Psychology courses at the University of Lincoln are accredited by the British Psychological Society.
#5 Psychology is ranked 5th in the UK. In addition, 92% of Lincoln Psychology with Clinical Psychology students said they were satisfied with this course overall, according to the National Student Survey 2016.
Clinical psychology is the practice of using psychological theories, treatments and therapies to assess the needs of clients in order to improve their health and wellbeing.
The BSc (Hons) Psychology with Clinical Psychology degree covers broad concepts of general psychology alongside specialised modules that aim to develop students' understanding of what is involved in working with a range of client groups in clinical settings.
Topics such as Approaches to Treatment and Therapy, Mental Health and Counselling Skills have been designed to prepare students to embark on postgraduate study, to practise clinical psychology in a range of settings, or to work in therapeutic areas.
This degree aims to address the key concepts and practices of psychology, while also aiming to provide a level of specialised knowledge in clinical psychology. The course is designed to be especially suited to those students considering a career in health or social services.
A key aim of the degree is to provide students with the opportunity to develop a realistic appreciation of the work of a clinical psychologist. Guest lectures by experienced psychologist practitioners aim to introduce students to issues in professional practice. The course is also designed to prepare students for further training at postgraduate level — the next step towards becoming a Clinical Psychologist.
This course is accredited by the British Psychological Society as conferring eligibility for the Graduate Basis for Chartered membership (GBC), the first step towards becoming a Chartered Psychologist.
Is This Course Right For Me?
This course is designed for students that are looking for a programme that aims to allow them the opportunity to gain an understanding of the scope of clinical psychology theory and practice, while at the same time providing the basis for professional accreditation as a Chartered Psychologist.
How You Study
The course aims to produce graduate psychologists who are critical thinkers and independent researchers. This means that graduating students are expected to be able to tackle psychological problems and issues as independent researchers taking a critical and analytical approach.
The course also aims to engender in students an ability to reflect on the nature of human behaviour in an informed and systematic manner, and to provide them with an opportunity to gain an understanding of the scope of clinical psychology theory and practice.
During the final year, students may choose from a wide selection of optional modules and are expected to complete an extended independent study. At this stage, it is expected that the majority of students' studies will be determined by their interests and career aspirations.
Teaching takes place in large lecture rooms, smaller seminars and workshops and in small groups, depending on the level and the topic. In addition, staff use the intranet to provide materials to support teaching and have regular drop in sessions for students.
Most modules involve two hours a week timetabled teaching time. Students are expected to contribute to small group sessions and to undertake independent study.
There are dedicated Psychology Labs for student projects as well as the research labs that students may use as part of their final year research project.
Course materials are posted to an online virtual learning environment to supplement face to face teaching and to support onsite and remote study.
Contact Hours and Independent Study
Contact hours may vary for each year of a degree. When engaging in a full-time degree students should, at the very least, expect to undertake a minimum of 37 hours of study each week during term time (including independent study) in addition to potentially undertaking assignments outside of term time. The composition and delivery for the course breaks down differently for each module and may include lectures, seminars, workshops, independent study, practicals, work placements, research and one-to-one learning.
University-level study involves a significant proportion of independent study, exploring the material covered in lectures and seminars. As a general guide, for every hour in class students are expected to spend two - three hours in independent study.
Please see the Unistats data, using the link at the bottom of this page, for specific information relating to this course in terms of course composition and delivery, contact hours and student satisfaction.
How You Are Assessed
The aims of the module assessments are to provide a measure of the development and attainment of course outcomes, including the attainment of high-level intellectual skills such as critical analysis and evaluation.
Accordingly, the nature of the assessment varies across the three levels of the course. The assessments at Levels One and Two aim to focus on the acquisition and understanding of knowledge and skills. In contrast, the Level Three assessments place far greater emphasis on the ability to apply, analyse, and evaluate knowledge.
BSc (Hons) Psychology with Clinical Psychology students currently receive feedback within a 20 working day period.
The University of Lincoln's policy on assessment feedback aims to ensure that academics will return in-course assessments to students promptly – usually within 15 working days after the submission date (unless stated differently above)..
Methods of Assessment
The way students will be assessed on this course will vary for each module. It could include coursework, such as a dissertation or essay, written and practical exams, portfolio development, group work or presentations to name some examples.
For a breakdown of assessment methods used on this course and student satisfaction, please visit the Unistats website, using the link at the bottom of this page.
Throughout this degree, students may receive tuition from professors, senior lecturers, lecturers, researchers, practitioners, visiting experts or technicians, and they may be supported in their learning by other students.
What We Look For In Your Application
A keen interest in psychology as applied within clinical settings, and a lively and enquiring mind.
Some experience of project work involving the collection and analysis of data.
Throughout this degree, students may receive tuition from professors, senior lecturers, lecturers, researchers, practitioners, visiting experts or technicians, and they may be supported in their learning by other students.
For a comprehensive list of teaching staff, please see our School Of Psychology Staff Pages.
Entry Requirements 2017-18
GCE Advanced Levels: AAB, to include a science related subject (Psychology, Biology, Chemistry, Physics, Applied Science, Maths, Geography or Economics are acceptable). General Studies and Critical Thinking are not accepted.
International Baccalaureate: 34 points overall, with 5 at Higher Level in Psychology, Biology, Chemistry, Physics, Applied Science, Maths, Geography or Economics.
BTEC Extended Diploma Applied Science and Physics accepted, depending on modules studied: Distinction, Distinction, Distinction
Access to Higher Education Diploma in Science or Social Science subject accepted: A minimum of 45 level 3 credits at merit or above will be required.
Applicants will also be required to have at least five GCSEs (or the equivalent) at grade C or above, to include English and Maths or Statistics.
We will also consider applicants with extensive relevant work experience.
If you would like further information about entry requirements, or would like to discuss whether the qualifications you are currently studying are acceptable, please contact the Admissions team on 01522 886097, or email email@example.com.
Brain, Behaviour & Cognition
This module aims to introduce students to a wide range of topics outlining the structure and functions of the brain and nervous system, and the relationship between these brain structures and the behaviours, both covert and overt, resulting from them. The module serves as the foundation for the second year core module in cognition, and a number of elective modules expand on ideas introduced here.
Conceptual & Historical Issues in Psychology
This module considers the history of psychology, critical psychology, the criteria that we can use to determine whether theories in psychology are scientific or not, and the interaction between psychology and society.
Developing Individual in Society
This module provides an introduction to three major areas of psychological theory and research, Developmental, Social and Individual psychology. The topics are covered in Semesters A and B respectively and grouped thematically. Content across all topics is embedded in the context of major, relevant general, developmental, social and individual differences theories.
Foundations of Clinical Psychology
This is an introductory module to practice and research in Clinical Psychology. Initially, the focus of the module will be on understanding the social and political contextual factors in the practice of clinical psychology including historical developments, ethical considerations, cultural and social influences on the conceptualisation of Mental Disorder.
After setting the context, the module will focus on the process of knowledge generation in clinical psychology. The module will aim to develop an understanding of the epistemological strengths and limitations of multiple clinical research methods. The aim is to introduce students to the nature and scope of clinical practice, by debating some of the key issues in clinical practice and becoming familiar with research approaches that are integral to understanding and treating mental disorder. This module is designed to provide undergraduates with foundational knowledge of clinical psychology that will prepare them for more advanced modules in the programme.
Research Skills I
An appreciation of research methods is critical for an understanding of an empirical discipline like psychology. This module introduces students to some of the basic concepts underlying the quantitative treatment of research data. The module aims to provide the foundations for research in psychology that students will be able to build on during their degree and beyond.
Research Skills II
This module aims to build on the foundations of research methods and statistics from Research Skills I and works to prepare students for more independent and advanced study in Research Skills III and IV. The module provides an introduction to, and experience of, survey and qualitative methods in Psychology, covering study design, data collection, analysis, interpretation and reporting. Students are introduced to the theoretical and philosophical underpinnings of non-experimental research and have the opportunity to consider practical applications.
The module extends the investigations of cognition that began in the first year. Topics critical to our understanding of cognition are considered in more depth, with consideration of both classic and current research into cognitive processes from both a cognitive and cognitive neuroscience approach. Topics covered will be from areas that are critical to our understanding of human cognition and may include a selection from the following areas: memory, attention, recognition, language, decision making, thinking etc.
By covering a range of topics within cognitive psychology students can develop a comprehensive understanding of how our cognitive processes function and develop an appreciation of the role of empirical evidence in guiding the formation and assessment of different psychological theories. Teaching will cover different topics and links will between different areas to develop students’ appreciation of how a wider perspective can enhance our understanding of an area.
This module aims to examine the concepts, theories, research methods and influencing factors in child development relevant to the period from birth to pre-adolescence.
Mental Health and Disorder
This module aims to provide an introduction to a range of mental health disorders with regard to their historical context, classification and aetiology. Based on established theoretical and research context, this module will give students the opportunity to critically examine a range of theories regarding the nature of mental health problems through the use of primary research sources, with the aim of broadening their potential understanding regarding the complexity of this topic and current debate issues in the field.
Psychological Assessment & Psychometrics
The module aims to provide an introduction into psychological assessments using psychometrics, including questionnaires and scales. Based on the established theoretical and research context, this module will consider a range of assessment tools used in psychology to assess an individual’s behaviour or behavioural disposition, and provide an introduction into psychometric test development. The modules also aims to provide students with the opportunity to administer, score, and interpret psychological tests.
Research Skills III
This module aims to build on and develop the experimental research skills that were acquired at Research Skills I. Students are introduced to a range of statistical and non-statistical topics. In parallel, a series of workshops are designed to teach the practical skills associated with experimental design and analysis, and students can also carry out a research project in small groups supervised by members of staff.
Research Skills IV
This module aims to build and develop non-experimental research skills that were acquired at Level 1 (Research Skills I&II). These will include research design, analysis and data handling. In lectures, students are introduced to a range of statistical and non-statistical topics. In parallel, a series of workshops will teach students practical skills associated with non-experimental design and analysis, and students will also carry out a research project in small groups supervised by members of staff.
This module seeks to explore some of the central issues of social psychology, including how people deal with social information, such as the causes of behaviour and social categories, and how groups function and interact.
Understanding Mental Health & Wellbeing
This module aims to build on the content presented in the Mental Health and Disorder module by broadening the understanding of mental health and psychological well-being. Based on the established theoretical and research context, this module will consider an additional range of psychological disorders in terms of their assessment, aetiology, research background, and impact on the individual’s functioning and the environment they interact in.
This module seeks to extensively explore the prevalence, aetiology and treatment strategies for prominent addictive behaviours and substance abuse and dependence in society.
Advanced Multivariate Statistics (Option)
The aim of this module is to provide a comprehensive introduction to advanced multivariate techniques. The module seeks to explore the theoretical rationale underpinning each analysis.
Approaches to Treatment and Therapy
This module aims to develop an understanding of problem formulation used in clinical psychology with a view to undertaking a comprehensive assessment. Students can critically examine a range of psychological research and theories used in the treatment, therapy and support of people with mental health problems.
The module will cover the relevant evidence for working with different psychological interventions. It aims to develop an understanding of traditional paradigms of treatment and therapy as well as examining some more recent innovations. Students will have an opportunity to expand their knowledge of problem formulation.
Autistic Spectrum Disorders (Option)
This module aims to examine the developmental disability of Autism (and Autistic Spectrum Disorders). It aims to cover a range of approaches to understanding Autism, from diagnosis and etiology.
Clinical and Experimental Neuropsychology (Option)
This module aims to draw on aspects of cognitive and clinical neuropsychology to examine the consequences of brain dysfunction. A particular focus will be upon the interdependence of clinical and experimental neuropsychology, and it is within this context that the role of neuropsychology in research, diagnosis and patient management can be explored.
Cognitive Neuroscience of Visual Attention (Option)
This module aims to build on the cognition of visual attention taught in year two. It aims to teach the developing understanding of the biological basis of visual attention. Features, i.e. lines, curve and areas are computed early in the visual system. This is not a passive process. Attention can be shown to influence, at a neurological level, the features that are computed. The module considers how this early processing leads to the representation of real world objects. The locus and functions of top down attentional biasing will also be examined.
Counselling Skills and Theory
This module is designed to introduce students to counselling theories and aims to help to develop introductory communication and counselling skills. A Person-Centred approach to counselling skills will be used and an important aspect of this module will be providing students with the opportunity of development of learning through self-reflection.
Cross-Cultural Psychology (Option)
This module aims to provide students with the opportunity to discuss concepts, theories and research methods in cross-cultural psychology, including analysis of psychological definitions of culture and cultural variables. Specific topics in social and developmental psychology are considered from a cross-cultural perspective, for example, cultural values, social roles and relationships, family organisation, and selected topics in child development.
Developmental Psychopathology (Option)
This module aims to emphasise the importance of a developmental framework for understanding how children come to exhibit adaptive and maladaptive behaviour. The module will seek to address the changing nature of problems, influences and risk factors over the course of development.
This module aims to develop students' knowledge of the development, theory and applications of the Discourse approach, which is a growing field within psychology. The module aims to introduce the Discourse perspective, in which language is seen as a means for people to do social actions: from blamings and invitations, to the establishment and maintenance of social relationships.
Fantasy Neuroscience (Option)
This module is designed to introduce the background, theories and techniques of Social cognitive neuroscience. SCN seeks to understand socioemotional phenomena in terms of interactions between the social (socioemotional cues, contexts, experiences, and behaviors), cognitive (information processing mechanisms), and neural (brain bases) levels of analysis.
Independent Study (Psychology)
This module expects students to carry out empirical research culminating in the production of a dissertation. The Independent Study is designed to test a student’s ability to identify an appropriate research question and to design and implement an appropriate study. The role of the supervisor is to guide them through these processes.
Occupational Psychology (Option)
This module is designed to provide a broad overview of this sub-field, which can be divided into three main areas; job related issues, inter and intra psychological issues, and workplace psychology. Theories from mainstream psychology aim to form the basis for a detailed discussion of key topics in occupational psychology.
Patterns of Action (Option)
This module aims to examine the patterns of action that underlie social behaviours such as sequences of interactions and how these affect outcomes. For instance, why do some patterns result in positive outcomes, and some result in negative outcomes. Students will have the opportunity to learn a variety of approaches, for example: Game Theory, Systems Theory, and Chaos Theory to understand not only why individuals behave in particular ways, but how to scientifically map these behavioural patterns and offer real-world insight into how to change behaviour, rather than laboratory-based theoretical approaches.
Perception and Visual Art (Option)
This module presents a broad overview of these findings and theoretical perspectives, and considers how they help us to deepen our understanding of visual art. Students critically evaluate scientific approaches to understanding art during seminar discussions, and are encouraged to find and bring relevant examples of visual art to the discussion.
Psychodynamic Therapy: Theory and Practice. (Option)
This module aims to offer students the opportunity to develop a theoretical understanding of the psychodynamic/psychoanalytic movement and its clinical applications.
Psychopharmacology: Drugs, Brain and Behaviour (Option)
This module aims to explore the science behind the effects that drugs have on mood, sensation, thinking and behaviour. The history and actions of medications currently in use for the treatment of mental health disorders will be described along with an overview of the known actions and effects of illicit drug compounds.
Risk Perception, Assessment and Management (Option)
This module is designed to give students the opportunity to develop a critical awareness and understanding of psychological issues typically related to the assessment, perception, communication, management and governing of risk as it affects professional practices in such areas as public health, politics, the environment, science and technology, corporate communication, and clinical/forensic psychology.
Sleep, Dreaming and Circadian Rhythms (Option)
This module aims to build on the module, Brain Behaviour & Cognition. It applies that background knowledge to the topic of Sleep, Dreaming and Circadian Rhythms. The module aims to introduce students to the neurobiology of sleep and dreams. It also aims to integrate current understanding of key issues in sleep research such as the purpose of sleep and the role of dreams.
Sleep, Emotion And Cognition (Option)
This module seeks to examine the importance of two factors for cognition: sleep and emotion. This module aims to introduce students to both the different types of memory and cognition which appear to benefit from sleep and/or emotion and the experimental paradigms used to demonstrate this.
This module aims to represent advances in vision research through the research contributions made by staff delivering the module. Emphasis is placed on methodology and the results they generate and how these are used to in turn to both inform and challenge conventional theory.
The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.
A tutorial system operates at Level One which aims to provide a sound basis for transition to Level Two of the course.
The tutorial course also includes a series of scheduled meetings. These personal tutorials aim to support the students' personal development and continue over the three years of the degree.
The course offers specialist options in the final year.
A range of professional psychologists, sometimes accompanied by a service user, from different clinical services, contribute to this course.
The course is accredited by the British Psychological Society as conferring eligibility for the Graduate Basis for Chartered membership (GBC), the first step towards becoming a Chartered Psychologist.
When students are on an optional placement in the UK or overseas or studying abroad, they will be required to cover their own transport and accommodation and meals costs. Placements can range from a few weeks to a full year if students choose to undertake an optional sandwich year in industry.
Students are encouraged to obtain placements in industry independently. Tutors may provide support and advice to students who require it during this process.
Student as Producer
Student as Producer is a model of teaching and learning that encourages academics and undergraduate students to collaborate on research activities. It is a programme committed to learning through doing.
The Student as Producer initiative was commended by the QAA in our 2012 review and is one of the teaching and learning features that makes the Lincoln experience unique.
Specialist psychology research facilities include a sleep laboratory, motor lab and EEG laboratories, a psychophysiology laboratory and the BabyLab – a specialist area for the study of child development. Students have access to ICT suites and technical staff are on hand to aid in the design and execution of experiments and provide assistance with specialist software.
At Lincoln, we constantly invest in our campus as we aim to provide the best learning environment for our undergraduates. Whatever the area of study, the University strives to ensure students have access to specialist equipment and resources, to develop the skills, which they may need in their future career.
View our campus pages [www.lincoln.ac.uk/home/campuslife/ourcampus/] to learn more about our teaching and learning facilities.
This course aims to prepare students for postgraduate study or professional training in any area of psychology. This degree is designed to be especially suited to those considering a career in the health or social service areas. A programme of ‘Careers in Psychology’ seminars runs throughout the final year.
The University Careers and Employability Team offer qualified advisors who can work with students to provide tailored, individual support and careers advice during their time at the University. As a member of our alumni we also offer one-to-one support in the first year after completing a course, including access to events, vacancy information and website resources; with access to online vacancies and virtual resources for the following two years.
This service can include one-to-one coaching, CV advice and interview preparation to help you maximise our graduates future opportunities.
The service works closely with local, national and international employers, acting as a gateway to the business world.
Visit our Careers Service pages for further information. [http://www.lincoln.ac.uk/home/campuslife/studentsupport/careersservice/]
For each course students may find that there are additional costs. These may be with regard to the specific clothing, materials or equipment required, depending on their subject area. Some courses provide opportunities for students to undertake field work or field trips. Where these are compulsory, the cost for the travel, accommodation and meals may be covered by the University and so is included in the fee. Where these are optional students will normally (unless stated otherwise) be required to pay their own transportation, accommodation and meal costs.
With regards to text books, the University provides students who enrol with a comprehensive reading list and our extensive library holds either material or virtual versions of the core texts that students are required to read. However, students may prefer to purchase some of these for themselves and will therefore be responsible for this cost. Where there may be exceptions to this general rule, information will be displayed in a section titled Other Costs below.
|Full-time||£9,250 per level||£14,500 per level|
|Part-time||£77.09 per credit point†|
The University undergraduate tuition fee may increase year on year in line with government policy. This will enable us to continue to provide the best possible educational facilities and student experience.
In 2017/18, subject to final confirmation from government, there will be an inflationary adjustment to fees to £9,250 for new and returning UK/EU students. In 2018/19 there may be an increase in fees in line with inflation.
We will update this information when fees for 2017/18 are finalised.
†Please note that not all courses are available as a part-time option.