psychology phd bath

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Psychology PhD

Entry requirements.

A First or Upper Second Class Honours degree iin Psychology or its equivalent from a recognised University or College as well as Master’s degree or appropriate research training. We typically expect your master’s degree to be at or equivalent to distinction or merit level.

We will also consider applications on a case-by-case basis where candidates have an appropriate combination of the following:

• Published papers or other academic work of a high standard
• Relevant professional qualifications
• Extended and responsible experience in a relevant field

Months of entry

Course content.

Develop your specialist knowledge and conduct a significant piece of research in your chosen field of psychology.

Potential research fields in the Department of Psychology include; social, cognitive, health, clinical and environmental psychology, and cognitive/affective neuroscience.

Research content

You will be expected to undertake multiple studies – either involving the collection of new data, analysing secondary data or conducting a systematic review – during your PhD, and the intention is that some or all of the work should be of publishable quality. You will have at least two supervisors and would usually meet with your lead supervisor on a weekly or fortnightly basis (in the case of full-time students)

Qualification, course duration and attendance options

• Campus-based learning is available for this qualification

Course contact details

My team and I are interested in socially relevant psychological signals, from perception (e.g., of bodily signals, faces), to cognition (e.g., decision-making, mentalising, creativity), and behaviour (e.g., masking, pro-environmental). We are especially interested in how these processes operate in neurodivergent people and thereby aim to improve understanding of mental health conditions.

I teach undergraduate and postgraduate modules in Applied Psychology.

I have restricted interests in the K&A towpath ,   Epicureanism ,   Bergamo , and my beautiful son Cass.

Dr Punit Shah  

Bsc , msc , phd , fhea, associate professor, +(44)7428153837.

p.shah (at) bath.ac.uk

* Joint Contribution

Livingston, L. A., Hargitai, L. D., & Shah , P. (in press). The Double Empathy Problem: A derivation chain analysis and cautionary note. Psychological Review .

Jones, C. R. G., Livingston, L. A., Fretwell, C., Uljarevic, M., Carrington, S., Shah , P., Leekam, S. (in press). Measuring self and informant perspectives of restricted and repetitive behaviours (RRBs): Psychometric evaluation of the Repetitive Behaviours Questionnaire-3 (RBQ-3) in adult clinical practice and research settings. Molecular Autism .

Waldren. L.H., Livingston, L. A., Clutterbuck, R. A., Callan, M. J., Walton, E., & Shah , P. (under revision). The importance of using an optimal cut-off value for the 10-Item Autism Spectrum Quotient (AQ10). Psychological Assessment .

Leung, Y. N. F., Livingston, L. A., Mason, D., & Shah , P. (under revision). Quantifying the contribution of specific autistic traits to quality of life in autistic adults. Neurodiversity .

Callan, M. J., Sutton, R. M.,... Shah , P.,...Skylark, W. J (under revision). Personal relative deprivation and locus of control. Journal of Personality .

Layinka, O. Hargitai, L. D., Shah , P., Waldren, L. H., Leung, Y. N. F. (2024). Five interdisciplinary tensions and opportunities in neurodiversity research . eLife . Mears, K., Cooper, K., Shah , P., Rai, D., & Ashwin, C. (in press). A systematic review of gender dysphoria measures and study outcomes in autistic samples.  Archives of Sexual Behavior.  

Shah , P. & Holmes, J. (2024). Neurodiversity: Towards an interdisciplinary approach . Neurodiversity .

Waldren, L. H., Leung, Y. N. F., Hargitai, L. D., Burgoyne, A. P., Licerald, V. R. T., Livingston, L. A., Shah , P. (2024). Unpacking the overlap between Autism and ADHD in adults: A multi-method approach . Cortex . 

Leung, Y. N. F., Shah , P., Mason, D., & Livingston, L. A. (2023). Re-examining the association between the age of learning one is autistic and adult outcomes . Autism.

Clutterbuck, R. A., Callan, M. J., & Shah , P. (2023). Socio-demographic and political predictors of theory of mind in adulthood. PLoS One

Livingston, L. A., Shah , P., & Happé, F. G. E. (2023). Linearly integrating speed and accuracy to measure individual differences in theory of mind: Evidence from autistic and neurotypical adults . Quarterly Journal of Experimental Psychology .

Taylor, E. C., Livingston, L. A., Clutterbuck, R. A., Callan, M. J., & Shah , P. (2023). Psychological strengths and wellbeing: Strengths use predicts quality of life, wellbeing and mental health in autism . Autism

Hargitai, L. D., Livingston, L. A., Waldren, L. H., Robinson, R., Jarrold, C., & Shah , P. (2023). Attention-deficit hyperactivity disorder traits are more predictive of internalising problems than autistic traits. Scientific Reports .

Nørkær, E.,, Guðbjörnsdóttir, E., Roest, S. B., Shah, P., Gerlach, C., & Starrfelt, R. (2023). The Danish version of the 20-item prosopagnosia index (PI20): Translation, validation and the link to face perception . Brain Sciences .

Waldren, L. H., Livingston, L. A., & Shah , P. (accepted). Is there an optimal self-report measure to investigate autism-related sex differences?  Research in Autism Spectrum Disorders .

Player, L. K., Prosser, A. M. B., Thorman, D., Tirion, A., Whitmarsh, L., Kurz, T.*, & Shah , P* (2023). Quantifying the importance of socio-demographic, travel-related, and psychological predictors of low emission zone acceptability . Journal of Environmental Psychology .

Taylor, E. C., Farmer, G. D., Livingston, L. A., Callan, M. J.*, & Shah , P*. (2022). Rethinking fast and slow processing in autism . Journal of Abnormal Psychology .

Livingston, L. A., Waldren, L. H, Walton, E., & Shah , P. (2022). Emotion processing differences mediate the link between sex and autism spectrum disorder traits in young adulthood . JCPP Advances .

Waldren, L. H., Livingston, L. A., Leung, Y. N. F., & Shah , P. (2022). Using network analysis to improve understanding and utility of the 10-item autism-spectrum quotient (AQ10) . Experimental Results .

Waldren. L.H., Livingston, L. A., Clutterbuck, R. A., Callan, M. J., Walton, E., & Shah , P. (2022, preprint).  Using incorrect cut-off values in autism screening tools: the consequences for psychological science .

Clutterbuck, R. A., Livingston, L. A., & Shah , P. (2022). The Four-Item Mentalising Index (FIMI) is a valid, reliable, and practical way to assess mentalising: Reply to Murphy et al. (2022) . Psychological Assessment .

Hobbs, C.,  Shah , P., & Button, K. (2022). Is depression associated with reduced optimistic belief updating? Royal Society Open Science .

Burton, J., Harris, A. J. L., Shah , P., & Hahn, U. (2022). Optimism where there is none: Asymmetric belief updating observed with valence-neutral life events . Cognition.

Taylor, E. C., Livingston, L. A., Callan, M. J., Hanel, P. H. P., & Shah , P. (2021). Do autistic traits predict pro-environmental attitudes and behaviors, and climate change belief?   Journal of Environmental Psychology.

White, R., Livingston, L. A., Taylor, E. C., Close, S. A., Shah , P. * , Callan, M. J. * (2022). Understanding the contributions

of trait autism and anxiety to extreme demand avoidance in adulthood . Journal of Autism and Developmental Disorders .

Waldren, L. H., Clutterbuck, R. A, Shah , P. (2021). E rroneous NICE guidance on autism screening . The Lancet Psychiatry .

Clutterbuck, R. A.*, Shah , P.*, Leung, H. S, Callan, M. J., Gjersoe, N., Livingston, L. A. (2021). Anthropomorphic tendencies in autism: A conceptual replication and extension of White and Remington (2019) and preliminary development of a novel anthropomorphism measure . Autism .

Livingston, L. A.*, Shah , P.*, White, S., & Happé, F. (2021). Further developing the Frith-Happé animations: A quicker, more objective, and web-based test of theory of mind for autistic and non-autistic adults .  Autism Research .

Taylor, E. C., Livingston, L. A., Callan, M. J., Ashwin, C., & Shah , P. (2021).  Autonomic dysfunction in autism: The roles of anxiety, depression, and stress . Autism

Clutterbuck, R. A., Callan, M. J., Taylor, E. C., Livingston, L. A., & Shah , P. (2021). Development and validation of the four-item mentalising index (FIMI) . Psychological Assessment . [ Online Questionnaire ][ Downloadable Questionnaire ].

Livingston, L. A., Kumarendran, S., & Shah , P.   (2021). Compensation . Cortex .

Shand, A. J.*, Close, S. A. D.*, & Shah , P. (2020).  Greater autism knowledge and contact with autistic people  are independently associated with favourable attitudes towards autistic people . Experimental Results.

Taylor, E.C., Clutterbuck, R. A., Player, L., Shah , P., & Callan, M. J. (2020).  The role of karmic beliefs in immanent justice reasoning .  Psychology of Religion and Spirituality .

Hanel, P. H. P. & Shah , P. (2020). Simplif ying the measurement of attitudes towards autistic people . Experimental Results . 

Livingston, L. A., Ashwin, C., & Shah , P. (2020). Electronic communication in autism spectrum conditions . Molecular Autism .

Taylor, E. C, Livingston, L. A., Clutterbuck, R. A., & Shah , P. (2020).  Psychometric concerns with the 10-item Autism-Spectrum Quotient (AQ10) as a measure of trait autism in the general population . Experimental Results .

Livingston, L. A., Shah , P., Milner, V., & Happé (2020). Quantifying compensatory strategies in adults with and without diagnosed autism . Molecular Autism .

​Taylor, E. C., Livingston, L. A., Callan, M. J., &  Shah , P.   (2019).  Divergent contributions of autistic traits to social psychological knowledge . Proceedings of the National Academy of Sciences .

Livingston, L. A., Shah , P., & Happé, F. (2019). Compensatory strategies below the behavioural surface in autism . The Lancet Psychiatry .

Shah , P*., Livingston, L. A.*, Callan, M. J., & Player, L. (2019). Trait autism is a better predictor of empathy than alexithymia . Journal of Autism and Developmental Disorders .

Livingston, L.A., Carr, B., &  Shah , P. (2019). Recent advances and new directions in measuring theory of mind in autistic adults . Journal of Autism and Developmental Disorders .

Livingston, L.A., Shah , P., & Happé, F. (2018). Compensation in autism is not consistent with social motivation theory . Behavioral and Brain Sciences.

Ventura, P., Livingston, L. A., & Shah , P. (2018). Adults have moderate-to-good insight into their face recognition ability: Further validation of the 20-item prosopagnosia index (PI20) in a portuguese sample .  Quarterly Journal of Experimental Psychology .

Livingston, L. A. &  Shah , P.  (2017). People with and without prosopagnosia have insight into their face recognition ability .  Quarterly Journal of Experimental Psychology .

Shah , P, Catmur, C., & Bird, G. (2017).   From heart to mind: Linking interoception, emotion, and theory of mind .  Cortex .

Shah , P, Catmur, C., & Bird, G. (2016).  Emotional decision-making in Autism Spectrum Disorder: The roles of interoception and alexithymia .  Molecular Autism .

Shah , P., Harris, A. J. L, Bird, G., Catmur, C., & Hahn, U. (2016).  A pessimistic view of optimistic belief updating .   Cognitive Psychology .

Shah , P. (2016).  Book review: Interoception - the eighth sensory system .  Journal of Autism and Developmental Disorders .

Shah , P., Hall, R., Catmur, C., & Bird, G. (2016).  Alexithymia, not autism, is associated with impaired interoception .  Cortex . 

Shah , P., Bird, G., & Cook, R. (2016).  Face processing in autism spectrum disorder: Reduced integration of cross-feature dynamics .  Cortex .

Shah , P. (2016).  Identification, diagnosis and treatment of developmental prosopagnosia .  The British Journal of Psychiatry .

Shah ,P., Sowden, S., Gaule, A., Catmur, C., & Bird, G., (2015).  The twenty-item prosopagnosia index: Relationship to the Glasgow Face Matching Test .  Royal Society Open Science .  [ Download Questionnaire ]  

Shah , P., Gaule, A., Sowden, S., Bird, G., & Cook, R. (2015).  The twenty-item prosopagnosia index (PI20): A self-report instrument for identifying developmental  prosopagnosia .  Royal Society Open Science . 

Shah , P., Happé, F., Sowden, S., Cook, R., & Bird, G. (2015).  Orienting towards face-like stimuli in early childhood .  Child Development .

Shah , P. & Sowden, S. (2015).  Insights into social perception in autism .  The Journal of Neuroscience .

Shah , P., Gaule, A., Gaigg, S., Bird, G., & Cook, R. (2015).  Probing short-term face memory in developmental prosopagnosia .  Cortex .

Sowden, S., &  Shah , P. (2014).  Self-other control: a candidate mechanism for social cognitive function .  Frontiers in Human Neuroscience .

Santiesteban, I.,  Shah , P., White, S., Bird, G., & Heyes, C. (2014).  Mentalizing or submentalizing in a communication task? Evidence from autism and a camera control .   Psychonomic Bulletin & Review .

Cook, R.*, Brewer, R.*,  Shah , P.*, & Bird, G. (2014).  I ntact facial adaptation in autistic adults .  Autism Research .

Shah , P., Gaule, A., Bird, G., & Cook, R. (2013).  Robust orienting to protofacial stimuli in autism .  Current Biology . Commentary by  Johnson (2014) .

Harris, A. J. L,  Shah , P., Catmur, C., Bird, G., &  Hahn, U. (2013).  Autism, optimism and positive events: Evidence against a general optimistic bias .  In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.). Austin, TX: Cognitive Science Society.

Cage, E., Pellicano, E.,  Shah , P., & Bird, G. (2013).  Reputation management: Evidence for intact ability but reduced propensity in adults with autism .  Autism Research .

Cook, R.*, Brewer, R.*,  Shah , P., & Bird, G. (2013).  Alexithymia, not autism, predicts poor recognition of emotional facial expressions .  Psychological Science .

Shah , P. (2012).  Toward a neurobiology of unrealistic optimism .  Frontiers in Psychology .

Science Communication

Shah , P., Happe, F., & Bird, G. (2014)  The social brain' and its disorders . Brain Awareness Day, King's College, London.

Shah , P. (2014). BSA/EPS Prize Talk: A pessimistic view of optimistic belief updating. British Science Festival , Birmingham.

Shah , P. (2015).  Big Picture Prize: A baby’s view of the protoface .  The Psychologist .

Shah , P. (2016).  Guide to... you and your baby: Babies love faces .  The Psychologist .

Shah , P. (2016). People with autism make more logical decisions . Scientific American .

Shah , P. (2017). Reality in the face of optimism . Wellcome Collection - When Species Meet: Hope, Wellcome Collection, London.

Livingston, L. A. & Shah , P. (2017).  How coping mechanisms allow autistic people to manage their condition . The Conversation .

Shah , P. (2018). Face processing and social situations. The Psychologist .

Taylor, E., Livingston, L. A., & Shah , P. (2019). Autism is linked to lower levels of empathy – but that may not be a bad thing . The Conversation.

Livingston, L.A., Happé, F., Shah , P. (2019). How autism can be hidden from society using psychological strategies . The Conversation .

Livingston, L.A., Happé, F., Shah , P. (2019). How autistic people use compensatory strategies to cope with daily life . Spectrum .

Shah , P. (2019). Has 'mental health' awareness gone too far? TedXBath .

Clutterbuck, R., Taylor, E., & Shah , P. (2020). Are autistic personality tests reliable? The Conversation .

Shah, P. (2020). Staff Spotlight on... Punit Shah, Senior Lecturer, Psychology .

Clutterbuck, R., Livingston, L. A., Callan, M. J., & Shah (2021).  The science of ‘mind-reading’: our new test reveals how well we understand others . The Conversation .

Waldren, L., Clutterbuck, R., & Shah , P. (2021). Mistake discovered in autism guidelines – many could have missed a diagnosis . The Conversation .

Shah , P. (2022). The underclass psychologist . The Psychologist .

Shah , P., Hargitai, L. D., & Livingston, L. A. (2022).  Elon Musk: how being autistic may make him think differently .  The Conversation .

Hargitai, L., Livingston, L. A., Shah , P. (2023).  ADHD more strongly linked to anxiety and depression compared to autism . The Conversation .

Current Team

I welcome interest from students/ fellows interested in (social) cognition, autism, neurodevelopmental conditions and, more generally, experimental psychology and mental health. I am also happy to support undergraduate and masters students who are interested in a research rotation. Please send your cv and an email request to [email protected]. 

Department of Psychology

A large and growing team of staff offers expertise in a broad spectrum of psychology topics, which allows our students to work across traditional boundaries., study psychology.

Find out about our undergraduate and postgraduate degrees, funding opportunities and how you can apply.

Undergraduate courses in psychology

Our degrees provide you with a solid grounding across the psychology discipline, with particular focus on cognitive, health, social and clinical psychology.

Taught postgraduate studies in psychology

We offer a range of taught postgraduate options at master's level.

Department of Psychology postgraduate research

View our MPhil, PhD and professional doctorates courses in the Department of Psychology.

Foundation Systemic Theory and Practice course

Gain a solid foundation in systemic theory and develop systemic skills you can use in your own work setting.

Good Practice in Autism Education

Autism is a highly varied condition and can be associated with exceptional academic ability to intellectual disability. Explore this in our free online course.

How Bath virtual reality research is opening doors: Ben explores VR at Bath

Recent psychology graduate, Ben Cachin, reflects on Virtual Reality research at Bath by speaking to researchers leading the way in this area.

Latest departmental news

Our research staff and students are active on social media, sharing up-to-date research, news, and events from our department.

Our research

Our research is concerned with clinical, cognitive, developmental, environmental, health, and social aspects of psychology.

Children of the 90s Study: High-THC Cannabis Varieties Twice as Likely to Cause Psychotic Episodes

New study suggests high-potency cannabis use between 16-18 doubles the risk of psychotic experiences from 19-24, compared to lower-potency use in young adults

Cornwall embraces e-bikes to cut carbon emissions and boost health and wellbeing

Cornwall's e-bike surge, a trial by the University of Bath & Cornwall Council, reduces car trips by 28%, promoting health and easing congestion

Health risks of using cannabis are higher in adolescents than in adults – new study finds

Adolescents appear to be more vulnerable to cannabis use disorder than adults, and it's not because they smoke more or stronger weed.

Dr Jo Daniels and policy engagement

Whether presenting findings in Parliament, or taking a secondment within government, learn about how Jo Daniels has built policy engagement into her work.

Nearly a third of NHS staff are requesting details of jobs outside the NHS

29% of NHS staff have recently inquired about jobs outside the NHS according to a new University of Bath Institute for Policy Research (IPR) report.

Netflix trivialising teenagers’ pain – new study

New analysis of adolescent TV and film on Netflix suggests that too often it shows misleading depictions of pain.

Our Department in the media

Due to their expertise and knowledge, our staff often engage in work with the media.

Professor Lorraine Whitmarsh discusses climate anxiety on BBC Inside Science

Dr Lorraine Whitmarsh discusses climate anxiety with Vic Gill for BBC Radio 4's Inside Science.

Direct costs of climate policies aren’t a major barrier to public support, research reveals

Prof Lorraine Whitmarsh, Dr Steve Westlake and CAST colleagues write for The Conversation.

Watch: Dr Punit Shah on BBC's Inside Our Autistic Minds

Autism specialist within our Department of Psychology features as part of the new BBC 2 series presented by Chris Packham. (Links to BBC iPlayer).

Want to avoid heated arguments? Try this technique before having a difficult conversation

Professor Greg Maio (Head of the Department of Psychology), and colleagues write for The Conversation.

Get involved with our department

We're always looking for organisations and our wider community to take part in our research and outreach activities. You can see more opportunities further down the page.

Help us research the impact of fatigue on university students' mental health and wellbeing

We need volunteers to help us further our understanding of the causes of fatigue and its implication on university students’ experiences and their wellbeing.

Help us explore body dissatisfaction among South Asian women

We need participants for our research into the relationship between TikTok dance challenge videos and body dissatisfaction among young South Asian women.

Modern Slavery and Trafficking Survivors: Albanian mothers’ experiences of parenthood in the UK

A study to explore the experiences of parenthood of Albanian mothers who have survived human trafficking and modern slavery.

Collaborate with us

We're interested in hearing from organisations and individuals that would like to work with us on:

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You can explore other ways to collaborate with the University .

Our latest news and updates.

Sporting Horizons: University of Bath Hosts Event on the Future of Sport

The University of Bath will bring together sports luminaries, Olympians, esteemed researchers, and our vibrant university community for an exploration of sport

Championing Clinical Psychology at the University of Bath

The spotlight is shining on the Doctorate in Clinical Psychology, following a sell-out book event at Topping & Company Booksellers of Bath

Six subjects earn top 100 status in latest World University Rankings

Bath is named one of the world’s best places to study subjects including architecture, development studies and business, retaining a top 10 position for sport

Greta Thunberg’s ‘The Climate Book’ featuring Prof Lorraine Whitmarsh coming out in paperback

Professor Lorraine Whitmarsh and Dr Stuart Capstick write about the links between individual environmental actions and wider societal transformations.

No laughing matter: leadership critical to help address NHS retention crisis

Doctors turned comedians Adam Kay, Harry Hill and Phil Hammond team up with the University of Bath to highlight issues underscoring NHS retention crisis.

Silver Athena SWAN Award for Department of Psychology

The Department of Psychology has been recognised for its good practice in gender equality with a Silver Award from Athena SWAN.

Department of Psychology seminars

Find out more about the seminars taking place in the Department of Psychology.

Find out more about our upcoming events.

Let's Talk Dementia 2024

Oliver Hermann will talk about Bath's Fastball research at this event (hosted by BRACE, Bristol Dementia Action Alliance and Alive Activities).

Progress, peril, & polarisation: Mechanisms of mobilisation in the digital age

Prof Laura Smith examines the risks and threats that arise from digital communication, and opportunities for anticipating and mitigating its potential harm.

Awards and accolades

Our awards, rankings and reputation.

Our undergraduate courses are accredited by and confer eligibility for the Graduate Basis for Chartered Membership of the British Psychological Society

Athena SWAN Silver Award

Top 100 in the QS World University Rankings by Subject 2024 for Psychology

We are proud of our teaching and research staff. With a highly experienced academic team and active engagement with external organisations, our work is relevant and informative.

Department of Psychology academic staff

We are well renowned for excellent teaching and research with an enthusiastic academic team and a lively research environment.

Department of Psychology External Advisory Board

Our External Advisory Board provides strategic advice to help guide the teaching, research, and other activities of the Department of Psychology.

About the Department of Psychology

We offer undergraduate and postgraduate degrees, and students can get involved in our lively research environment and open seminars.

With more than 70 academic staff, 100 postgraduates and 500 undergraduates, we have a distinctive research profile and record of cutting-edge, theoretically informed research in applied psychology.

Current staff and students can access the Research Hub .

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Department of Psychology

• University of Bath
• Faculty of Humanities and Social Sciences
• Website http://www.bath.ac.uk/psychology/

Student theses

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A cross-cultural study of psychosocial factors influencing young peoples' intended non-condom use.

Student thesis : Doctoral Thesis › PhD

Adolescents' Representations of Climate Change: (Alternative Format Thesis)

Supervisor: Barnett, J. (Supervisor) & O'Neill, S. (External person) (Supervisor)

Advancing the Quantification of Mentalising Ability Across Development in Typical and Atypical Populations: (Alternative Format Thesis)

Supervisor: Callan, M. (Supervisor), Shah, P. (Supervisor) & Fairchild, G. (Supervisor)

A fluid power application of alternative robust control strategies

Supervisor: Keogh, E. (Supervisor) & Tilley, D. (Supervisor)

After the Fire: Post Traumatic Growth in Recovery from Addictions

Supervisor: Velleman, R. (Supervisor)

Age differences in the effects of metacognition on financial decision-making: (Alternative Format Thesis)

Supervisor: Hinvest, N. (Supervisor) & Fairchild, R. (Supervisor)

A longitudinal study of the personality and the attainments and attitudes of junior school children.

A mixed-method psychosocial analysis how senior health care professionals recognise dying and engage patients and families in the negotiation of key decisions..

Supervisor: Smith, P. (Supervisor), Lucey, H. (Supervisor) & Dack, C. (Supervisor)

A neurocognitive investigation of the role of reinforcement learning in updating dysfunctional self-schema in depression: A putative mechanism for antidepressant action?: (Alternative Format Thesis)

Supervisor: Button, K. (Supervisor) & Sui, J. (Supervisor)

A Neurocognitive Study of Attentional Processes in Social Facilitation

Supervisor: Hinvest, N. (Supervisor), Stothart, G. (Supervisor) & Dawes, J. (Supervisor)

An examination of British Chinese health care practice and beliefs: investigating the theory of planned behaviour, health-related 'Quality of Life', and Chinese medicine treatment for psoriasis

Supervisor: Milne, S. (Supervisor)

An Exploration of the Relationship between Contextual School Factors and the Mental Well-Being of Students Recognised as Experiencing SEBD

Supervisor: Daniels, H. (Supervisor) & Joiner, R. (Supervisor)

An identification and critical analysis of barriers to raising the topic of weight in general practice

Supervisor: Eccleston, C. (Supervisor), Stathi, A. (Supervisor) & Keogh, E. (Supervisor)

An investigation into the impact of dementia on couples and how they cope with this

Supervisor: Rodham, K. (Supervisor) & Skevington, S. (Supervisor)

An investigation into the reciprocal relationship between gender and careers

Supervisor: Smith, L. (Supervisor) & Keogh, E. (Supervisor)

An Investigation of Non-Social Cognition across the Autism Spectrum

Supervisor: Brosnan, M. (Supervisor) & Ashwin, C. (Supervisor)

An Investigation of Parental PTSD: How and Why Parental Trauma Impacts the Parent and the Family Dynamic: (Alternative Format Thesis)

Supervisor: Halligan, S. (Supervisor) & Hamilton-Giachritsis, C. (Supervisor)

An investigation of parental responses to child experiences of trauma: (Alternative Format Thesis)

Supervisor: Halligan, S. (Supervisor), Creswell, C. (External person) (Supervisor) & Butler, I. (Supervisor)

An investigation of response to different treatment modalities in Cognitive Behavioural Therapy for Obsessive Compulsive Disorder

Supervisor: Halligan, S. (Supervisor), Salkovskis, P. (Supervisor) & Gregory, J. (Supervisor)

Antecedents of Energy Literacy and Energy Saving Behaviour: A Mixed Methods Approach

Supervisor: Walker, I. (Supervisor)

A phenomenological analysis of the expressive and communicative functions of deliberate self-harm

Supervisor: Rodham, K. (Supervisor) & Gavin, J. (Supervisor)

Appeasing the Mushroom Gods: A Foucauldian Discourse Analysis of Magic Mushroom Users' Constructions of Meanings Surrounding Psilocybin Mushroom Use

Supervisor: Griffin, C. (Supervisor) & Lucey, H. (Supervisor)

Assessing the subjective quality of life of people with dementia: development of the BASQID

Supervisor: Campbell, J. (Supervisor) & Skevington, S. (Supervisor)

A study of public understanding of and response to climate change in the south of England

Supervisor: Gooding, D. C. (Supervisor) & Wimbush, A. (Supervisor)

A study of self-esteem, neuroticism, and extroversion of delinquent boys in custody and awaiting-trial boys in Khartoum Province in the Sudan.

Attachment relationships in long-term foster care: the function and role of animals.

Supervisor: Carr, S. (Supervisor) & Joiner, R. (Supervisor)

Attitudes towards science: The design, construction, validation and use of an attitude scale.

Autistic characteristics in adults with epilepsy.

Supervisor: Brosnan, M. (Supervisor) & Hinvest, N. (Supervisor)

Captive flight: the movement of imagination apprehended in accounts of confinement

Supervisor: Skevington, S. (Supervisor)

Caribbean Managers’ Attitudes to Risk and Uncertainty in Decision-Making

Supervisor: Jones, P. (Supervisor) & Weyman, A. (Supervisor)

Student thesis : Masters Thesis › MPhil

Characterising the components of empathy: Implications for models of autism

Supervisor: Ashwin, C. (Supervisor) & Brosnan, M. (Supervisor)

Characterizing the relationship between energy and urban form using data, scaling and combined metrics

Supervisor: McCullen, N. (Supervisor), Walker, I. (Supervisor) & Coley, D. (Supervisor)

Childhood adversity, resilience, and internalising and externalising outcomes: (Alternative Format Thesis)

Supervisor: Halligan, S. (Supervisor), Fairchild, G. (Supervisor), Hammerton, G. (External person) (Supervisor) & Matijasevich, A. (External person) (Supervisor)

Chronic pain, work absenteeism and sickness certification: exploring the construction of acceptable pain-related work absence

Supervisor: Eccleston, C. (Supervisor), Keogh, E. (Supervisor) & Wainwright, D. (Supervisor)

Communicating Adaptation: Using Psychological Insights to Facilitate Adaptive Responses to Climate Change Impacts

Supervisor: Walker, I. (Supervisor) & O'Neill, S. (External person) (Supervisor)

Community-Economic Initiatives: The Psychology and Organisation of Grassroots Sustainability

Supervisor: Lewis, A. (Supervisor) & Barr, S. (External person) (Supervisor)

Compensating for distance compression in virtual audiovisual environments

Supervisor: O'Neill, E. (Supervisor) & Proulx, M. (Supervisor)

Student thesis : Doctoral Thesis › Doctor of Engineering (EngD)

Conflict in Context: A critique and investigation into the logic, nature, and evolutionary consequences of competition in animals

Cultural differences in the effects of workspace personalisation on individual and organisational outcomes.

Supervisor: Weyman, A. (Supervisor), Blackwood, L. (Supervisor) & Smith, L. (Supervisor)

Dancing Gender: Exploring Embodied Masculinities

Supervisor: Riley, S. (Supervisor) & Griffin, C. (Supervisor)

Deception in autism: Implications for police suspect interviewing: (Alternative Format Thesis)

Supervisor: Maras, K. (Supervisor), Brosnan, M. (Supervisor) & Russell, A. (Supervisor)

Defining the early indicators of dyslexia: providing the signposts to intervention

Supervisor: Brosnan, M. (Supervisor)

Developing and evaluating digitally-mediated service provision for children with social, emotional, and mental health needs: (Alternative Format Thesis)

Supervisor: Brosnan, M. (Supervisor) & Russell, A. (Supervisor)

Developing safety culture interventions in the manufacturing sector

Supervisor: Weyman, A. (Supervisor)

DEVELOPING THE TOOLS TO THRIVE: PSYCHOSOCIAL AND BEHAVIOURAL SUPPORT FOR FAMILIES OF CHILDREN WITH DEVELOPMENTAL LANGUAGE DISORDER.: Developing the tools to thrive: Developmental Language Disorder

Supervisor: St Clair, M. (Supervisor), Dack, C. (Supervisor) & Bedford, R. (Supervisor)

Development of audio-haptic multisensory integration in sighted and non-sighted individuals: (Alternative Format Thesis)

Supervisor: Petrini, K. (Supervisor) & Proulx, M. (Supervisor)

Development of conceptual framework and methodology for enhancing long term coping skills to improve psychological and physiological well-being

Supervisor: Turner-Cobb, J. (Supervisor) & Verplanken, B. (Supervisor)

Doctorate in Clinical Psychology: Main Research portfolio: 1) Do interventions principally targeting excessive alcohol use in young people improve depression symptoms?: a systematic review and meta-analysis; 2) Moving on after Trauma Group for young refugees and asylum-seekers: service-user experiences; 3) Service-user experiences of an integrated psychological intervention for depression or anxiety and tobacco smoking in IAPT: mechanisms of change.

Supervisor: Taylor, G. (Supervisor), Allen, J. (Supervisor) & Butler, C. (Supervisor)

Student thesis : Doctoral Thesis › Doctor of Clinical Psychology (DClinPsy)

Doctorate in Clinical Psychology: Main Research Portfolio: 1) Psychological influences that may impact on sexual satisfaction and dysfunction in individuals identifying as transgender; A structured narrative review; 2) Age Inclusive Compassion Focused Therapy: A Pilot Group Evaluation; 3) Exploring if Nostalgic Memories affect how People relate to their Dementia.

Supervisor: Strudwick, A. (Supervisor) & Butler, C. (Supervisor)

Doctorate in Clinical Psychology: Main Research Portfolio: 1) The psychological mediating factors between childhood maltreatment and eating disorders: a systematic review; 2) Team formulation in recovery teams: staff perspectives and recommendations for team managers and psychologists; 3) Parental illness perceptions in Type 1 Diabetes and JIA.

Supervisor: Gregory, J. (Supervisor)

Psychology BSc (Hons)

3 years, starting in september 2024.

This course is closed to applications from Home students for September 2024 entry. We are still accepting applications from Overseas students.

Study across the discipline of psychology with a focus on biological, cognitive, developmental and social aspects, with options including clinical and health.

On this degree, which is recognised by the British Psychological Society (BPS), you’ll learn about and gain insights into many aspects of psychology.

You’ll develop a solid understanding across the subject by studying a broad range of advanced topics. You will also learn about how psychology engages with other disciplines, such as management, neuroscience, political science and psychiatry.

Year 1 focuses on building your knowledge of the basic concepts, methods and theories of psychology. You’ll study biological, cognitive, developmental and social psychology, and their applications. You will learn how to be creative and rigorous in research design and analysis.

Year 2 is your chance to advance your knowledge in the core areas of psychology, such as cognitive neuroscience, social psychology and developmental psychology. You'll extend your research methods, skills and project work. You will also select optional units in both semesters.

In your final year, you’ll complete your dissertation and learn about psychology solutions to real-world challenges. You’ll choose from a wide range of optional units related to current research topics and the expertise of academic staff. These often cover areas that aren’t always found in other psychology degrees.

Informed teaching to advance your learning

You’ll learn from teaching staff with expertise in different areas of psychology, such as:

• developmental
• environmental
• neuroscience

Their passion, knowledge and research inform our teaching to provide you with exposure to a contemporary research environment.

Use specialist facilities

The Department of Psychology is based in its own dedicated building , containing some of our leading research centres.

You can use this space for group meetings, personal tutor sessions and computer work. The building contains advanced psychology research facilities, including:

• biopsychology suite with two-way mirror
• crossmodal laboratory including a soundproof room
• sensory and pain research suite
• social and developmental observation labs , including the Bath Babylab
• virtual reality lab with motion sensor cameras

Develop your professional skills

We work to prepare you for employment and further study.

This includes support from your personal tutor, CV writing workshops, interview preparation, a research apprenticeship scheme, and professional skills training.

These opportunities will help to make you more suitable for employers and postgraduate programmes, as well as placement, apprenticeship, and internship providers.

Prepare for your future

A psychology degree can prepare you for behaviour science, clinical, health, educational, market research, and occupational roles. Psychology degrees are often also valued in communications, management, police work, and social research.

Recent graduate destinations include:

• HM Treasury

Many professional psychology roles require further specialist training.

2024/25 Academic Year

Before you apply for a course, please check the website for the most recently published course detail.

We understand that you will want to know more about the shape of the academic year. We work hard and plan for different scenarios, to be able to welcome you to the University of Bath at the start of each semester.

• Course structure

Occasionally we make changes to our programmes in response to, for example, feedback from students, developments in research and the field of studies, and the requirements of accrediting bodies. You will be advised of any significant changes to the advertised programme, in accordance with our Terms and Conditions.

At Bath, our courses are made up of units of study. Compulsory units cover core concepts that you'll need to understand as part of your degree programme. Some of our courses also offer the opportunity for you to study optional units. These allow you to specialise in particular areas of knowledge that interest you.

As an undergraduate, you will be expected to take 120 credits (60 ECTS credits) in each academic year . Credits are usually split evenly across your two semesters of study. 120 credits (60 ECTS credits) are the equivalent of 1,200 notional hours of study; this includes contact time with staff and your own independent learning.

All credits displayed on this page are ECTS credits.

Compulsory units

Applying psychology, controversies in psychology, mind, brain and behaviour, psychology of wellbeing, psychology research methods and design 1, cognitive neuroscience, developmental psychology, psychology research methods and design 2, social psychology and individual differences, year 2 options, psychology dissertation, psychology solutions to real-world challenges, final year options.

We also offer this course with a work placement in Year 3.

During this, you’ll work with professional psychologists and related professionals, to develop invaluable skills and knowledge. You’ll find out about the organisation you join and how it works, and learn more about potential future careers.

• Learning and assessment

You’ll be taught and assessed by a variety of methods and it will vary between units. These methods are designed to promote in-depth learning and understanding of the subject.

These lists are to give you an idea of some, but not all, of the learning and assessment methods used on this course. They are not exhaustive lists and methods are subject to change.

Learning and teaching

Contact hours.

Timetabled contact hours, which may be made up of lectures, practical sessions, seminars, tutorials and workshops, vary throughout your course and between courses but are typically between 8 and 10 hours a week in your first year.

Our teaching for this course is delivered through in-person learning on campus, supported by high quality online provision. The significant majority of contact hours over the duration of your course will be in person, and this will be enhanced by some online delivery which will constitute a smaller proportion of these contact hours, depending on your programme of study, year of study and chosen optional units. This may be supplemented by additional activities such as a small number of online learning sessions (not live), skills development sessions, and personal tutorials.

The amount of timetabled sessions on campus in later years may vary based on the options you choose, with a greater emphasis on independent learning. Project and dissertation units will generally have fewer scheduled sessions to allow you time for your independent work – this may also mean the number of hours of timetabled sessions each week will vary within a year.

Independent learning

In addition to timetabled contact hours, you are expected to undertake independent learning and assessment activities. Typically, this might be around 25 to 32 hours per week in your first year, and include individual research, reading journal articles and books, working on individual and group projects, preparing coursework assignments, presentations, or revising for exams. After your first year, the emphasis on independent learning becomes greater, for example, you may do a final year project in the final year.

Assessment breakdown

You will be assessed by a range of methods designed to develop and test your skills and knowledge.

25% to 50% of your course will be assessed through examinations.

50% to 75% will be assessed through essays, reports, and presentations.

The balance of assessment methods will vary throughout your degree.

In your final year, you will be expected to complete a dissertation.

You will primarily be assessed as an individual but may also be assessed as part of a group.

We can make reasonable adjustments to assessment procedures for students with disabilities, take a look at our Disability Service's pages for information.

• Professional accreditations

By studying a course with a professional accreditation, you could have the chance to get workplace experience, learn about new developments in the industry and apply for membership with the accrediting body. You may also be able to apply for jobs in the industry without having to do any more exams.

This course is accredited by and confers eligibility for Graduate Basis for Chartered Membership of the British Psychological Society.

Recognition of professional qualifications

As well as being recognised as a higher academic qualification, a number of our degrees are also accredited by professional bodies in the United Kingdom. An accredited degree may entitle you to work in a specific profession within the UK, and abroad (where there are reciprocating arrangements with professional bodies in other countries).

The requirements to practise a profession vary from country to country. If you wish to practise your profession outside the United Kingdom, you are advised to confirm that the UK professional qualification you seek is valid in the country in which you are intending to work.

‘I came to Bath and I absolutely loved the atmosphere. I thought it was a fantastic place to be.’

• Entry requirements

We consider a range of factors when assessing your application for this course, including your previous academic performance (such as GCSEs), your personal statement, your predicted grades and the combination of subjects you study at A level (or equivalent).

Your personal statement should discuss your motivation for choosing this degree and any relevant non-academic interests and achievements. Your application is more likely to be successful if you show an active interest in Psychology and engagement with its theories, principles and concepts. This can be demonstrated through further academic reading beyond your current syllabus, relevant work experience or involvement in psychology related projects or groups.

Your entry qualifications should include a range of relevant subjects that show the breadth of your skills. We are looking for study that shows ability in both numeracy and essay-based subjects. Examples of numerical subjects could include Mathematics, Statistics, any science, Economics or Psychology. Examples of essay-based subjects could include Economics, English Literature, History, Philosophy, Psychology, Sociology or Religious Studies. If you study qualifications that focus on a small number of subjects (such as A levels), you will ideally study three subjects from across these two groups.

We know that the context in which you are studying can have an impact on your ability to perform your best in exams and coursework, or limit which subjects or qualifications you are able to study at your school or college. We consider any application based on its merits, including your background and circumstances, including through:

• our contextual admissions process
• our approach to considering mitigating circumstances

Origin of qualifications

British qualifications, a level typical offer.

A*AA in three A levels.

Read more about our approach to A levels and AS levels.

A level Contextual offer

AAA or A*AB in three A levels.

We seek to foster an outstanding and inclusive community at Bath. As part of that, we make reduced contextual offers to applicants from backgrounds who have historically been less likely to join us.

Find out if you may be eligible for a contextual offer.

Contextual offers are automatic - if you receive an offer and meet our eligibility criteria, you will receive the contextual offer instead of our typical or alternative offers.

A level Alternative offer

We know that you may have study beyond three A levels that will help prepare you for your degree. If you are not eligible for a contextual offer, we recognise these studies through our alternative offers.

AAA or A*AB in three A levels plus one of:

• grade A in an EPQ or IEPQ
• grade B in the Welsh Baccalaureate Advanced Skills Challenge Certificate
• grade B in a Core Mathematics qualification
• grade B in AS level Mathematics or Statistics (except if you are studying an A level in that subject)
• grade B in a fourth A level, where your four A levels include A level Mathematics or Statistics
• an appropriate grade in any other project qualification we recognise

If you receive an offer, you will receive each alternative offer you qualify for alongside the typical offer. You only need to meet one of these sets of conditions to meet your offer overall.

Read more about how our alternative offers work.

International Baccalaureate Typical offer

International baccalaureate diploma.

36 points overall and 7, 6, 6 in three Higher Level subjects.

Read more about how we consider the IB Diploma.

International Baccalaureate Career-related Programme

We consider applicants studying the IBCP on a case-by-case basis based on the individual IB certificates and vocational qualifications you study within the programme. You will need qualifications equal to at least three A levels to be considered.

Read more about how we consider IB Certificates and common vocational qualifications.

International Baccalaureate Certificates

If you are studying IB subjects as part of the IB Diploma, you will usually need to complete the full diploma programme to be considered.

If you do not follow the IB Diploma programme, we can consider stand-alone IB Higher Level Certificates either on their own or combined with other qualifications. You will need qualifications equal to at least three A levels to be considered.

Read more about how we consider IB Certificates.

International Baccalaureate Contextual offer

36 points overall and 6, 6, 6 or 7, 6, 5 in three Higher Level subjects.

Pearson Edexcel BTEC RQF Typical offer

Btec level 3 extended diploma (rqf).

D*DD in the BTEC Level 3 National Extended Diploma (RQF) in a relevant subject area.

We are able to consider the above BTEC qualifications in a relevant subject area. Where possible, we are looking for your BTEC qualification to include units in both Natural Sciences and Social Sciences.

If your BTEC qualification is humanities-focused, we would typically only be able to consider your application if you have strong existing GCSE performance in core science subjects (Biology, Chemistry, Physics), or equivalent qualifications. If your BTEC qualification is science-focused, we would typically only be able to consider your application if you have strong existing GCSE performance in core essay-based and humanities subjects, or equivalent qualifications.

Suitable applicants progressing via this route will be invited to interview as part of the admissions process.

Read more about our approach to Extended Diplomas.

BTEC Diplomas and Extended Certificates

We accept Level 3 Diplomas and Extended Certificates alongside A levels or in combination with each other. You will need qualifications equal to at least three A levels to be considered.

Read more about how we consider BTEC Diplomas and Extended Certificates.

T level Typical offer

T levels are not considered suitable preparation for this degree programme and are therefore not accepted for entry. If you require advice on how you may academically prepare to study this degree or present with a mix of qualifications, you should contact our Admissions Progression Team at [email protected].

Scottish Highers Typical offer

AA in two Advanced Highers.

We make offers based on Advanced Highers. You will typically be expected to have completed five Scottish Highers and your grades in these will be considered as part of your application. We prefer applicants who have achieved AAAAA in their Highers.

Read more about how we consider Scottish Highers and Advanced Highers

Access to HE Diploma Typical offer

A pass in the Access to HE Diploma, with at least 39 credits achieved at Distinction.

We are able to consider the Access to HE Diploma for entry. We are looking for you to demonstrate a high academic standard, and provide evidence of a strong interest in Psychology demonstrated by extra-curricular activity, research or work experience. We are also looking for your Access to HE Diploma qualification to include units in relevant subject areas, such as Social Sciences and Natural Sciences.

You must have achieved 7 or A in GCSE Mathematics or have completed at least 6 graded units of Level 3 Maths awarded at Merit or higher, plus 6 or B in GCSE English. However, we may be able to consider your application if you have not quite met these GCSE requirements - please get in contact to discuss this with us before applying.

If your Access to HE Diploma qualification is in Humanities or Social Science, we are typically only able to consider your application if you have strong existing GCSE performance in core science subjects (Biology, Chemistry, Physics), or equivalent qualifications.

Open University credits Typical offer

Pass units worth 120 credits, including a minimum of a Pass 2 with 80% in a relevant Level 2 unit.

Typically, we would be looking for you to have studied units worth at least 120 credits, including 30 credits at Level 2. This information is a guide and we consider students applying with Open University Credits on a case-by-case basis. We will consider your application carefully and take note of any previous qualifications or relevant work experience. We may be able to consider alternative units to those listed. Please contact us to discuss your profile.

Suitable applicants progressing via this route may be invited to interview as part of the admissions process.

Taking OU credits may be counted as degree-level study by the Student Loans Company and therefore may be counted as previous study and have an impact on your ability to access student loans for the entirety of your chosen degree. We recommend that you discuss this in detail with the SLC before following this progression route to the University of Bath.

Combination of qualifications Typical offer

We accept a range of other qualifications offered in UK, as well as combinations of typically studied qualifications (such as A levels and BTECs). You will need qualifications equal to at least three A levels to be considered.

Read more about how we consider UK qualifications.

You can contact us at [email protected] for more advice.

GCSE requirements

• GCSE Mathematics grade 7 or A
• GCSE English Language or Literature grade 6 or B (or equivalent from English language category A)

GCSE grades are an important part of selection for this course and most students made an offer will have five or more GCSEs at grade 8, 9 or A*. Your GCSE grades will be carefully considered as part of our contextual admissions process and depending on your circumstances, we may be able to consider you with GCSE grades of mostly 6 or B.

In exceptional circumstances we may be able to consider you with a 6 or B in GCSE Mathematics, providing you have strong GCSE grades in sciences and study Economics, Computing or a science at A level (or equivalent).

Read more about how we consider GCSEs.

English language requirements

If you do not meet our English GCSE requirements, you will need a suitable English language qualification. Examples include:

• IELTS: 7.0 overall with no less than 6.5 in all components
• IELTS Indicator: 7.0 with 6.5 in each component
• TOEFL IBT: 100 overall with a minimum 24 in all 4 components
• TOEFL iBT and iBT Special Home Edition: 100 overall with 24 in each component
• The Pearson Test of English Academic (PTE Academic): 69 with no less than 62 in any element
• The Pearson Test of English Academic Online (PTE Academic Online): we do not accept this qualification
• Cambridge English: Proficiency (CPE): 185 with no less than 176 in all elements
• Cambridge English: Advanced (CAE): 185 with no less than 176 in all elements
• Duolingo: 130 overall with sub scores of Literacy 130, Comprehension 140, Conversation 125, Production 110
• LanguageCert SELT: C1 Expert Pass in both the Speaking test and the Listening, Reading, and Writing test

See the full list of accepted English qualifications .

Australian qualifications

High school certificates and certificates of education.

Pass the relevant certificate with an ATAR or TER of 97 and grade A or 80 in mathematics or a science subject.

We can accept any of the following school leaver qualifications meeting these requirements:

-Australian Capital Territory Year 12 Certificate -New South Wales Higher School Certificate -Northern Territory Certificate of Education -South Australian Certificate of Education -Tasmanian Certificate of Education -Victorian Certificate of Applied Learning -Victorian Certificate of Education -Western Australian Certificate of Education

Our requirements for the Queensland Senior Certificate of Education are:

Overall Band Position of 1 with HA in mathematics or a science subject.

A levels or the International Baccalaureate Diploma

We accept these qualifications whether you have studied them in the UK or abroad. Our entry requirements are listed under the 'United Kingdom' section.

International Foundation Years

We are unable to accept Foundation Years for this degree.

Portuguese qualifications

Certificado nível secundário de edução.

An overall average of 18 with 19, 18, 18 in three subjects. You must also achieve a minimum of 16 in Mathematics.

Your subjects grades will be taken as an average of your school results and external exams where relevant.

European Baccalaureate

We accept the European Baccalaureate and our entry requirements are listed under the 'European Baccalaureate' section.

Hungarian qualifications

Érettségi bizonyítvány (secondary education graduation certificate).

5 in all subjects with 85% and 80% in two Higher subjects.

Lithuanian qualifications

Brandos atestatas (secondary school leaving certificate).

9.0 overall with 95, 90, 90 in three state exams plus 80 in Mathematics if not taken as a state exam.

Cypriot qualifications

Cypriot apolytirion (private schools).

19 in the Apolytirion plus A*A in two A levels.

If you have not taken Mathematics at A Level you will need to achieve either grade A or 7 in GCSE Mathematics or 15 in Mathematics in the Apolytirion.

Cypriot Apolytirion (Public Schools from 2019)

We can often consider applications from students taking the Apolytirion in public schools in Cyprus without any additional A levels. This will depend on your subject stream and the advanced level subjects you are taking. Please email [email protected] to find out more about our requirements.

Belgian qualifications

Certificat d'enseignement secondaire supérieur / diploma van hoger secundair onderwijs / abschlusszeugnis der oberstufe des sekundarunterrichts.

Due to the variety, structure and grading of these qualifications, applications are welcomed from students with these qualifications but we consider them on on a case-by-case basis. If you are interested in applying, please contact us on [email protected] for further advice. Please provide copies of your school reports within your email for our consideration.

Malaysian qualifications

Sijil tinggi persekolahan malaysia (stpm).

AAA in three subjects.

We do not accept General Studies as one of these three subjects. We do not accept grade A- in place of grade A.

If Maths is not taken in the STPM, you will need to have achieved a grade A in Mathematics in the SPM.

Dua Tahun Matrikulasi (PDT)

CGPA of 3.5 in the science stream.

Canadian International Matriculation Programme

We accept this programme for direct entry and our requirements are the same as for a Canadian Secondary School Diploma. These are listed in the 'Canada' section.

South African qualifications

National senior certificate.

77766 in five subjects with a minimum 85% in one essay, mathematics or science subject.

We do not accept Life Orientation as one of these five subjects. You will also need a minimum of 6 in Mathematics (not Mathematical Literacy).

Russian qualifications

Certificate of secondary education (attestat o (polnom) srednem obshchem obrazovanii).

Unfortunately we are unable to accept students onto our degrees on the basis of this qualification alone. You will need to take an additional course before applying to us. This could be A levels, the International Baccalaureate Diploma or a recognised foundation course. Please contact us for further advice.

Japanese qualifications

Upper secondary school leaving certificate (kotogakko sotsugyo shomeisho), bulgarian qualifications, diploma za sredno obrazovanie.

5.7 overall with 6.0 and 5.8 in two subjects (excluding Bulgarian) including at least one of these subjects in a state matriculation exam. You must also achieve a minimum of 5.0 in Mathematics.

Any subject in your offer in which you do not take a state matriculation exam must be studied in your final year of school.

Canadian qualifications

High school diplomas from all provinces and territories except quebec.

88% average across 5 or 6 grade 12 subjects

The number of grade 12 subjects we require will depend on your province or territory. Subjects with a less academic focus may be excluded.

You must also achieve 80% in a grade 11 or 12 Mathematics or Calculus subject.

Quebec diplôme d'études collégiales

88% average in a pre-university programme

You must also achieve 80% in a Mathematics course.

Advanced Placement Tests

We accept Advanced Placement Tests. Our entry requirements are listed under the 'United States of America' section.

We accept the IB Diploma and our entry requirements are listed under the 'United Kingdom' section. If you are studying a mixture of IB courses and College Board qualifications please contact us for advice.

New Zealander qualifications

National certificate in educational achievement (ncea).

Level 3 Diploma achieved with Excellence including one Level 3 subject with 18 credits at Excellence (E) and two Level 3 subjects with 14 credits at Excellence (E). You must also achieve 10 credits of Excellence (E) in Level 2 Numeracy.

Polish qualifications

Certificate of maturity.

90, 85, 85 in three extended subjects. You must also achieve 80 in Mathematics from any year of your Matura.

Romanian qualifications

Diplomă de bacalaureat.

9.0 overall with 9.5, 9.0, 9.0, in three subjects .You must also achieve 8.0 in Mathematics in year 10 if not studied as one of these subjects.

German qualifications

1.3 overall with 14 in a mathematics, science or social sciences subject. You must also achieve a minimum of 12 in Mathematics.

The required grade in Mathematics or a science or social science subject must be achieved in your final examinations if you take it. If you do not take it in your final examinations, you will need an average grade across 4 semesters in it.

Singaporean qualifications

Singapore a levels.

AAA in three H2 level subjects.

You will also need a grade A in Singapore O Level Mathematics if Mathematics is not being studied at H2 level.

Polytechnic Diploma (3 years)

3.5 overall.

We are unable to consider applications for entry into year 2 with a Polytechnic Diploma for this degree.

We accept Advanced Placement Tests. Our entry requirements are listed under the 'United States of America' section. You will need to hold an English language qualification (such as IELTS) in place of ACT or SATR scores as we can only accept these for United States citizens.

Turkish qualifications

Turkish high school diploma, private high school diploma, science high school diploma or anatolian high school diploma.

CGPA of 85% with 85% in a mathematics, science or social subject from the final year. You must also achieve 75% in Mathematics from any year.

Irish qualifications

Irish leaving certificate.

H1, H1, H1, H2, H2, H3 in six subjects from the Irish Leaving Certificate.

You will also need grade O2 in Mathematics if you are not studying it at Higher Level.

American qualifications

5, 5, 5 in three Advanced Placement Tests.

We accept no more than one Calculus AP as one of these three subjects. AP Seminar and AP Research are not accepted as one of these three AP subjects.

You must also obtain Grade 3 in AP Calculus AB, Calculus BC, Statistics or Precalculus OR 720 in SAT Mathematics OR 30 in ACT Mathematics.

When assessing your application, we will also be looking for evidence of a high academic standard across a breadth of study, for example through additional AP Tests, your wider school curriculum and SAT or ACT scores if you have taken them.

If you would like advice about your own set of qualifications, please email [email protected]

SAT Subject Tests

We do not accept SAT Subject Tests for direct entry to our degrees.

European qualifications

88% overall with 9.0 in Mathematics (5 periods) or a science or humanities subject (4 periods). You must also achieve a minimum of 7.5 in Mathematics.

Spanish qualifications

Titulo de bachiller.

A score of 9 overall with 7 in Mathematics.

Greek qualifications

Apolytirion.

We cannot accept the Apolytirion unless it is studied alongside A levels. We do not accept Pan Hellenic examinations in place of an A level.

Thai qualifications

Higher secondary school certificate (mathayom suksa 6), jordanian qualifications, general secondary education certificate (tawjihi), hong kongese qualifications, hong kong diploma of secondary education.

5*, 5 in two elective subjects plus 5 in Core Mathematics.

Norwegian qualifications

Vitnemål for videregående opplæring (leaving certificate from upper secondary school).

An average of 4.5 in the common core subjects and an average of 5 across six optional programme courses including 4 in any mathematics course.

These requirements are for the Specialisation in General Studies programme. Please contact us if you are taking a different programme.

We consider your grades in final assessment for each subject, or in examinations where you do not have a final assessment for that subject.

French qualifications

General baccalaureate (baccalauréat général).

16 overall with 15 in one speciality subject in the final year or 15 overall with 16, 15 in two speciality subjects in the final year

BFI (Baccalauréat Français International) or OIB (Option Internationale du Baccalauréat) awarded prior to 2024

15 overall with 15 in one speciality subject in the final year or 14 overall with 16, 15 in two speciality subjects in the final year

If you do not study Mathematics as a speciality subject in your final year, you will need one of: 70/100 in Mathematics from the Diplôme National du Brevet, 12 in Mathematics as a speciality subject in your penultimate year or 12 in the Additional Mathematics option in your final year.

By speciality subjects, we mean the subjects studied as 'enseignements de spécialités' as part of the General Baccalaureate. The grade we require is the grade awarded in the speciality subject from the written examinations taken in your final year.

Indian qualifications

Higher secondary school certificate (12th standard).

An average of 85% across four subjects.

You will also need grade 8 in Mathematics in the 10th Standard if you are not studying it in the 12th Standard. For those taking the CBSE board, you will be required to take the standard maths exam. Please ensure this is detailed on your UCAS application.

We do not accept Physical Education as one of these four subjects. Other subjects with a less academic focus may also be excluded. Please email [email protected] if you would like to discuss your subject choices.

Italian qualifications

Diploma di esame di stato.

An overall score of 95% in the classical, languages or scientific pathway with 10, 9, 9 in three subjects from your final report card. You must also achieve 6 in Mathematics if not included in these three subjects.

South Korean qualifications

Ilbankye kodung hakkyo (general high school diploma).

Unfortunately we are unable to accept students onto our degrees on the basis of this qualification alone. You will need to take an additional course before applying to us. This could be A levels or the International Baccalaureate Diploma. Please contact us for further advice.

As this degree requires a broad range of skills and academic preparation we are unable to consider International Foundations Years for this degree.

Chinese qualifications

Senior secondary school graduation certificate or chinese university entrance exam (gaokao).

Unfortunately we are unable to accept students onto our degrees on the basis of these qualifications alone. You will need to take an additional course before applying to us. This could be A levels, the International Baccalaureate Diploma or a recognised foundation course. Please contact us for further advice.

Emirati qualifications

Croatian qualifications, maturalna svjedodzba.

An overall grade of 5 with 5 in four subjects including Mathematics with one at Advanced Level subject.

Danish qualifications

Studenterexamen (stx).

A weighted average mark of 11 with 7 in Mathematics.

We may be able to consider your application if you are taking the Højere Handelseksamen (HHX), Højere Teknisk Eksamen (HTX), Højere Forberedelseseksamen (HF). Please contact us to discuss our requirements.

Swedish qualifications

Slutbetyg från gymnasieskola (upper secondary school leaving certificate).

Pass with A in 200 credits in Mathematics including Mathematics 2a, 2b, 2c, 3b, 3c, 4 or 5 plus A in a further 1000 credits and B in a further 800 credits.

• Fees and funding

Fees and funding information for Psychology BSc (Hons)

Your tuition fees and how you pay them will depend on whether you are a Home or Overseas student.

These fees are for the academic year 2024/25 only. Tuition fees are liable to increase annually for all University of Bath students.

Home students

Tuition fee for the academic year 2024/25.

£9,250

Legal information

UK undergraduate fees are regulated by the government. These fees are subject to parliamentary approval.

Overseas students

£28,800

You should budget for an increase of up to 5% each year for every further year of study; we will not increase your fees each year by more than this percentage and the amount will be set out on our fee page in December for the following academic year.

If you aren't paying your fees in British pounds, you should also budget for possible fluctuations in your own currency.

Tuition fee loans

If you are studying an undergraduate course, you may be able to take out a loan for your tuition fees and living costs.

Scholarships and bursaries

You could be considered for a bursary or scholarship to help you study at Bath. This is in addition to your student loan and you do not have to pay it back.

Other payment options

You can pay your tuition fees by Direct Debit, debit card, credit card or bank transfer. You may also be eligible for a student loan to help you pay your fees.

You will need to budget at least £100 for the cost of photocopying, printing and binding. You will also need to budget for the cost of textbooks.

Some courses involve visits away from campus and you may be required to pay some or all of the costs of travel, accommodation and food and drink.

If you’re on a placement, you’re responsible for your own travel, accommodation and living costs. You should also consider the financial implications if you go on an unpaid or overseas placement.

• Application information
• Course title Psychology
• Final award BSc (Hons)
• Mode of study Full-time
• Course code F110
• Institution code B16
• Department Department of Psychology
• Location University of Bath Claverton Down, Bath BA2 7AY
• Overseas application deadline 31 January 2024
• Application eligibility Only Overseas students are eligible to apply
• Regulator The Office for Students (OfS)

Selection process

We will usually assess you based on your UCAS application. If you are studying certain qualifications, such as an Access to HE Diploma or a Level 3 BTEC Extended Diploma, you will be invited to attend an interview as part of our selection process.

Very exceptionally we may invite you to an interview if you have circumstances we cannot assess from an application alone.

Our interview page gives more information on what you should expect from an interview.

• Course enquiries

Undergraduate Selection

Learn more about living and studying at Bath

• Related courses
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• Education with Psychology BA (Hons) – 4 years with professional placement
• Sociology BSc (Hons) – 4 years with professional placement
• Sociology and Social Policy BSc (Hons) – 4 years with professional placement
• Social Sciences BSc (Hons) – 4 years with professional placement
• Health and Exercise Science BSc (Hons) – 4 years with professional placement

On this page

• Course changes for 2024/25
• Recognition of Professional Qualifications
• Discover Uni course data

Gain introductory knowledge of psychological concepts, theories and empirical studies. You’ll focus on their application in real-world settings.

Explore controversial issues and debates in psychology. You’ll gain experience in writing, developing and presenting arguments, evaluating psychological evidence and presentations, while learning about professional ethics in psychology and how to avoid plagiarism.

Further your knowledge of the core concepts of psychology. You’ll enhance your understanding of key classic psychological studies, as well as more recent research; and explore historical and current themes and debates.

This will help you to gain a broad understanding of the key concepts, ideas and methods necessary for the study of psychology, as both a theoretical and an applied discipline.

Learn about the key research, concepts and principals of psychological wellbeing and habit management. You’ll practice a range of wellbeing interventions and critically reflect on their effectiveness.

Develop the basic skills required for designing, conducting, analysing and reporting quantitative and qualitative research.

Learn about cognitive psychology (the study of thinking and mental processes) and cognitive neuroscience (the biological basis and mechanisms of these processes). You will explore theoretical and methodological issues in the study of cognition, brain structure and function. You’ll also gain introductory knowledge of historical and current theories and techniques, and cover fundamental processes, such as perception and more specific processes, such as decision-making.

Explore human development from birth through to young adulthood, learning about the changes that occur during this important period. You’ll evaluate the mechanisms of underlying developmental changes and explore both cognitive and socio-cultural approaches. You’ll develop a critical understanding of the major theories and debates in developmental psychology, increasing your familiarity with the methodologies used in developmental psychology research.

Build on Year 1’s research methods and design unit and develop more advanced skills in conducting quantitative and qualitative research. You’ll learn how to analyse and report research, using both quantitative and qualitative methods. This unit will include supervised small group work to conduct research.

Learn about the relationship between individual, social and cultural psychological processes. You’ll become familiar with research on the individual in the social context, and develop a critical understanding of the major theoretical debates and recent developments in social psychology. You’ll gain knowledge of personality and individual differences, and develop a critical understanding of the theoretical perspectives on personality and individual differences.

You will study options totalling 10 credits in Year 2. This will either be made up of one or two units, and may cover topics within psychology, social policy, education or management.

Plan, execute and write a report on a piece of original empirical research in psychology.

Develop a critical understanding of psychological theories and ideas about the roots of behaviour and how policymakers and practitioners might use these theories to change individuals’ behaviour. As part of a group, you’ll apply these theories to analyse and overcome a real-world practical problem.

Your options will total 30 credits. You will be able to select from an extensive range of applied and theoretical psychology topics.

Most optional units in this year are worth 5 credits each. This allows you to select a variety of areas of study and develop a range of skills.

Most of these options are applied with a focus on real-world challenges.

Topics include:

• health psychology
• developmental psychology
• applied psychology
• clinical psychology

In addition to psychology units, there will also be a choice from outside the core subject to give you a broader range of options.

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Psychology PhD

University of bath, different course options.

• Key information

Course Summary

Tuition fees, entry requirements, university information, similar courses at this uni, key information data source : idp connect, qualification type.

PhD/DPhil - Doctor of Philosophy

Subject areas

Psychology (General)

Course type

Develop your specialist knowledge and conduct a significant piece of research in your chosen field of psychology.

Potential research fields in the Department of Psychology include; social, cognitive, health, clinical and environmental psychology, and cognitive/affective neuroscience. Most students complete this programme in 4 years. You cannot take less than 2 years to finish your research and the maximum time you are allowed is normally 4 years.

TOccasionally we make changes to our programmes in response to, for example, feedback from students, developments in research and the field of studies, and the requirements of accrediting bodies. You will be advised of any significant changes to the advertised programme, in accordance with our Terms and Conditions.

UK fees Course fees for UK students

For this course (per year)

International fees Course fees for EU and international students

Undergraduate qualifications - a First (1st) or Upper Second Class Honours degree (2:1) in Psychology or its equivalent from a recognised University or College is usually required. A good Lower Second Class Honours degree (2:2) may be considered if the applicant has relevant work experience (certificates and transcripts must be scanned and uploaded via the online application system). Postgraduate qualifications - a master’s degree or appropriate research training may be required. We typically expect your master’s degree to be at or equivalent to distinction or merit level, although wider suitability for PhD studies is also taken into account.

The University of Bath is one of the UK’s most prestigious institutions, known for excellence in teaching and research, a welcoming community, and for providing students with outstanding preparation for the workplace or enterprise. Bath’s inclusive learning community comprises students representing more than 100 countries worldwide. There are over 19,000 students in total, of which 5,000 are postgraduates and around a third are international... more

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