Our course combines broad theoretical skills of modern psychology practice with a focus on the neuroscientific explanations and research of human behaviour.
You’ll study in the psychology department which has some of the most high-tech equipment available. In our sector-leading laboratory, you’ll have access to all the facilities you would imagine from a top class lab – psychophysiological monitoring, electroencephalography (EEG), and more. Even in eventualities where we are unable to be in the laboratory or classroom together, we aim to use virtual tools to help you develop key practical skills.
The course is accredited by the British Psychological Society (BPS) and you’ll have access to membership once you graduate with your psychology and neuroscience degree.
After graduation, you can choose to progress into postgraduate training or pursue a career in law, politics or teaching. Previous graduates have gone on to work with companies like Pro Star Academy, Royal Free Hospital, and more.
Throughout your degree you’ll study the foundations of psychology and neuroscience, broadening your understanding and knowledge of the disciplines. You’ll learn by researching, analysing and processing complex data and real-life case studies.
Designed to give you a deep understanding of psychology, this course sets you up perfectly for further postgraduate training. It also teaches you transferable skills required for a career across a wide range of industries.
During the course you’ll also take part in a work placement so you can test the skills you've built up throughout your modules. This year long placement sets you up to succeed when you go on to your postgraduate career. A wide range of influential and established organisations are involved with the placement course, for example Great Ormond Hospital School, St Georges Hospital, Priory Hospital, Institute of Psychiatry, Institute of Education, University College London, Holloway Prison, and the Metropolitan Police.
Our personalised approach gives you the support you need to succeed as a student. While you're an undergraduate or foundation year student, you’ll have a Personal Tutor directly related to your course. If you need support with academic writing, numeracy and library skills, we’ll be sure to provide it. Our Student Learning and Graduate Academic Assistants have studied your subject and can support you based on their own experience.
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This module aims to introduce you to quantitative statistical analysis as they are employed in psychological research.
The module provides you with an insight into common brain disorders and their aetiology, pathological processes, relevant investigations and medical, surgical and palliative treatments. In addition, the module aims to provide you with a framework for an understanding of different types of diseases, which are rare and may encounter in practice or in their studies.
This module aims:
* To introduce students to the history, principles and methods of neuropsychology with a particular emphasis on case studies
* To introduce the causes and symptoms of major neuropsychological disorders of language, vision, memory, emotion, personality, olfaction and development, and the theories accounting for each
* To demonstrate the extent to which case studies (in combination with data from brain imaging) inform us about the functioning of the healthy brain in these cognitive functions
* To describe and evaluate how the effects of brain damage are assessed
* To encourage critical thinking and oral presentation skills
* To prepare students for postgraduate study within neuropsychology
This module encourages you to pursue independent study with a designated supervisor on a topic not offered in-depth among the normal range of modules. You will be expected to carry out an original investigation using a recognised psychology or cognitive science research method, and produce a dissertation based on that research. The title and methodology of this dissertation must be agreed with the supervisor in advance. Undertaking this module will enable you to develop your methodological and statistical knowledge acquired through previous research methods training. You will develop your competence in the production of coherent written reports which are clearly presented and which have an analytic and critical orientation. You will have the opportunity to become a competent and self-sufficient researcher.
Within this module, you will pursue independent study with a designated supervisor on a topic not offered in-depth among the normal range of modules. You will be expected to carry out an original investigation using a recognised psychology or cognitive science research method, and produce a dissertation based on that research. The title and methodology of this dissertation must be agreed with the supervisor in advance. Undertaking this module will enable you to develop your methodological and statistical knowledge acquired through previous research methods training. It will develop your competence in the production of coherent written reports which are clearly presented and which have an analytic and critical orientation, and it will provide the opportunity for you to become competent and self-sufficient researcher.
This module aims to develop the depth and breadth of students’ qualitative research methods knowledge and practice by equipping them with a combination of practical and theoretical skills. Strengthening existing knowledge of qualitative research methods, students will be familiarised with a range of qualitative methodologies and methods of generating and analysing data in-depth. The module allows the time and space necessary for sustained immersion. It enables proficiency in qualitative research knowledge and skills to be further enhanced through repetition and comparison when learning advanced concepts and their application, such as ontologies, epistemologies, social constructions, research questions, sampling, data generation, accounts, claims, reflexivity. Students will be provided with active experiences of interviewing and conducting analyses, as well of developing reflexive practice which is an essential aspect of qualitative research. In order to optimise student engagement and learning, an experiential approach to teaching advanced qualitative research methods will be undertaken; student-led active learning will complement didactic aspects. Teaching will be led and illustrated through the module leaders’ own qualitative research practices; this will be delivered through a series of lectures and skills-based workshops informed by their research. The lecture and skills-based workshop elements will run consecutively in a three-hour weekly session. This module also aims to prepare students to conduct qualitative research in the future, such as in their dissertation projects. Therefore, this module is both ideal for, and provides a rich learning opportunity for students who enjoyed their study of research methods at Level 5; those who are undertaking a qualitatively-based dissertation project; those who want to study Psychology at a postgraduate level; and for those planning a career in research.
This module will introduce students to the history, principles and methods of neuropsychology with a particular emphasis on case studies.
The module aims to explore the application of psychology to social problems in the areas of crime, conflict and violence, taking into account individual, group and social factors. It considers how individuals and groups become involved in, and perpetuate, these problematic behaviours, and also considers the consequences for victims, government and justice responses, and approaches to prevention
This module develops the students' knowledge of social approaches to mental health theory, research and practice, and their application to community mental health. Students' will develop a critical understanding of cultural, social, environmental and economic influences on mental health and the relationship between social adversity and mental health problems. Additionally, students will develop the ability to critically evaluate evidence bases and evidence-based mental health care practice in community settings. This module would be well suited to students who are considering careers in clinical psychology, counselling psychology, psychotherapy, mental health promotion and campaigning, social work, human rights advocacy, health management and community mental health.
The aims of this module are to provide students who are considering a career in therapeutic practice a knowledge of psychoanalytic concepts and ideas and how they have developed and are applied in contemporary therapeutic work. It will give students an understanding of the diversity and the wide range of applications of psychoanalytic approaches not only in terms of different theoretical approaches but also in relation to the treatment of different clinical pathologies, as well as to different client-groups and ages, and settings. It will inform and evaluate the contribution of psychoanalytic concepts in therapeutic work. The module aims to give insight into the different views held about the therapeutic process. It aims to give information about the situation, the landscape of psychotherapeutic practice in the UK today and prospects for further learning and employment in the field.
This module will aim to introduce students to the ways in which psychological theories and methods contribute to our understanding of elite sport performance, to understand the psychological, behavioural and social determinants of elite sport performance and the applications of sport psychology, from a practitioners perspective, to working with skilled performers.
Why do we have a fundamental need to connect with others? This module considers the ‘big’ questions about intimate relationships, and takes a scientific approach to investigating topics such as closeness, trust, love, partner selection, issues in relationships (conflict, betrayal, infidelity, jealousy and power) and relationship maintenance and dissolution (including separation and loss). The aim is to develop knowledge and understanding of theories and models of intimate relationships and the research that has contributed to this. With its emphasis on ‘science’, the module will go beyond the classic psychological approach of intimate relationships (e.g. theories of attachment, interpersonal attraction and love), to consider relevant theory and research from the broader behavioural sciences (e.g. evolutionary biology, physiology, cybernetics and artificial intelligence). The module takes a research and practice lead perspective, to examine how theory, research tools and data have been translated into practice, including sessions from practicing clinicians, bringing examples of their clinical practice to illustrate theory. The module will be of interest to those wanting to further understand how and why intimate relationships are a defining feature of human experience.
The module aims to (a) to develop students’ understanding of how theoretical, empirical and personal examples arising in the fields of academia, research and clinical practice contribute to understanding life experience and psychology and (b) to encourage students to think reflectively about the psychological relevance of social norms, expectations, stereotypes and issues of personal identity and nurture on life experience and development
This module aims to introduce students to the area of occupational psychology particularly in relation to stress, motivation and work-life balance. The module will introduce theories which underlie stress with a strong focus on the role of stress in the workplace. The students will also gain an understanding of work-life balance and the real-world applications of promoting good work-life balance. The topics will be covered in a variety of ways which will allow the students to engage with some of the critical debates around area. This will range from the complexities surrounding the conceptualisation of work-life balance, to the impact it can have on the health of employees, whilst also incorporating the role of the employer. Although, motivation and stress in the workplace are areas which have been traditionally researched in relation to workplace psychology, both of the areas, along with work-life balance are currently yielding a lot of innovative research. The module will allow students to critically engage with an emerging and increasingly popular area of occupational psychology and it will appeal to students who have an interest in occupational psychology, but specifically the links between work and home life, and how psychology has helped to shape this discipline. Since work based stress, motivation and work-life balance are all employment based topics, the content will be relevant to students beyond their degree and can be carried into their chosen areas of employment. Particularly those who are planning to go into Human Resources, Occupational Psychology or wish to pursue a postgraduate course in this area.
More information about this course
See the course specification for more information:
Optional modules are usually available at levels 5 and 6, although optional modules are not offered on every course. Where optional modules are available, you will be asked to make your choice during the previous academic year. If we have insufficient numbers of students interested in an optional module, or there are staffing changes which affect the teaching, it may not be offered. If an optional module will not run, we will advise you after the module selection period when numbers are confirmed, or at the earliest time that the programme team make the decision not to run the module, and help you choose an alternative module.
Faiza Yasmin Ahad
BSc Psychology with Neuroscience, 3rd year student
I chose this course because I wanted to explore psychology but with a more scientific element to it. I wanted to focus on my personal enjoyment but also maximise my career prospects. Psychology with Neuroscience felt like the best of both worlds as it has a more practical side, but it’s still BPS accredited. The psychology facilities are very impressive and the lecturers are all so positive and motivational.
Middlesex University has been really good to me and I received support, library help, and free printing. All of my tutors remained open and accessible which made it so much easier to approach them with problems or questions. There have also been revision sessions and optional one to one meetings with the academics. I love that everything on campus is in one place, it makes it feel like a little community. I feel at home here – it’s going to be weird to leave.
To someone considering this course I would say be prepared to do lots of extra reading! I would also explain that the course opens up two really exciting worlds of psychology and neuroscience, revealing infinite knowledge to explore and be curious about.
BSc Psychology with Neuroscience, 3rd year student
Psychology with neuroscience is a fast emerging area and quite niche in London hence why I was drawn to this course. I studied Biology and Chemistry at A Level so I liked the idea of continuing with the hard sciences too.
The Middlesex University campus is really modern and everything is in one place. The employability service in particular have provided great support with enhancing my CV which I’m really thankful for. Lecturers always reinforce that there are no stupid questions, so I’ve always felt I could ask anything; they have helped me to believe in myself.
The psychology facilities are impressive; we've worked in both biological and cognitive psychology labs, using equipment such as biofeedback technology and EEG machines.
I'm currently on my placement year as an Assistant Psychologist in a local hospital which so far has been an amazing opportunity. I've learnt so much from this placement so I'd recommend it to anybody studying this course – being in the field among other professionals is both eye-opening and inspiring and provides real life experience as well as career insight. After I graduate, I would like to pursue a Clinical Psychology doctorate.
We’ll carefully manage any future changes to courses, or the support and other services available to you, if these are necessary because of things like changes to government health and safety advice, or any changes to the law.
Any decisions will be taken in line with both external advice and the University’s Regulations which include information on this.
Our priority will always be to maintain academic standards and quality so that your learning outcomes are not affected by any adjustments that we may have to make.
At all times we’ll aim to keep you well informed of how we may need to respond to changing circumstances, and about support that we’ll provide to you.