitative and qualitative approaches with a focus on methodological rigour, transparency, and reproducibility.

You will also develop the ability to apply psychological research to issues that reflect contemporary developments and real-world issues. You will conduct literature reviews, decipher research gaps, identify study rationales, and collect and analyse data, followed by reporting your findings in written assessments in the form of a research report and a research proposal. These assessments will enhance your ability to write persuasive and scientifically based arguments, for academic audiences.

This module is designed to support you in developing and executing an independent research project or industry-focused study, culminating in a research dissertation. Over eleven weeks of lectures and seminars, you will acquire and apply knowledge and skills in research design, ethical considerations, qualitative and quantitative methodologies, and data analysis techniques. The teaching is structured to ensure that you achieve key learning outcomes, including mastery of diverse research methods, the ability to critically analyse data, adherence to ethical principles, and effective communication of an ethical research plan (Ethics task) and findings from the research (Dissertation). By the end of the module, you will be able to demonstrate knowledge and competence in conducting rigorous, ethically sound, and impactful psychological research using primary data.

The Working in the Digital Health Industry module provides you with practical experience and industry engagement, preparing you for careers in digital health research, technology development, consultancy, and policy. This two-semester module integrates all five pillars of education—Equity, Diversity & Inclusion, Sustainability, Global Engagement, Professionally Focused Education, and Technology-Enhanced Learning—ensuring that you gain real-world experience, professional skills, and industry insights.

You will undertake a work-based learning work experience or project, allowing you to apply your academic learning to real-world industry challenges. Alongside this, you will engage in career development training, reflective practice, and professional networking activities, gaining a deeper understanding of the digital health landscape, workplace expectations, and emerging career opportunities.

Throughout the module, you will receive structured employability support, including application guidance, CV and interview training, and professional branding exercises. Assessments focus on critical reflection and industry engagement, including a reflective work experience diary (50%) and a social media portfolio (50%), ensuring that you develop professional documentation and career-readiness skills.

This module provides a broad overview of the main characteristics of different Cognitive Behavioural Therapy (CBT) approaches, supporting research, and applications of CBT to a variety of client needs. You will be introduced to various conceptualization models and intervention strategies. You will gain an understanding of basic CBT and reflection skills relevant to different counselling settings. You will also gain a basic understanding of the main considerations when using CBT with clients with diverse cultural backgrounds.

This module will help you to theoretically understand and practically acquire essential counselling and clinical skills as well as reflective abilities. You will develop core competencies useful for the application of psychological therapies in clinical and counselling setting, including active listening, empathy, ethical decision-making, self-awareness and self-reflection. By attending this module, you will gain a foundational understanding of counselling principles, informed by frameworks such as Kolb’s Experiential Learning Model, Gibbs' Reflective Cycle, and the BACP Counselling Skills Competence Framework. Key topics covered include active listening and responding techniques, maintaining boundaries and confidentiality, and the development of a strong therapeutic alliance. You will also explore ethical considerations of counselling skills and reflective abilities applied in diverse clinical practices, emotion regulation strategies, and the role of power dynamics in counselling relationships. Additionally, the module delves into complex themes such as self-disclosure, transference, and countertransference, with experiential exercises to enhance self-awareness and therapeutic engagement. As part of your counselling and reflective practice skill development, you will practice and improve your ability to engage in a helpful professional relationship through workshop, seminar exercises and tutorials. You will work within triad groups to engage in role-play scenarios and experiential exercises. These activities will allow you to practice and enhance skills in the classroom, including active listening, paraphrasing, reflecting, non-verbal communication, and maintaining a non-directive approach. To enhance your learning experience and professional growth, self-reflection and peer feedback will be experimented through journaling and structured exercises. You will work on developing the appropriate use of self-reflection to assist others and the ability to reflect on your relational styles to discover how they manifest in your interactions. Continuous and constructive and supportive feedback will be provided to help you improve and refine these skills. In this module, the assessments are designed to solidify your knowledge and skills, while enhancing your proficiency in clinical, counselling, and psychotherapeutic settings. You will complete a Therapeutic Session Analysis, which involves evaluating a recorded counselling session to apply person-centered therapy concepts, honing your analytical and practical skills. Additionally, a Reflective Essay will help you to critically reflect on your personal growth and skill development throughout the module, focusing on key experiences and setting goals for your future as a practitioner. All these assessments will be supported by formative tasks and formative assessments performed in seminars. Through these assessments, you'll gain valuable insights and further enhance your proficiency in counselling. By the end of the module, you will have gained a solid foundation in counselling skills and reflective abilities that will be useful for your future career, preparing you for further clinical training and practice. Additionally, you will have developed the necessary skills to foster welcoming and supportive relationships, which can be applied in various professional contexts such as mental health and counselling, social work, human resources, mediation, and youth work.

In this module, you will learn about the NHS stepped care system and the service user’s journey, appreciating their and their support network’s experience. You will develop in depth understanding and skills to engage with diverse populations and you will demonstrate respect for the value of individual differences. This module will support your development as an ethical, responsible, boundaried, reflective professional who is aware and understands the inherent power imbalance between practitioners and service users and how abuse of this can be prevented.

This module has been designed with ‘murder in mind’! Murder and why individuals commit such heinous crimes is a fascinating topic of study. Throughout history scholars have tried to understand the motivation behind taking another person’s life. The principle aim of this module is to introduce you to the psychology of murder. Initial sessions will provide a background through exploring the importance of psychology in the field of criminology and what exactly do we mean by murder. Our intellectual journey will then progress to delve into the most fascinating area of murders: the world of the serial killer, mass murderer and the growing issue of terrorism. From exploring actual crimes we will gradually build up a picture of the psychological motivations behind such serious crimes – are murderers mad, sad or bad? To further understand the motivation behind murder we will explore why certain victims are selected (female, homeless, children) and debate how such crimes should be punished in our society. The module will comprise lectures, workshops and debates as well as a walking tour of some of the famous London murder sites.

This module will support the development of your professional judgement and your critical understanding of relevant data and how to use it to make decisions. You will develop the ability to critically evaluate research in relation to psychotherapeutic counselling and how to keep up to date with the latest advancements in DIT and psychotherapeutic counselling in general. You will learn how to apply critical judgement to identify disparities in access, experience and outcome building on the acquired knowledge from years one and two and within the programme’s inclusive approach that challenges inequalities and power dynamics.

This module will introduce you to the practical applications of psychology in understanding and addressing real-world issues. You will learn how psychological theories, concepts, and research can be applied to everyday experiences, real-world contexts, and issues such as environmental issues, mental health, and ageing. By examining these topics you will develop a comprehensive understanding of how psychology can inform and influence societal changes, and have a positive impact on individuals, our communities, and the world. This knowledge will help prepare you for the rest of your degree and postgraduate studies, and will also be applicable to many workplaces; the ability to use and apply knowledge from psychology is relevant for a wide range of careers that value a psychology degree. In addition, this module will increase your awareness of potential careers you might consider following on from your degree. You will be taught through a combination of lectures and seminars. Lectures will provide a detailed theoretical overview of each topic, highlighting key information and demonstrating how psychology contributes to understanding and solving real-world problems. Seminars will be interactive and assessment-focused, allowing you to engage in group work, discussions, and practical activities. For example, these sessions will support the development of campaign designs, interventions, and public communications aimed at promoting behavioural change. Other seminars will allow you to further apply your knowledge from psychology to real-world issues. You will have two assessments for this module: firstly, you will design a campaign strategy and public communication to address a real-world issue, and secondly you will complete an essay. These assessments will develop your skills in oral and written communication, critical thinking, and the application of psychological theories to practical situations. You will also develop your problem-solving and creativity skills. These skills will be valuable for the rest of your degree, for further studies, and for various career paths. As a result, these will enhance your employability and prepare you for postgraduate study or work in a wide range of fields.

This module will introduce you to research approaches and methods of data analysis used in psychology and related subjects. You will learn how to develop good research questions and how to perform and understand data analysis using both quantitative and qualitative approaches. Quantitative approaches will include using statistics to describe data sets and to explore group differences and relationships between different measures, while qualitative approaches will include identifying themes from interviews or text. This module will provide you with key knowledge of research methods for the rest of your degree – this will be particularly important for learning further data analysis approaches, and for undertaking your own independent research project in Year 3. In addition, research studies ultimately underpin the majority of knowledge you will gain from your degree, and understanding the research methods and data analysis used in these studies will enhance your understanding and evaluation of the knowledge you gain throughout your degree. The research and data analysis knowledge and skills you gain in this module will also be important following your degree, both in postgraduate studies and in the workplace. In this module you will be taught using a mixture of lectures and workshops. Lectures will cover key concepts and theories relating to research approaches and data analysis. In workshops you will apply the knowledge gained from lectures, for example in developing your own research questions and studies and analysing data yourself. As a part of this you will learn how to use different software packages for data analysis. Workshop activities will also help support you for the assessments for this module. In this module you will be assessed using a poster and a portfolio. The poster will be based on a specific research question, while the portfolio will consist of different tasks such as a brief literature review and writing up the methods and results for different research questions. These assessments will therefore require you to develop your research, data analysis, written communication, and presentation design skills. These skills will be essential for the rest of your degree and postgraduate studies. These skills are also valued by many employers and so will ultimately enhance your employability.

This module will introduce you to some of the real-world applications that psychology as an academic discipline can, and has, contributed to. Psychological theories and methods can help us to make sense of the ‘real world’, help to understand real life phenomena and behaviour, and help us solve real-world problems. Throughout this module you will critically engage in the ways in which psychology can underpin, inform or be used to make sense of a wide range of phenomena and practices in contemporary society. This module, therefore, seeks to bridge the gap between theory, research and real-word application. As you gain an understanding of how psychology relates to real-world issues your acquired psychological literacy will help you to apply this knowledge in ways that will enhance your future career prospects, whichever direction you choose to take after you graduate.

Understanding Human Behaviour provides exciting insights into key aspects of what it is to be human. In this module you will investigate issues such as: • How individuals differ across cultures. • Why childhood experiences can impact our adult relationships. • Why people obey those in authority and how we may be influenced without even knowing it. These issues will provide you with key insights into human behaviour that will support your further study in psychology and which also have direct real-world applicability. The relevance of the ideas covered for real-world contexts is further developed in the module as it addresses how we can apply our understanding to real world issues of aggression and prejudice. In Understanding Human Behaviour you will have the opportunity to actively engage with vibrant debates within psychology. You will learn how to question and challenge key ideas and how you can apply your knowledge. This module, with its breadth of coverage and its introduction to critical evaluation and application of psychological ideas will provide the ideal basis not only for your progress through your degree, but also for postgraduate study and professional employment where breadth, critique and application of knowledge are essential.

This module will provide you with an introduction to research methods and basic statistics so that you can both perform and understand the information provided by simple experiments. Further, this module aims to provide you with a basic knowledge of research methods that will allow you to better understand psychological research, and as such, all methods and techniques will be linked to the research discussed in other first-year modules. This module will link closely with research methods modules provided in years 2 and 3, so that you will be well equipped to undertake your independent research project in year 3. Finally, the skills provided in this module such as analytical skills, skills in the use of software packages such as Microsoft Excel and SPSS, and understanding of basic statistics and competency with data are transferrable and marketable in psychology careers and careers that value a psychology degree, ultimately improving your employability.

This module will introduce you to the fascinating world of criminal behaviour, explore its profound impact on individuals and society and discover how psychologists contribute to understanding and addressing it. You will explore key theories and approaches in forensic psychology, while also examining the ethical challenges in research and practice. Through engaging case studies, you will delve into the experiences of both victims and offenders, uncovering how factors such as socio-economic background, gender, race, and neurodiversity influence criminal behaviour and its outcomes. Within this module, you will be taught through a mixture of lectures and seminars, and your knowledge and understanding of forensic psychology will be assessed through a virtual debate and a presentation of a research proposal. These assessments will evaluate your ability to critically engage with forensic topics, apply psychological theories and research to real-life scenarios, and effectively communicate your ideas both orally and in writing. To ensure positive outcomes for all students, the module will incorporate inclusive teaching practices that cater to diverse learning needs and styles. Clear guidance and support will be provided for assessments, alongside opportunities for formative feedback through class discussions and tailored activities to help you improve and succeed. Case studies and examples will reflect a variety of perspectives and experiences, promoting an inclusive and equitable learning environment. Additionally, academic and pastoral support will be readily available to help students navigate any challenges and achieve their full potential. The skills you develop through this module will prepare you for postgraduate studies and a range of careers in forensic psychology and related fields.

The meeting point between psychology and education offers a dynamic and cutting-edge field of study which will be explored in this module. It is designed to introduce you to key theories, values and concepts relevant to both psychology and education, and to develop your understanding of the application of psychological knowledge to education in real-world settings. This module will explore psychology in education through topical issues and contrasting perspectives to encourage informed critical debate and reflection skills that you will continue to develop as you progress onto the next level of your studies. Through a complementary combination of weekly lectures and follow-up seminars, you will explore a range of influential psychological theories that have informed our contemporary understanding of human learning and development. In lectures, you will explore some of the big issues and debates in the field of education including the impact of technology on learning and how to foster inclusive educational settings so that all learners can thrive and achieve their potential. Through practical-based activities in seminars, you will build your critical evaluation skills to scrutinise different theories and empirical research as well as consider the practical applications and implications of these for education today. Dedicated seminars will also provide support for your assessments and opportunities to gain formative feedback. Weekly, asynchronous online resources will enable you to further consolidate your learning and digital skills at a time that is convenient to you. Your assessments for this module will be a poster and a case study. These assessments are designed for you to demonstrate your presentation and communication skills as well as academic writing and problem-solving which you will continue to develop at the next level of your studies. Through the seminars you will build your presentation, collaborative working and communication skills, as well as your ability to apply knowledge and problem-solving skills to real-world case studies. You will also start to reflect on your own personal development through seminars. The meeting point between psychology and education offers a dynamic and cutting-edge field of study which will be explored in this module. It is designed to introduce you to key theories, values and concepts relevant to both psychology and education, and to develop your understanding of the application of psychological knowledge to education in real-world settings. This module will explore psychology in education through topical issues and contrasting perspectives to encourage informed critical debate and reflection skills that you will continue to develop as you progress onto the next level of your studies. Through a complementary combination of weekly lectures and follow-up seminars, you will explore a range of influential psychological theories that have informed our contemporary understanding of human learning and development. In lectures, you will explore some of the big issues and debates in the field of education including the impact of technology on learning and how to foster inclusive educational settings so that all learners can thrive and achieve their potential. Through practical-based activities in seminars, you will build your critical evaluation skills to scrutinise different theories and empirical research as well as consider the practical applications and implications of these for education today. Dedicated seminars will also provide support for your assessments and opportunities to gain formative feedback. Weekly, asynchronous online resources will enable you to further consolidate your learning and digital skills at a time that is convenient to you. Your assessments for this module will be a poster and a case study. These assessments are designed for you to demonstrate your presentation and communication skills as well as academic writing and problem-solving which you will continue to develop at the next level of your studies. Through the seminars you will build your presentation, collaborative working and communication skills, as well as your ability to apply knowledge and problem-solving skills to real-world case studies. You will also start to reflect on your own personal development through seminars.

This module will provide you with key insights into group coaching and the fundamental skills, models and techniques required to skilfully practice as a group coach. You will learn to manage group dynamics and understand the role of the coach in the group coaching context. You will understand and apply the ethical guidelines to working with groups and demonstrate how this is evidenced and maintained in your practice. You will also learn about the value and practice of creating a place of safety and trust in group coaching. The learning on this module will use an evidence-based approach, allowing for critical reflection and evaluation. This module is one of six modules designed to help you apply for EMCC practitioner accreditation as coach, where each assessment is designed to respond to specific requirements in the accreditation application. Throughout this module you will be taught in a mixture of lectures and seminars. The lectures will cover core information for each topic and will be recorded. Recordings will be made available on Moodle. Interactive seminar activities will offer space to practice the learning from the lectures, develop in depth understanding of the theory and practice the skills and offer support for the assessments. In the seminars, you will coach groups, experience being coached in a group and observe group coaching in action. Your reflection on personal learning will be assessed using a group presentation. Your coaching skills and knowledge of coaching models will be assessed through coaching practice, where you will have opportunities to receive feedback. Your written communication skills will be developed through the essay, a skill that will be required for the rest of your degree and for many careers.

This module will provide you with deep insights into the range of approaches to coaching psychology, the different theoretical frameworks, lenses, related models and related research. You will practice coaching from each of these approaches and develop your own style and portfolio of skills, strengths and coaching knowledge. You will reflect upon each method and approach and identify where and when these methods are best suited to create your own coaching map for your future practice. You will continue to develop skills around the value and practice of creating a place of safety and trust in coaching, and the coaching relationship. The learning on this module will use an evidence-based approach, allowing for critical reflection and evaluation. This module is one of six modules designed to help you apply for EMCC practitioner accreditation as a coach, where each assessment is designed to respond to specific requirements in the accreditation application. Throughout this module you will be taught in a mixture of lectures and seminars. The lectures will cover core information for each topic and will be recorded. Recordings will be made available on Moodle. Interactive seminar activities will offer space to practice the learning from the lectures, develop in-depth understanding of the theory and practice the skills, and offer support for the assessments. In the seminars, you will practice using models and techniques from six different coaching methods where you take turns to coach, be coached and observe coaching in action. In this module your ability to demonstrate knowledge and suitability of a particular approach or range of approaches or models for a particular coaching client will be assessed using a coaching design report. Your coaching skills and knowledge of coaching models will be assessed through coaching placements, where you will have opportunities to receive feedback. Your written communication skills will be developed through the coaching session plan and report, a skill that will be required for the rest of your degree and for many careers.

This module will provide you with an overview of coaching, its history, its uses and the varied and continually evolving coaching methods. You will learn to differentiate between coaching, coaching psychology, mentoring and counselling/therapy. You will become clear about the characteristics of a successful coach and those of a coachable client. You will gain practical insights into the coaching relationship and models through experiential learning during the seminars and peer coaching practice. You will distinguish between a client and a sponsor and manage the relationship between the two. This module will also allow you to evaluate your own strengths, values, motivations and those of the client. It will introduce you to the fundamental skills required to confidently and skillfully practice coaching, such as active listening, questioning, summarising and gently challenging. You will understand and implement the ethical guidelines that support coaching practitioners and clients such as chemistry meetings, contracting, supervision and planning for continued professional development. You will demonstrate how ethical practice is evidenced and maintained in your coaching practice. You will also learn about the value and practice of creating a place of safety and trust in coaching. The learning on this module will use an evidence-based approach, allowing for critical reflection and evaluation. This module is one of four modules designed to help you apply for EMCC Global practitioner accreditation as a coach, where each assessment responds to specific requirements in the accreditation application. Throughout this module you will be taught in a mixture of lectures and seminars. The lectures will cover core information for each topic and will be recorded. Recordings will be made available on Moodle. Interactive seminar activities will offer space to practice the learning from the lectures, develop in depth understanding of the theory and practice the skills, and offer support for the assessments. In the seminars, you will learn and practice listening and questioning skills, where you will take turns to coach, be coached and observe coaching in action. You will demonstrate and reflect on your experience of coaching and the motivation to be coached using a reflective essay. Your understanding of coaching techniques and the personal insights that coaching may offer will be assessed through coaching practice, where you will have opportunities to receive feedback. Your written communication skills will be developed through the reflective essay, a skill that will be required for the rest of your degree and for many careers.

In this module you will learn about links between neuroscience and wellbeing, and different neurological and psychological conditions. We will discuss the effects of different conditions affecting the brain, such as schizophrenia, substance abuse, and mood disorders. We will also discuss factors important for promoting healthy cognitive and brain functioning, such as the roles of the immune system, sleep, and gut functioning. This module will cover current research and perspectives in topics relating to health and illness as well as future directions, giving you an up-to-date overview of key research questions in these areas. Throughout this module you will be taught in a mixture of lectures and seminars. The lectures will give an overview of key research and the current research questions for each topic. Seminars will give you the opportunity to discuss relevant topics to enhance your understanding, as well as opportunities to consider how we can develop further research studies so that we can assess applications of our theoretical knowledge to better support people and improve their lives. Seminar activities will also be designed to support the assessments for the module. Your knowledge in this module will be assessed through a stakeholder report and a presentation. These assessments will develop your ability to synthesise, summarise, consider the impact of, and critically evaluate knowledge. Your ability to apply knowledge to a real-world issue will be developed through the presentation. Your written and oral communication skills for academic and non-academic audiences will also be further developed through these assessments. These assessments will therefore provide you with multiple skills that are important for postgraduate studies and many careers.

In this module you will learn about the different ways we can apply knowledge from neuroscience to current real-world situations and careers. We will look at different neurological, psychological, and neurodevelopmental conditions, and how our knowledge from neuroscience can be applied firstly to improve earlier diagnosis of conditions, and secondly to improve treatments and interventions. Topics may include using biological markers for an earlier diagnosis of Alzheimer’s disease, using brain stimulation to reduce trauma in PTSD, and using neurofeedback to improve cognitive functioning in ADHD. You will also learn about how we can use neuroscience in everyday life, such as improving our cognitive and emotion regulation abilities, as well as links between neuroscience and the law, educational outcomes, understanding consumer behaviours, and drug development. We will relate topics to different possible careers, and so you will develop your understanding of possible careers that you might like to consider. Throughout this module you will be taught in a mixture of lectures and seminars. The lectures will cover the background to the topic and applications of neuroscience knowledge in the area. Where appropriate we will include guest speakers who have different careers linked to neuroscience, to inform you about possible careers following your degree. Seminars will give you opportunities to further explore applied uses of neuroscience to improve people’s lives, and to design your own studies to assess these uses. Seminar activities will also give you opportunities to reflect on your own development and career path. Finally, seminar activities will be designed to support the assessments for the module. Your knowledge in this module will be assessed through an intervention design and a careers leaflet. The intervention design will allow you to demonstrate your ability to synthesise, summarise, and evaluate relevant literature, as well as applying knowledge to a real-world issue. The careers leaflet will allow you to develop your creativity, as well as your ability to summarise key information. Your written communication skills to different audiences will be further developed through these assessments. These assessments will therefore provide you with multiple skills that will be required for the rest of your degree, postgraduate studies, and for many careers.

This module will provide you with an in-depth understanding of the foundations of neuroscience. You will learn about different structures and systems in the nervous system and their functions, including key structures in the brain. You will also learn how we sense information from the world around us and how we control our movements, and how the nervous system regulates other bodily processes and systems. You will gain an understanding of cells in the nervous system and how these communicate with each other to enable the nervous system to function and the effect of various substances on this, as well as how the nervous system develops. In addition, this module will provide you with information on key techniques used to investigate brain and nervous system structures and functions, such as magnetic resonance imaging (MRI) and electroencephalography (EEG). This module will provide you with a solid grounding in neuroscience for the rest of your degree, postgraduate studies, and future career, and later modules in your degree will build on the knowledge you will gain here. Throughout this module you will be taught in a mixture of lectures and seminars. The lectures will cover core information for each topic. Interactive seminar activities will enhance your understanding of the structures and functions of the nervous system through practical activities where you will further develop and apply your knowledge and understanding of the material covered in the lectures. For example, you will explore the impact of damage to different systems, and how we can apply our knowledge from neuroscience to address the impact of damage to the nervous system. Seminar activities will also be designed to support the assessments for the module. Your knowledge and understanding of the nervous system from this module will be assessed using a presentation and a portfolio. These will assess your understanding of the structures and functions of the nervous system and techniques used in neuroscience, key topics for the remainder of your degree. These assessments will develop your written and oral communication skills, as well as your abilities to synthesise, summarise, and apply knowledge. These are skills that will be required for the rest of your degree, for postgraduate studies, and for many careers.

This module will provide you with information on key techniques used to investigate brain and nervous system structures and functions, as well as information on key topics in neuroscience. You will learn about key techniques including MRI and EEG. You will learn about the basic principles behind the techniques and how to use these, key research findings using these, and the key principles during data analysis. You will explore real datasets and form conclusions based on these. You will also learn about key topics in neuroscience, and current research questions related to these. This module will help provide you with a solid grounding in neuroscience, and later modules in your degree will build on this knowledge. In this module you will be taught in a mixture of lecture and seminars. Lectures will cover the key information relating to the technique or topic. Interactive seminars will consist of practical activities where you will perform tasks such as interpreting data collected using different techniques and from different patient groups or taking part in activities to demonstrate brain plasticity. You will also explore applications of our knowledge from neuroscience to real-world situations to answer key research questions in seminars. The seminars will therefore further develop your knowledge and understanding related to different techniques and topics in neuroscience. In addition, seminar activities will be designed to support the assessments for the module. Your knowledge and understanding for this module will be assessed using a poster presentation and a multiple-choice question / short answer question exam. These will assess your understanding of techniques and topics in neuroscience, key information you will need for the rest of your degree. Your oral presentation skills and creativity will also be assessed through the poster, skills that will be vital for the rest of your degree and for many careers.

In this module you will learn about changes in the brain, and its links to mental health conditions. The focus will be on symptomatology, aetiology and interventions. We will discuss the effects of different mental health conditions affecting the brain, such as anxiety, mood disorders, schizophrenia and addiction, as well as neurodevelopmental conditions such as autism, and attention deficit hyperactivity disorder. We will also examine factors important for promoting healthy brain functioning, such as the roles of stress and the immune system and consider applications of neuroscience to mental health treatments. This module will cover current research and perspectives in these topics, including non-western approaches to understanding mental health and treatment options, as well as future directions, giving you an up-to-date overview of key research questions in these areas. Throughout this module you will be taught in a mixture of lectures and seminars. Teaching throughout both lectures and seminars will be research informed. The lectures will give an overview of key research and the current research questions for each topic. Seminars will give you the opportunity to discuss relevant topics to enhance your understanding, as well as opportunities to consider how we can develop further research studies enabling us to assess applications of our theoretical knowledge to better support people and improve their lives. The seminars will also provide support for the assessments for the module, including opportunities for formative feedback. Seminar activities will be designed to support the assessments for the module. Your knowledge in this module will be assessed through a Pecha Kucha and a Leaflet. These assessments will develop your ability to synthesize, summarise, consider the impact of, and critically evaluate knowledge. It will also help you develop skills needed to apply knowledge to real-world issues, as well as strengthen your written and oral communication skills for academic and non-academic audiences. Including non-Western approaches will also encourage you to appreciate and integrate diverse cultural perspectives in mental health care. These assessments will therefore provide you with multiple skills that are important for postgraduate studies and many careers.

This module covers the key research methods which are required for independent cognitive neuroscience research. Across the module, you will study a range of statistical approaches which are used in neuroscience research (e.g. t-test, ANOVA, correlation, regression, factor analysis, meta-analysis, Bayesian analysis). These will be linked directly to the contemporary research topics covered in other modules. Additionally, you will perform practice and assessed analyses on real data collected by researchers at Roehampton, providing essential applied statistical experience. You will also study the analysis and interpretation of a range neuroimaging and electrophysiological data, covering a range of different methods including structural (sMRI) and functional neuroimaging (fMRI), and electroencephalography (EEG). You will learn data analysis on a range of statistical software including SPSS, JASP, R, MATLAB, and SAS, SPM, FSL etc., providing a broad range of skills required to adapt to different demands across topics in cognitive neuroscience. You will also study the general background to research in neuroscience, including good research practice, ethical and philosophical backgrounds to research, and practical academic skills required to succeed in the programme and future careers. The workshops will provide support for the assessments for the module, including opportunities for formative feedback.

The module differs from a ‘typical’ dissertation module in that it will enable you to investigate a developmental topic through research OR evaluate a developmental topic by reflective practice. You will use analytic or reflective skills you learn in the programme and apply project management skills as an independent inquirer (with supervision). Topical/guidance sessions and workshops will include consideration of ethical principles and the research-practice links, applying and evaluating research methods and practice techniques, and planning and reporting your project. The module fits integrally within the programme as research and practice extend knowledge and examine challenges in context. The academic and professional benefits as you study this module include critically applying investigative and/or reflective skills and knowledge about developmental psychology towards designing and conducting your own projects, and presenting and writing skills, as transferrable skills that can be used in further studies and/or the workplace. Areas include larger-scale research designs and analyses in developmental psychology, ethical considerations for research and practice, connecting research and practice and mapping to your career aspirations, and disseminating own plans and research findings or practice outcomes. You will engage in learning through topical sessions and seminars or workshops that include group discussions, reviewing examples of investigative or practice projects, small-group tutorials and supervisory meetings with an allocated specialist supervisor, evaluating exemplar practices, and reflective exercises. Assessment includes one written assignment and one non-written task. Outside-class activities such as careers talk and career mapping (Career Development Week), an Assessment Support Week, and draft dissertation feedback as part of student supervision, will be available to ensure you have positive experiences and promote employability.

In this module, you will explore the ways through which human development can be investigated, from types of data, measurements and questions to research designs, through inquiry techniques and analytic methods (including widely used tools and psychometric testing for children and parents), to means and format of reporting or dissemination. Practical workshops will include practicing the use of tools and tests and analysing developmental research data. The module fits integrally within the programme: research injects new knowledge and challenges existing ideas within developmental psychology as a science. The academic and professional benefits you will gain from studying this module include obtaining essential investigative skills and knowledge about research studies towards designing and conducting their own studies (such as for the Capstone project), acquiring technical analysis know-how and critical evaluation as transferrable skills that can be used in further studies and/or the workplace. Areas include the research designs and approaches in developmental psychology, ethical issues for such research, investigative tools and tests in developmental psychology, use of quantitative and qualitative methods in developmental research, and disseminating such research. You will engage in learning through topical introductions, lectures and seminar activities including group discussion, trialing investigative tests/tools, research participation, practical workshops (for analysis), and reflective exercises. Assessment includes a research poster and a research report. Outside-class activities such as invited research talk and discussing research career opportunities (Career Development Week) and Assessment Support Week and drop-ins will be available to you to ensure positive experiences and promote employability.

In this module you will examine development of interpersonal and emotional factors and processes through the lifespan, and their impact on outcomes. Indicative topics include the lifespan dimension of attachment and parenting, temperament, behaviour and personality development, the self and social identity, social interactions and relationships, and transitions through childhood, adolescence and adulthood. Discussions will include applications in context. Social and emotional development is an essential part of social and developmental psychology. It reflects the interface and interactions between the individual and the social world around them and how individuals interpret that world as they grow with age. The academic and professional benefits to you from studying this module will include obtaining essential theoretical and research-informed knowledge in this area of developmental psychology, applying such knowledge when considering outcomes and practical implications, and exercising critical evaluation, as transferrable skills that can be used in further studies and/or the workplace. You will engage in learning through lectures and seminar activities including group discussion, debates about different perspectives or from opposing positions, consideration of case studies (for preparing an assignment), and reflective exercises. Assessment includes one written assignment and one non-written task. Outside-class activities such as invited speaker talk (Career Development Week) and Assessment Support Week and drop-ins will be available to promote your positive module experiences and employability.

This module will equip you with essential skills in scientific research, including research design, data collection, analysis, and synthesis. These skills will enable you to conduct your own research studies, both for the research project module and in your future careers. Additionally, you will gain expertise in data analysis and relevant technologies, enhancing your employability across a variety of career paths. Specifically, you will learn about core research methods in psychology, integrating quantitative and qualitative approaches with a focus on methodological rigour, transparency, and reproducibility. You will also develop the ability to apply psychological research to issues that reflect contemporary developments and real-world issues. You will conduct literature reviews, decipher research gaps, identify study rationales, and collect and analyse data, followed by reporting your findings in written assessments in the form of a research report and a research proposal. These assessments will enhance your ability to write persuasive and scientifically based arguments, for academic audiences.

The module aims to examine the important psychological subfields in relationships and identities, both integral to understanding the interface and interactions between individuals and the social world particularly. The nature of these areas, their development, investigations and contextual or practical implications and potential interventions will be discussed and evaluated. Identity and social development is an integral part of any broad psychology degree. The academic and professional benefits to students studying this module include obtaining essential theoretical and research-informed knowledge in this area of psychology; evaluating such knowledge from the research and considering application in practices and outcomes; and exercising critical evaluation, as transferrable skills that can be used in further studies and/or the workplace. You will engage in learning through lectures and seminar or workshop activities such as group discussion, debates about different perspectives or from opposing positions, and consideration of case studies, critical analysis of practice including interventions and personal reflective exercises. Assessment includes one written assignment involving qualitative assessment, following the formative assessment conducted in class, and one non-written task – to create an infographic. Outside-class activities such as invited speaker talk or visit (Career Development Week), career mapping exercises, and Assessment Support Week and drop-ins will be available to help ensure that you have positive experiences and promote employability.

This module is designed to support you in developing and executing an independent research project or industry-focused study, culminating in a research dissertation. Over eleven weeks of lectures and seminars, you will acquire and apply knowledge and skills in research design, ethical considerations, qualitative and quantitative methodologies, and data analysis techniques. The teaching is structured to ensure that you achieve key learning outcomes, including mastery of diverse research methods, the ability to critically analyse data, adherence to ethical principles, and effective communication of an ethical research plan (Ethics task) and findings from the research (Dissertation). By the end of the module, you will be able to demonstrate knowledge and competence in conducting rigorous, ethically sound, and impactful psychological research using primary data.

In this module, you will learn about the NHS stepped care system and the service user’s journey, appreciating their and their support network’s experience. You will develop in depth understanding and skills to engage with diverse populations and you will demonstrate respect for the value of individual differences. This module will support your development as an ethical, responsible, boundaried, reflective professional who is aware and understands the inherent power imbalance between practitioners and service users and how abuse of this can be prevented.

Practice-based learning lies at the heart of the Art Psychotherapy programme. Students will gain a placement in a clinical setting, where they will have the opportunity to deliver individual and/or group art psychotherapy under the supervision of an experienced clinician. Additional support is provided by reflective practice groups within the programme, including the opportunity to share and learn from the experience of students working in different settings. In this module students will learn how to safely and effectively establish, maintain and end clinical relationships. They will also have the chance to explore contemporary debates around context, power and difference that shape and position the self and the other, within society broadly, and the art therapeutic relationship and health contexts, specifically. This module will prepare students to work effectively and sensitively with difference, in a variety of contexts. In doing so, they will develop contemporary knowledge and skills that will begin to prepare students for employment as an art psychotherapist once qualified. Students will also have the opportunity to explore aspects of their placement visually through the artistic process of El Duende. This is the use of a single canvas to capture response-art marking to clinical experiences. Students are required to undertake a minimum of 50 clinical placement days in this module. In addition, students must arrange their own individual therapy for 30 sessions over the academic year with an appropriately recognised therapist. Personal therapy is an established requisite to training as a therapist and a mandatory requirement for professional registration by the HCPC. Insight into personal and group processes is a cornerstone of clinical practice and avoids the inappropriate intrusion of the therapists’ own issues into their clinical relationships.

This module aims to provide a comprehensive introduction to the recent development in theory and practice within the criminal justice system in relation to domestic abuse. Domestic Abuse refers to physical, sexual, emotional, psychological and/or financial abuse committed by a perpetrator towards a victim in the contact of a close relationship. Students will learn about theories, typologies and critically assess the criminal justice responses. Many students who have taken this module in the past have sought employment in violence prevention work after graduating. This module provides a very useful grounding for in this area.

The evaluation of interventions is complex, with multiple facets, stages and implications depending on the context, the population to which the intervention is directed, the expected outcomes and the service provider. Evaluating interventions and services in different contexts is crucial to improving people’s lives. A proper evaluation of intervention and services guarantees that the service provided is effective and helps people’s health, education or wellbeing. It also allows stakeholders and policymakers to make informed decisions. If you aspire to work in any helping profession, understanding how interventions and services are evaluated is crucial to improving the service provided and, therefore, helping people more and more efficiently. You will learn the ethical and practical implications of the evaluation of services, including the methodology used (e.g., quantitative or qualitative, nomothetic or idiosyncratic), the context (e.g., schools, counselling centres), the type of evaluation (e.g., community, medical) or the type of professionals evaluated (e.g., doctors, nurses, therapists). In this module, you will learn how different practical, methodological, statistical or ethical choices might affect the result of an evaluation and how to conduct a proper evaluation that is useful for both the service provider and the clients. These skills will make you a better helping professional and will help you in your Voluntary Experience module, improving your experience in a real-life working environment.

This module will promote and enhance the knowledge and skills necessary for working in various professional contexts. It will help you to understand organisational structures processes and how you can apply the learning that you acquired on this programme to professional settings. Upon graduating you may engage in further education, seek employment within therapeutic environments, or feel that you wish to move away from a career orientated around the caring professions. This module will help you to develop transferable skills and offer developmental opportunities to help you succeed in your next steps. For example, the module will support you in understanding how to work and communicate with other professionals and how to contribute as part of a multidisciplinary team. You will learn about different organisations (e.g., NHS and Third Sector) and gain experience navigating as a professional in such settings. Working with risk, being aware of ethical and legal issues, as well as utilising support from managers and supervisors are some of the topics that will help you gain this invaluable knowledge. The module will incorporate content addressing workplace context and scenarios and will support further your Voluntary Experience. The aim is that you will be able to apply your learning from the professional context module to your voluntary settings.

This module will support the development of your professional judgement and your critical understanding of relevant data and how to use it to make decisions. You will develop the ability to critically evaluate research in relation to psychotherapeutic counselling and how to keep up to date with the latest advancements in DIT and psychotherapeutic counselling in general. You will learn how to apply critical judgement to identify disparities in access, experience and outcome building on the acquired knowledge from years one and two and within the programme’s inclusive approach that challenges inequalities and power dynamics.

This module will provide you with the fundamental skills and knowledge of models and techniques required to confidently and skilfully practice coaching. You will learn the key skills of active listening, questioning, summarising and gently challenging. You will understand and implement the ethical guidelines that support coaching practitioners and clients such as chemistry meetings, contracting, supervision and planning for continued professional development. You will demonstrate how ethical practice is evidenced and maintained in your coaching practice. You will also learn about the value and practice of creating a place of safety and trust in coaching. The learning on this module will use an evidence-based approach, allowing for critical reflection and evaluation. This module is one of six modules designed to help you apply for EMCC practitioner accreditation as a coach, where each assessment is designed to respond to specific requirements in the accreditation application. Throughout this module you will be taught in a mixture of lectures, and seminars. The lectures will cover core information for each topic and will be recorded. Recordings will be made available on Moodle. Interactive seminar activities will offer space to practice the learning from the lectures, develop in-depth understanding of the theory and practice the skills and offer support for the assessments. In the seminars, you will further develop listening and questioning skills, where you will take turns to coach, be coached and observe coaching in action. Your knowledge and understanding of ethical practice and supervision will be assessed via an essay. Your coaching skills and knowledge of coaching models will be assessed through coaching practice, where you will have opportunities to receive feedback. Your written communication skills will be developed through the essay, a skill that will be required for the rest of your degree and for many careers.

This module aims to guide students towards the application of psychological theories and research in personal and professional contexts. Psychological literacy is defined as ‘the general capacity to adaptively and intentionally apply psychology to meet personal, professional, and societal needs’ (Cranney and Dunn, 2011). The module is designed to be flexibly adaptive to prepare students for further study in a range of professional psychology pathways through engagement with personal development and case studies based in organisational, forensic, educational or other professional psychology. The focus of the module is on recognizing the importance of individual differences and psychological measurement in supporting evidence–based psychological action in a variety of personal and professional contexts. Students will be able to choose from different professional psychology case studies, depending on their interest, future plans and staff availability. Students will critically reflect on methods involving self-report and apply their knowledge to their own learning, preparing them to recognize their own strengths and weaknesses and begin to develop their identities as professional psychologists through reflection on their practice in case study work.

This module aims to guide students towards the application of psychological theories and research in personal and professional contexts. Psychological literacy is defined as ‘the general capacity to adaptively and intentionally apply psychology to meet personal, professional, and societal needs’ (Cranney and Dunn, 2011). The module is designed to be flexibly adaptive to prepare students for further study in a range of professional psychology pathways through engagement with personal development and case studies based in organisational, forensic, educational or other professional psychology. The focus of the module is on recognizing the importance of individual differences and psychological measurement in supporting evidence–based psychological action in a variety of personal and professional contexts. Students will be able to choose from different professional psychology case studies, depending on their interest, future plans and staff availability. Students will critically reflect on methods involving self-report and apply their knowledge to their own learning, preparing them to recognize their own strengths and weaknesses and begin to develop their identities as professional psychologists through reflection on their practice in case study work.

The Criminal Justice System changes over time and consists of many agencies. The system is under ongoing pressure over reducing costs and increasing its effectiveness. This module therefore sets out to introduce the criminal justice framework in England and Wales and its various agencies such as law enforcement, courts, penal system and crime prevention agencies. The role of forensic psychologists within these institutions is examined from the psychological aspects of legal processes through the assessment of offending behaviour to the application of psychological interventions that aim to reduce the risk of re-offending. Students will gain an understanding of the legal and professional standards governing psychologists' roles in the criminal justice system. The module also introduces the various aspects of investigative psychology which grow directly from empirical research and aims to improve understanding of various investigative activities such as interviewing, eyewitness memory, jury decision-making or offender profiling. Whilst major accomplishments in psychology and law are reviewed, students will be encouraged to evaluate challenges to investigative approaches and consider the contribution of such studies and their practical impact.

The core part of working with people at risk of offending and offenders focuses on therapy and the delivery of interventions that aim to reduce the risk of re-offending by providing the skills, attitudes and perceptions necessary to meet their needs in prosocial ways. Therapeutic work takes place in different community based and secure settings such as prisons, secure forensic hospitals, specialised mental health centres and therapeutic communities. Delivery of interventions requires solid clinical skills and the ability to formulate treatment plans and to identify therapeutic goals.This module sets out to introduce the foundations of knowledge of a range of therapeutic interventions while acknowledging the challenges that are inherent to working therapeutically with a forensic population (e.g. low motivation, high risk, high staff stress and burnout). Appropriate interventions in various offender groups (e.g. where mental health issues are present) will also be acknowledged. The basis for effective interventions will be covered along with specific clinical skills. Each theoretical session is followed by a practical workshop designed to consolidate theoretical understandings with the development of practical skills. Students will learn about specific offending behaviour interventions provided in prisons and in secure hospitals. Through role-play workshops students will be encouraged to start developing their ability to reflect on their basic clinical skills. This module is also designed to foster various practical skills such as specialist report writing, dissemination of the findings and communication of knowledge to a wider audience.

This module will help you develop the skills and knowledge necessary to operate as a competent evidence-based practitioner and to navigate the context within which you will be working. You will develop the ability to utilise audit and evaluation tools to monitor and maintain standards within practice settings, you will be able to demonstrate critical understanding of research methodologies and evidenced based practice and work efficiently and ethically across different platforms (e.g. online video and telephone). You will recognise and respect difference, reflecting on your own identity, culture, values and ‘world view’ and the impact of these on the therapeutic relationship.

This module will provide students with a critical understanding of how cognitive neuroscience techniques can be used as both research and therapeutic tools to improve societal and personal wellbeing. Specifically, students will learn how research studies and clinical trials show that the wellbeing of people who suffer with a range of cognitive issues can be improved through the use of cognitive neuroscience techniques, including brain imaging (rsMRI, fMRI, PET, 1H-MRS, EEG, fNIRS), neurofeedback, non-invasive brain stimulation (TMS, tDCS), pharmacological interventions and cognitive techniques (i.e. training, emotion regulation techniques). Importantly, these topics will link back to relevant lectures in previous modules, particularly those related lectures in the 'Use of Cognitive Neuroscience Techniques', 'Current Topics and Future Directions for Cognitive Neuroscience' and 'Advanced Research Methods and Statistics' modules.

This module will provide students with a critical understanding of the current state of cognitive neuroscience research, so that they may be able to critique such research, and pave avenues for future studies that may further our understanding of the brain mechanisms of cognition and neurocognitive disorders. Specifically, lecturers will present current topics in cognitive neuroscience in which they are actively involved (i.e. the programme convenor will present cognitive neuroscientific findings of tobacco use disorder and how cognitive neuroscience techniques can help people to quit smoking). This will enable students to acquire a critical understanding of the entire research process, from literature search, design of a research question and study conception, through to study completion and publication. As such, lectures will follow the format of explaining the background of a research area, followed by gaps in the literature and the important research question(s) that the lecturer/researcher asked, before students will be told about the study/studies that was/were designed to answer these questions, and the data analyses and interpretations that followed. This will provide students with important access to the lecturer's/researcher's thought processes behind the development of their research questions, study design and data analysis/interpretation, so that they can better design their own cognitive neuroscience studies. Importantly, these topics will link back to relevant lectures in previous modules, particularly those related lectures in 'Use of Cognitive Neuroscience Techniques', 'Cognitive Neuroscience Applications: Impact in the Real World' and 'Research Methods in Cognitive Neuroscience'. Further, via student-led, lecturer-supervised seminars, students will critique relevant papers from the previous lecture.

Like most disciplines, the history of psychology, psychiatry and helping professions include many controversies, inequities, and unethical practices (including unfair treatment of minorities and the underprivileged). This module reviews and discusses the history of these disciplines, addressing some of those controversies and unethical practices with a critical lens, contextualising the reasons and the responses provoked in the corresponding eras. You will learn the current efforts in actualising practices, including the perspective of gender, ethnic minorities and different cultural backgrounds among other social GRACES (Gender, Gender Identity, Geography, Race, Religion, Ability and Disability, Age, Appearance, Caste, Class, Economics, Education, Employment, Ethnicity, Sexuality, Sexual Orientation, Spirituality). Specifically, you will learn the perspective of black and minority ethnic service users and acquire the knowledge and the skills that professionals need to become culturally adapted and sensitive practitioners. You will also learn psychotherapeutic and counselling practices designed to work with sexual minorities and how to become an adapted and sensitive practitioner.

In this module, you will learn and practice core skills essential to counselling and psychological therapies from an integrative perspective. You will delve into the theory and research behind the way counsellors and psychotherapists work with clients, focusing on the basic components that need to be in place to support therapeutic change. You will learn to identify and begin to practice skills in the classroom such as active listening, paraphrasing, reflecting, non-verbal communication and being non-directive. Through experiential learning, you will develop the capacity to reflect on your own way of relating to others in a helping capacity and considerably enhance your communication skills.

This module provides a broad overview of the main characteristics of different Cognitive-Behavioral Therapy (CBT) approaches, supporting research, and applications of CBT to a variety of client needs. You will be introduced to various conceptualization models and intervention strategies. You will gain an understanding of basic CBT and reflection skills relevant to different counselling settings. You will also gain a basic understanding of the main considerations when using CBT with clients with diverse cultural backgrounds.

In this module you will learn about community psychology and how it is linked to theory, practice and research. You will learn how to work with vulnerable and marginalized groups and individuals to facilitate community led positive change. You will be encouraged to develop a more critical approach to the diagnoses and treatment of mental health difficulties incorporating socioeconomic factors. You will develop skills in evaluation research and psycho-social interventions and understand how they can lead to impactful change. In this module you will learn how to apply theories on social engagement and on how to organize and facilitate community and marginalized groups’ activities. You will have an opportunity to apply your learning to the development of a proposal for a community-based support intervention project. This module will expand theory and knowledge developed in the first-year module Equity, diversity, and ethics. It is also the foundation for the third-year module Voluntary Experience.

This module will enhance your understanding of the research process within the fields of mental health and wellbeing. The module will increase and refine transferable skills that are relevant for a research-informed practitioner (e.g., interpret, and evaluate evidence-based literature, analytical and critical thinking, report writing, information-technology skills). It will provide a theoretical and practical overview of the main characteristics of quantitative and qualitative research. You will be able to identify relevant evidence-based publications and to reflect on and critically evaluate relevant research within the field. You will acquire basic skills on how to interpret, communicate and represent research results. You will be able to understand and critically appraise ethical considerations when conducting research with humans in clinical settings.

The aim of this module is to investigate positive psychological theories, concepts and empirical research, and critically consider their application in real-world settings. You will undertake the scientific study of key positive psychology topics including happiness and wellbeing, positive emotions, resilience, optimism, flow and flourishing. This module will also introduce measures to assess positive psychology constructs such as resilience and emotional intelligence. You will explore how different methods, techniques and ways of working improve performance in a range of settings – educational, organisational, and personal life. Furthermore, you will critically consider psychological research on the benefits of applied positive psychology and you will be encouraged to evaluate topics in relation to your own life experience. This module will provide you with the knowledge and skills to apply across a wide range of work settings, as well as identifying your own strengths, values and motivations to apply those skills both at work and in life in general. This module is relevant for students interested in pursuing a range of career pathways including occupational psychology and coaching and mentoring roles.

Throughout this module you will learn about yourself and the critical psychological constructs/qualities that will help you succeed in your future career. You will explore how topics such as personality and leadership styles, emotional intelligence, interpersonal skills, motivation and group dynamics relate to the workplace and how you as an individual interact within these constructs. You will also be introduced to careers in professional psychology and how you can apply your psychological literacy more broadly across community, industry, enterprise and entrepreneurial settings. A key component of this module is that you will have the opportunity to gain at least 20 hours of work experience where you can begin to experience the concepts from this module in practice. Your work experience can be in any organisation or charity; this can include working as a research assistant, becoming a RoeBuddy mentor, or volunteering for a mental health charity, school, or care home.

This module will introduce the study of developmental psychology and its importance for understanding the human transition across the lifespan – before birth, through infancy, childhood, adolescence and into adulthood. This will equip you with an understanding of typical and atypical development across the lifespan, considering biological and environmental impacts on development, social relations, as well as cognitive and language development. This will enhance your understanding of topics such as ‘who we are’, attachment, temperament, self-esteem and identity. You will be given the opportunity to transfer this knowledge to real-life applications, for example, the impact of social development (social media and community), peers and friendships, neurodiversity, and gender identity and development. This module will equip you with knowledge about human development across the age-span, and for working with different populations in a variety of contexts including education, healthcare, social care and public services.

This module will provide you with experience of designing and conducting research and data analysis. The research training and experience gained in this module is fundamental to a psychology degree and includes a very useful set of skills such as Microsoft Excel, SPSS, psychometric tests, transcription, an understanding of statistics and qualitative approaches. These numeracy, research and analytical skills are transferrable and marketable for psychology careers and careers that value a psychology degree, ultimately improving your employability. The module will introduce you to the conceptual issues associated with major paradigms in psychological research and foster your understanding of the nature, purpose and logic of experimental methods and qualitative approaches; in addition, it will equip you with a critical understanding of a number of approaches to data collection and provide preliminary training in the use of the important techniques in data collection and analysing the data derived from all these approaches. You will also develop the ability to apply psychological research to issues that reflect contemporary developments and real-world issues to highlight the impact of psychological research. In addition to this the module will provide you with numerous opportunities to disseminate information in a range of different ways.

This module enables students to improve their knowledge and skills in research, including planning and conducting research-based tasks, presenting findings and aiming to make significant contributions to evidence-based practice in child-centred play therapy. Students will have the opportunity to create a synthesis of their theoretical knowledge and clinical experience to pursue their own research interest. A clinical issue, the student’s own clinical work or a professional issue may provide the inspiration for their extended clinical project. There will be opportunities for students to disseminate aspects of their completed project in research journals and to the wider play therapy community.

This module will enable the students to learn and then put into practice all the factors involved in setting up, maintaining and processing two Play Therapy cases in the first placement (minimum of 30 hours). The module builds on the module delivered in the Autumn term by covering the starting points for play therapy practice and how to begin to develop rapport and a therapeutic relationship with clear therapeutic boundaries. Students will use the learning from the first module to continue developing knowledge, understanding and competence and, in the second and third terms, alongside weekly lectures, will undertake their first clinical placement (external to the University) and be supported by internal practice-based learning groups. Using information and experience from the clinical placement and clinical supervision (external to the university), students are expected to reflect on and critically evaluate their practice and the efficacy of their play therapy practice. In addition to the above, it is essential for play therapists to have an in-depth understanding both of development in the first days, weeks and months of life and of the growth of the infant’s relationship with their caregiver. As part of this module, students engage in 20 one-hour observations with an infant and their primary caregiver. Students learn to hold the role of observer in order to consider and evaluate the behaviour of babies and their caregivers. On this module, students are also given the opportunity to participate in, and reflect on, a boundaried therapeutic process group within an educational context. The process group facilitates the exploration, development and understanding of aspects of the student’s individual psychology through group process. This element of this module is considered central to the therapeutic training as it enables the student to integrate practice, relational skills and theoretical concepts through the active participation in a group process. The process group is an opportunity for the exploration of new behaviours, perceptions and attitudes towards self and others. The opportunity to explore and understand the complexities and intricacies of group dynamics will be facilitated by the group facilitator. Student will need to show a developing capacity for self-reflexivity and awareness of their own role in the therapeutic relationship. Additionally, they need to demonstrate an emotional understanding of what they have to offer the client and what areas they particularly need to address in their future work.

Practice-based learning lies at the heart of the Music Therapy programme and the experience gained will prepare students for professional employment as a Music Therapist. Students will gain a placement in a professional music therapy setting, where there is a qualified Music Therapist working as Placement Educator. This placement experience will support students in understanding the work and role of the Music Therapist. Through leading individual or group music therapy work with service users, students have the opportunity to establish a significant therapeutic relationship and have multiple opportunities to lead and engage in a therapeutic process beneficial for service users. With sufficient clinical supervision provided by the Placement Educator in the placement setting, and additional support provided by reflective practice groups within the programme, including the opportunity to share in the experiences of those students working in different settings, students are prepared for future work as a professional Music Therapist.?

Music Therapy is essentially an active, participatory, process in which the art medium (music) is used to support service users in their increased wellbeing. Through the introduction of key concepts and theories, the presentation of video and audio material and engagement in practical workshops, students examine and practice ways in which music may be used interactively to establish a therapeutic relationship. From the start of this Spring and Summer term module students contribute their own observations and make judgements as to the effectiveness of techniques and the place of these music therapy in different settings. Interactive seminars examine techniques, processes and effects of Music Therapy, drawing on relevant literature and analysis of clinical material. The emphasis is on observation and analysis of musical interactions in therapy sessions and the nature of the therapeutic relationship. Students will be introduced to models/theories of music therapy and historical concepts from psychotherapy which are particularly relevant to Music Therapy practice. Music workshops (clinical improvisation) are designed to help the student explore and extend the technical, expressive and interactional aspects of their music skills and to relate these to specific theoretical concepts. This enables students to develop appropriate skills in music therapy to meet the needs of service users. Students will already have a professional standard of instrumental or vocal competence and a strong musical background. Studies in this module are planned to help them apply these skills most effectively in the context of music therapy theory and practice. Students will formulate their own views on the use of a wide range of music within a therapeutic relationship and on the ways in which this might be adapted to meet the needs of service users. These seminars and workshops ensure that students will have a secure theoretical base, together with the clinical skills required for their own practice, and they are familiar with the way in which service users with a wide range of experiences use music therapy. Through this module students become aware of the development of the Music Therapy profession in Britain and the place of the Roehampton training within this. The distinctive emphasis of the programme as a contemporary psychodynamic music therapy training is thus placed in context.?

Students create a synthesis of their theoretical knowledge and clinical experience to pursue their own research interest. A clinical issue, the student’s own clinical work or a professional issue may provide the inspiration for their research.

Building upon the learning gained from the Observation Studies 1: Infant Development, this module continues the observation seminars begun in semester 1. This module continues the focus on child development and observational skills begun in Observation Studies 1.?This module focuses on child development and will provide students with the ability to consider the needs of children and young people in relation to their social, cognitive, emotional, physical and psychosexual development. This includes looking on how theories and empirical research concerning normal and atypical child development impact on our understanding of development and growth.? The module focuses on aspects such as physical, sensory, psychomotor and cognitive development, as well as on mentalisation and theory of mind. In line with other models in this first year we also consider the importance of play in children's development.? Having established an understanding of development under typical conditions, the module then explores the effects of trauma and deprivation on children's development. This includes current findings from epigenetic studies and the effect of trauma on attachment and the developing brain. The module also focuses on the development of the child within their family and cultural environment and explores how these can impact on growth and development. Students on this module will complete their 20-session infant observation and submit an observation study and portfolio of observations.

This module prepares the student for the first placement (Primary age children, 4 – 11 years) by providing the theoretical understanding and skills associated with a predominately play-based form of child-centred therapy. This module provides students with opportunities to develop their counselling skills for therapeutic work with children. There will be opportunities for experiential and practical work as well as theoretical input, opportunities for small group discussion and peer/tutor feedback. Students will be given opportunities to practice the following therapeutic skills and interventions: * active listening, * empathy, * reflecting content and feeling, * mirroring and attunement, * timing of interventions, * silence in the therapeutic setting, * limit and boundary setting, * practical and ethical dilemmas of working with children as well as the importance of valuing difference and diversity. Links will be made between practice skills and theory throughout. This module will also prepare students for their year 2 placements. Reading will be set on a regular basis for students to further their knowledge and understanding. Successful completion of the assessment for this module confirms that students can begin clinical practice, allowing them to progress into the 2nd year and begin placement work.

The aim of this module is to develop the counselling skills introduced in the previous term, in preparation for reflective, ethically based counselling practice, in placement. This will take place via experiential learning, and the introduction of theory to deepen students’ understanding and integration of foundational counselling skills. The module aims to develop trainees counselling skills, building on the introductory module of the previous term, but looking at challenging aspects such as impasse, managing overwhelming emotions and sensitive topics. The emphasis is on practical preparation for working in placement as well, in areas such as use of supervision, BACP ethics, note-taking as well as supporting students so that they are in placement before the second year.

The Criminal Justice System changes over time and consists of many agencies. The system is under ongoing pressure over reducing costs and increasing its effectiveness. This module therefore sets out to introduce the criminal justice framework in England and Wales and its various agencies such as law enforcement, courts, penal system and crime prevention agencies. The role of forensic psychologists within these institutions is examined from the psychological aspects of legal processes through the assessment of offending behaviour to the application of psychological interventions that aim to reduce the risk of re-offending. Students will gain an understanding of the legal and professional standards governing psychologists' roles in the criminal justice system. The module also introduces the various aspects of investigative psychology which grow directly from empirical research and aims to improve understanding of various investigative activities such as interviewing, eyewitness memory, jury decision-making or offender profiling. Whilst major accomplishments in psychology and law are reviewed, students will be encouraged to evaluate challenges to investigative approaches and consider the contribution of such studies and their practical impact.

The core part of working with offenders focuses on therapy and the delivery of interventions that aim to reduce the risk of re-offending by providing offenders with the skills, attitudes and perceptions necessary to meet their needs in prosocial ways. Therapeutic work takes place in different forensic settings including prisons, secure forensic hospitals, specialised mental health centres and therapeutic communities. Delivery of interventions requires solid clinical skills and the ability to formulate treatment plans and to identify therapeutic goals. This module sets out to introduce the foundations of knowledge of a range of therapeutic interventions while acknowledging the challenges that are inherent to working therapeutically within a forensic population (e.g. low motivation). Appropriate interventions in various offender groups (e.g. where mental health issues are present) will also be acknowledged. The basis for effective interventions will be covered along with specific clinical skills. Each theoretical session is followed by a practical workshop designed to consolidate theoretical understandings with the development of practical skills. Students will learn about specific offending behaviour interventions provided in prisons and in secure hospitals. Through role-play workshops students will be encouraged to start developing their ability to reflect on their basic clinical skills. This module is also designed to foster various practical skills such as specialist report writing, dissemination of the findings and communication of knowledge to a wider audience.

This module is divided into three fundamental areas of DMP training. One part focuses on internal supervision for an external clinical placement and developing professional practice in relation to the clinical practice. The second part focuses on developing core DMP skills. The third part of this module focuses on core concepts central to creative processes in Dance Movement Psychotherapy with a focus on creativity, movement improvisation, movement observation, embodied reflexivity, nonverbal communication and expression, and mutual influence in the moving relationship. Supervision: During the supervision component of this module students are supported in their independent placements and assisted in the reflection of key issues arising at this time in order to enhance both personal and professional skills development. Skills: During the skills component part of this module, students are offered opportunities to develop core clinical skills informed by practice, feedback from observation and reflection. This aspect of the module provides students with practical opportunities to develop intersubjective skills when working with groups and individuals within a variety of settings. Students will learn a range of core skills including appropriate use of touch and maintaining ethical therapeutic boundaries, kinesthetic empathy and therapeutic movement relationship, integration of verbal and non-verbal material, and interventions based on individual client/ group presentation(s), treatment planning, assessments, movement observation and emergent thematic material. Students will learn how to structure and facilitate individual and group sessions with children and adults in different settings where DMP is practiced. Both supervision and core DMP skills components of the module enable students to communicate coherently with other professionals, provide a treatment rationale for specific client groups. Creative Movement Process: The creative movement process aspect of the module is an experiential process heightening reflexivity of students’ own movement preferences and relationship style while promoting an exploration of movement vocabulary and spontaneous and playful movement interaction. During this component, students develop an experiential understanding of Dance Movement Psychotherapy as an essentially embodied intersubjective process (Allegranti 2015) in which healing conversations may be co-created in movement and words. Attention is given to the socio-political aspects of moving bodies and their non-neutrality; how gender, sexuality, ethnicity, culture, class, disability, etc shape our emotional and physical selves and inform our ethical values. Difference is viewed creatively as a potential resource. The module encourages students to explore and develop their own individual personal and ‘cultural’ resources and movement preferences and learning styles. It introduces students to the potential of Laban Movement Analysis (LMA) for self-reflection, observation and for their future development as practitioners. Personal therapy requirement: ADMP UK requires that all students are in appropriate personal therapy for the duration of each year of their training. The minimum requirement of personal therapy is weekly for a minimum of 40 hours for each academic year for 2 years. Therapy must be continuous, apart from holiday breaks for the duration of the training.

This is a core module within the MA Art Psychotherapy Programme, providing its unique philosophical base. This module will enable students to trace the historical development of analytical art psychotherapy, as well as critically explore its Jungian and post-Jungian conceptual base, through theoretical and experiential learning. Analytic art psychotherapy is used as an inclusive term to encompass art therapy and art psychotherapy. Analytical art psychotherapy places the art object and art making processes as the central determinate within which transformation may take place. Through theory and experiential learning, student will have the opportunity to gain critical insight into the relationship between imagination, art making processes and psychic change, along with how this may manifest within the triangular art psychotherapeutic relationship. Continuous links will be made to the application of this knowledge in clinical practice. Students will have the opportunity to gain direct understanding of analytical art psychotherapy through a series of theme-based workshops as well as a series of non-directed process groups. Students will be able to participate and reflect on a boundaried therapeutic processes within an educational context. The process group will facilitate the exploration, development and understanding of aspects of their individual psychology within group dynamics. It will enable students to integrate practice, relational skills and theoretical concepts through active participation in a group process, where new behaviours, perceptions and attitudes towards self and others may be developed. Students will be expected to develop an advanced capacity for self-reflexivity and awareness of their own role in the therapeutic relationship. Students will also have the opportunity for self-reflection through art making processes in independent studio time. Students will be strongly advised to keep an ongoing personal log or diary relating to their experiences on this module and other aspects of the Programme including personal therapy. This will assist students with the assignment and also provide a useful vehicle for reflection.

In this module students will learn how to safely and effectively establish, sustain and end clinical relationships. Students will also have the chance to explore contemporary debates around context, power and difference that shape and position the self and the other, within society broadly, and the art therapeutic relationship and health contexts, specifically. This module will prepare students to work effectively and sensitively with difference, in a variety of contexts. In doing so, students will develop contemporary knowledge and skills that will begin to prepare students for employment as an art psychotherapist once qualified. Students will also have the opportunity to explore aspects of students’ placement visually through the artistic process of El Duende. This is the use of a single canvas to capture response-art marking to clinical experiences. Students are required to undertake a minimum of 50 clinical placement days in this module. In addition, students must arrange their own individual therapy for 30 sessions over the academic year with an appropriately recognised therapist. Personal therapy is an established requisite to training as a therapist and a mandatory requirement for professional accreditation by the HCPC. Insight into personal and group processes is a cornerstone of clinical practice and avoids the inappropriate intrusion of the therapists’ own issues into their clinical relationships.

In the pre-requisite module: Research informed Arts and Play Therapies and clinical work, students are provided with an introduction to research practice and the research process in the Arts Therapies, including qualitative, quantitative, embodied and arts based research paradigms. Students gain a thorough overview of a diverse range of practice based research approaches, methodologies, giving students a framework within which they can plan and write a research proposal/ presentation and focus on an area of research interest. Once completed, they can pursue their final research project in this module. In this final project module students create a synthesis of their theoretical knowledge and clinical experience in pursuit of their own research interest. It is the culmination of all their work on the MA Dance Movement Psychotherapy programme and along with the theory-practice integration, highlights the high level of somatic/ embodied practice, embodied reflexivity and embodied intersubjectivity that students attain at this final stage and in preparation for completing the programme. A clinical issue, the student’s own clinical work or a professional issue may provide the inspiration for their research. This module provides students the opportunity to design and develop an advanced specialist research project based on a synthesis of advanced clinical practice, research methodologies and methods using specialist information and data to generate original research questions, evaluate and identify the most appropriate methodologies to investigate them and carry out an original and independent piece of research to enhance learning and practice and contribute to the DMP professional community. To support professional development and employability , this module will facilitate the development of the following skills: Ability to carry out an independent clinical/ research project. Interview skills Writing skills Communication skills Promoting safe and ethical practice Professional proficiency in developing one's professional understanding and practice self reflexivity.

The module will introduce the major theories and research in the field of Health Psychology and Addiction. The topics focus on how psychological processes contribute towards maintenance of physical health and disease risk, prevention, and management, as well as understanding and treatment of addictive behaviours. The biopsychosocial model will be explored in depth to illustrate the interplay of biological, social, and psychological factors that are relevant to health, illness, and substance use disorders. Drawing particular attention to theoretical models, research methodology and study designs used in Health Psychology, you will become familiar with challenges associated with studying behavioural aspects of health and illness. This module will prepare you for a career in Health or Clinical Psychology and equip you with skills applicable to a wide range of health-related careers (e.g. careers in public health and promotion, research, health advisors and roles in addiction support).

In this module you will learn about different neurodevelopmental conditions, with a particular focus on autism. This module will take a multidisciplinary approach – we will consider differences in the ways that autistic people process and understand information from the world around them, therapies for autism, and factors and behaviours that relate to the later development of autism. We will also explore individual differences relating to autistic traits, and we will discuss similarities and differences between autism and other neurodevelopmental conditions. Throughout the module we will explore current perspectives on topics relevant to autism and other neurodevelopmental conditions, as well as exploring future directions for research into autism and other neurodevelopmental conditions, therapies for autistic people, and societal views of neurodiversity. This module will build on aspects of biological, cognitive, and developmental psychology from Levels 4 and 5, and will be of particular interest for students who would like to learn more about and/or pursue a career related to neurodevelopmental conditions following their degree. This module will equip you with knowledge relating to the behaviours and abilities of individuals with autism and other neurodevelopmental conditions, as well as therapies that may be used with such groups. We will discuss how we can apply theoretical knowledge of these conditions to better support individuals, with such an application of knowledge being a key transferable skill for your future career. Assessments for this module will require you to synthesise, summarise, and critically evaluate knowledge relating to autism and other neurodevelopmental conditions for both academic and non-academic audiences, further important transferable skills for many graduate jobs.

The Digital Health Innovation module provides you with a comprehensive understanding of emerging technologies and their applications in healthcare, equipping you with the critical knowledge, practical skills, and professional insight needed to develop and implement innovative digital health solutions. You will explore key topics, including AI-driven healthcare innovations, virtual reality in patient care, wearable health technologies, mobile applications for health monitoring, and robotics in healthcare. Learning activities will include interactive lectures, hands-on workshops, and case study analyses, fostering practical problem-solving and critical thinking skills. By engaging with global case studies and real-world digital health innovations, you will gain a broad and informed perspective on the ethical, economic, and societal implications of digital health technologies. Assessments are designed to prepare you for professional practice, including a business plan (50%) for a digital health innovation and a pitch deck (50%), where you will present your concept in an industry-style format. These assessments will ensure that you develop entrepreneurial, strategic, and communication skills essential for leadership roles in digital health. This module provides you with a strong foundation in health technology development, preparing you for careers in product design, digital health entrepreneurship, health technology consultancy, and user experience research. Through engagement with cutting-edge digital tools, industry insights, and interdisciplinary collaboration, you will gain the competence and confidence to lead in the digital health sector.

The AI-Augmented Research and Evaluation in Digital Health module provides you with a comprehensive foundation in research methodologies, evaluation frameworks, and the integration of AI-assisted tools in digital health research. You will develop the critical knowledge, analytical skills, and digital competencies needed to design, conduct, and evaluate digital health studies. You will explore both quantitative and qualitative research methods, including study design, data collection strategies, feasibility analysis, and the evaluation of digital health interventions. The module introduces AI-assisted research tools, such as automated literature reviews, qualitative analysis support, and AI-driven data interpretation, while ensuring you understand the ethical considerations, limitations, and risks associated with AI in research. You will gain hands-on experience in basic data analysis using R or Python, equipping you with foundational coding skills applicable to digital health research. Learning activities include interactive lectures, hands-on data analysis workshops, and applied case studies, ensuring that you can critically evaluate research quality, ethical implications, and the impact of digital interventions on healthcare outcomes. Assessments focus on practical research and evaluation skills, including a research proposal (70%), where you will design a digital health study, and an oral presentation (30%), requiring you to articulate your research rationale and methodology. As a core module in the MSc Digital Health, this module prepares you for careers in health technology research, policy evaluation, and data-driven healthcare innovation. By integrating quantitative and qualitative research skills with digital health applications, you will gain the competence and confidence to conduct high-quality research in digital health.

The Capstone Project serves as the culmination of the MSc Digital Health, allowing you to undertake an independent research or applied project that synthesises the knowledge, skills, and methodologies you have acquired throughout the programme. This module provides an opportunity for you to design, develop, and evaluate a digital health intervention, conduct an in-depth research study, or address a real-world healthcare challenge using digital technologies. You will be supported through supervisory guidance, research workshops, and structured peer discussions to ensure you can independently manage your project while applying rigorous research methods. Your project may take various forms, including a feasibility study, an evaluation of an existing intervention, a secondary data analysis, or the development of a new digital health tool. Integrating all five pillars of education—Equity, Diversity & Inclusion, Sustainability, Global Engagement, Professionally Focused Education, and Technology-Enhanced Learning—this module ensures that you produce a high-quality, impactful piece of work that is relevant to both academic and industry settings. The final output will be your capstone project (70%) and a viva (30%), where you will communicate your research findings or project outcomes to an academic and professional audience.

In this module you will have the opportunity to conduct and report an original research project under the supervision of an experienced researcher in neuroscience and mental health. You will apply analytical and conceptual tools and personal skills to an in-depth investigation of a specific neuroscience and mental health research question. You will complete a short ethics proposal, a 6000-word research report in jour1nal style and a 15-minute oral presentation at the MSc Neuroscience and Mental Health Conference. Completing this module will enable you to gain key skills including the ability to critically analyse data, adhere to psychologically ethical principles, effectively synthesise, evaluate and communicate research in written and oral format and expand their professional network with relevant external organisations.

This module focusses on the phenomenology, biological basis and treatment of symptoms of psychiatric illnesses and will examine a range of mental health experiences such as schizophrenia, depression, and anxiety - as well as some of the rarer and more fascinating disorders in psychiatry such as young onset dementia and confused and disoriented states. You will develop your understanding of and reflect upon the core theories developed to explain specific symptoms in mental disorders such as hallucinations, delusions and depression. You will explore the very latest therapeutic methods such as clinical trials, drug treatments, psychological treatments, cognitive enhancement and neuromodulation. This module expands upon your understanding of mental health disorders developed in Psychopathology and Clinical Psychology and will cultivate a range of skills including reflective and critical thinking, as well as interpersonal sensitivity and awareness around issues in mental health. It will also promote the development of psychological knowledge of mental health for the benefit of yourself, your community, and society. This module will contribute to your preparation towards a traditional psychology career in a wide-range of contexts including but by no means limited to mental health services in the NHS, counselling, or other clinical practice - including the government’s IAPT initiative. It would also equally serve as preparation for further studies in mental health or a career in psychological or psychiatric research.