clinical psychology uk essay

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Psychology, Clinical Psychology and Mental Health

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Thank you for considering an application.

Here's what you need in order to apply:

• Royal Holloway's institution code: R72

Make a note of the UCAS code for the course you want to apply for:

• Psychology, Clinical Psychology and Mental Health BSc - C806
• Click on the link below to apply via the UCAS website:

Key information

Duration: 3 years full time

UCAS code: C806

Institution code: R72

Campus: Egham

Psychology, Clinical Psychology and Mental Health (BSc)

Psychology is the study of how people think, react and interact. It is concerned with all aspects of behaviour and the thoughts, feelings and motivations that underlie such behaviour. It is an important subject because it relates to the whole range of human experience, from visual perception to complex social interactions.

This three year course explores a range of areas within psychology and specialisms in the areas of clinical psychology and mental health. In your final year you'll specialise in the study of a range of approaches to clinical mental health issues. You'll benefit from the department's advanced technology, including an on-site MRI scanner, systems for tracking precise body movements in very young children and adults, CCTV and video systems for discreet observation of behaviour and a dedicated baby lab for studying the development of infants. 

We are one of the top Psychology departments in the UK with excellent ratings for both research and teaching. Our research and teaching enhance one another, bringing students in touch with the frontiers of psychological knowledge and equipping you with a wide portfolio of transferable skills. You’ll contribute to our renowned research culture with a final year research project.

You’ll join a close-knit department that scores consistently high satisfaction rates in National Student Surveys, with a high staff-to-student ratio. You’ll learn in small tutorial groups and within a progressive environment for which the Department of Psychology has been awarded the Athena SWAN Silver Award for efforts to promote equality and women in science.

Follow your passion for psychology, clinical psychology and mental health and you’ll graduate with excellent employability prospects in a variety of different fields. Notable alumni include the leading bioscience innovator Professor Jackie Hunter CBE, founder of the Terrence Higgins Trust Dr Rupert Whitaker, and Dr Christian Jarrett – author of The Rough Guide to Psychology.

• Explore specialisms in the areas of clinical psychology and mental health.
• Examine the range of approaches to clinical mental health issues.
• Benefit from the department’s advanced facilities, including an on-site MRI scanner.
• Contribute to topics at the cutting-edge of psychological investigation.

From time to time, we make changes to our courses to improve the student and learning experience. If we make a significant change to your chosen course, we’ll let you know as soon as possible.

Course structure

Core modules.

This module provides an introduction to core aspects of psychological research. This includes how to find and read psychological papers, and thinking critically about research. General aspects of research covered include ethics in psychological research, designs and variables in research, reliability and validity, designing psychological research studies (correlational and experimental), and qualitative methods. Students are introduced to different types of data and distributions, and to describing data. In addition, the use of statistical tests in psychological research and how to choose the right test are introduced. Statistics covered may include inferential statistics, chi-squared test, independent and repeated t test, one-way independent ANOVA, correlation, linear regression, and non-parametric statistics. This course encompasses a Psychology Toolkit component; teaching sessions combined with self-study for the preparation of a portfolio.

This course aims to introduce students to the basics of personality and social psychology. The course will start with an introduction to key dynamic personality theories of Freud, followed by Jung. Students will then learn about theories and research on agreession, pro-social behaviour and conformity. In addition, key fundamental topics in social psychology, attitudes and values, will be introduced, as well as cross-cultural psychology and leadership.

This course provides an introduction to developmental psychology, which seeks to understand and explain changes in an individual’s physical, cognitive, and social capacities across the lifespan. The overarching themes are to describe changes in an individual’s observed behaviour over time, and to uncover the processes that underlie these changes. The course begins by introducing the historical and conceptual issues underlying developmental psychology and the research methods used for studying individuals at different ages. It then proceeds to address physical development in the prenatal period, followed by cognitive and social development during infancy. The course then examines change during childhood by introducing major theories of cognitive development and addressing the social contexts of development (parents, peers, and social relationships; morality, altruism, and aggression). The course concludes by addressing the physical, cognitive, and social changes of adulthood and ageing.

The aim of this module is to give students the core skills and knowledge needed to be successful as an academic psychologist. The module is divided into three components. First, students will develop a strong understanding of the academic skills needed within undergraduate studies for psychology, including finding and reading research journal articles, thinking critically, and writing about psychology. Second, they will be introduced to the typical career paths for psychology graduates, and they will be introduced to resources to allow them to develop their employability through their degree. Third, they will learn about the conceptual and historical issues underpinning current psychological research.

This module will provide an introduction to the key theories and research findings regarding Perception and Cognition. This may include topics within perception such as sensory perception as gateway to the world; attentional modulation of perception; illusions as key to reality, brightness, perception of colour, time, motion and depth; auditory perception, touch, taste and smell; the control of eye and head movements as a link between perception and action; and memory processes (both experimental and applied).

The module provides an introduction to the key neuroscience cencepts and research techniques relevant to Psychology.  Topics include the basics of neural function, neuroanatomy, neurophysiology, sensorimotor processing, and research methods used.

This module provides an introduction to the concept of abnormal psychology. The course starts with developing an understanding and knowledge about how we define abnormality in psychology and how this has developed and changed throughout history. Different approaches to understanding abnormal psychology are covered, starting with the biomedical model of abnormality. Following this, social and cultural approaches to abnormality are covered, followed by the philosophy of abnormality. Psychodynamic, behavioural and cognitive approaches to abnormality are also covered in detail. There is a focus on psychological disorders as we currently classify them in the Diagnostic and Statistical Manual of Mental Disorders (DSM). The hierarchy of evidence in clinical psychology research is also covered.

This module will describe the key principles of academic integrity, focusing on university assignments. Plagiarism, collusion and commissioning will be described as activities that undermine academic integrity, and the possible consequences of engaging in such activities will be described. Activities, with feedback, will provide you with opportunities to reflect and develop your understanding of academic integrity principles.

In this module you will learn about how to use SPSS to analyse, interpret and graph data, one way ANOVA (independent and repeated), factorial ANOVA (independent, repeated and mixed), ANCOVA, complex correlations, linear regression (multiple, categorical predictors, stepwise and hierarchical), logistic regression and factor analysis. You will also study research methods topics including advanced experimental design (factorial and quasi-experimental designs), questionnaire design and validation, and qualitative analyses.

This module will provide you with an overview of the key theoretical and empirical issues in cognitive psychology, including selective attention, multisensory perception and problem solving. You will look at reasoning, judgement and blindsight, and examine the impact of unilateral neglect and attention for action.

In this module, you will develop an understanding of the key topics in social psychology, with a particular focus on topics that highlight over-arching debates within this area of study. You will look at how social psychology can be applied to real-world issues, examining the social psychology of relationships, the self-concept, prejudice and group conflict, attribution theory, group decision-making, situational perspectives on evil, and non-verbal behaviour and social cognition.

In this module you will develop an understanding of cognitive development, including intelligence across the lifespan, language development, and number representation, and the development of social understanding, including social cognition, emotional development, prejudice, and adolescence. You will look in depth at the research techniques used in developmental psychology, as well as enhancing your ability to conduct critical analyses.

In this module you will examine theory and research in key areas of personality and individual differences. You will explore the difference between these two areas of study, and become equipped with methods of evaluating theories of personality. You will review key topics in personality and individual differences, with consideration for the relations between them in order to develop your integrative understanding of personality.

In this module you will develop an understanding of why modern psychology requires an understanding of neuroscience. You will look at neuronal structure, function and information transmission, and the organisation of the nervous system and how this reflects the principles of information processing. You will examine the methods used to study structure and information processing in the brain, becoming familiar with the brain's functional architectures and the neural basis of learning. You will also consider brain evolution, and the biology and psychopharmacology of reward, reinforcement and psychological disorders.

In this module, you will carry out a piece of research as part of a small group, closely supervised by a member of academic staff. You will develop teamwork, presentation and analytical skills, and produce a substantial, independently written, report of your study.

Optional Modules

There are a number of optional course modules available during your degree studies. The following is a selection of optional course modules that are likely to be available. Please note that although the College will keep changes to a minimum, new modules may be offered or existing modules may be withdrawn, for example, in response to a change in staff. Applicants will be informed if any significant changes need to be made.

• All modules are core

In this module students will attend four workshops that will allow them to explore four different areas of employability that psychology graduates typically enter: Mental health (clinical psychology, health psychology, forensic psychology, etc.), Education (teaching, educational psychologist, etc.), Research (PhD, research associate, market research, etc.), and Careers beyond psychology (finance, HR, graduate schemes).

This module provides an overview to some of the ways in which applied and developmental perspectives in Psychology can be used to improve society. Students will obtain an appreciation regarding some of the conceptual issues regarding applied psychology, as well as an introduction to various ways that these perspectives can apply to societal issues/advancements.

This module provides an overview to some of the ways in which clinical and neuroscientific perspectives in Psychology can be used to improve society. Students will obtain an appreciation regarding some of the conceptual issues regarding clinical and neuroscience ethics, as well as an introduction to various ways that these perspectives can apply to societal issues/advancements.

This module provides an overview of the historical context, models and classifications within psychopathology, followed by 8 lectures specific to adult psychopathological issues, e.g. psychosis, eating disorders, anxiety disorders, and others. The final lecture will provide a summary and revision with the assistance from a MC quiz.

This module provides an introduction to developmental neurobiology, cognitive and perceptual development and the cognitive and neural bases of Dementia. Topics will include Normal and Abnormal brain development, Alzheimer's Disease, cognitive ageing and lifespan influence on ageing. The course develops an understanding of brain development across the life span, an understanding of developmental disease processes, and learning the relation between brain and cognitive development.

This module builds on knowledge from previous courses to develop an advanced understanding of current issues in Cognitive Neuroscience, to understand the mechanisms of brain damage, recovery and techniques employed in rehabilitation, and to develop a comprehensive understanding of specific specialist topics in clinical and cognitive neuroscience. Cognitive Neuroscience component: Controversies in Cognitive Neuroscience, The Human Brain: Understanding structure in the context of disorders, Primate Association Cortex: Rules and Decisions, The Social Brain, Neuroscience and the illusion of free will. Clinical Neuroscience component: Mechanisms of brain damage (neurodegenerative diseases and acute brain injury), mechanisms of recovery from brain damage (brain plasticity), Rehabilitation (Using neural transplants to repair brain damage, brain- machine interfaces)

This module develops understanding of how to identify research papers relevant to a health psychology topic, techniques to summarise and evaluate published evidence, relating to a health psychology, how to apply health psychology theory to a practical problem and how to describe and think critically about a number of health psychology theories, models and concepts.

This course uses the neuroconstructivist framework to study disorders of known genetic origin (Down syndrome, Fragile X, William syndrome) and multifactorial disorders such as ADHD, autism spectrum conditions, reading disorders, and specific language impairment. Core features of each disorder and methods for assessment and diagnosis are described. There is an emphasis on cross-syndrome comparisons and understanding the contributions of genes and environment to the wide variation in behavioural and cognitive profiles in different clinical conditions.

This module includes lectures and readings covering classical and contemporary approaches in educational psychology. These may include work on gender and diversity in education, learning and classroom interaction, intelligence and motivation, learning disorders and special educational needs, assessment, attainment, socio-emotional approaches to development and learning, psychological perspectives on education at different levels/ages.

This course gives an overview of the contributions from applied cognitive, social, forensic psychology and criminal psychology to the understanding of witness and criminal behaviour. It examines the evidence from child witnesses and impact of crime on victims of sexual offences and provides an understanding of the implications of forensic psychology in the justice system. You will be expected to demonstrate awareness of current theories and research related to witness and criminal behaviour. You will discuss issues related to the current state of knowledge on criminal behaviour and be critical about current incidents, research and media influences. Finally you will appreciate the contribution of psychological research in investigation of witness evidence and detection of crime within the Criminal Justice System.

The main focus of the module is to familiarise students with a range of software (e.g. R and Matlab) and quantitative techniques that are commonly used in psychology and behavioural neuroscience. The emphasis of the module is not on a deep understanding of mathematical principles but rather of how and when such techniques might be appropriate in real-world settings (e.g. market research, predicting consumption patterns). As such, the module is designed to introduce students to how and when these techniques might be applied in a range of software platforms that are commonly used in the private and public sector, as well as in academic research environments.

Why are we here? How should we live our lives? What happens after we die? These are all uniquely human questions brought about by our amazing capacity for self-awareness. To fully appreciate and understand human behaviour, we must first start to ask the questions about what strikes at the heart of the human condition. This module aims to encapsulate some issues that are thought to be at the essence of being human. The quest for love, our need for meaning, and the terror of death. Each lecture provides an overview to some of the ways that these basic aspects of the human psyche plays out in our lives, ranging from clinical/health (e.g., risky behaviours, depression, grief), social (e.g., prejudice, interpersonal relationships, identity) to environmental (e.g., climate change).

This module aims to equip students with a thorough understanding of the causes and consequences of brain damage in humans. The course covers how the study of individuals with brain damage can lead to a better understanding of human brain function and develops knowledge on the core ideas of recovery and neuro-rehabilitation. 

The aim of this module is to produce a substantial piece of original written work exploring a topic of the student’s own interest in an in-depth, advanced level extended essay prepared under the guidance of a supervisor.

This course will introduce students to advanced statistical techniques, building upon the statistics knowledge gained from year one and year two modules. The aim is that throughout the course students will gain an understanding about how advanced statistical techniques can address more complex research questions. In building on previous knowledge this course will explore 3 way ANOVA (where you have three independent variables), MANOVA (where you have more than one dependent variable), Signal Detection Theory, dummy variables and interactive predictors in regression, structural equation modelling and more.

This module has been designed to raise awareness of EDI and aims to explore factors such as gender, racism, discrimination, poverty, social class, disability and sexuality and the implications of these concepts for education, workplace and physical and mental health. This module will take an in-depth view into how characteristics of EDI can lead to exclusion through behaviour that is driven by implicit norms and address the importance of acknowledging and tackling unconscious bias. Each lecture explores the importance of intersectionality and provides an overview of the key issues involved in barriers and access to equality of access, provision and learning.

Teaching & assessment

We use a variety of different methods of assessment. These might include an essay about a controversial issue, an analysis of a video, a report of an experiment or a recently published research article. Some modules involve oral presentations.

Assessment is both summative (e.g. through exams and dissertations) and formative (e.g. essays which provide ongoing assessment and feedback), and the department has a tailor-made system of online feedback to provide detailed comments on essays and other coursework.

Many modules also have a written examination in May or June. Progression to the next year is dependent on passing the core modules. In combination, the quality and range of assessments will help you to develop a wide portfolio of skills and achieve high grades.

Entry requirements

A levels: aaa-aab.

Preferred subjects:

• Psychology, Biology, Human Biology, Chemistry, Physics, Mathematics or Statistics.

Requried subjects:

• At least five GCSEs at grade A*-C or 9-4 including English and Mathematics.

Where an applicant is taking the EPQ alongside A-levels, the EPQ will be taken into consideration and result in lower A-level grades being required. For students who are from backgrounds or personal circumstances that mean they are generally less likely to go to university, you may be eligible for an alternative lower offer. Follow the link to learn more about our  contextual offers.

We accept T-levels for admission to our undergraduate courses, with the following grades regarded as equivalent to our standard A-level requirements:

• AAA* – Distinction (A* on the core and distinction in the occupational specialism)
• AAA – Distinction
• BBB – Merit
• CCC – Pass (C or above on the core)
• DDD – Pass (D or E on the core)

Where a course specifies subject-specific requirements at A-level, T-level applicants are likely to be asked to offer this A-level alongside their T-level studies.

English language requirements

All teaching at Royal Holloway is in English. You will therefore need to have good enough written and spoken English to cope with your studies right from the start.

The scores we require

• IELTS: 6.5 overall. No subscore lower than 5.5.
• Pearson Test of English: 61 overall. No subscore lower than 54.
• Trinity College London Integrated Skills in English (ISE): ISE III.
• Cambridge English: Advanced (CAE) grade C.

Country-specific requirements

For more information about country-specific entry requirements for your country please visit here .

Undergraduate preparation programme

For international students who do not meet the direct entry requirements, for this undergraduate degree, the Royal Holloway International Study Centre offers an International Foundation Year programme designed to develop your academic and English language skills.

Upon successful completion, you can progress to this degree at Royal Holloway, University of London.

Study psychology, clinical psychology and mental health at Royal Holloway University of London and you’ll graduate with excellent prospects of progressing to a rewarding career or further study, both in the UK and internationally. The range of transferable skills you’ll develop during your studies will make you an attractive candidate in a variety of different fields. 

The Department of Psychology is dedicated to helping students prepare for their graduate careers. Throughout their studies, students benefit from a series of careers seminars, events, advice and information. Plus, we have established connections with many local organisations, including the Macular Society, Southern Addictions Advisory Service and Bishop Creighton House, providing you with the chance to enjoy rewarding placement opportunities. Careers information and advice will be on hand throughout your studies, while annual ‘Meet Our Grads’ events mean you can share the knowledge and experience of our extensive alumni network.

As well as careers directly linked to criminology and psychology, the transferable skills gained will form an excellent basis for potential careers in criminal justice agencies. As such, graduates have found employment with criminal justice agencies such as the Crown Prosecution Service, the police, probation service, youth custody and the prison service. Others have pursued careers in banking, publishing, media, management, local government, mental health support, youth work or other support work.

In addition, a large number of students progress to further study at masters or doctoral level. For those interested in continuing onto postgraduate study, as this course is accredited by the British Psychological Society, graduates have the opportunity to gain Graduate and / or Chartered Membership of the Society, and eligibility to apply to our MSc in Forensic Psychology.

Fees, funding & scholarships

Home (UK) students tuition fee per year*: £9,250

EU and international students tuition fee per year**: £27,500

Other essential costs***: There are no single associated costs greater than £50 per item on this course.

How do I pay for it? Find out more about  funding options , including  loans , scholarships and bursaries . UK students who have already taken out a tuition fee loan for undergraduate study should  check their eligibility  for additional funding directly with the relevant awards body.

*The tuition fee for UK undergraduates is controlled by Government regulations. The fee for the academic year 2024/25 is £9,250 and is provided here as a guide. The fee for UK undergraduates starting in 2025/26 has not yet been set, but will be advertised here once confirmed.  

**This figure is the fee for EU and international students starting a degree in the academic year 2025/26.   

Royal Holloway reserves the right to increase tuition fees annually for overseas fee-paying students. The increase for continuing students who start their degree in 2025/26 will be 5%.  For further information see  fees and funding  and the  terms and conditions .

*** These estimated costs relate to studying this particular degree at Royal Holloway during the 202 5/ 26 academic year and are included as a guide . Costs, such as accommodation, food, books and other learning materials and printing, have not been included.  

Accreditation

On successful completion of this programme you may be eligible for Chartered Membership of the British Psychological Society (Graduate Basis).

Psychology Undergraduate Admissions

Admissions office: +44 (0)1784 414944

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BSc (Hons) Psychology with Clinical Psychology

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UK and international students need to apply through UCAS.  Except those inside the Crimea Region/Sevastopol, the so-called Donetsk People's Republic (DNR) / Luhansk People's Republic (LNR), Cuba, Iran, North Korea or Syria who need to use our  alternative application form.

Why study BSc Psychology with Clinical Psychology at Goldsmiths

This degree offers a scientific approach to the study of human behaviour, with an emphasis on developing your clinically relevant skills, knowledge and experience, and providing you with a broad understanding of psychological theory and research.

• Real-world relevance:  You will analyse real-world issues through a bio-psycho-social model, connecting theory, research, policy, and practice. Themed teaching blocks will address critical topics including social justice, health and wellbeing, and artificial intelligence.
• Integrated research focus:  The curriculum places a strong emphasis on research, equipping you with quantitative and qualitative research skills, integrated seamlessly with module content. You'll have access to our fantastic facilities. These include behavioural testing facilities, an EEG suite for brain research, an infant lab with state-of-the-art neuroimaging methods, virtual reality laboratories and a visual perception and attention laboratory.
• Empowered learning experience:  We put community at the heart of your learning journey, using group activities, peer support, an academic mentor, and active engagement with the world-leading research of the department. You will develop your own bespoke curriculum through a combination of optional modules in your second and final years.
• Comprehensive preparation for diverse careers:  Our contemporary and creative curriculum prepares you for a broad range of careers. You will develop transferable skills essential for graduate level employment. This degree is accredited by the  British Psychological Society and gives you eligibility for Graduate Membership for Chartered Membership, which is required to study various postgraduate courses and to become a fully Chartered Psychologist.
• Specialism in clinical psychology: You’ll gain an understanding of how psychology is used in the treatment of a wide range of mental health conditions, learning difficulties and disabilities. This includes learning about psychological approaches to conditions such as dyslexia, eating disorders, anxiety, depression and autism. During your final year of study, you'll carry out a research project under close supervision of a member of academic staff whose research interests and expertise are in the clinical psychology field. Your personal tutor will also be an expert in this field and will help guide and support you throughout your studies. 

Contact the department

If you have specific questions about the degree, contact Alice Jones Bartoli .

Entry requirements

A-level: BBB BTEC: DDM IB: 33 points overall with Three HL subjects at 655

3 years full-time or 4 years full-time with a placement year

Home - full-time: £9250 International - full-time: £20840

The degree is accredited by the  British Psychological Society as conferring eligibility for Graduate Membership of the Society and also the Graduate Basis for Chartered Membership, which is the first step towards becoming a Chartered Psychologist.

I adore my department, I love how tight-knit it feels. I was surprised at how at home I feel here and it’s still just my second year – the amount I’ve learned so far is invaluable. I love the opportunities that have arisen from being an enthusiastic and open student.

Lara, undergraduate psychology student

What you'll study

Year 1 (credit level 4).

Learning will be structured across three interdisciplinary themes:

Mental Health and Wellbeing

Cognition and culture, life and society.

Each theme is supplemented by integrated Research Methods training, and Personal and Professional Development. 

In the first term, we will explore the question ‘what does it mean to be well’, drawing on psychological theories and research. This incorporates contributors to wellbeing, including physical health such as stress and sleep, and social, cultural and environmental factors.      In the second term, we will explore the biological and neurological basis for wellbeing and mental health. There will be a particular focus on applying knowledge of brain development and function to common life experiences.  

In the first term, we explore what cognition is and how it is measured. We will explore how cognitive domains are applied in the context of human-computer interaction, talent in art and sports, policing, and political discourse. We will also consider how successfully cognitive science captures diverse cultural perspectives.  

In the second term, we will explore neuroscientific and behavioural foundations of perception (vision, audition, touch, taste and smell), imagery, attention and action. We will place particular focus on studying these concepts from a neuropsychological and applied perspective, considering how our understanding of perception, attention and action can shed light on contemporary topics such as aesthetic experience and the arts, mindfulness, video gaming, cognitive enhancement and expert performance.  

In the first term, we introduce the concept of the self, considering ourselves at the personal, interpersonal and societal levels. We explore relationships, intersectional identity, and individual differences, and reflect on and challenge our own experiences and intuitions, integrating these with theory and research to inform a scientific understanding of self. 

In the second term, we focus on human development as a dynamic and interactionist process – a lifetime of learning from ourselves, others, and the wider environment. We take a developmental cognitive neuroscience perspective to inform our understanding of topics including neurodiversity, multilingualism, and healthy ageing.

Year 2 (credit level 5)

As in Year 1, learning will be structured across our three core interdisciplinary themes:

Each theme is supplemented by integrated Research Methods training, and Personal and Professional Development.

In addition, you will select elective options worth 30 credits.

Term one conceptualises mental health as being changeable along a spectrum from good to very poor. We take an in-depth focus on changeable states of the human condition including anxiety, mood and unusual experiences. Case studies drawing upon psychological theory and research will be used to illustrate these states. You will focus on applying knowledge to common life experiences, considering lifespan factors and neuroinclusivity throughout.

Term two addresses the overarching question, ‘What can mess us up?’ by drawing on psychological theories and research. This includes consideration of factors such as genetics, attachment, the effects of adverse childhood experiences and the effects of traumatic events, all of which can contribute to poor mental health.

In the first term, we will look at how we learn, how we remember and how we make decisions. To explore these topics, we will draw on research and theory from different branches of cognitive science, including cognitive psychology, cognitive neuroscience and cognitive neuropsychology. We will consider how this research can be applied in real-world settings. Examples of this include government-level interventions aimed at behavioural change, as well as decision making in organisations.

In the second term, we will look at higher level aspects of human cognition, namely, metacognition, language and consciousness. Here you will draw on different branches of cognitive science as well as philosophy (in particular, the philosophy of mind). You will also consider how this research can be applied to real-world settings, such as the development of artificial intelligence/consciousness and the rise of automation technologies. These topics expose you, gradually, to the final frontiers of cognitive science and in doing so will encourage you to consider broader issues in cognitive psychology such as the nature of mind, its accessibility and cross-cultural differences.

In term one, we introduce political and societal psychology and the intergroup context of human behavior. You will learn about group processes and intergroup relations, intergroup conflict management, psychological incentives and obstacles to social justice inclusion and equality of social influence, dynamics of power and leadership. You will also reflect on the consequences of human ultra-sociality, studying psychological science of aggression and prosociality.

In term two, we zoom in to consider the maturational processes of the developing child as a biological organism and zoom out to consider the child as a member of a family, a community, and a society, informed by an intersectional global perspective. You will consider controversies in development and how they can be addressed via diverse approaches from cognitive neuroscience, educational psychology, and family studies.

Option modules

You'll also select option modules to the value of 30 credits from a list provided by the department.

Optional placement year

The degree includes an optional placement year between the second and final year of study. You will be responsible for securing a placement, but we can support you through this process.

The placement year is a great opportunity for you to gain work experience, build confidence and contacts, develop your skills and industry insight, and enhance your career prospects.

You'll be supported throughout your placement year by a placement tutor, who will provide you with guidance and liaison between you and your employer.

Year 3/4 (credit level 6)

Research dissertation.

In your final year, you will carry out an individual research project under the close supervision of a member of faculty in the Department of Psychology  (45 credits).

Compulsory modules

You'll also take the following compulsory modules:

-->

Module title	Credits
Clinical Psychology: Common Presentations and Interventions -->	15 credits
Neurodevelopment, Neurodiversity and Education -->	15 credits

Finally you will choose 45 credits of bespoke option modules. The modules currently available are:

Module title	Credits
Topics in Neuropsychology a) knowledge of a range of issues fundamental to understanding cognitive deficits following brain damage; b) understanding of underlying theories of neuropsychology and cognitive neuropsychology; c) understanding of research methods and application of this expertise in the clinical and research domain. Topics include: methodology in neuropsychology and cognitive neuropsychology; main techniques of investigation in neuropsychology; cognitive impairments following brain injury to the following abilities: visual object recognition, facial recognition, memory, language, executive processes, attention and action control. -->	15 credits
Multivariate Statistical Methods -->	15 credits
Addictive Behaviours The module will outline individual differences in risk for addiction and consider how these differences interact with features of social environments to predict addiction development and relapse. Lastly, the efficacy of different treatment approaches will be considered.     -->	15 credits
Psychology and Law The module will cover current issues in psychology and law selected from: interviewing suspects, false confessions, detection of deception, interviewing witnesses, eyewitness identification, false memories, interviewing children, offender profiling, CCTV, decision making in forensic contexts. -->	15 credits
Behavioural Genetics The module will promote an understanding of the current state of affairs with regards to behavioural genetics. Basic principles as well as recent developments will be explored in relation to a broad range of phenotypes. Historical and ethical issues will be discussed. Tutorials: Tutorial topics for this module are: -->	15 credits
Psychological Approaches to Music The scientific methods used in research will be explored in a research participation session and in lectures. The module will introduce you to music psychology. Lectures will focus on four main themes: -->	15 credits
The Interpersonal Self The module will seek to bridge the current literature in social psychology and personality between self and interpersonal processes among adults. The module will promote an understanding of how self-concept and identity continue to be shaped by our interpersonal interactions and how other people affect motivation, self-regulation, and well-being. The module will also explore how self-processes and individual differences, in turn, affect interpersonal relationships and promote our scientific understanding of the dynamic nature of this mutual influence. -->	15 credits
Cognitive Neuroscience In the first week the methods used in Cognitive Neuroscience will be introduced. The lectures will then explore nine topic areas in more detail, guided by three main questions: Every 2-hour lecture will include approximately 90 minutes of teaching, followed by discussion of a target paper or chapter. For every lecture, a small group of students will read the target paper or book chapter, prepare a short presentation and discussion points, and lead the discussion. -->	15 credits
Social Psychology of Social Problems You will learn how to apply social psychology to analyse and solve social problems in intergroup contexts. You will gain experience in applying social psychological knowledge to understand and explain such issues as social inequality, tyranny, revolution and collective action, conflict escalation and resolution, genocide, terrorism and war. -->	15 credits
Psychology of the Arts, Aesthetics and Attraction The lectures will focus on a wide range of topics, including aesthetic perception across the senses, including visual and auditory aesthetics, as well as the attractiveness of human faces and bodies. We will approach these topics from a wide range of theoretical and methodological angles, including neuroscience, cross-cultural and evolutionary perspectives. We will also focus on applications of aesthetic science in the real world, as in advertising and marketing. The module will be structured to cover: -->	15 credits
Cross-Cultural and Individual Differences in Attention and Awareness Lecture sessions will often contain periods of guided discussion (focused on key readings reviewed in the lecture). They will be supplemented by an overview or revision lecture (focused on the exam) and two, one-hour tutorials (focused on the coursework).  Topics covered will include background and models of attention, attention and culture, attention and emotion, attention and social psychology, attention and individual differences, and attention and modern media. You will also be welcome to attend an additional more advanced lecture on the neurophysiological underpinnings of attention in clinical populations. -->	15 credits
Introduction to Coding in R and MATLAB -->	15 credits

Teaching style

Teaching in Years 1 and 2 occurs in themed blocks, with each theme consisting of a range of lectures, seminars, practicals, and small group/independent work. Terms 1 and 2 start with an introductory week, which emphasises community building and introduces core concepts relevant to the whole term. 

This is followed by three-week blocks for each theme per term: Mental Health and Wellbeing, Cognition and Culture, and Life and Society. Essential research and professional skills are integrated with your core content throughout the year.

In Year 3, you have flexibility to choose from a diverse selection of optional modules, in addition to the completion of an individual in-depth research project.

How you'll be assessed

In Years 1 and 2, each theme will have diverse assessments that are designed to reflect multiple important skills for further study and future employment.

These will include writing assignments (eg case study, opinion piece, policy brief), group work assignments (eg running a small experiment), oral/interactive assignments (eg presentation to a small group, podcast), and written or oral exams (eg timed essay).

Assessments in Research Methods are designed to prepare you for your final year project, giving you a grounding in experimental design, analysis, data visualisation, and interpreting findings.

Assessments in the Professional and Personal Development module will support the skills and competencies needed to succeed throughout your degree and beyond.

If you opt for an industrial placement year, your placement tutor will assess your work.

Final year modules are assessed by a variety of methods, depending on your module choices. These may include coursework, examinations, group work and projects. All students will complete a written dissertation on their final year project.

Credits and levels of learning

An undergraduate honours degree is made up of 360 credits – 120 at Level 4, 120 at Level 5 and 120 at Level 6. If you are a full-time student, you will usually take Level 4 modules in the first year, Level 5 in the second, and Level 6 modules in your final year.

A standard module is worth 30 credits. Some programmes also contain 15-credit half modules or can be made up of higher-value parts, such as a dissertation or a Major Project.

Note about optional modules

The optional module list is indicative of the typical modules offered, but is not intended to be construed or relied on as a definitive list of what might be available in any given year. The module content and availability is subject to change.

Study routes

As well as this degree, we offer a core BSc Psychology  programme and several pathways that allow you to focus on the following specialisms:

BSc (Hons) Psychology with Cognitive Neuroscience

Bsc (hons) psychology with forensic psychology, professional placement.

All Goldsmiths BSc Psychology degrees contain an optional placement year between the second and final year of study. You will be responsible for securing a placement, but we can support you through this process.

The industrial placement year is a great opportunity for you to gain work experience, build confidence and contacts, develop your skills and industry insight, and enhance your career prospects.

Many inspiring events take place on campus throughout the year, including immersive science-theatre events to share and gather research on areas such as eye-witness investigation and the interviewing of victims.

The recent 'NCPD' immersive event saw attendees travel back to the 1980s to become trainee detectives of New Cross Police Department and try to solve a murder that baffled professionals at the time.

Facilities and resources

The Department of Psychology has a wealth of specialist labs and facilities that enable students and academics to engage in cutting-edge research. Technologies include:

• Lab based and mobile electroencephalography (EEG)
• Functional near infra-red spectroscopy (fNIRS)
• Virtual reality headsets
• Eye trackers
• Transcranial magnetic stimulation (TMS) and transcranial electrical stimulation (TES)
• Biometric signal recording (eg heart rate, galvanic skin response)
• Licenses and specialist servers for online experiments

Bespoke testing spaces include:

• Forensic interview suite
• Behavioural testing cubicles
• InfantLab for developmental studies
• Sound booth for auditory studies

Goldsmiths was unique – it blew my mind! The lecturers were very down-to-earth and supportive, and it was easy to make friends as everyone is really welcoming and warm.

Sarah, undergraduate psychology graduate (Analyst, Bank of America)

Students taking the BSc Psychology with Clinical Psychology are likely to continue into a clinically-relevant field, which may include assistant clinical psychology positions, clinically relevant research, or other caring professions such as social work, speech therapy, community mental health care, child care and care for the elderly.

Students from our undergraduate psychology degrees go on to a broad range of careers and future study in areas including:

• Clinical psychology
• Occupational psychology
• Market research
• Advertising
• Media psychology
• Criminal/forensic psychology
• Consultancy
• Research psychology

Some of the graduate-level jobs that Goldsmiths psychology graduates are working in include:

• Brain Injury Recovery Worker
• Behavioural Mental Health Support Worker
• Mental Health Mentor
• Community Recovery Support Worker
• Lab Manager
• Business Analyst
• Marketing Manager

Our graduates work in a wide range of settings from schools to hospitals, from broadcasting to banks, and in both private and public sector jobs. You can find out more about career options after graduating on our psychology careers page .

The programme is accredited by the  British Psychological Society (BPS), which means that alumni are eligible for graduate basis for Chartership with the BPS – vital if you want a career as a psychologist in the future.

Throughout the degree you will receive a thorough training in:

• The design and evaluation of empirical research
• The clinical applications of research, and how to use research to inform practice
• Statistical analysis 
• The use of specialist psychology-relevant software

In addition, you'll develop the following transferable skills:

• Critical thinking and analytical skills
• The ability to look at issues from different perspectives
• Data and information processing skills
• Reflection skills
• Self motivation
• Planning and organisation skills
• Oral and written communication skills

Skills and employability training

The Department of Psychology has its own Skills and Employability Programme for students, starting in the first term with a full first-year course on the topic. We are keen that you understand what kind of transferable skills you will develop during the degree, and how you can make the best impression on future employers.

We have strong links with employers of psychology graduates, and the programme has been set up to support you to actively seek relevant work knowledge and experience. This experience can help you develop and recognise the professional-level skills that are highly sought after in the job market.

We accept the following qualifications:

A-level:  BBB BTEC:  DDM International Baccalaureate:  33 points overall with Three HL subjects at 655 Access:  Pass with 45 Level 3 credits including 30 Distinctions and a number of merits/passes in subject-specific modules Scottish qualifications:  BBBBC (Higher) or BBC (Advanced Higher) European Baccalaureate:  75% Irish Leaving Certificate:  H2 H2 H2 H2

Additional requirements

You should normally have at least Grade B/Grade 6 in GCSE (or equivalent) in Mathematics or Statistics, and English.

International qualifications

We also accept a wide range of international qualifications. Find out more about the  qualifications we accept from around the world .

If English isn’t your first language, you will need an IELTS score (or  equivalent English language qualification ) of  6.0 with a 6.0 in writing and no element lower than 5.5  to study this programme. If you need assistance with your English language, we offer a range of  courses that can help prepare you for degree-level study .

Alternative qualifications and experience

See our full list of  undergraduate entry qualifications .

We exercise flexibility where entry requirements are concerned, and make offers based on your enthusiasm and commitment to your subject, as shown by your application and  personal statement , qualifications, experience and reference. 

Your referees are welcome to include any relevant contextual comments around your academic achievements. We’ll look at all these things when making a decision on your application, as well as your qualifications and grades.

We frequently interview mature applicants (over 21) or those with alternative qualifications, and have a long tradition of encouraging students from all social backgrounds to study at our university.

Fees and funding

Annual tuition fees.

These are the UG fees for students starting their programme in the 2024/2025 academic year.

• Home - full-time: £9250
• International - full-time: £20840

If your fees are not listed here, please check our  undergraduate fees guidance  or contact the  Fees Office , who can also advise you about how to pay your fees.

It’s not currently possible for international students to study part-time if you require a Student Visa, however this is currently being reviewed and will be confirmed in the new year. Please read our  visa guidance  in the interim for more information. If you think you might be eligible to study part-time while being on another visa type, please contact our  Admissions Team  for more information.

If you are looking to pay your fees please see our  guide to making a payment .

Funding opportunities

We offer a wide range of scholarships and bursaries, and our  Careers Service  can also offer advice on finding work during your studies.  Find out more about funding your studies with us .

Additional costs

In addition to your tuition fees, you'll be responsible for any additional costs associated with your course, such as buying stationery and paying for photocopying. You can find out more about what you need to budget for on our  study costs page .

There may also be specific additional costs associated with your programme. This can include things like paying for field trips or specialist materials for your assignments. Please check the programme specification  for more information.

Professor Alice Jones

Alice is the Director of the Unit of School and Family Studies, studying school behaviour and socio-emotional development.

Professor Rebecca Charlton discusses her research on ageing, looking at adults recently diagnosed with autism spectrum disorder.

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Similar programmes.

BSc (Hons) Psychology

Our cutting-edge BSc Psychology offers a unique approach to the study of human behaviour. The degree will develop your understanding of the processes shaping how individuals think, feel, behave, and interact, via analysis of critical issues in contemporary psychology.

Our cutting-edge BSc Psychology with Cognitive Neuroscience offers a unique approach to the study of human behaviour. The degree will develop your understanding of the processes that influence people, focusing on neuroscientific explanations of the human mind and behaviour.

On this degree you'll explore psychological theories, methods and processes relating to the legal, criminal and civil justice systems.

Integrated Degree Psychology (including Foundation Year)

This psychology programme is an alternative entry route for students without the formal academic profile to enter degree-level study directly.

University statistics for this course

How to Write a Psychology Essay

Saul McLeod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

Learn about our Editorial Process

Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

On This Page:

Before you write your essay, it’s important to analyse the task and understand exactly what the essay question is asking. Your lecturer may give you some advice – pay attention to this as it will help you plan your answer.

Next conduct preliminary reading based on your lecture notes. At this stage, it’s not crucial to have a robust understanding of key theories or studies, but you should at least have a general “gist” of the literature.

After reading, plan a response to the task. This plan could be in the form of a mind map, a summary table, or by writing a core statement (which encompasses the entire argument of your essay in just a few sentences).

After writing your plan, conduct supplementary reading, refine your plan, and make it more detailed.

It is tempting to skip these preliminary steps and write the first draft while reading at the same time. However, reading and planning will make the essay writing process easier, quicker, and ensure a higher quality essay is produced.

Components of a Good Essay

Now, let us look at what constitutes a good essay in psychology. There are a number of important features.

• Global Structure – structure the material to allow for a logical sequence of ideas. Each paragraph / statement should follow sensibly from its predecessor. The essay should “flow”. The introduction, main body and conclusion should all be linked.
• Each paragraph should comprise a main theme, which is illustrated and developed through a number of points (supported by evidence).
• Knowledge and Understanding – recognize, recall, and show understanding of a range of scientific material that accurately reflects the main theoretical perspectives.
• Critical Evaluation – arguments should be supported by appropriate evidence and/or theory from the literature. Evidence of independent thinking, insight, and evaluation of the evidence.
• Quality of Written Communication – writing clearly and succinctly with appropriate use of paragraphs, spelling, and grammar. All sources are referenced accurately and in line with APA guidelines.

In the main body of the essay, every paragraph should demonstrate both knowledge and critical evaluation.

There should also be an appropriate balance between these two essay components. Try to aim for about a 60/40 split if possible.

Most students make the mistake of writing too much knowledge and not enough evaluation (which is the difficult bit).

It is best to structure your essay according to key themes. Themes are illustrated and developed through a number of points (supported by evidence).

Choose relevant points only, ones that most reveal the theme or help to make a convincing and interesting argument.

Knowledge and Understanding

Remember that an essay is simply a discussion / argument on paper. Don’t make the mistake of writing all the information you know regarding a particular topic.

You need to be concise, and clearly articulate your argument. A sentence should contain no unnecessary words, a paragraph no unnecessary sentences.

Each paragraph should have a purpose / theme, and make a number of points – which need to be support by high quality evidence. Be clear why each point is is relevant to the argument. It would be useful at the beginning of each paragraph if you explicitly outlined the theme being discussed (.e.g. cognitive development, social development etc.).

Try not to overuse quotations in your essays. It is more appropriate to use original content to demonstrate your understanding.

Psychology is a science so you must support your ideas with evidence (not your own personal opinion). If you are discussing a theory or research study make sure you cite the source of the information.

Note this is not the author of a textbook you have read – but the original source / author(s) of the theory or research study.

For example:

Bowlby (1951) claimed that mothering is almost useless if delayed until after two and a half to three years and, for most children, if delayed till after 12 months, i.e. there is a critical period.

Maslow (1943) stated that people are motivated to achieve certain needs. When one need is fulfilled a person seeks to fullfil the next one, and so on.

As a general rule, make sure there is at least one citation (i.e. name of psychologist and date of publication) in each paragraph.

Remember to answer the essay question. Underline the keywords in the essay title. Don’t make the mistake of simply writing everything you know of a particular topic, be selective. Each paragraph in your essay should contribute to answering the essay question.

Critical Evaluation

In simple terms, this means outlining the strengths and limitations of a theory or research study.

There are many ways you can critically evaluate:

Methodological evaluation of research

Is the study valid / reliable ? Is the sample biased, or can we generalize the findings to other populations? What are the strengths and limitations of the method used and data obtained?

Be careful to ensure that any methodological criticisms are justified and not trite.

Rather than hunting for weaknesses in every study; only highlight limitations that make you doubt the conclusions that the authors have drawn – e.g., where an alternative explanation might be equally likely because something hasn’t been adequately controlled.

Compare or contrast different theories

Outline how the theories are similar and how they differ. This could be two (or more) theories of personality / memory / child development etc. Also try to communicate the value of the theory / study.

Debates or perspectives

Refer to debates such as nature or nurture, reductionism vs. holism, or the perspectives in psychology . For example, would they agree or disagree with a theory or the findings of the study?

What are the ethical issues of the research?

Does a study involve ethical issues such as deception, privacy, psychological or physical harm?

Gender bias

If research is biased towards men or women it does not provide a clear view of the behavior that has been studied. A dominantly male perspective is known as an androcentric bias.

Cultural bias

Is the theory / study ethnocentric? Psychology is predominantly a white, Euro-American enterprise. In some texts, over 90% of studies have US participants, who are predominantly white and middle class.

Does the theory or study being discussed judge other cultures by Western standards?

Animal Research

This raises the issue of whether it’s morally and/or scientifically right to use animals. The main criterion is that benefits must outweigh costs. But benefits are almost always to humans and costs to animals.

Animal research also raises the issue of extrapolation. Can we generalize from studies on animals to humans as their anatomy & physiology is different from humans?

The PEC System

It is very important to elaborate on your evaluation. Don’t just write a shopping list of brief (one or two sentence) evaluation points.

Instead, make sure you expand on your points, remember, quality of evaluation is most important than quantity.

When you are writing an evaluation paragraph, use the PEC system.

• Make your P oint.
• E xplain how and why the point is relevant.
• Discuss the C onsequences / implications of the theory or study. Are they positive or negative?

For Example

• Point: It is argued that psychoanalytic therapy is only of benefit to an articulate, intelligent, affluent minority.
• Explain: Because psychoanalytic therapy involves talking and gaining insight, and is costly and time-consuming, it is argued that it is only of benefit to an articulate, intelligent, affluent minority. Evidence suggests psychoanalytic therapy works best if the client is motivated and has a positive attitude.
• Consequences: A depressed client’s apathy, flat emotional state, and lack of motivation limit the appropriateness of psychoanalytic therapy for depression.

Furthermore, the levels of dependency of depressed clients mean that transference is more likely to develop.

Using Research Studies in your Essays

Research studies can either be knowledge or evaluation.

• If you refer to the procedures and findings of a study, this shows knowledge and understanding.
• If you comment on what the studies shows, and what it supports and challenges about the theory in question, this shows evaluation.

Writing an Introduction

It is often best to write your introduction when you have finished the main body of the essay, so that you have a good understanding of the topic area.

If there is a word count for your essay try to devote 10% of this to your introduction.

Ideally, the introduction should;

Identify the subject of the essay and define the key terms. Highlight the major issues which “lie behind” the question. Let the reader know how you will focus your essay by identifying the main themes to be discussed. “Signpost” the essay’s key argument, (and, if possible, how this argument is structured).

Introductions are very important as first impressions count and they can create a h alo effect in the mind of the lecturer grading your essay. If you start off well then you are more likely to be forgiven for the odd mistake later one.

Writing a Conclusion

So many students either forget to write a conclusion or fail to give it the attention it deserves.

If there is a word count for your essay try to devote 10% of this to your conclusion.

Ideally the conclusion should summarize the key themes / arguments of your essay. State the take home message – don’t sit on the fence, instead weigh up the evidence presented in the essay and make a decision which side of the argument has more support.

Also, you might like to suggest what future research may need to be conducted and why (read the discussion section of journal articles for this).

Don”t include new information / arguments (only information discussed in the main body of the essay).

If you are unsure of what to write read the essay question and answer it in one paragraph.

Points that unite or embrace several themes can be used to great effect as part of your conclusion.

The Importance of Flow

Obviously, what you write is important, but how you communicate your ideas / arguments has a significant influence on your overall grade. Most students may have similar information / content in their essays, but the better students communicate this information concisely and articulately.

When you have finished the first draft of your essay you must check if it “flows”. This is an important feature of quality of communication (along with spelling and grammar).

This means that the paragraphs follow a logical order (like the chapters in a novel). Have a global structure with themes arranged in a way that allows for a logical sequence of ideas. You might want to rearrange (cut and paste) paragraphs to a different position in your essay if they don”t appear to fit in with the essay structure.

To improve the flow of your essay make sure the last sentence of one paragraph links to first sentence of the next paragraph. This will help the essay flow and make it easier to read.

Finally, only repeat citations when it is unclear which study / theory you are discussing. Repeating citations unnecessarily disrupts the flow of an essay.

Referencing

The reference section is the list of all the sources cited in the essay (in alphabetical order). It is not a bibliography (a list of the books you used).

In simple terms every time you cite/refer to a name (and date) of a psychologist you need to reference the original source of the information.

If you have been using textbooks this is easy as the references are usually at the back of the book and you can just copy them down. If you have been using websites, then you may have a problem as they might not provide a reference section for you to copy.

References need to be set out APA style :

Author, A. A. (year). Title of work . Location: Publisher.

Journal Articles

Author, A. A., Author, B. B., & Author, C. C. (year). Article title. Journal Title, volume number (issue number), page numbers

A simple way to write your reference section is use Google scholar . Just type the name and date of the psychologist in the search box and click on the “cite” link.

Next, copy and paste the APA reference into the reference section of your essay.

Once again, remember that references need to be in alphabetical order according to surname.

King's College London

Doctorate in clinical psychology dclinpsy.

Key information

The three-year, full-time Doctorate in Clinical Psychology is based within the Institute of Psychiatry, Psychology and Neuroscience (IoPPN). Trainees spend three days a week on supervised clinical practice placements and two days a week are dedicated to teaching, study and research.

Aims & philosophy

To benefit service users, carers and wider society by training clinical psychologists who:

• are skilled in evidence-based psychological assessment and intervention
• produce applied research of the highest quality and impact
• progress to become leaders within the NHS, clinical academia and beyond

The training programme values the reflective scientist-practitioner model as a basis for clinical psychology. There is a strong emphasis on integration of theory, research and practice in all aspects of the programme.

The biopsychosocial framework underpinning the Programme identifies biological, psychological and social factors that contribute to the development and maintenance of psychological difficulties and mental disorders across the lifespan. Our understanding of the framework is that it is linked to a continuum view of psychological difficulty. Thus, the programme seeks to understand these difficulties from an assumption of commonality of experience and human potential to support wellness and resilience.

The programme takes cognitive-behavioural therapy (CBT) as its primary therapeutic modality, reflecting the world-leading research expertise within the IoPPN and its evidence base. Family therapy/systemic practice is the second therapeutic modality.

The Programme is based predominantly within King's Health Partners (an Academic Health Sciences Centre) which comprise King's College London and three of the highest rated NHS Foundation Trusts in the country: South London and Maudsley, King's College Hospital, and Guy's and St Thomas'. A particular strength of the programme is the cohesive and comprehensive range of local and national specialist placement opportunities across these trusts and other placement services. In line with the goals of the NHS long term plan, placements offer trainees opportunities to work in local clinical pathways improving access to services for people from our diverse local communities.

The IoPPN DClinPsy Training Programme is committed to the principle of equality of opportunity for all trainees and staff. The Programme values and positively promotes equality, inclusion and diversity. At the IoPPN and local Trusts, there is much expertise relating to Culture, Equality, Diversity and Inclusion (CDI) in clinical, research, and teaching activities.

Additional information

The programme meets the Health and Care Professions Council (HCPC) education and training standards – the statutory regulator for practitioner psychologists in the UK, and has full accreditation from the British Psychological Society (BPS).

The course is also accredited by the British Association for Behavioural and Cognitive Psychotherapies (BABCP) – Level 1 (for all trainees) and Level 2 (for a subset of trainees), alongside the Association of Family Therapy and Systemic Practice (AFT) – Foundation Level (for all trainees).

On successful completion of the programme trainees are awarded the Doctorate in Clinical Psychology. The award confers eligibility to apply for registration with the HCPC to practise as a clinical psychologist in the UK, and graduates are able to apply for full membership of the Division of Clinical Psychology from the BPS.

Trainees are full-time professionals in the NHS, registered students at King's College London and key stakeholders whilst training. Throughout the training programme, trainees are encouraged to synthesise and reflect on different aspects of their learning and work as part of their professional development and integration of their personal and professional aspects. Key contributors to this process are the use of clinical supervision, discussions in teaching workshops, meetings with personal tutors and appraisers, and reflections in their logbook and clinical assessments.

Trainees help to shape the Programme's development and evolution through representation and participation in the majority of the Programme committees. There are also a number of opportunities for trainees to begin working as partners and leaders whilst training via involvement in working parties and groups focused on priorities within clinical psychology training.

The Programme has a number of support systems in place to help ensure that trainees are well supported and to create a stimulating and rewarding environment for trainees to develop personally and professionally during their training.

• Before joining the Programme, each new trainee is contacted by their ‘buddy’ (one of the current first year trainees) to facilitate their transition onto the Programme.
• Trainees will be line managed by a Clinical Director on the Programme
• Each trainee is allocated a personal support tutor and mentor – a qualified clinical psychologist available for confidential advice and support who is available to meet at least once per term throughout training. The personal support tutor, where possible, is matched to trainee career interests to allow for mentoring alongside pastoral support.
• Each trainee is also allocated a clinical tutor who will visit them on placement throughout the three years to maximise continuity, support and development.
• Each trainee is allocated an appraiser from within the Programme team to support progression across all aspects of the Programme.
• Each trainee is allocated a research tutor from the Programme team to support them with any questions or concerns about any aspect of their research.
• Reflective practice groups and themed reflective case discussions run throughout training, which provide an opportunity for trainees to reflect on training and the impact of clinical work.
• Dedicated reflective spaces are offered to trainees from racially and ethnically minoritised (REM) backgrounds. These spaces aim to offer support in a safe environment.
• Trainees’ identifying as White will be invited to attend a dedicated reflective space to consider the impact of their identity in training.
• A support group is available for trainees with childcare responsibilities, which includes drop-in meetings with clinical tutors.
• Orientation meetings are scheduled in the timetable to facilitate transition into the following year of study. At the end of the final year there is an exit meeting to allow trainees to reflect with the Programme Team about their experiences of the training programme.
• Trainees with disability support needs can book a confidential appointment with a Disability Adviser at King’s College London Disability Support . This will help develop an Inclusion Plan which summaries aspects your disability and provides recommendations of support strategies to ensure we can best support you throughout your training experience.

As a course, we care about the psychological well-being of our trainees and aim to ensure we can best support trainees who may be experiencing difficulties or have additional support needs. We recognise that whilst training you are likely to experience periods of increased stress given the various pressures that need to be managed across different components of the course, as well as any additional stressors including physical and mental health concerns, or other personal factors that may impact on well-being. We have a number of sources of support available to our trainees as well as resources and signposting of services.

• How to apply
• Fees or Funding

UK tuition fees

Home applicants who meet the above entry requirements criteria are eligible for an NHS funded place and are not required to pay tuition fees.

International tuition fees 2023/24

Full time tuition fees: £31,260 per year

International tuition fees 2024/25

Full time tuition fees: £33,450 per year

These tuition fees may be subject to additional increases in subsequent years of study, in line with King’s terms and conditions.

If you receive an offer for this programme, you will be required to pay a non-refundable deposit to secure your place. Deposit payments are credited towards the total tuition fee payment.

The International deposit is £2000.

• If you receive an offer before March, payment is due by 20 March.
• If you receive an offer between 1 March and 20 May, payment is due within one month of receiving the offer.
• If you receive an offer between 21 May and 15 July, payment is due within two weeks of receiving the offer.
• If you receive an offer between 16 July and 15 August, payment is due within one week of receiving the offer.
• If you receive an offer from 16 August onwards, payment is due within three days of receiving the offer.

If you are a current King’s student in receipt of the King's Living Bursary you are not required to pay a deposit to secure your place on the programme. Please note, this will not change the total fees payable for your chosen programme.

Please visit our web pages on fees and funding for more information.

• Study environment

Base campus

Denmark Hill Campus

Home to the Institute of Psychiatry, Psychology & Neuroscience

The Doctorate is intensive, running for three years full-time. The programme consists of academic, clinical and research components, and trainees are required to pass in all areas..

Academic teaching, research supervision and clinical supervision are mainly carried out by members of the Department of Psychology or other departments within the Institute of Psychiatry, or by clinical psychologists working within King's Health Partners, giving the programme an overall cohesion and sense of community. The Programme also receives specialist contributions to its academic teaching from invited outside speakers and experts.

For departmental and Institute research interests visit the IoPPN webpages.

In each year, trainees spend three days per week on supervised clinical placements (Tuesdays to Thursdays, 9:00 – 17:00) with Mondays and Fridays dedicated to teaching and research. Trainees undertake six 6-month placements. The four ‘core’ areas of the programme are Adult and Child Mental Health, (year 1) and Older Adults and Intellectual Disability (year 2). The third year comprises two specialist or supplementary placements.

Attendance at all course components is mandatory. Trainees are also expected to undertake their own independent learning.

The length of the Programme cannot be reduced through the accreditation of prior learning or experience. All trainees are required to complete the full Programme of training in order to qualify and while on the Programme, all trainees take annual holiday entitlement within set time periods to fit in with teaching and placement attendance requirements.

Academic curriculum

The curriculum comprises of teaching streams that are led by academic clinicians and NHS service-based specialist clinicians. This curriculum is revised through consultation processes with NHS specialists, trainees, service users and NHS commissioners. A foundational theme that sits across all the teaching streams is that of culture, diversity, equality, and inclusion. The specific teaching streams fall under the following headings:

• CBT Fundamentals
• Adult General
• Adult Addictions
• Adult Anxiety
• Adult Forensic
• Adult Psychosis
• Clinical Health Psychology
• Clinical Skills
• Clinical Neuropsychology
• Culture, Equality, Diversity & Inclusion
• Family Therapy
• Intellectual Disability & Neurodevelopmental Disorders
• Additional Therapy Approaches
• Professional Issues
• Reflective Practice & Reflective Case Discussions
• Research, Assessment and Methodology
• Supervision

The programme delivers teaching based on research, theoretical literature, practice-based experience and lived experience (expert by experience and carer input). Teaching is provided in lectures, workshops, seminars and tutorials. Methods of delivery include, discussions, polls, case examples, role-plays, video displays, and didactic teaching. This is designed according to the material to be covered and the stage of training. Trainees are encouraged to contribute to the process; significant aspects of learning and development will come from each other.

Clinical practice placements

Trainees undertake six 6-month placements. The four ‘core' areas of the programme are Adult and Child mental health (year 1) and Older adults and Intellectual disability (year 2); the third year comprises two specialist or supplementary placements. The majority of placements are located within South London and are accessible via public transport links. Trainees prior experience and future career preferences are taken into consideration in placement allocation.

The third year comprises two specialist or supplementary placements. There is a wide, exciting range of specialist placement opportunities for trainees to choose from, at South London and Maudsley NHS Foundation Trust (SLaM), King’s College Hospital NHS Foundation Trust (KCH), Guy’s and St Thomas’ Hospital NHS Foundation Trust (GSTT) and in other organisations. SLaM provides the widest range of NHS mental health services in the UK.

Placements are offered in a variety of specialisms and settings, including primary care, secondary care, inpatient, secure settings and non-statutory organisations. We are fortunate to have many national services across the Trusts, meaning that trainees have access to a number of specialist placements. Placements may be based in the community or hospital settings.

By May of the final year, trainees are required to submit a doctoral level research thesis of between 25,000 to 55,000 words.

The thesis is comprised of:

• Service-Related Project
• Empirical Project
• Systematic Review

The Service-Related Project is completed in the first year, supervised by a clinical placement supervisor. Trainees gain experience of conducting an NHS-related project that will inform service development. Recent projects have directly investigated issues of equality and diversity in service provision.

The Empirical Project and Systematic Literature Review are completed in the second and third year, supervised by a main and second supervisor. Staff in the Department of Psychology and wider Institute of Psychiatry, Psychology and Neuroscience offer research expertise and supervision in a wide range of clinical topics. Most trainees are able to choose their research topic based on their interests and learning needs, and to co-create a research project with their supervisors. Trainee research is supported by the rich research environment at King’s, including close links with the department of Biostatistics & Health Informatics.

A developmental, competency-based approach is taken to assessment, combining formative and summative assessment methods. Please note that a number of the summative assessments undertaken by trainees in the third of training will be dependent on their pathway (either BABCP Level 2 or AFT Intermediate).

The failure of two placements, or of an examination resit, or resubmitted/resat case studies, case conferences or assessments of clinical competence, or the viva examination, will constitute a Programme failure. No lesser exit award is available under the Programme.

Summative Assessments (all trainees)

• Qualifying examinations are held in June of the first year. The pass mark is 50% and trainees who fail are allowed to re-sit on one occasion in August.
• Case Conferences : In the first year of training, trainees are asked to present a case that demonstrates their CBT knowledge and skills. In the second year of training, trainees are asked to present a case where they have worked with more than one person in the room, and to offer a systemic formulation and treatment plan to assess their knowledge and skills in systemic practice.
• Case Studies : Early in the second year of training, trainees will need to submit a CBT case study that will demonstrate theory practice links and reflection on their learning and development as CBT therapists.
• All six practice placements are graded Pass/Fail by placement supervisors.
• The research thesis is assessed at a viva by two external examiners.
• Research Progress Report trainees submit a report on their research progress every 6 months, which is formally reviewed by their supervisor and a panel of research tutors; a satisfactory outcome of the review is required for progression.

Head of group/division

Professor Katharine Rimes

Contact for information

Kayleigh Rawlings, Programme Coordinator

[email protected]

Important Information:

Before contacting the programme, please note we are unable to offer individual advice on how to create a successful application or advise on what route applicants should take. There are many different routes onto the Doctorate, therefore the pathway undertaken should be the applicant’s choice, based on their interests and career aims.

Contact email

Further resources:

• DClinPsy Clearing House Profile
• KCL-DClinPsy information about applying (padlet.org)
• Twitter: @KingsDClinPsy
• Entry requirements

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Trainee Psych Scribbles

Doodles, thoughts and reflections from a Trainee Clinical Psychologist

DClinPsy Application Guide: the personal statement

This is part of a short series of blogs about applying for the Doctorate in Clinical Psychology (DClinPsy). For context, I’m currently a Trainee Clinical Psychologist who began training in 2019. Through this series of blogs I’m hoping to share the insights I’ve gained that might be helpful for prospective applicants.

This is a guide to the personal statement section of the DClinPsy application.

I remember finding it the hardest and most stressful part of the application. Summarising your reflections on such a broad question in 3000 characters (which works out to roughly 3-4 short paragraphs) is not an easy task. While it might seem daunting, it doesn’t need to be perfect and if you write a relevant, reflective piece, you’ll be increasing your chances of getting selected.

A quick disclaimer that these are my own opinions about what might be helpful from my experience.

I’ve attempted to summarise some helpful advice under the headings below.

What resources are helpful?

Below are some resources that I used to help me write the personal statement. An important caveat is that you will not be able to cover everything in these resources. You don’t have to read them all and be selective when thinking about what to include:

• The Leeds Clearing House website (which is a bible of useful information)
• The Core Competencies of a Clinical Psychologist (within the linked document <-)
• Some courses, but not many, publish their selection criteria. The ones I could find were Sheffield , Plymouth (2015) and Exeter (2018).
• The BPS Code of Ethics and Conduct

Where do I start?

I remember having total writer’s block before starting my personal statement! It can be so daunting and difficult to know where to start. Here are a few things I did to get the ball rolling:

• I thought about why I wanted to do this role and what was it about my work experiences that I really enjoyed.
• I thought about how I had begun to develop some of core competencies through my experiences. I drew out a mind map of how I had started to develop them and what I had learned in the process.
• I made a list of my values and personal qualities, where these had developed from and times they had come up in my practice (these could be related to the NHS constitution e.g. equality, or more personal e.g. creativity).
• I thought about times when I have applied ethical principles or where my experiences had taught me about how important they were.
• I listed what I knew about a Clinical Psychologist’s role, what is unique about it and how it fits in with changes and challenges in the NHS.

As you can probably guess, doing these preparation tasks could lead to loads of possible content! Please read on to see my advice on how to be selective.

What do I include?

If you look at the way the question is worded, it is wanting you to reflect on key aspects of your experiences, and how they prepare you for the role. So, in theory, any reflections in relation to this would be relevant. You could use some of the exercises and resources above to help guide you and inspire you about what to include.

How do I make it “reflective”?

No matter what you include, my experience has taught me that it’s important to be reflective . In my second, successful application, I had virtually no descripitve language (in X role I did Y), and instead took every sentence as an opportunity to show what I had learned. Here are a few generic examples:

“When supporting people who experienced X, I found that considering factors such as X & Y (within a X formulation model/theory), facilitated my ability to respond in an empathetic, person-centred way when met with ambivalence to change”.

“I found that my values of compassion and respect helped me build rapport, when faced with challenges such as X… I believe these values developed through my experiences of… ”

“Conducting X research project, I learned X about the research process… Through disseminating the findings to X and listening to feedback, I learned the importance of adapting my communication style flexibly to meet individual need…”

Feeling a bit stuck on reflection? Sometimes it can be helpful to think through an experience using a model like Gibbs’ (1998) Reflective Cycle. Then summarise the key message from this reflection in your personal statement.

How do I structure it?

There doesn’t appear to be any “set” way to structure the personal statement. However, it seems courses might want you to consider both clinical and research experiences. In my second application, I ensured that these experiences were more evenly balanced (roughly a 60:40 split). I reflected on what I learned from these experiences throughout. You could also include personal and accademic experiences.

How do I fit it all in?

You can’t and (please) don’t try to. I made the mistake of tying to include too much. I remember going through draft after draft, stressing about what to cut and keep. Although I was successful, looking back now, I think my application read as a bit disjointed as a result. From my experience, I’d advise by going through your reflections and thinking about:

• How unique or relevant is this skill to the (trainee) Clinical Psychogist’s role in the NHS today? (e.g. Clinical Psychologists tend to do less 1:1 therapy work with low intensity cases, and work more with complex cases, taking on roles in consultation/supervision and leadership)
• Does this show my values/qualities or motives for applying?
• Would this make me stand out (in a good way)?

Once you’ve written your statement, make sure your writing is clear and concise. Then check if you could comfortably fit in any additional reflections, or whether you might need to cut some out.

Well… that was much longer than I anticipated this blog being. I’m not sure if I’ve done a very good job at modelling being concise! However, I hope that there will be something of use to you in here. Keep an eye out for the next one!

– Trainee Psych Scribbles

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• Pingback: DClinPsy Application Guide: the application form – Trainee Psych Scribbles

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Clinical Psychology: A Very Short Introduction

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Clinical psychology makes a significant contribution to mental healthcare worldwide. Clinical Psychology: A Very Short Introduction provides insights into the world of clinical psychologists and their clients or patients, and covers the range of domains of practice, difficulties tackled, and approaches and models used. It considers the challenges and controversies facing the profession today, and also how it varies across the globe. Finally, it discusses key questions surrounding clinical psychology, such as whether it should compete or collaborate with psychiatry; how far it is yet another instrument of social control; what new technology can offer in the future; and whether clinical psychology can ever really be considered a science.

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Clinical Psychology History, Approaches, and Careers

Carmen MartA-nez BanAs / Getty Images

• Treatment Approaches

Clinical psychology specialty integrates the science of psychology with treating complex human problems. In addition to directing treating people for mental health concerns, the field of clinical psychology also supports communities, conducts research, and offers training to promote mental health for people of all ages and backgrounds.

This article discusses what clinical psychologists do, the history of the discipline, and the different approaches used today in treating mental health conditions.

What Is Clinical Psychology?

Clinical psychology is the  branch of psychology  concerned with assessing and treating mental illness, abnormal behavior, and psychiatric problems. This psychology specialty area provides comprehensive care and treatment for complex mental health problems. In addition to treating individuals, clinical psychology also focuses on couples, families, and groups.

History of Clinical Psychology

Early influences on the field of clinical psychology include the work of the Austrian psychoanalyst Sigmund Freud . He was one of the first to focus on the idea that mental illness was something that could be treated by talking with the patient, and it was the development of his talk therapy approach that is often cited as the earliest scientific use of clinical psychology.

American psychologist Lightner Witmer opened the first psychological clinic in 1896 with a specific focus on helping children who had learning disabilities. It was also Witmer who first introduced the term "clinical psychology" in a 1907 paper.

Witmer, a former student of  Wilhelm Wundt , defined clinical psychology as "the study of individuals, by observation or experimentation, with the intention of promoting change."

By 1914, 26 other clinics devoted to clinical psychology had been established in the United States. Today, clinical psychology is one of the most popular subfields and the single largest employment area within psychology.

Evolution During the World Wars

Clinical psychology became more established during the period of World War I as practitioners demonstrated the usefulness of psychological assessments. In 1917, the American Association of Clinical Psychology was established, although it was replaced just two years later with the establishment of the American Psychological Association  (APA).

During World War II, clinical psychologists were called upon to help treat what was then known as shell shock, now referred to as post-traumatic stress disorder (PTSD).

The demand for professionals to treat the many returning veterans in need of care contributed to the growth of clinical psychology during this period.

During the 1940s, the United States had no programs offering a formal clinical psychology degree. The U.S. Veterans Administration set up several doctoral-level training programs and by 1950 more than half of all the Doctor of Philosophy (PhD)-level degrees in psychology were awarded in the area of clinical psychology.

Changes in Focus

While the early focus in clinical psychology had mainly been on science and research, graduate programs began adding additional emphasis on psychotherapy . In clinical psychology PhD programs, this approach is today referred to as the scientist-practitioner or Boulder Model.

Later, the Doctor of Psychology (PsyD) degree option emerged, which emphasized professional practice more than research. This practice-oriented doctorate degree in clinical psychology is known as the practitioner-scholar or Vail model.

The field has continued to grow tremendously, and the demand for clinical psychologists today remains strong. One survey found that the percentage of women and minorities in clinical psychology programs has grown over the last two decades. Today, around two-thirds of clinical psychology trainees are women and one-quarter are ethnic minorities.

Treatment Approaches in Clinical Psychology

Clinical psychologists who work as psychotherapists often utilize different treatment approaches when working with clients. While some clinicians focus on a very specific treatment outlook, many use what is referred to as an eclectic approach. This involves drawing on different theoretical methods to develop the best treatment plan for each individual client.

Some of the major theoretical perspectives within clinical psychology include:

Psychodynamic Approach

This perspective grew from Sigmund Freud's work; he believed that the unconscious mind plays a vital role in our behavior. Psychologists who utilize  psychoanalytic therapy  may use techniques such as free association to investigate a client's underlying unconscious motivations.

Modern psychodynamic therapy utilizes talk therapy to help people gain insight, solve problems, and improve relationships. Research has found that this approach to treatment can be as effective as other therapy approaches.

Cognitive Behavioral Approaches

This approach to clinical psychology developed from the behavioral and cognitive schools of thought. Clinical psychologists using this perspective will look at how a client's feelings, behaviors, and thoughts interact. 

Cognitive-behavioral therapy  (CBT) often focuses on changing thoughts and behaviors contributing to psychological distress. Specific types of therapy that are rooted in CBT include:

• Acceptance and commitment therapy
• Cognitive processing therapy
• Dialectical behavior therapy
• Rational emotive behavior therapy
• Trauma-focused cognitive behavioral therapy
• Mindfulness-based cognitive therapy

Humanistic Approaches

This approach to clinical psychology grew from the work of humanist thinkers such as Abraham Maslow and  Carl Rogers . This perspective looks at the client more holistically and is focused on such things as  self-actualization .

Some types of humanistic therapy that a clinical psychologist might practice include client-centered therapy , existential therapy, Gestalt therapy, narrative therapy, or logotherapy.

How to Become a Clinical Psychologist

In the United States, clinical psychologists usually have a doctorate in psychology and receive training in clinical settings. The educational requirements to work in clinical psychology are quite rigorous, and most clinical psychologists spend between four to six years in graduate school after earning a bachelor's degree .

Generally speaking, PhD programs are centered on research, while PsyD programs are practice-oriented. Students may also find graduate programs that offer a terminal master's degree in clinical psychology.

Before choosing a clinical psychology program, you should always check to be sure that the program is accredited by the APA. After completing an accredited graduate training program, prospective clinical psychologists must also complete a period of supervised training and an examination.

Specific licensure requirements vary by state, so you should check with your state's licensing board to learn more.

Students in the United Kingdom can pursue a doctorate-level degree in clinical psychology (DClinPsychol or ClinPsyD) through programs sponsored by the National Health Service.

These programs are generally very competitive and are focused on both research and practice. Students interested in enrolling in one of these programs must have an undergraduate degree in a psychology program approved by the British Psychological Society in addition to experience requirements.

Careers In Clinical Psychology

Clinical psychologists work in a variety of settings (hospitals, clinics, private practice, universities, schools, etc.) and in many capacities. All of them require these professionals to draw on their expertise in special ways and for different purposes.

Some of the job roles performed by those working in clinical psychology can include:

• Assessment and diagnosis of psychological disorders , such as in a medical setting
• Treatment of psychological disorders , including drug and alcohol addiction
• Offering testimony in legal settings
• Teaching, often at the university level
• Conducting research
• Creating and administering programs to treat and prevent social problems

Some clinical psychologists may focus on one of these or provide several of these services. For example, someone may work directly with clients who are admitted to a hospital for psychological disorders, while also running a private therapeutic office that offers short-term and long-term outpatient services to those who need help coping with psychological distress.

Clinical psychology is one of the most popular areas in psychology, but it's important to evaluate your interests before deciding if this area might be right for you. If you enjoy working with people and are able to handle stress and conflict well, clinical psychology may be an excellent choice.

The field of clinical psychology will continue to grow and evolve thanks to the changing needs of the population, as well as shifts in approaches to healthcare policy. If you're still unsure whether clinical psychology is right for you,  taking a psychology career self-test ​may help.

Roccella M, Vetri L. Adventures of clinical psychology .  J Clin Med . 2021;10(21):4848. doi:10.3390/jcm10214848

Benjamin LT Jr. A history of clinical psychology as a profession in America (and a glimpse at its future) .  Annu Rev Clin Psychol . 2005;1:1-30. doi:10.1146/annurev.clinpsy.1.102803.143758

Witmer L. Clinical psychology .  Am Psychol. 1996 ;51 (3):248-251. doi:10.1037/0003-066X.51.3.248

Gee DG, DeYoung KA, McLaughlin KA, et al. Training the next generation of clinical psychological scientists: A data-driven call to action .  Annu Rev Clin Psychol . 2022;18:43-70. doi:10.1146/annurev-clinpsy-081219-092500

American Psychological Association. Doctoral degrees in psychology: How are they different, or not so different ?

Foley KP, McNeil CB. Scholar-Practitioner Model . In: Cautin RL, Lilienfeld SO, eds. The Encyclopedia of Clinical Psychology . Hoboken, NJ: John Wiley & Sons; 2015. doi:10.1002/9781118625392.wbecp532

Norcross JC, Sayette MA, Pomerantz AM. Doctoral training in clinical psychology across 23 years: Continuity and change .  J Clin Psychol . 2018;74(3):385-397. doi:10.1002/jclp.22517

Shedler J. The efficacy of psychodynamic psychotherapy .  Am Psychol. 2010;65(2):98-109. doi:10.1037/a0018378

Steinert C, Munder T, Rabung S, Hoyer J, Leichsenring F.  Psychodynamic therapy: as efficacious as other empirically supported treatments? A meta-analysis testing equivalence of outcomes .  Am J Psychiatry . 2017;174(10):943-953. doi: 10.1176/appi.ajp.2017.17010057

Fenn K, Byrne M. The key principles of cognitive behavioural therapy . InnovAiT: Educ Inspir Gen Prac . 2013;6(9):579-585. doi:10.1177/1755738012471029

Block M. Humanistic Therapy . In: Goldstein S, Naglieri JA., eds. Encyclopedia of Child Behavior and Development . Boston, MA: Springer; 2011. doi:10.1007/978-0-387-79061-9_1403

U.S. Bureau of Labor Statistics. Occupational Outlook Handbook: Psychologists .

National Health Service. Clinical psychologist .

Carr A. Clinical Psychology: An Introduction . London: Routledge; 2012.

Trull TJ, Prinstein M. Clinical Psychology . Belmont, CA: Wadsworth; 2013.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

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Postgraduate clinical psychology personal statement example.

My initial decision to major in psychology was rationalised with the idea that I could use my degree to help people.

Everyone struggles at one point in their lives and being able to help someone is a great opportunity. Furthermore, studying psychology provided something for me that the other subjects didn’t, such as a deeper understanding of my mind and behaviour.

After finishing my high school, I joined Bachelor of Arts program as I wished to explore which subject I would have a special interest in and the course consisted of several subjects including Geography, Political Science, Psychology, English, Economics and French.

By the end of my first year, I had a fondness towards psychology as it was interesting and chose to learn further about it. 

During my second and third year, I studied about Social Psychology, Abnormal Behaviour as well as Statistics.

I was fascinated by how the human mind works and how it affects a person’s thoughts, feelings and behaviour. I enjoyed learning about the psychological disorders and the models of abnormality.

As I didn’t have an honours in psychology at my college, I decided to take a Master’s degree in Applied Psychology.

My master’s program was a 2 year course where I gained extensive knowledge about the different fields in psychology. During my First Semester, I had courses on educational psychology, cognitive psychology, Research Methodology and Statistics.

I enjoyed research methodology as I gained a deeper understanding of how to conduct research, the different methods in research and the importance it plays in psychology as it gives scientific evidence on the new perspectives of psychology, psychological theories and factors affecting mental health.

In addition to the courses, I did an internship at Agnes Special School where I worked as a special educator for children with Learning Disability, Cerebral Palsy, Attention Deficit Hyperactivity Disorder, Autism and Mental Retardation.

Through this internship, I got to know more about childhood disorders and the obstacles they face in their everyday lives. It was extremely challenging

During, my second semester I had courses such as physiological psychology, personality theories, psychological testing and positive psychology.

I enjoyed reading about personality theories especially, Alfred Adler’s Individual psychology where he describes inferiority and superiority complexes and also about the birth order and how it influences the style of life.

By learning the theories, I gained insight on how personality influences human behaviour. I also had a practical paper on Assessment of Personality where, I was exposed to the various types of personality tests such as Draw a person test, Eysenck personality questionnaire, locus of control, Neo five-factor inventory and many more.  

During the third semester, I learned about counselling psychology, psychological intervention and psychopathology.

I found psychopathology very interesting as it taught me about the different psychological disorders, their aetiology, diagnosis and the signs and symptoms that make up the diagnosis and treatment of the disorder.

I became interested in relationships between various biological and environmental factors which can induce disorders.

By the end of my third semester, I worked as an intern for two months at two hospitals. My first clinical internship was at XXX for 3 weeks under Dr. XXX. During my time there, I learned how to collect case histories and conduct Mental Status Examinations (MSE).

I conducted various psychometric tests such as Standard and Coloured Progressive Matrices, Seguin Form Board and LD checklist, and also observed various behaviour therapies, parent guidance and counselling, sessions for home training for children with special needs on conditions like mental retardation, learning disability, autism, hearing impairments, cerebral palsy and multiple handicaps.

I also presented a poster on Learning Disability as a part of the academic presentation, defining Learning Disability, the problems children with LD face, the management of LD and the rights these children have.

My second clinical internship was at XXX for four weeks where I worked under the supervision of XXX at the Psychiatric Department. The hospital had in-patient care as well as outpatient care where I could collect case histories and conduct Mental Status Examinations.

I got insights into the numerous disorders. I gained an understanding of the roles and responsibilities of a clinical psychologist. I also attended several therapies that the psychologist conducted such as Group Therapy for de-addiction patients, Stress Management and Cognitive Behaviour Therapy and various psychometric tests such as Thematic Apperception Test (TAT) and Rorschach inkblot test.

I also conducted psychometric tests such as Wechsler’s Intelligence Scale for Children, CAGE questionnaire, Beck Depression Inventory, Binet Kamat Test etc.

In the fourth semester, I had courses on behaviour modification and counselling children, adolescents and adults. I was trained in numerous psychotherapy techniques such as Jacobsons Progressive Muscle Relaxation, Autogenic Training, Systematic Desensitisation, and Yoga.

I also had to present several case studies that I collected during my internships. I had a 5 days internship at XXX Rehabilitation Centre for Addicts which was aimed at preventing and management of Substance abuse with the focus soon early intervention , community based holistic approach and people’s participation.

During my time here, I interacted with several patients who has problems with substance abuse where I was able to take a session on assertiveness training for the patients and also conducted several relaxation techniques such as JPMR and Autogenic training.

Further, I got to know how the rehab centre worked and the different treatment methods used for the patients. I had another 5 days internship at XXX Palliative care, where I counselled with patients who were terminally ill by giving psychological snd social support to the patients and their caregivers.

Another internship I had was at Riya Hope Farm which was a residential centre for children with special needs. I was assigned to a child who had autism and conducted behavioural assessment of the child. Once the assessment was over, behaviour modification process was started as the child had difficulty in following the instruction that were given to him.

I also had to submit a dissertation as a part of the master’s programme where I presented a research study on “ Marital Adjustment in relation to Life Satisfaction and Gender among Young Adult Married Couples.”

I was interested in this topic due to the increasing divorce rates in India notably among the Young - Adult population and to find out whether life satisfaction influences the marital adjustment between couples.

In addition to my courses, I have attended several workshops on counselling and psychotherapy, basic and advanced hypnosis, “Dementia - Remember me” and Paranormality.

After finishing my master’s in psychology, I am currently interning at a psychiatric clinic for where I am working as an assistant counselling psychologist under the guidance of Dr XXXp. 

During my time here, I have met patients with a wide range of mental health problems that may occur such as mental health disorders including depression, psychosis, personality disorder, negative life events, bereavement, domestic violence, sexual, emotional and physical abuse, traumas and relationship issues.

I have witnessed counselling of both clients and their families, and I have learned to administer and score several psychological tests used in clinical assessment.

I have enjoyed working in the clinic and found it very rewarding, not only because of the idea of helping but also because the work was interesting and challenging, as every patient is different and different approaches of counselling are needed.

As an assistant counselling psychologist, I was able to learn the different counselling techniques and how to guide patients through empathy and unconditional positive regard.

Upon completion of this masters programme, I intend join a Doctoral programme in Clinical Psychology (DClinPsy) and to practice as a clinical psychologist, where I can provide a positive influence in the lives of people struggling with psychiatric disorders.

My personal characteristics are perfectly adaptable to this profession and I’m highly interested in this field. Moreover, my academic achievements signify my capability to reach the goal of becoming a clinical psychologist.

I’m also interested in research work and understanding the various mental illness, their treatment as well as their effectiveness. My work experience has proven to me how much more I need to learn before I can attain my goal of becoming an accomplished clinical psychologist.

I am interested to join Goldsmith’s University of London for the Masters course in Foundation in Clinical Psychology and Health Services by the strong emphasis on clinical practice and research methodology as it goes particularly well with what I am looking for in a program.

I would be very excited to join the upcoming class for 2018. I feel I am well prepared to enter graduate study, and my strong motivation and career goals are a good match for what the university has to offer.

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Masters in Clinical Psychology in UK: Top Universities, Eligibility & More

• Last Updated On August 30, 2024
• Published In Colleges 🎓 , Study in UK 🇬🇧

Pursuing a Master’s in Clinical Psychology in the UK typically takes 1-2 years and offers a pathway to a rewarding career where science meets compassion. The demand for clinical psychologists in the UK has been steadily increasing, driven by the growing awareness of mental health issues and the need for qualified professionals. 

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The UK’s prestigious universities provide cutting-edge programs that blend psychological theories, research methodologies, and practical clinical skills. Graduates are well-equipped to make a meaningful impact in various settings, from hospitals to private practice and research.

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Why Study Masters in Clinical Psychology in UK?

The UK is a global leader in mental health education, offering top-tier Master’s programs in Clinical Psychology. With a strong emphasis on evidence-based practice and advanced research, UK universities provide students with the skills and knowledge to excel in this critical field. 

The country’s rich history in psychology, combined with cutting-edge facilities, makes it an ideal destination for aspiring clinical psychologists. Additionally, the UK’s healthcare system offers abundant opportunities for practical experience, setting graduates on a path to impactful careers.

Here are the 5 Reasons to Study a Master’s in Clinical Psychology in the UK:

1. World-Renowned Universities:

• According to the QS World University Rankings 2024, the UK is home to 4 of the world’s top 10 universities for psychology, including University College London (UCL) and King’s College London. 
• These institutions offer rigorous programs led by leading experts in the field.

2. High Graduate Employability:

• According to the UK Government’s Graduate Outcomes report, over 85% of Clinical Psychology graduates from UK universities secure employment within 6 months of graduation. 
• Many find positions within the NHS and private practice, ranking psychology graduates among the top 10 most employable degree holders.

3. Cutting-Edge Research Opportunities:

• According to UK Research and Innovation (UKRI), the UK invests £2.6 billion annually in mental health research. Students enrolled in Clinical Psychology programs benefit from access to state-of-the-art research facilities and the opportunity to participate in groundbreaking studies on cognitive-behavioural therapy (CBT) and neuropsychology.

4. Diverse Clinical Placements:

• According to NHS England, UK universities offer extensive clinical placement opportunities in diverse settings, including hospitals, community mental health centres, and private clinics. 
• These placements are integral to gaining hands-on experience and are often organised in collaboration with the NHS to ensure comprehensive practical training.

5. Global Recognition and Accreditation:

• According to the British Psychological Society (BPS), UK Master’s degrees in Clinical Psychology are globally recognised and accredited by the BPS. 
• This accreditation ensures that graduates meet international standards for practice, facilitating career opportunities worldwide.

Which are the Top Universities for Masters in Clinical Psychology in UK?

The tuition fee for a Master’s in Clinical Psychology in the UK ranges from INR 20L to INR 35L (GBP 18,500 to GBP 32,500) annually. The course is in high demand, with a growing number of students enrolling each year due to the increasing recognition of the importance of mental health.

Here are the top 10 Universities offering Masters in Clinical Psychology in the UK:

		INR 29,00,000 (GBP 27,000)
		INR 28,50,000 (GBP 26,500)
		INR 31,00,000 (GBP 29,000)
		INR 30,00,000 (GBP 28,000)
		INR 27,00,000 (GBP 25,000)
		INR 26,00,000 (GBP 24,000)
		INR 24,00,000 (GBP 22,000)
		INR 23,00,000 (GBP 21,000)
		INR 25,00,000 (GBP 23,000)
		INR 22,50,000 (GBP 20,500)

What are the Admission Requirements for Masters in Clinical Psychology in UK?

Applicants must meet specific academic and documentation criteria to pursue a master’s in clinical psychology in the UK. Additionally, international students must fulfil visa requirements to study in the UK.

Here’s a breakdown of what you need to know to navigate the application process successfully.

What are the Academic Qualifications?

• To be eligible for a Master’s in Clinical Psychology in the UK, you typically need a Bachelor’s degree in Psychology or a related field with a minimum of a 2:1 (upper second-class honours) or equivalent . 
• Some universities may also require prior experience in clinical or counselling settings.

What Documents are Required?

When applying, you’ll need to submit:

• Transcripts: Official transcripts of your undergraduate degree.
• Personal Statement : A detailed personal statement explaining your motivation for studying Clinical Psychology and your career goals.
• Letter of Recommendation : Two academic or professional references.
• English Proficiency: Proof of English language proficiency, such as an IELTS score of 7.0 or above, with no band less than 6.5.

If you want to score high in the IELTS exam, sign up and start preparing today! 

• CV/Resume : A comprehensive CV highlighting relevant experience.

What are the Visa Requirements?

International students need a Tier 4 (General) Student Visa to study in the UK. 

To obtain this visa, you must:

• Offer Letter: Have an unconditional offer of a place from a UK university.
• Financial Evidence: Provide proof of sufficient funds to cover tuition fees and living expenses.
• CAS Number: Obtain a Confirmation of Acceptance for Studies (CAS) from your university.
• Health Surcharge: Pay the Immigration Health Surcharge (IHS) for access to the NHS during your stay.

What is the Cost of Studying Masters in Clinical Psychology in UK?

Studying a Master’s in Clinical Psychology in the UK offers high-quality education and access to world-renowned facilities, but it comes with a significant financial investment. 

Tuition fees for this program generally range from INR 20L to INR 35L (GBP 18,500 to GBP 32,500), depending on the university. This investment is reflected in the quality of education, the expertise of faculty, and the research opportunities provided.

Before budgeting for your studies, it is important to consider the cost of living in the UK , as it significantly impacts your overall expenses. 

Below is a table of the approximate monthly living costs for a student in the UK:

	INR 40,000 (GBP 370)
	INR 80,000 (GBP 740)
	INR 15,000 (GBP 140)
	INR 20,000 (GBP 185)
	INR 1,55,000 (GBP 1,435)

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What are the scholarships for masters in clinical psychology in uk.

Several scholarships are available for a Master’s in Clinical Psychology in the UK, each offering different types of financial assistance.

Here are the Top Scholarships for Master’s in Clinical Psychology in the UK:

	Full Scholarship (Merit-based)	GBP 18,000 (INR 20,00,000)
	Partial Scholarship (Merit-based)	GBP 10,000 (INR 11,00,000)
	Full Scholarship (Need-based)	GBP 12,000 (INR 13,20,000)
	Partial Scholarship (Need-based)	GBP 8,000 (INR 8,80,000)

Want to know more about scholarships in the UK?

What are the top Jobs after Masters in Clinical Psychology in UK?

Graduates with a Master’s in Clinical Psychology in the UK often find rewarding career opportunities across various sectors. According to Prospects UK, 88% of psychology graduates secure employment within 6 months .

Here are the top 5 jobs after Master’s in Clinical Psychology in the UK:

	INR 45,00,000 (GBP 40,000)
	INR 40,00,000 (GBP 35,000)
	INR 38,00,000 (GBP 33,000)
	INR 35,00,000 (GBP 30,000)
	INR 37,00,000 (GBP 32,000)

Also read: How to get a job in the UK

What are the Top Recruiters after Masters in Clinical Psychology in UK?

Top recruiters for Clinical Psychology graduates offer diverse opportunities across public and private sectors.

Here are the top 5 Recruiters for Clinical Psychology Graduates in the UK:

	Public Health and Hospitals
	Private Mental Health Care
	Charitable Mental Health Services
	Academic and Research
	Private Mental Health Care

Frequently Asked Questions

Q. what is the duration of a master’s in clinical psychology in the uk.

Ans. A Master’s in Clinical Psychology in the UK typically takes 1-2 years to complete, depending on whether you study full-time or part-time. Full-time programs usually take one year, while part-time options extend over two years to accommodate working professionals or those with other commitments. The course structure blends theoretical knowledge with practical clinical experience to ensure a comprehensive understanding of the field.

Q. What are the typical admission requirements for a Master’s in Clinical Psychology in the UK?

Ans. To gain admission into a Master’s in Clinical Psychology in the UK, you generally need a Bachelor’s degree in Psychology or a related field with a minimum 2:1 (upper second-class honours) or equivalent. Some programs may also require relevant clinical or counselling experience. You will need to submit transcripts, a personal statement, letters of recommendation, and proof of English proficiency (IELTS score of 7.0 or above). Additionally, international students must meet visa requirements, including proof of financial means and an offer letter from a UK institution.

Q. What are the average tuition fees for a Master’s in Clinical Psychology in the UK?

Ans. The average tuition fees for a Master’s in Clinical Psychology in the UK range from INR 20,00,000 to INR 35,00,000 (GBP 18,500 to GBP 32,500). The variation in fees depends on the university and the specific program. The investment reflects the high standard of education and access to advanced research facilities and clinical placements.

Q. What are the typical living costs for a student in the UK?

Ans. The approximate monthly living costs for a student in the UK are as follows: Food costs are around INR 40,000 (GBP 370), Rent is approximately INR 80,000 (GBP 740), Transport expenses total about INR 15,000 (GBP 140), and other expenses are around INR 20,000 (GBP 185). This brings the total estimated monthly living cost to INR 1,55,000 (GBP 1,435).

Q. What are some scholarships available for a Master’s in Clinical Psychology in the UK?

Ans. Scholarships for a Master’s in Clinical Psychology in the UK include the Chevening Scholarships, which offer full coverage of GBP 18,000 (INR 20,00,000), and the Commonwealth Master’s Scholarships, which provide partial funding of GBP 10,000 (INR 11,00,000). Other options are the Great Britain Scholarship (GBP 12,000, INR 13,20,000) and the University of Oxford Scholarship (GBP 8,000, INR 8,80,000). These scholarships can significantly reduce the financial burden of studying abroad.

Q. What are the top universities for a Master’s in Clinical Psychology in the UK?

Ans. According to QS World University Rankings 2024, some of the top universities for a Master’s in Clinical Psychology in the UK include University College London (UCL) at #5, King’s College London at #16, University of Oxford at #2, University of Cambridge at #3, and University of Edinburgh at #24. These institutions offer high-quality programs with a strong emphasis on both theoretical and practical aspects of clinical psychology.

Q. What is the salary range for Clinical Psychologists in the UK?

Ans. The salary range for Clinical Psychologists in the UK varies widely based on experience and location. On average, Clinical Psychologists earn between INR 40,00,000 and INR 60,00,000 (GBP 37,500 to GBP 56,500) annually. This range reflects the demand for qualified professionals and the important role they play in mental health services.

Q. How competitive is the field of Clinical Psychology in the UK?

Ans. The field of Clinical Psychology in the UK is quite competitive due to the high demand for mental health professionals. With psychological professions needing to expand by 60% by 2024, according to The British Psychological Society, there is a growing opportunity for those with advanced qualifications. However, gaining entry into top programs and securing positions in reputable organisations can be highly competitive.

Q. What are the career prospects after completing a Master’s in Clinical Psychology in the UK?

Ans. Graduates of a Master’s in Clinical Psychology in the UK have strong career prospects, with many finding roles in the NHS, private practices, and academic institutions. The average job placement rate for psychology graduates is around 88% within 6 months of graduation. Opportunities are available in various settings, including clinical practice, research, and counselling.

Q. What are the most common job roles for Clinical Psychology graduates in the UK?

Ans. Common job roles for Clinical Psychology graduates in the UK include Clinical Psychologist, Counselling Psychologist, Health Psychologist, Educational Psychologist, and Research Psychologist. Each role offers a different focus, such as direct patient care, educational settings, or research, providing a range of career paths within the field.

Q. How can international students apply for a Master’s in Clinical Psychology in the UK?

Ans. International students must apply for a Tier 4 (General) Student Visa to study a Master’s in Clinical Psychology in the UK. To obtain this visa, students need an unconditional offer from a UK university, proof of financial means to cover tuition and living expenses, and a Confirmation of Acceptance for Studies (CAS) from their university. Additionally, students must pay the Immigration Health Surcharge (IHS) to access the NHS during their stay.

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Clinical psychology personal statement examples.

My passion for psychology is deeply rooted in my interest in philosophy, epistemology and the understanding of human happiness. I sincerely believe in the practical benefits of a life spent helping others, fully investing in the cultivation of empathy and compassion. With this end in mind I have always sought out challenging and rewarding opportunities to work with people and to study human relationships and problems. I have had a long history of psychology related work experiences. I was first employed at the Salt Lake City International Airport assisting physically and mentally disabled passengers navigate the terminal. Although the spectrum of mental illness I was exposed to at this job was small compared to a lot of my later positions, the airport served as a magnifying glass for human diversity and opened my eyes to the world beyond my local culture. There are few places on earth where you can find so much ethnic, cultural, religious and ideological diversity so densely packed into a single building. I was later employed as a Psychology, English and Math tutor for Weber State University working one on one with students by appointment. This job allowed for much more intimate, collaborative relationships and taught me a lot about the process of learning. At this point I officially switched my major from civil engineering to psychology and my general interest in philosophy and epistemology began to focus through psychology. I then worked as a Lead Staff at several different residential assisted living facilities for individuals with developmental disabilities. I worked closely with clients on a daily basis, often spending nights at the homes on sleep or waking graves or working doubles taking clients to company events and activities. This was not simply a job for me, but a subculture I was completely immersed in as many of my close friends worked for the same company and we served the same population of developmentally delayed individuals in the Ogden area. After leaving this job I later participated in community service through a company called enable that employed many of the clients I had worked with previously. Following avatar, I began employment as a Mental Health Worker on a youth sex offender unit at Benchmark Behavioral Health Hospital. I had...

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It's Interesting

Lecturer/Senior Lecturer in Clinical Psychology

Staffordshire university - school of health, education, policing and sciences.

Location:	Stoke-on-Trent, Hybrid
Salary:	£38,205 to £54,395 per annum
Hours:	Part Time
Contract Type:	Permanent

Placed On:	29th August 2024
Closes:	3rd October 2024
Job Ref:	HEPS74-24-R2

Where an individual applies to join the University from a clinical NHS role, a market supplement may apply.

About the role    

Come and join our brilliant and friendly team! As part of the growth and development of our Clinical Psychology provision, we are looking for highly motivated clinical psychology lecturers to join us in delivering our postgraduate programme, and to contribute to our high-quality research profile. The post holder will become part of a friendly, hard-working and dedicated team of academics who deliver the Professional Doctorate in Clinical Psychology. 

The Staffordshire University Professional Doctorate in Clinical Psychology is delivered in partnership with local clinical psychologists in Shropshire and Staffordshire. The over-arching framework for the programme is the impact of Society and Context on psychological well-being and there is an emphasis on prevention, early intervention, innovative practice, and the importance of critical and contextual thinking. Our service user and carer group has a central role in contributing to and influencing all aspects of programme delivery. As a programme we are committed to fostering an inclusive culture which promotes equality and diversity. Applications are sought from enthusiastic, team-orientated and flexible individuals.  

Main Responsibilities 

We are looking for post holders to contribute to the academic curriculum as academic tutors, supporting with academic mentoring of our trainees, teaching, assessment, curriculum developments and research supervision. We are particularly keen to attract candidates with either a strong background or interest/track record in research or passion for supporting trainee research and developing the evidence base for our profession. Whilst the post is primarily to input to the academic strand of the programme, there is an expectation of involvement with all areas of the programme, to ensure good synchronisation between the three major strands of training: academic, clinical and research.   

Successful applicants will have a clinical psychology qualification and up-to-date knowledge of clinical psychology practice. Applicants should have demonstrable experience of working post-qualification and have an enthusiasm for supporting the training and personal and professional development of our next generation of Clinical Psychologists to be safe, competent, resilient and reflective practitioners. 

Previous experience of working on a clinical psychology training programme and/or in Higher Education is desirable but not essential. Additional training in CBT, systemic therapies or third wave therapies would be beneficial, but again is not essential. Our first priority is recruiting staff with a shared value-base and we are committed to mentoring and supporting the right people in their transition into these roles.   It is an essential requirement of this post that you hold current registration with the Health and Care Professions’ Council   and applicants without this will not be shortlisted for this role.

Trainee cohorts remain small at an intake of 24 per year. Meaning we prioritise working supportively with colleagues and trainees.  

We benefit from superb purpose-built facilities in a £30 million Science Centre, and we work across the region with several organisations and agencies, including NHS, third sector, social enterprise and charitable organisations.  Putting the students first is at the heart of everything we do. We are committed to providing an excellent student experience through exciting and innovative programmes and research and practice informed teaching at every level.  

For informal discussion about this role, contact Dr Yvonne Melia, Acting Programme Director and Principal Lecturer in Clinical Psychology/Academic Director at   [email protected]

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