On our Psychology BSc, you’ll study the scientific evidence of behaviour, mental health and neuropsychological functioning, to understand what makes us who we are, how our minds work and what influences our decisions and social relationships.
Learn from nurturing lecturers who are active researchers in behavioural, clinical, cognitive, developmental, personality and social psychology, whose work is used by governments, health professionals and industry.
Take advantage of one of the only psychology degrees in the UK with a Professional Training placement scheme, where you’ll gain valuable work experience in a variety of industries, including healthcare, education, human resources and marketing.
Conduct your own experiments in our brain imaging suites, extended reality (XR) labs and other state-of-the-art psychology research facilities.
Select from a wide choice of British Psychological Society (BPS) accredited final-year modules where you will explore topics like neurodevelopmental disorders, mental health, forensic psychology, brain injury, sustainable behaviour and more.
Build your research skills throughout the course, as you learn about research methods related to core psychology subjects such as neuropsychology and cognitive psychology – a unique learning approach that has been commended by the British Psychological Society.
In your first year, you’ll study core areas of psychology and research methods, to develop your foundations of psychological literacy. This will be supported by small-group skills tutorials. Our first year uses a 'supported transition' approach, so you are specifically taught how to learn effectively at university alongside the course material.
In your second year, you’ll learn about contemporary issues that impact every area of psychology. You’ll also complete a module that supports your professional skills development, covering placements, job preparation and career options available in the psychology field.
In your final year, you’ll study an advanced critical thinking module and select four optional modules, to specialise and delve deeper into your areas of interest. You’ll also receive supervision from a staff member to conduct your own scientific research project, critically evaluating protocols, data and literature.
Professional recognition
BSc (Hons) - British Psychological Society (BPS) Accredited against the requirements for the Graduate Basis for Chartered Membership (GBC) of the British Psychological Society (BPS).
Research apprenticeship scheme
During your second year, you’ll be given the opportunity to volunteer as part of our research apprenticeship scheme. On this scheme, you’ll assist academic staff with their latest projects, giving you invaluable insight into a career as a researcher. You’ll work with a variety of professionals, learn about new areas of psychology and develop essential transferrable skills like communication, teamwork and time management.
Foundation year
If you don’t meet our entry requirements, you might still be able to apply for this degree with a Psychology Foundation Year. This is an extra year of study to develop your skills and make it easier for you to get started at university. On successful completion of your foundation year, you’ll be ready to progress to the first year of your degree.
To see what modules you’ll be studying, refer to the foundation tab in the 'Course structure' section.
The academic year is divided into two semesters of 15 weeks each. Each semester consists of a period of teaching, revision/directed learning and assessment.
The structure of our programmes follow clear educational aims that are tailored to each programme. These are all outlined in the programme specifications which include further details such as the learning outcomes.
Please note: Thefull module listing for the optional Professional Training placement part of your course is available in the relevant programme specification.
Modules
Modules listed are indicative, reflecting the information available at the time of publication. Modules are subject to teaching availability, student demand and/or class size caps.
The University operates a credit framework for all taught programmes based on a 15-credit tariff.
This module aims to introduce biological psychology and provide the foundation for understanding the biological bases of psychological processes and disorders. In this module we will focus on the organization and function of the human nervous system, from the cells that form the brain and their fundamental functions, the processes by which those communicate, and the systems that allow us to sense and move. We will cover relevant topics in the history of neuroscience and ethics, neuroanatomy, psychopharmacology, neurodevelopment, sensory systems and motor control and the biological causes of brain disorders. Workshops on research methods will provide you with an understanding and hands-on experience with the tools available to measure and modulate brain function. Students will develop their teamwork and scientific presentation skills by producing a scientific group poster. Tutorial sessions will aid your understanding of the theory and allow you to consolidate knowledge by engaging with quizzes and activities.
This level 4 module is intended to cover some of the core BPS curriculum in developmental psychology and as such is a broad coverage module dealing with a range of topics in the sub-discipline, including cognitive, social, and emotional development across the lifespan. It introduces developmental psychology as an evidence-based science and provides knowledge that is foundational to the level 5 developmental Psychology module (PSY2015) students will take in the second year of their programme. More specifically, students will be introduced to a range of theories concerning the nature of human psychological development, to a range of research methods which can be used to collect evidence to test these theories, and to some of the main conclusions which have been drawn about these theories in the light of the empirical evidence which has been collected using those research methods. The module does not assume that students have studied psychology before, but if they have it is designed to help bridge the gap between A-level coverage of developmental psychology and the more advanced demands which are required of students at university level, especially skills in evaluating the strengths and weaknesses of the different research methods which are used in developmental psychology, and skills in evaluating theories concerning human psychological development against empirical evidence.
This module aims to introduces students to the main psychological approaches to personality, focusing on key theorists and the empirical evidence testing each theory and provide the foundation for understanding how personality has been structured and formulated through the history of psychology. In this module, we will focus on the different theories of personality, include psychodynamic, learning, cognitive, social cognitive, biological and trait approaches to personality. We will cover relevant topics in the history of personality theory, and consider the conceptual issues that cause them to differ. We will also consider the historical development of these theories, considering the social and academic issues that influenced their formation. Workshops on personality research will provide you with an understanding and hand on experience with personality tools to measure different aspects of personality, as well as how these are analyzed. Students will develop their writen communication and evaluation skills by producing an essay. Tutorial sessions will aid your development of academic skills, instructing students on how to develop a critical argument of the research. This provides a foundational opportunity in academic writing, as this module is one of the first written assessments within the BSc program. Feedback is provided on how to continue to develop academic writing skills throughout the rest of the program. Quizzes and activities are provided to allow students to consolidate and review their knowledge of the module.
This module will provide an introduction to the major topics and issues within cognitive psychology. This will be done through a series of lectures and research based seminars, which will provide students with an opportunity to integrate their developing knowledge of cognitive psychology with practical skills relating to cognitive research methods. This knowledge and skills will provide a foundation for the Level 5 module Cognitive Psychology with Research Methods 2 (PSY2014).
Social Psychology investigates how our cognitions (thought processes), affective states (feelings and emotions) and behaviours are related to the social world. This module introduces year 1 students to key concepts, methods, and findings on a range of topics in Social Psychology, which includes: social categorization, self-presentation, attitude and behaviour change, social influence, prejudice and discrimination of minority groups. The knowledge and critical/methodological abilities gained will be further developed and deepened in the Social Psychology with Research Method 2 (PSY2016) module offered in year 2 and in a broad range of final-year modules.
This module provides psychology students with a grounding in how the theories and methods of the discipline are being used to address real-world challenges. In doing so, it allows students an overview of some of the research taking place within Surrey's School of Psychology, and introduces some of the academics teaching on level 5 and 6 who work here. The module uses the UN Sustainable Development Goals (SDGs - https://sdgs.un.org/goals) as an organising structure. Each of the core weeks is focused around the work of a researcher or team, and is framed in terms of how this research addresses one of the SDGs. (For example, work from the Environmental Psychology Research Group might be presented as an example of how psychology addresses the "Sustainable Cities and Communities" SDG).
The module introduces students to basic statistical theory and critical thinking, building throughout the year towards an intermediate level of understanding of statistical analysis and reporting. It aims to develop students¿ understanding of statistical methods and foster the skills needed to think critically about psychological research. Teaching involves a combination of theory lectures and practical workshops with real world research examples. Each week, lectures cover a specific statistics or critical thinking topic. This is followed by a workshop that typically focuses on applying and practicing the theoretical content of the preceding lecture. Together, lectures and workshops provide knowledge of statistical analysis and critical thinking from both a theoretical and practical perspective, resulting in a good introduction and grounding in statistical research methods.
Building on the learning in Biological Psychology with Research Methods 1, this module aims to advance students’ fundamental knowledge about biological psychology and the biological basis of fundamental aspects of the human brain and behaviour, such as sleep¿ and dreaming, and atypical brain development. In this module, we will focus on consolidating learning from Biological Psychology with Research Methods 1 on the structure and function of the central nervous system, and using that consolidated learning to interrogate in greater depth and breadth the biological basis of fundamental aspects of the human brain and behaviour. There will be particular focus on how methods in biological psychology have advanced historically to the present day and the specific limitations and advantages of these methods. Specialised research methods lectures will enable you to develop in-depth, critical and practical understanding of a range of core methods within the field of biological psychology. Students will develop skills in planning an imaginary study and report writing through the coursework assessment. The course will encourage students to focus not just on WHAT a method can tell us about the brain and central nervous system, but HOW the method works to give us this information. *** Students must pass each unit of assessment at 40%. This module will be taught in two parts. 1) Content Lectures will build on the learning in Biological Psychology with Research Methods 1. This module will provide an understanding about the biological basis of fundamental aspects of the human brain and behaviour, such as sleep¿ and dreaming, and atypical brain development. 2) Research Methods Lectures will enable in-depth, critical and practical understanding of a range of core methods within the field of biological psychology.
Social Psychology investigates how our cognitions (thought processes), affective states (feelings and emotions) and behaviours are related to the social world. This module builds directly on your learning of key concepts, methods, and findings on Social Psychology in year 1 (PSY1019). Through successful completion of this module, students will consolidate and extend their understanding of Social Psychological topics including: attitudes and behaviour change, social influence, emotions, prejudice and discrimination of minority groups.
This module builds on knowledge gained in year 1 modules PSY1020 and PSY1032. In particular, it reflects on what you previously learnt on ANOVAs, regression, and correlation, before moving on to more complex versions of these statistical analysis. For example, you will learn how to conduct mixed ANOVAs rather than simple one-way ANOVAs and build on your understanding of a simple regression to conduct advanced multiple and logistic regressions. This will extend your portfolio of statistical analyses, enabling greater flexibility in the application of your skills to real world situations, thus enhancing your employability skillset. Classes each week are structured around a statistical analysis, exploring its theoretical and mathematical basis, via research examples. How to conduct and correctly report each analysis will also be examined. In class activities and weekly workshops, offer a practical component. Predominantly this uses the digital software Jamovi, in a supportive environment with lecturers and teaching assistants.
This module will discuss core concepts of professionalism, academic and industry led discussions surrounding processes of graduate employment from psychological and interdisciplinary perspectives. It will psychologically evaluate all elements of recruitment and selection process and apply psychological theories to these processes. Direct as well as indirect career paths within Psychology and other related professional fields will be discussed and reflective skills will be developed. As a whole, this module provide multiple opportunities for students to develop their employability, by increasing awareness of career options, prerequisites for those options, as well as help students become effective communicators and reflective thinkers.
This module will deepen students' understanding of theories, methods and findings of studies in perception and cognition. Through attending a series of lectures and tutorials students will acquire knowledge in the area and practise critiquing given pieces of research and developing research ideas.
This module builds on empirical research and the theories in Developmental 1 as well as introducing new theories and empirical research. It also enables you to demonstrate your prior knowledge of Jamovi and statistical techniques gained in first- and second-year statistics as well as skills gained in report writing in Bio 2. In this module we will critically evaluate empirical research and theoretical knowledge. One way we will engage in critical evaluation is to examine whether previous work is cross-culturally valid. You will develop your written and numerical communication skills by performing data analysis, writing up a research report, and evaluating a topic in-depth for the exam.
This level 5 module extends knowledge and skills acquired from the first year of the programme relating to research methods in Psychology. Whilst modules in the first year of the programme focus primarily on quantitative approaches to collecting and analysing data, this module progresses the learning journey by introducing students to the principles and practices of qualitative research. It provides students with the requisite knowledge and skills to undertake a small qualitative research project. In turn, this will equip them to undertake a qualitative project for their dissertation (PSY3065) in the final year of their programme should they choose to do so. In particular, there is a focus on semi-structured interviewing as a technique of collecting qualitative data and reflexive thematic analysis as a specific procedure to analyse qualitative data. Through conducting a small group project students will be given the opportunity to gain experience in conducting qualitative research and in applying the principles and practices covered in the lectures. The module provides students with an opportunity to learn about the interpersonal skills required to conduct a good research interview and those needed to successfully conduct and manage a group project. Students are also encouraged to develop their personal reflective skills to enhance their understanding of how their own cultural background, social identity, gender, previous experiences, and prior knowledge can shape data collection and analysis, as well as individual sense-making. In the second half of the module students are introduced to the key ethical issues involved in conducting research and how to apply these in specific contexts. This will enable them to meet ethical requirements when conducting their dissertation (PSY3065) in the final year of their programme.
This module explores a range of myths across the discipline of psychology with a focus on scientific evidence, methodological robustness, theoretical frameworks, and the interface between scientific research and their representation in the media. This module also represents an opportunity for students to develop advanced critical thinking skills and synthesise their study of psychology to date. In particular the module will explore areas of research relating to the breadth of psychology such as cognitive, biological, developmental psychology, aspects of sexuality and gender and aspects of applied psychology such an environmental and health. Each lecture will address a specific area of research and encourage critical thinking in terms of design, measurement, sample and theory and the discipline of psychology.¿ It will also evaluate the ways in which research evidence is adopted by the media and lay literature in the context of strategies of¿ persuasion. The module will also take a historical approach, considering the context in which the myth developed, and the status of the myth in light of contemporary research and approaches in psychology and will conclude with an analysis of the notion of scientific truth. This module clearly builds upon all of the modules covered so far on the programme and provides a cross psychology analysis of all perspectives within our discipline. To this end it fits towards the end of the students journey as they begin to pull together all of their degree so far. In addition, however this module also gives students additional critical thinking skills which will be key to their remaining modules and in particular their dissertation,
The module introduces students to some of the key questions which currently guide research and practice in environmental psychology. The module addresses issues around architectural psychology as well as global and local environmental problems facing our world today. It provides an insight into the psychology of environment-behaviour issues focusing on built (residential, work and public) and natural environments. The main focus of the module will be to provide an insight into the research and theory development to date and to familiarise students with the practical and multidisciplinary nature of the field. By the end of the module students should have an advanced understanding of the nature and scope of some of the principal theoretical and methodological developments in this area of research and an understanding of the application of psychological theory and concepts to an important area of everyday life.
This module is part of the Developmental Psychology stream of Level 6 Psychology optional modules and may not be running every year. In some years an alternative optional module within the Developmental Psychology stream may be offered instead. This module considers the relationship between psychology and education and will give you a comprehensive understanding of how psychological theory and research intersects with education. We will consider how psychological theories and research can be applied to educational practice and issues in education including understanding the process of learning, differences between learners, special educational needs and educational policy. You will learn how to approach education from a scientific perspective and consider how personal experience informs your views. This module builds on theories and research that you will have learnt about in your level 4 and 5 developmental, cognitive and social modules. The content will complement topics covered in other final year modules (e.g. PSY3103) and will develop your ability to apply psychology to an area of practice in a similar way to several other final year modules (e.g. PSY3127 and PSY3073). The summative assessments will enable you to further develop skills you have acquired during the course so far, such as conducting literature searches and reading articles, critical evaluation, essay writing and writing for a lay audience which will be useful for your dissertation and the future.
Please note: This module is part of the Neuroscience stream of Level 6 optional modules and will not be running every year. In some years an alternative optional module within the Neuroscience stream will be offered instead. Ageing is associated with changes in brain structure and function; and brain damage and degeneration through stroke or dementia in later life is both common and life changing. This module will take you through the latest research on brain damage and degeneration – learning about risk factors (both environmental and genetic), the neuroanatomy behind how the brain changes with age and after damage or degeneration, impact on language and memory, and potential intervention strategies. This module will allow you to consider current debates in the literature, and engage critically with the material.
Please note: This module is part of the Social Psychology stream of Level 6 optional modules and may not be running every year. In some years an alternative optional module within the Social Psychology stream will be offered instead. This module will offer an advanced overview of topics connected with the social psychology of language and communication. Students will learn how key phenomena of social psychology such as stereotyping, discrimination, interpersonal and intergroup relations are formed, maintained, transmitted, and changed through communication and language means. Specifically, the module will focus on social issues that are the focus of the United Nations Sustainable Development Goals (e.g., gender inequality). In the process of doing so, students will learn the key theoretical and empirical developments of social psychology of language and communication and will get acquainted with different research approaches. Moreover, they will familiarise themselves with the applications of discussed theories and will use them to identify ways in which language and communication can be used to address social issues. Finally, the module will allow students to be critical of scientific evidence as well as of the strengths and weaknesses of applying theoretical knowledge to social issues.
Please note: This module is part of the Social Psychology stream of Level 6 optional modules and will not be running every year. In some years an alternative optional module within the Social Psychology stream will be offered instead. This module focuses on the interplay between the self—people’s cognitions, emotions, and motivations relating to themselves—and interpersonal relationships in adulthood. Self-related constructs and processes permeate the way that we think, feel, and behave in social interactions and ongoing relationships. At the same time, our experiences with other people, especially close others, affect the way we feel about ourselves in the short-term and feed into the way we view ourselves in the long-term. There are also notable individual differences in both effects. These reciprocal processes underlie much of everyday social experience and wellbeing, and can help us to understand our own relationships and feelings, as well as inform applications in therapeutic and organisational settings. However, so far, elements of each process have mostly been studied separately. In this module, we will discuss theory and research addressing different ways that the self and relationships are interdependent and attempt to synthesise the literature to achieve a more holistic understanding of the issues.
This module builds on topics that were introduced to students in their year 1 and year 2 Developmental Psychology modules. In this final year module, we will extend existing knowledge of neurodevelopmental conditions and will cover a broad range of different neurodevelopmental conditions. Students will learn about associated behavioural, emotional and cognitive characteristics and related developmental trajectories. The impact on day-to-day experiences for individuals with neurodevelopmental conditions and their families will also be highlighted. The module complements other final year modules including the Psychology of Education and General Psychology modules.
This module will introduce students to key concepts in public policy development and how psychological theory and evidence can influence policy. Throughout the module students will be encouraged to build on their previous learning and apply their psychological knowledge and research skills to critically evaluate policy approaches to global societal challenges that are a focus of the United Nations Sustainability Development Goals. They will engage in problem-based decision-making to develop interventions for change. By the end of the module students will be equipped with critical understanding of the relevant psychological approaches to addressing public policy issues (e.g. understanding policies from the perspective of risk and behaviour change) and will have developed the knowledge and practical skills to engage in problem-based decision-making. This module will allow students to build knowledge and skills that will prepare them for the rest of the programme and the world of work.
This module builds on the abnormal and clinical psychology knowledge acquired in previous years. The course aims are twofold. First, to introduce mental health issues dealt with in contemporary clinical psychology and second, to develop a critical understanding of the theories, methods and applications within contemporary clinical psychology. Its objective is to demonstrate how an understanding of mental health and mental health issues can help understand and change mental health and its treatment within clinical psychology settings.
This module introduces students to the key theories and methods of health psychology and focuses on a number of research areas including health behaviour and behaviour change, help seeking and access to health care and chronic conditions and their management. It draws upon all aspects of psychology covered so far on the degree programme including theories from social, biological, cognitive and developmental psychology and illustrates how they can be applied to aspects of health. It also utilises qualitative and quantitative research methods covered in all other modules as the basis for understanding health issues, changing health behaviours and managing health conditions.
This module gives an advanced overview of topics connected with language, thinking and learning. The module will draw on a diverse range of relevant experimental studies that contribute to wider debates and perspectives and will familiarise students with different research approaches using global populations. The module also encourages an awareness of issues of sustainability relating to the preservation of endangered languages. The module is largely cognitive and developmental in focus and so builds on prior learning of Cognitive and Developmental Psychology at Levels 4 and 5. However, students will be encouraged to use their resourcefulness to make wider connections and consider the significance of other aspects of psychology to these topics and the wider theoretical and philosophical implications of relevant theories and debates.
This module will examine critical perspectives in moral psychology, discussing critical debates about what moral concepts are. Building on previous topics in social psychology, we will discuss and evaluate whether morals are universal or culturally relative; whether morals are based on intuitions/emotions or reasoning, and what makes a moral judgement. We will also discuss what makes moral emotions unique, evaluating four different kinds of moral emotions (other-condemning, self-conscious, other-praising, other-suffering). We will discuss how moral convictions and moral character impact thoughts and behaviours. The module will cover theoretical and empirical findings that explore implications of moral concepts. We will also critically evaluate how different moral concepts should be defined and assessed, based on empirical research, which will result in the development of a literature review and poster.
Please note: This module is part of the Neuroscience stream of Level 6 optional modules and may not be running every year. In some years an alternative optional module within the Neuroscience stream may be offered instead. This module will offer an advanced overview of neuroimaging and neurostimulation techniques used in cognitive neuroscience and the clinical conditions they are used to treat. Specifically, the module will discuss the treatment of depression, chronic pain and visual disorders such as cortical blindness and neglect. In addition, it will offer hands-on training in the use of transcranial brain stimulation during classroom tutorials.
The aim of this module is to enable students to draw upon psychological research to improve risk and choice in applied settings. This involves acquiring knowledge about risk and choice, communicating this knowledge to influence wider audiences, and developing interventions to improve risk and choice in practical settings. The module introduces relevant theories and research in risk and choice and examples of their application. The module will enable students to explore methods to communicate theories and research in risk and choice to the general public in an engaging manner. It will introduce techniques to analyse how risk and choices are made in practical settings and develop interventions to influence and improve them in a domain of the students’ choosing.
This dual-level module seeks to both explore theories and models of people's behaviour, and to illustrate these via application to real-world, contemporary issues. Students will be introduced to a range of psychological approaches that can be used to understand and influence behaviour (e.g., motivational approaches, nudging), and to a range of applied behavioural contexts including health (e.g., how can we help people be more active?) and environmental (e.g., how can we help people consume less energy?). Each lecture serves to introduce both one psychological theory or concept, and a specific real-world behavioural challenge, to which that theory (and others) may be applied. Lectures are supplemented by seminars and workshops. Seminars involve unassessed group presentations and critical discussions of research papers relating to the application of psychological strategies to contemporary behaviour change challenges. Workshops centre on group-based, problem-based learning, with students addressing a real-world behaviour change problem
This module builds on the abnormal psychology knowledge acquired in previous years and focuses on the forensic aspects of clinical psychology, that is the assessment and treatment of offenders with psychological disorders including psychosis, personality disorder and neurodevelopmental disorders. The course aims are to introduce mental health issues within secure mental health settings (secure hospitals and prisons) and to develop a critical understanding of the theories, methods and applications within forensic clinical psychology. Its objective is to demonstrate how an applied understanding of abnormal psychology can help understanding, risk management and treatment within secure settings with offenders with psychological disorders.
This final year course introduces students to theories, methods, and research findings in the area of social and moral development during childhood and adolescence. We begin by looking at development in the context of important relationships, such as peers and friends, families, and schools. We next examine the development of the self and other categories that make up who we are (e.g., ethnicity). This module relies on socio-cultural and eco-cultural perspectives to try to understand development in context to increase your global and cultural capabilities.
The process of preparing and writing a dissertation provides the student with the opportunity to pursue in depth a topic. It should allow them to apply and develop research skills acquired during the BSc Psychology Honours or BSc Applied Psychology and Sociology Honours programme and to demonstrate a reflective understanding of the research endeavour through their own work. The majority of the work in this module is independent learning, with guidance and support from a dissertation supervisor. In addition to this, Dissertation Workshops are offered to support the dissertation. These workshops cover key parts of the dissertation process and have been designed to ‘scaffold’ and support the student throughout the research process such as: 1) conducting a literature search, 2) ethical considerations, 3) analytical approaches (qualitative and quantitative data analysis), and 4) and writing up.
For further information regarding programme structure and module selection, please refer to the course catalogue.
BSc (Hons) with foundation year
Semester 1
Compulsory
At the University of Surrey we have psychologists from a range of different psychological fields and expertise. This module provides opportunities for students to develop an understanding of how psychology influences every-day life in the real world. The module will encourage critical thinking of how we live our lives and the psychology behind the decisions we take and the behaviour we perform. The students will be introduced to a wide range of different fields of psychology at Surrey and have the opportunity to see the importance of psychology in the real world.
This module introduces students to a range of issues associated with conducting research. Students will have the opportunity to identify and explore in detail a topic of their choice. Teaching input will focus on methods of investigation and supporting the development of a feasible, ethical research project proposal. The development of students’ research project proposals will be supported through workshops and formative feedback opportunities.
This module introduces students to the fundamentals of psychology, and integrates the academic and professional skills relevant to psychology. It provides opportunities for students to develop and demonstrate knowledge and understanding of core areas of psychology, and associated issues and debates within these areas. Although integrated within the whole programme, a core focus of this module is on the development of key academic skills that will support successful transition to the undergraduate programme.
For further information on FHEQ levels 4, 5 and 6 please view the programme specification for the full-time BSc (Hons) Psychology programme.
Year 1 - BSc (Hons) with placement
Semester 1
Compulsory
This module aims to introduce biological psychology and provide the foundation for understanding the biological bases of psychological processes and disorders. In this module we will focus on the organization and function of the human nervous system, from the cells that form the brain and their fundamental functions, the processes by which those communicate, and the systems that allow us to sense and move. We will cover relevant topics in the history of neuroscience and ethics, neuroanatomy, psychopharmacology, neurodevelopment, sensory systems and motor control and the biological causes of brain disorders. Workshops on research methods will provide you with an understanding and hands-on experience with the tools available to measure and modulate brain function. Students will develop their teamwork and scientific presentation skills by producing a scientific group poster. Tutorial sessions will aid your understanding of the theory and allow you to consolidate knowledge by engaging with quizzes and activities.
This level 4 module is intended to cover some of the core BPS curriculum in developmental psychology and as such is a broad coverage module dealing with a range of topics in the sub-discipline, including cognitive, social, and emotional development across the lifespan. It introduces developmental psychology as an evidence-based science and provides knowledge that is foundational to the level 5 developmental Psychology module (PSY2015) students will take in the second year of their programme. More specifically, students will be introduced to a range of theories concerning the nature of human psychological development, to a range of research methods which can be used to collect evidence to test these theories, and to some of the main conclusions which have been drawn about these theories in the light of the empirical evidence which has been collected using those research methods. The module does not assume that students have studied psychology before, but if they have it is designed to help bridge the gap between A-level coverage of developmental psychology and the more advanced demands which are required of students at university level, especially skills in evaluating the strengths and weaknesses of the different research methods which are used in developmental psychology, and skills in evaluating theories concerning human psychological development against empirical evidence.
This module aims to introduces students to the main psychological approaches to personality, focusing on key theorists and the empirical evidence testing each theory and provide the foundation for understanding how personality has been structured and formulated through the history of psychology. In this module, we will focus on the different theories of personality, include psychodynamic, learning, cognitive, social cognitive, biological and trait approaches to personality. We will cover relevant topics in the history of personality theory, and consider the conceptual issues that cause them to differ. We will also consider the historical development of these theories, considering the social and academic issues that influenced their formation. Workshops on personality research will provide you with an understanding and hand on experience with personality tools to measure different aspects of personality, as well as how these are analyzed. Students will develop their writen communication and evaluation skills by producing an essay. Tutorial sessions will aid your development of academic skills, instructing students on how to develop a critical argument of the research. This provides a foundational opportunity in academic writing, as this module is one of the first written assessments within the BSc program. Feedback is provided on how to continue to develop academic writing skills throughout the rest of the program. Quizzes and activities are provided to allow students to consolidate and review their knowledge of the module.
This module will provide an introduction to the major topics and issues within cognitive psychology. This will be done through a series of lectures and research based seminars, which will provide students with an opportunity to integrate their developing knowledge of cognitive psychology with practical skills relating to cognitive research methods. This knowledge and skills will provide a foundation for the Level 5 module Cognitive Psychology with Research Methods 2 (PSY2014).
Social Psychology investigates how our cognitions (thought processes), affective states (feelings and emotions) and behaviours are related to the social world. This module introduces year 1 students to key concepts, methods, and findings on a range of topics in Social Psychology, which includes: social categorization, self-presentation, attitude and behaviour change, social influence, prejudice and discrimination of minority groups. The knowledge and critical/methodological abilities gained will be further developed and deepened in the Social Psychology with Research Method 2 (PSY2016) module offered in year 2 and in a broad range of final-year modules.
This module provides psychology students with a grounding in how the theories and methods of the discipline are being used to address real-world challenges. In doing so, it allows students an overview of some of the research taking place within Surrey's School of Psychology, and introduces some of the academics teaching on level 5 and 6 who work here. The module uses the UN Sustainable Development Goals (SDGs - https://sdgs.un.org/goals) as an organising structure. Each of the core weeks is focused around the work of a researcher or team, and is framed in terms of how this research addresses one of the SDGs. (For example, work from the Environmental Psychology Research Group might be presented as an example of how psychology addresses the "Sustainable Cities and Communities" SDG).
The module introduces students to basic statistical theory and critical thinking, building throughout the year towards an intermediate level of understanding of statistical analysis and reporting. It aims to develop students¿ understanding of statistical methods and foster the skills needed to think critically about psychological research. Teaching involves a combination of theory lectures and practical workshops with real world research examples. Each week, lectures cover a specific statistics or critical thinking topic. This is followed by a workshop that typically focuses on applying and practicing the theoretical content of the preceding lecture. Together, lectures and workshops provide knowledge of statistical analysis and critical thinking from both a theoretical and practical perspective, resulting in a good introduction and grounding in statistical research methods.
Building on the learning in Biological Psychology with Research Methods 1, this module aims to advance students’ fundamental knowledge about biological psychology and the biological basis of fundamental aspects of the human brain and behaviour, such as sleep¿ and dreaming, and atypical brain development. In this module, we will focus on consolidating learning from Biological Psychology with Research Methods 1 on the structure and function of the central nervous system, and using that consolidated learning to interrogate in greater depth and breadth the biological basis of fundamental aspects of the human brain and behaviour. There will be particular focus on how methods in biological psychology have advanced historically to the present day and the specific limitations and advantages of these methods. Specialised research methods lectures will enable you to develop in-depth, critical and practical understanding of a range of core methods within the field of biological psychology. Students will develop skills in planning an imaginary study and report writing through the coursework assessment. The course will encourage students to focus not just on WHAT a method can tell us about the brain and central nervous system, but HOW the method works to give us this information. *** Students must pass each unit of assessment at 40%. This module will be taught in two parts. 1) Content Lectures will build on the learning in Biological Psychology with Research Methods 1. This module will provide an understanding about the biological basis of fundamental aspects of the human brain and behaviour, such as sleep¿ and dreaming, and atypical brain development. 2) Research Methods Lectures will enable in-depth, critical and practical understanding of a range of core methods within the field of biological psychology.
Social Psychology investigates how our cognitions (thought processes), affective states (feelings and emotions) and behaviours are related to the social world. This module builds directly on your learning of key concepts, methods, and findings on Social Psychology in year 1 (PSY1019). Through successful completion of this module, students will consolidate and extend their understanding of Social Psychological topics including: attitudes and behaviour change, social influence, emotions, prejudice and discrimination of minority groups.
This module builds on knowledge gained in year 1 modules PSY1020 and PSY1032. In particular, it reflects on what you previously learnt on ANOVAs, regression, and correlation, before moving on to more complex versions of these statistical analysis. For example, you will learn how to conduct mixed ANOVAs rather than simple one-way ANOVAs and build on your understanding of a simple regression to conduct advanced multiple and logistic regressions. This will extend your portfolio of statistical analyses, enabling greater flexibility in the application of your skills to real world situations, thus enhancing your employability skillset. Classes each week are structured around a statistical analysis, exploring its theoretical and mathematical basis, via research examples. How to conduct and correctly report each analysis will also be examined. In class activities and weekly workshops, offer a practical component. Predominantly this uses the digital software Jamovi, in a supportive environment with lecturers and teaching assistants.
This module will discuss core concepts of professionalism, academic and industry led discussions surrounding processes of graduate employment from psychological and interdisciplinary perspectives. It will psychologically evaluate all elements of recruitment and selection process and apply psychological theories to these processes. Direct as well as indirect career paths within Psychology and other related professional fields will be discussed and reflective skills will be developed. As a whole, this module provide multiple opportunities for students to develop their employability, by increasing awareness of career options, prerequisites for those options, as well as help students become effective communicators and reflective thinkers.
This module will deepen students' understanding of theories, methods and findings of studies in perception and cognition. Through attending a series of lectures and tutorials students will acquire knowledge in the area and practise critiquing given pieces of research and developing research ideas.
This module builds on empirical research and the theories in Developmental 1 as well as introducing new theories and empirical research. It also enables you to demonstrate your prior knowledge of Jamovi and statistical techniques gained in first- and second-year statistics as well as skills gained in report writing in Bio 2. In this module we will critically evaluate empirical research and theoretical knowledge. One way we will engage in critical evaluation is to examine whether previous work is cross-culturally valid. You will develop your written and numerical communication skills by performing data analysis, writing up a research report, and evaluating a topic in-depth for the exam.
This level 5 module extends knowledge and skills acquired from the first year of the programme relating to research methods in Psychology. Whilst modules in the first year of the programme focus primarily on quantitative approaches to collecting and analysing data, this module progresses the learning journey by introducing students to the principles and practices of qualitative research. It provides students with the requisite knowledge and skills to undertake a small qualitative research project. In turn, this will equip them to undertake a qualitative project for their dissertation (PSY3065) in the final year of their programme should they choose to do so. In particular, there is a focus on semi-structured interviewing as a technique of collecting qualitative data and reflexive thematic analysis as a specific procedure to analyse qualitative data. Through conducting a small group project students will be given the opportunity to gain experience in conducting qualitative research and in applying the principles and practices covered in the lectures. The module provides students with an opportunity to learn about the interpersonal skills required to conduct a good research interview and those needed to successfully conduct and manage a group project. Students are also encouraged to develop their personal reflective skills to enhance their understanding of how their own cultural background, social identity, gender, previous experiences, and prior knowledge can shape data collection and analysis, as well as individual sense-making. In the second half of the module students are introduced to the key ethical issues involved in conducting research and how to apply these in specific contexts. This will enable them to meet ethical requirements when conducting their dissertation (PSY3065) in the final year of their programme.
This module explores a range of myths across the discipline of psychology with a focus on scientific evidence, methodological robustness, theoretical frameworks, and the interface between scientific research and their representation in the media. This module also represents an opportunity for students to develop advanced critical thinking skills and synthesise their study of psychology to date. In particular the module will explore areas of research relating to the breadth of psychology such as cognitive, biological, developmental psychology, aspects of sexuality and gender and aspects of applied psychology such an environmental and health. Each lecture will address a specific area of research and encourage critical thinking in terms of design, measurement, sample and theory and the discipline of psychology.¿ It will also evaluate the ways in which research evidence is adopted by the media and lay literature in the context of strategies of¿ persuasion. The module will also take a historical approach, considering the context in which the myth developed, and the status of the myth in light of contemporary research and approaches in psychology and will conclude with an analysis of the notion of scientific truth. This module clearly builds upon all of the modules covered so far on the programme and provides a cross psychology analysis of all perspectives within our discipline. To this end it fits towards the end of the students journey as they begin to pull together all of their degree so far. In addition, however this module also gives students additional critical thinking skills which will be key to their remaining modules and in particular their dissertation,
The module introduces students to some of the key questions which currently guide research and practice in environmental psychology. The module addresses issues around architectural psychology as well as global and local environmental problems facing our world today. It provides an insight into the psychology of environment-behaviour issues focusing on built (residential, work and public) and natural environments. The main focus of the module will be to provide an insight into the research and theory development to date and to familiarise students with the practical and multidisciplinary nature of the field. By the end of the module students should have an advanced understanding of the nature and scope of some of the principal theoretical and methodological developments in this area of research and an understanding of the application of psychological theory and concepts to an important area of everyday life.
This module is part of the Developmental Psychology stream of Level 6 Psychology optional modules and may not be running every year. In some years an alternative optional module within the Developmental Psychology stream may be offered instead. This module considers the relationship between psychology and education and will give you a comprehensive understanding of how psychological theory and research intersects with education. We will consider how psychological theories and research can be applied to educational practice and issues in education including understanding the process of learning, differences between learners, special educational needs and educational policy. You will learn how to approach education from a scientific perspective and consider how personal experience informs your views. This module builds on theories and research that you will have learnt about in your level 4 and 5 developmental, cognitive and social modules. The content will complement topics covered in other final year modules (e.g. PSY3103) and will develop your ability to apply psychology to an area of practice in a similar way to several other final year modules (e.g. PSY3127 and PSY3073). The summative assessments will enable you to further develop skills you have acquired during the course so far, such as conducting literature searches and reading articles, critical evaluation, essay writing and writing for a lay audience which will be useful for your dissertation and the future.
Please note: This module is part of the Neuroscience stream of Level 6 optional modules and will not be running every year. In some years an alternative optional module within the Neuroscience stream will be offered instead. Ageing is associated with changes in brain structure and function; and brain damage and degeneration through stroke or dementia in later life is both common and life changing. This module will take you through the latest research on brain damage and degeneration – learning about risk factors (both environmental and genetic), the neuroanatomy behind how the brain changes with age and after damage or degeneration, impact on language and memory, and potential intervention strategies. This module will allow you to consider current debates in the literature, and engage critically with the material.
Please note: This module is part of the Social Psychology stream of Level 6 optional modules and may not be running every year. In some years an alternative optional module within the Social Psychology stream will be offered instead. This module will offer an advanced overview of topics connected with the social psychology of language and communication. Students will learn how key phenomena of social psychology such as stereotyping, discrimination, interpersonal and intergroup relations are formed, maintained, transmitted, and changed through communication and language means. Specifically, the module will focus on social issues that are the focus of the United Nations Sustainable Development Goals (e.g., gender inequality). In the process of doing so, students will learn the key theoretical and empirical developments of social psychology of language and communication and will get acquainted with different research approaches. Moreover, they will familiarise themselves with the applications of discussed theories and will use them to identify ways in which language and communication can be used to address social issues. Finally, the module will allow students to be critical of scientific evidence as well as of the strengths and weaknesses of applying theoretical knowledge to social issues.
Please note: This module is part of the Social Psychology stream of Level 6 optional modules and will not be running every year. In some years an alternative optional module within the Social Psychology stream will be offered instead. This module focuses on the interplay between the self—people’s cognitions, emotions, and motivations relating to themselves—and interpersonal relationships in adulthood. Self-related constructs and processes permeate the way that we think, feel, and behave in social interactions and ongoing relationships. At the same time, our experiences with other people, especially close others, affect the way we feel about ourselves in the short-term and feed into the way we view ourselves in the long-term. There are also notable individual differences in both effects. These reciprocal processes underlie much of everyday social experience and wellbeing, and can help us to understand our own relationships and feelings, as well as inform applications in therapeutic and organisational settings. However, so far, elements of each process have mostly been studied separately. In this module, we will discuss theory and research addressing different ways that the self and relationships are interdependent and attempt to synthesise the literature to achieve a more holistic understanding of the issues.
This module builds on topics that were introduced to students in their year 1 and year 2 Developmental Psychology modules. In this final year module, we will extend existing knowledge of neurodevelopmental conditions and will cover a broad range of different neurodevelopmental conditions. Students will learn about associated behavioural, emotional and cognitive characteristics and related developmental trajectories. The impact on day-to-day experiences for individuals with neurodevelopmental conditions and their families will also be highlighted. The module complements other final year modules including the Psychology of Education and General Psychology modules.
This module will introduce students to key concepts in public policy development and how psychological theory and evidence can influence policy. Throughout the module students will be encouraged to build on their previous learning and apply their psychological knowledge and research skills to critically evaluate policy approaches to global societal challenges that are a focus of the United Nations Sustainability Development Goals. They will engage in problem-based decision-making to develop interventions for change. By the end of the module students will be equipped with critical understanding of the relevant psychological approaches to addressing public policy issues (e.g. understanding policies from the perspective of risk and behaviour change) and will have developed the knowledge and practical skills to engage in problem-based decision-making. This module will allow students to build knowledge and skills that will prepare them for the rest of the programme and the world of work.
This module builds on the abnormal and clinical psychology knowledge acquired in previous years. The course aims are twofold. First, to introduce mental health issues dealt with in contemporary clinical psychology and second, to develop a critical understanding of the theories, methods and applications within contemporary clinical psychology. Its objective is to demonstrate how an understanding of mental health and mental health issues can help understand and change mental health and its treatment within clinical psychology settings.
This module introduces students to the key theories and methods of health psychology and focuses on a number of research areas including health behaviour and behaviour change, help seeking and access to health care and chronic conditions and their management. It draws upon all aspects of psychology covered so far on the degree programme including theories from social, biological, cognitive and developmental psychology and illustrates how they can be applied to aspects of health. It also utilises qualitative and quantitative research methods covered in all other modules as the basis for understanding health issues, changing health behaviours and managing health conditions.
This module gives an advanced overview of topics connected with language, thinking and learning. The module will draw on a diverse range of relevant experimental studies that contribute to wider debates and perspectives and will familiarise students with different research approaches using global populations. The module also encourages an awareness of issues of sustainability relating to the preservation of endangered languages. The module is largely cognitive and developmental in focus and so builds on prior learning of Cognitive and Developmental Psychology at Levels 4 and 5. However, students will be encouraged to use their resourcefulness to make wider connections and consider the significance of other aspects of psychology to these topics and the wider theoretical and philosophical implications of relevant theories and debates.
This module will examine critical perspectives in moral psychology, discussing critical debates about what moral concepts are. Building on previous topics in social psychology, we will discuss and evaluate whether morals are universal or culturally relative; whether morals are based on intuitions/emotions or reasoning, and what makes a moral judgement. We will also discuss what makes moral emotions unique, evaluating four different kinds of moral emotions (other-condemning, self-conscious, other-praising, other-suffering). We will discuss how moral convictions and moral character impact thoughts and behaviours. The module will cover theoretical and empirical findings that explore implications of moral concepts. We will also critically evaluate how different moral concepts should be defined and assessed, based on empirical research, which will result in the development of a literature review and poster.
Please note: This module is part of the Neuroscience stream of Level 6 optional modules and may not be running every year. In some years an alternative optional module within the Neuroscience stream may be offered instead. This module will offer an advanced overview of neuroimaging and neurostimulation techniques used in cognitive neuroscience and the clinical conditions they are used to treat. Specifically, the module will discuss the treatment of depression, chronic pain and visual disorders such as cortical blindness and neglect. In addition, it will offer hands-on training in the use of transcranial brain stimulation during classroom tutorials.
The aim of this module is to enable students to draw upon psychological research to improve risk and choice in applied settings. This involves acquiring knowledge about risk and choice, communicating this knowledge to influence wider audiences, and developing interventions to improve risk and choice in practical settings. The module introduces relevant theories and research in risk and choice and examples of their application. The module will enable students to explore methods to communicate theories and research in risk and choice to the general public in an engaging manner. It will introduce techniques to analyse how risk and choices are made in practical settings and develop interventions to influence and improve them in a domain of the students’ choosing.
This dual-level module seeks to both explore theories and models of people's behaviour, and to illustrate these via application to real-world, contemporary issues. Students will be introduced to a range of psychological approaches that can be used to understand and influence behaviour (e.g., motivational approaches, nudging), and to a range of applied behavioural contexts including health (e.g., how can we help people be more active?) and environmental (e.g., how can we help people consume less energy?). Each lecture serves to introduce both one psychological theory or concept, and a specific real-world behavioural challenge, to which that theory (and others) may be applied. Lectures are supplemented by seminars and workshops. Seminars involve unassessed group presentations and critical discussions of research papers relating to the application of psychological strategies to contemporary behaviour change challenges. Workshops centre on group-based, problem-based learning, with students addressing a real-world behaviour change problem
This module builds on the abnormal psychology knowledge acquired in previous years and focuses on the forensic aspects of clinical psychology, that is the assessment and treatment of offenders with psychological disorders including psychosis, personality disorder and neurodevelopmental disorders. The course aims are to introduce mental health issues within secure mental health settings (secure hospitals and prisons) and to develop a critical understanding of the theories, methods and applications within forensic clinical psychology. Its objective is to demonstrate how an applied understanding of abnormal psychology can help understanding, risk management and treatment within secure settings with offenders with psychological disorders.
This final year course introduces students to theories, methods, and research findings in the area of social and moral development during childhood and adolescence. We begin by looking at development in the context of important relationships, such as peers and friends, families, and schools. We next examine the development of the self and other categories that make up who we are (e.g., ethnicity). This module relies on socio-cultural and eco-cultural perspectives to try to understand development in context to increase your global and cultural capabilities.
The process of preparing and writing a dissertation provides the student with the opportunity to pursue in depth a topic. It should allow them to apply and develop research skills acquired during the BSc Psychology Honours or BSc Applied Psychology and Sociology Honours programme and to demonstrate a reflective understanding of the research endeavour through their own work. The majority of the work in this module is independent learning, with guidance and support from a dissertation supervisor. In addition to this, Dissertation Workshops are offered to support the dissertation. These workshops cover key parts of the dissertation process and have been designed to ‘scaffold’ and support the student throughout the research process such as: 1) conducting a literature search, 2) ethical considerations, 3) analytical approaches (qualitative and quantitative data analysis), and 4) and writing up.
Optional modules for Year 3 (with PTY) - FHEQ Level 6
For further information regarding programme structure and module selection, please refer to the course catalogue.
Year 3 - BSc (Hons) with placement
Semester 1 & 2
Core
This module supports students’ development of personal and professional attitudes and abilities appropriate to a Professional Training placement. It supports and facilitates self-reflection and transfer of learning from their Professional Training placement experiences to their final year of study and their future employment. The PTY module is concerned with Personal and Professional Development towards holistic academic and non-academic learning, and is a process that involves self-reflection, documented via the creation of a personal record, planning and monitoring progress towards the achievement of personal objectives. Development and learning may occur before and during the placement, and this is reflected in the assessment model as a progressive process. However, the graded assessment takes place primarily towards the end of the placement. Additionally, the module aims to enable students to evidence and evaluate their placement experiences and transfer that learning to other situations through written and presentation skills.
This module supports students’ development of personal and professional attitudes and abilities appropriate to a Professional Training placement. It supports and facilitates self-reflection and transfer of learning from their Professional Training placement experiences to their final year of study and their future employment. The PTY module is concerned with Personal and Professional Development towards holistic academic and non-academic learning and is a process that involves self-reflection. Development and learning may occur before and during the placement, and this is reflected in the assessment model as a progressive process. However, the graded assessment takes place primarily towards the end of the placement. Additionally, the module aims to enable students to evidence and evaluate their placement experiences and transfer that learning to other situations through written skills.
At the University of Surrey we have psychologists from a range of different psychological fields and expertise. This module provides opportunities for students to develop an understanding of how psychology influences every-day life in the real world. The module will encourage critical thinking of how we live our lives and the psychology behind the decisions we take and the behaviour we perform. The students will be introduced to a wide range of different fields of psychology at Surrey and have the opportunity to see the importance of psychology in the real world.
This module introduces students to a range of issues associated with conducting research. Students will have the opportunity to identify and explore in detail a topic of their choice. Teaching input will focus on methods of investigation and supporting the development of a feasible, ethical research project proposal. The development of students’ research project proposals will be supported through workshops and formative feedback opportunities.
This module introduces students to the fundamentals of psychology, and integrates the academic and professional skills relevant to psychology. It provides opportunities for students to develop and demonstrate knowledge and understanding of core areas of psychology, and associated issues and debates within these areas. Although integrated within the whole programme, a core focus of this module is on the development of key academic skills that will support successful transition to the undergraduate programme.
Optional modules for Foundation (with PTY) - FHEQ Level 3
For further information on FHEQ levels 4, 5 and 6 and professional training year please view the programme specification for the full-time with PTY BSc (Hons) Psychology programme.
Teaching and learning
In your first- and second-year tutorials, we’ll introduce you to core research methods and techniques, and help you develop your academic skills, such as searching for and critically evaluating research, writing essays and research reports, and preparing for exams. Tutorials take place in groups of approximately 15 students and are led by the same tutor throughout the year.
In your workshops, you’ll investigate key statistical and qualitative methods for analysing research data.
Lectures
Laboratory work
Online learning
Seminars
Tutorials
Workshops
Assessment
We use a variety of methods to assess you, including:
Essays
Examinations
Research reports
Posters
Presentations.
General course information
Contact hours
Contact hours can vary across our modules. Full details of the contact hours for each module are available from the University of Surrey's module catalogue. See the modules section for more information.
Timetable
New students will receive their personalised timetable in Welcome Week. In later semesters, two weeks before the start of semester.
Scheduled teaching can take place on any day of the week (Monday – Friday), with part-time classes normally scheduled on one or two days. Wednesday afternoons tend to be for sports and cultural activities.
Stag Hill is the University's main campus and where the majority of our courses are taught.
We offer careers information, advice and guidance to all students whilst studying with us, which is extended to our alumni for three years after leaving the University.
94 per cent of our psychology graduates go on to employment or further study (Graduate Outcomes 2024, HESA). With a Psychology degree you could take a role such as:
Clinical psychologist
Consultant
Crime analyst
Human resources specialist
Market researcher
Rehabilitation assistant
Social therapist
Wellbeing practitioner.
Our alumni can be found in commercial, charity, private, and public sectors across the UK, with recent graduates working for:
Forensis
GlaxoSmithKline
Great Ormond Street Hospital for Children NHS Foundation Trust
Hays plc
Salesforce
St George's University Hospitals NHS Foundation Trust.
Many of our graduates carry on their studies with us to:
Acquire the academic and practice requirements needed to become a clinical psychologist
Gain Stage 1 and Stage 2 training needed to become a health psychologist
Our facilities will give you access to the latest research equipment, including a six-room virtual reality suite to simulate real-life scenarios and two observation labs to see infant and social interactions.
With our equipment, you’ll be able to conduct experiments using electroencephalography (EEG), magnetic resonance imaging (MRI), transcranial direct current stimulation (tDCS) and transcranial magnetic stimulation (TMS). You can monitor eye tracking and physiological measures like heart rate and galvanic skin response, both in the lab and remotely, using mobile data loggers. You’ll also have access to an extensive library of psychometric and clinical tests.
In addition, you’ll have access to 20 bookable project rooms, a breakout space, equipment lockers and a computer lab.
Learn more about the qualifications we typically accept to study this course at Surrey.
Typical offer
BSc (Hons):
AAB
BSc (Hons) with foundation year:
CCC
A-level General Studies and A-level Critical Thinking are not accepted.
GCSE or equivalent: English Language and Mathematics at grade 4 (C). Applicants who attain grade 5 (B) will be preferred, although not required.
BSc (Hons):
DDD
BSc (Hons) with foundation year:
MMM
GCSE or equivalent: English language and mathematics at grade 4 (C). Applicants who attain grade 5 (B) will be preferred, although not required.
BSc (Hons):
34
BSc (Hons) with foundation year:
29
GCSE or equivalent: English A HL4/SL4 or English B HL5/SL6 and Mathematics (either course) HL4/SL4.
BSc (Hons):
82%
BSc (Hons) with foundation year:
68%
GCSE or equivalent: English Language (1/2) 6 or English Language (3) 7 and Mathematics 6.
BSc (Hons):
QAA-recognised Access to Higher Education Diploma with 45 Level 3 credits overall including 39 at Distinction and 6 at Merit.
BSc (Hons) with foundation year:
QAA-recognised Access to Higher Education Diploma with 45 Level 3 credits overall including 21 at Distinction, 3 at Merit and 21 at Pass.
GCSE or equivalent: English Language and Mathematics at grade 4 (C). Applicants who attain grade 5 (B) will be preferred, although not required.
BSc (Hons):
AAABB
BSc (Hons) with foundation year:
BBBCC
GCSE or equivalent: English Language and Mathematics at grade C (Scottish National 5).
BSc (Hons):
AAB from a combination of the Advanced Skills Baccalaureate Wales and two A-levels.
BSc (Hons) with foundation year:
CCC from a combination of the Advanced Skills Baccalaureate Wales and two A-levels.
A-level General Studies and A-level Critical Thinking are not accepted.
GCSE or equivalent: English Language and Mathematics at grade 4 (C). Applicants who attain grade 5 (B) will be preferred, although not required.
Applicants taking the Extended Project Qualification (EPQ) will receive our standard A-level offer for this programme, plus an alternate offer of one A-level grade lower, subject to achieving an A grade in the EPQ. The one grade reduction will not apply to any required subjects.
Applicants can only receive one grade reduction from the published grades, an EPQ grade reduction can’t be applied in addition to other grade reductions made through other schemes such as Contextual Admissions or In2Surrey.
If you do not currently meet the level required for your programme, we offer intensive pre-sessional English language courses, designed to take you to the level of English ability and skill required for your studies here.
International Foundation Year
If you are an international student and you don’t meet the entry requirements for this degree, we offer the International Foundation Year at the Surrey International Study Centre. Upon successful completion, you can progress to this degree course.
If you are a suitable candidate you will be invited to an offer holder event. During your visit to the University you can find out more about the course and meet staff and students.
Recognition of prior learning
We recognise that many students enter their higher education course with valuable knowledge and skills developed through a range of professional, vocational and community contexts.
If this applies to you, the recognition of prior learning (RPL) process may allow you to join a course without the formal entry requirements or enter your course at a point appropriate to your previous learning and experience.
Explore UKCISA’s website for more information if you are unsure whether you are a UK or overseas student. View the list of fees for all undergraduate courses.
The annual tuition fees for courses starting in September 2025
Students with Tuition Fee Loan: the Student Loans Company pay fees in line with their schedule.
Students without a Tuition Fee Loan: pay their fees either in full at the beginning of the programme or in two instalments as follows:
50% payable 10 days after the invoice date (expected to be early October of each academic year)
50% in January of the same academic year.
The exact date(s) will be on invoices. Students on part-time programmes where fees are paid on a modular basis, cannot pay fees by instalment.
Sponsored students: must provide us with valid sponsorship information that covers the period of study.
Professional training placement fees
If you are studying on a programme which contains a Professional Training placement year there will be a reduced fee for the academic year in which you undertake your placement. This is normally confirmed 12 to 18 months in advance, or once Government policy is determined.
Scholarships and bursaries
Discover what scholarships and bursaries are available to support your studies.
We have thousands of placement providers to choose from, most of which offer pay. So, become one of our many students who have had their lives and career choices transformed.
Psychology placements
You can choose to work for a range of employers, including:
Hospitals and clinics
Schools
Social survey companies
Personnel and occupational guidance groups
University research centres.
Students have previously worked for:
Broadmoor Hospital
Centre for Brain and Cognitive Development, Birbeck University of London
Home Office
Metropolitan Police
National Centre for Young People with Epilepsy
National Crime Agency
Social Communication Disorders Clinic, Great Ormond Street Hospital for Children NHS Foundation Trust
Volkswagen
Wellbeing Service, Hertfordshire Partnership University NHS Foundation Trust.
We also have an extensive number of partner institutions that offer placements exclusively to Surrey students, giving you access to research laboratories across the world. These include:
Humboldt University of Berlin, Germany
University of Milan, Italy
University of Oldenburg, Germany
University of Salzburg, Austria
University of Turin, Italy.
Applying for placements
Students are generally not placed by the University. But we offer support and guidance throughout the process, with access to a vacancy site of placement opportunities.
Studying at Surrey opens a world of opportunity. Take advantage of our study and work abroad partnerships, explore the world, and expand your skills for the graduate job market.
The opportunities abroad vary depending on the course, but options include study exchanges, work/research placements, summer programmes, and recent graduate internships. Financial support is available through various grants and bursaries, as well as Student Finance.
Perhaps you would like to volunteer in India or learn about Brazilian business and culture in São Paulo during your summer holidays? With 140+ opportunities in 36+ different countries worldwide, there is something for everyone. Explore your options via our search tool and find out more about our current partner universities and organisations.
Apply for your chosen course online through UCAS, with the following course and institution codes.
We provide these terms and conditions in two stages:
First when we make an offer.
Second when students accept their offer and register to study with us (registration terms and conditions will vary depending on your course and academic year).
This online prospectus has been published in advance of the academic year to which it applies.
Whilst we have done everything possible to ensure this information is accurate, some changes may happen between publishing and the start of the course.
It is important to check this website for any updates before you apply for a course with us. Read our full disclaimer.
