Psychology with Clinical Psychology BSc (Hons)

Full-time undergraduate (3 years, 4 years with foundation year, 4 years with placement)




Fascinated by psychological disorders and their treatment? Our Cambridge-based degree, accredited by the British Psychological Society, is designed to introduce you to clinical and health psychology and develop your analytical skills using our specialist labs and facilities. You’ll engage with academics carrying out world-leading research, while an optional placement year and advanced modules in clinical and developmental psychology will give you a head start if you choose to study further to become a professional clinical, health or forensic psychologist.

Full description


We work with employers to make sure you graduate with the knowledge, skills and abilities they need. They help us review what we teach and how we teach it – and they offer hands-on, practical opportunities to learn through work-based projects, internships or placements.

Psychology graduates are in demand. You could become a professional psychologist in the academic world, or with further study work in specialised clinical, health, educational, occupational or forensic psychology. The skills you’ll learn on our course are also appealing to any employer looking for graduates that can write logical reports, interpret evidence and have a good understanding of human behaviour.

Our course is accredited by the British Psychological Society (BPS) as conferring eligibility for the Graduate Membership of the Society with the Graduate Basis for Chartered Membership, provided the minimum standard of qualification of second class honours is achieved. This is the first step towards becoming a chartered psychologist. For more information please contact the British Psychological Society.  

Graduation doesn’t need to be the end of your time with us. If you’d like to continue your studies we offer a wide range of full-time and part-time postgraduate courses including Masters in Foundations in Clinical Psychology, Clinical Child Psychology, Applied Positive PsychologyCognitive and Clinical Neuroscience and Research Methods in Psychology.

Modules & assessment

Level 3 (foundation year)

  • Foundation in Psychology
    This module will provide students with the necessary skills to begin studying at level 4 in Psychology and related courses. Students will be introduced to the core skills necessary to succeed in higher education, including thinking critically, researching and referencing appropriately, demonstrating appropriate numeracy and ICT skills, and communicating effectively verbally and in writing. In addition to these fundamental study skills, students will be introduced to a number of disciplines underpinning psychology. Fundamental mathematical skills will be covered in order to support students’ other subjects and give them confidence in manipulating data. Students will be introduced to the biology of micro and macro organisms, with reference to both human and animal structures, and will gain experience of practical experimentation in the laboratory. Students will be introduced to the core principles of psychology and will explore various current applications of psychological theory. Students will also be introduced to ethics and will learn about some of the key theories and thinkers in the development of current ethical considerations. The module is made up of the following eight constituent elements: Interactive Learning Skills and Communication (ILSC); Information Communication Technology (ICT); Critical Thinking; Maths for Scientists; Psychology; Biology – Physiology; Ethics; Intercultural Studies.

Year one, core modules

  • Becoming a Researcher
    All psychologists share basic skills in understanding, designing, reporting and communicating research and this module aims to give students a grounding in these skills. As a science, Psychology is driven by the empirical analysis of human behaviour. To do so, we start with a question of interest, formulate hypotheses to test, design, and implement a study to collect data to be analysed. If numerical data from human participants is collected and used to draw conclusions as to how and why people think and behave, we need to understand how to apply statistical analyses to data in order to draw valid and reliable inferences. In the first half of this module, students will be introduced to the principles that guide research methodology to understand human behaviours and psychological phenomena. Topics covered will include assessing published literature, the formulation of research questions and hypotheses, foundations of study design and experimental control, the development of research protocols and procedures, sampling and participant selection and ethical considerations in research. In the second half of this module, students will be provided with a step-by-step introduction to the principles and application of psychological data analysis. The module will introduce students to the theory behind statistical analysis, the best ways to describe data and a variety of statistical tests that can be used to analyse and draw conclusions from the data. Students will get first-hand experience in conducting a variety of statistical analyses, in-class and on their own, and have an opportunity to put these skills into practice by reporting a psychological experiment.
  • Self and Society
    Here you will be introduced to social psychology, developmental psychology and individual differences. You will discover cover topics in social cognition, attribution and group processes, the foundations that make up social psychology and also how language and cognitive and emotional development affect developmental psychology. You will focus on how to apply your learning to the real world, allowing you to observe how social groups form and function, as well as applying psychological theories to real issues and global challenges using a problem-based learning approach.
  • The Psychology of Everyday Life
    This module provides specialists and non-specialists in psychology with a psychological perspective on various issues of everyday life. During the module, we look at a number of topical issues in order to demonstrate how psychology can provide insight into people's behaviour, and how we benefit from a scientific psychological approach. Students will be encouraged to question 'common sense' views of the world and use evidence to draw conclusions about questions of human behaviour. Ethical issues in psychological research will be addressed. The module will enable students to develop skills in the management and organisation of information and the use of library and internet resources, as well as the opportunity to develop their written communication skills.
  • Mind and Behaviour
    Here you will gain an overview of the theoretical, philosophical and historical foundations that underpin the discipline of psychology, You will then learn and analyse the current model used to understand mind and behaviour, specifically cognitive psychology and cognitive neuroscience. You will start by exploring the history of psychology and the theoretical foundations of psychology by looking at a number of key areas: Behaviourism: focus on behaviour; Psychoanalysis: focus on the unconscious; Humanistic psychology: focus on the person; Biological Psychology: focus on the physical. You will then focus on the final key area: cognitive psychology and cognitive neuroscience. Our experience of the world is an interpretation based on many cognitive processes being carried out by the brain. Because these processes are so automatic, and their outcome so convincing, people are often not aware that what they are experiencing is merely an interpretation, and as such can be inaccurate. This section of the module will challenge you to think more clearly about this, and consider the ways in which the brain constructs its interpretation of the world, and the ways in which this interpretation can be misleading You will also be introduced to the fundamentals of neuroscience and how this informs our understanding of cognitive psychology.
  • Introduction to Clinical and Health Psychology
    Here you will be introduced to clinical and health psychology. You will examine the way in which these disciplines apply psychological knowledge to an understanding of health and illness, and the interventions which can be used to improve health or relieve the symptoms of illness. You will also examine how concepts of health have changed over time, how we define and classify mental ill-health, and the different models that psychologists have used to understand the causes of mental ill-health. You will also examine specific health problems, both physical and mental, including eating disorders, stress, trauma, and sexual disorders. You will also review the different methods that can be used by clinical and health psychologists to enhance people's physical and mental health, both individual, family and population based. This module will be of real interest to those who would like to pursue a career in clinical or health psychology, or related areas, such as forensic psychology.

Year two, core modules

  • Research in Action: Statistical Thinking
    This module develops students’ statistical thinking, enabling them to approach research questions with skill and understanding. Students will develop a critical understanding of the principles of data collection and analysis in psychology, and consider the theoretical bases, merits and limitations of various quantitative methods. In lectures, students will focus on theoretical and conceptual ideas underpinning statistics and research design. There will be an emphasis here on understanding the logic behind the techniques covered, and behind choices that researchers make. This will enable students to know when it is appropriate to use a particular approach, and how to interpret its output. Concepts covered in lectures are brought to life in associated practical sessions. Here, students gain experience using the statistical techniques covered in lectures, using practical and computer-based examples. Students will apply their skills by conducting a piece of research. They will use their skills to design research questions, evaluate ethical implications, and analyse real data to test hypotheses. They will write up their findings in a scientific style. This will provide students with their first formal experience of conducting independent research, and will train them in some of the important skills needed for their final year project, and beyond. Employability skills: In this module, students will learn how to design research and analyse and interpret data – essential skills for a psychologist, and highly valued by employers.
  • Social Psychology: Development and Difference
    Building on your knowledge from 'Self and Society' you will explore the deeper content of this subject, looking at how certain behaviours are shaped through our individual development and through different social contexts. This will challenge you to think across these different subject areas and will present a coherent view of a person, where our social and developmental changes are related to the actual, imagined or implied presence of others. You will learn by focusing on an issue (eg attraction, relationships) and consider each topic issue from an individual, social and developmental view. You will also develop transferable skills through group work and problem-based learning in the practical classes.
  • Ruskin Module
    Ruskin Modules are designed to prepare our students for a complex, challenging and changing future. These interdisciplinary modules provide the opportunity to further broaden your perspectives, develop your intellectual flexibility and creativity. You will work with others from different disciplines to enable you to reflect critically on the limitations of a single discipline to solve wider societal concerns. You will be supported to create meaningful connections across disciplines to apply new knowledge to tackle complex problems and key challenges. Ruskin Modules are designed to grow your confidence, seek and maximise opportunities to realise your potential to give you a distinctive edge and enhance your success in the workplace.
  • Research in Action: Qualitative Methods and Psychology in Practice
    This module will include the teaching of qualitative methods in psychology. It will examine the design, collection and analysis of qualitative data. The module will also outline key aspects of a qualitative approach such as reflexivity and epistemology. There will be specific sessions that are dedicated to particular approaches in qualitative methods including: thematic analysis, grounded theory and discourse analysis. Students will analyse qualitative data as part this module and utilise this data to formulate research questions. As part of this, students will develop an awareness of the ethical and practical implications of conducting professional research. This will include the application of professional codes of conduct and ethics in research and practice. Students will also consider research design and formulate a research proposal in the form of a 'call for funding' application. Students will be asked to pay particular attention to the ethical issues and concerns when proposing research.
  • Brain, Body and Mind
    Brain, Body and Mind draws heavily on psychology, neuroscience, individual differences and evolutionary approaches to provide a critical understanding of mind and behaviour. You will explore a range of topics that are critical to understanding the biological and evolutionary theory which supports human and animal behaviour before examining cognitive and individual difference models of the mind and behaviour. You will be challenged to analyse areas of human psychology from the multiple perspectives examined and to show an understanding of the area. module is largely topic based and students will address a key areas of psychology from a variety of perspectives: Current cognitive theory, the biological underpinnings, evolutionary and genetic perspectives, individual differences and clinical issues. Topics will include areas such as: perception, learning, memory, language, problem solving & decision making and consciousness and meta-cognition, intelligence and social cognition.
  • Diagnosis and Formulation in Mental Health
    Here you’ll be introduced to diagnosis and formulation in mental health as well as a variety of mental health problems such as anxiety, depression, psychosis, post-traumatic stress disorder and personality disorders. You’ll focus on developing your knowledge of the diagnostic criteria for mental health problems, looking at the diagnostic classification systems, and also establishing an understanding of current the view of mental health problems through formulation. You will also be introduced to key theories believed to underpin and maintain mental health problems, including biological, psychological and social factors. You’ll be taught the importance of understanding the individual beyond diagnosis, enabling them to understand formulation through applying theories to case studies.

Work placement (optional placement year)

Year three, core modules

  • Psychology Project
    Your major project gives you the opportunity to develop your own research project, from initial planning through to conducting and collecting your data and then analysing the results. You will evaluate your research, carry out an in-depth literature review of that area, formulate hypotheses based on that review and design a study to test these, whilst at all times making sure that you maintain an ethical approach. This project also gives you the opportunity to explore a topic that you really enjoy in psychology at a much deeper level.
  • Clinical Psychology
    You'll learn what it takes to work in the profession of clinical psychology, including an understanding of the historical context, as well as the current political and cultural context of the practice of clinical psychology. Over the course of the module, you will be introduced to the core skills (Assessment, Formulation, Intervention, Evaluation, Communication, Research and Reflection) used by clinical psychologists, and encouraged to critically evaluate their application across a range of settings and with a variety of client groups. One area that you will particularly look at is Formulation, along with the debates and controversies around it's use along side recent developments and professional guidelines and differing requirements of working with individuals across the lifespan (adult mental Health, older adults, children and adolescents), and with specialist populations (Intellectual Disability, Forensic, Health, Eating Disorders, Substance Use and Neuropsychology). Clinical psychology’s role in leadership, consultancy, research and audit will also be discussed, and the application of research in clinical practice will be critically evaluated. You will also discuss multi-disciplinary team (MDT) working, and where you will be given opportunity to reflect on and develop your ability to work within professional teams.
  • Lifespan Development
    The human lifespan varies in how it develops, depending on the experiences a person goes through, for example how childhood experiences affect later development. Here you'll discuss and explore the different approached to human development, comparing and applying these to different case studies. You will look at approaches like Erikson's psychosocial theory, theories of ageing and biopsychosocial, along with different domains of human development like cognitive, social, emotional, and moral development.
  • Atypical Development
    We will introduce a variety of developmental disorders including Downs' Syndrome, Williams' Syndrome, dyslexia and autism, and analyse the biological, cognitive and social profiles of each. You will gain an insight in to the main symptoms of each clinical condition and the prognosis for people with these disorders. We will do this by discussing published literature and studying symptoms of children and adults with these disorders in video demonstrations. We will also cover the effects of early brain injury, and problems in the assessment and diagnosis of developmental disorders. You will also consider ethical issues and working with clinical populations. You will learn to critically evaluate contemporary issues in neurodevelopmental psychology supported by a range of academic literature. This module will be particularly useful for you if you are considering a career related to development, educational or clinical psychology or a career working with typically developing children or children with special needs.
  • Psychological Therapies
    This module provides an introduction to some of the main methods of psychological interventions used by clinical, counselling and health psychologists in therapeutically helping people. These interventions are used to assist people in strengthening their capacity to manage and cope with their lives, and help work through some emotional difficulties. The module will cover some of the core theoretical principles and techniques used in various psychological interventions, when working with individuals (both children and adults) as well as with families and groups. The module will also show that the therapeutic relationship is central to a variety of psychological interventions. The different interventions used also aim to assist clients and patients to make meaning of their distress.

Year three, optional modules

  • Psychology in the Workplace
    Apply the knowledge and training that you have accrued through your degree to a work-place setting by using the principles of organisational psychology. In undertaking this module, students will be introduced to theories and research of organisational psychology and explore the central aspects of how psychological theory and skills are applicable in real-life employment settings. In doing so you will be required to complete 35 hours of either voluntary or paid work experience in a role where you can apply psychological knowledge and other degree-related skills (research, report writing, data entry and analysis). This could be 1 week of full-time work or several weeks of part-time work; work, and can even be completed over the summer period prior to the module, however it must be no later than the first five weeks of this module. You will have a series of six campus-based lectures and five campus- based seminars that you will need to attend in amongst your 35 hours (minimum) hours of relevant voluntary work placement, which you are required to organise. Lectures will cover the workplace experience element and an introduction to occupational/ organisational psychology. Whilst in your seminars you will learn about relevant psychological concepts, participate in discussions with other students about their workplace experiences, and receive help and advice from the module leader in completing your coursework assessment. The staff in the placement organisation will provide the usual level of guidance for volunteer workers and will confirm in writing that the student completed the recommended number of hours.
  • Neuropsychology
    This module introduces students to major neuropsychological syndromes following brain damage. The most frequent syndromes in clinical practice such as aphasia, amnesia, agnosia, dementia, epilepsy and Parkinson's disease are discussed. Students will be introduced to a variety of different tests and assessment procedures applied in clinical neuropsychology and for each of the clinical syndromes, relevant neuropsychological and psychiatric symptoms will be outlined. Problems in the assessment of brain-damaged patients as well as treatment procedures available will be discussed. The aim of the module is also to make students aware of the theoretical concepts of cognitive processing derived from the study of brain-damaged individuals. One major question will address the way in which the study of brain-damaged patients can help us in the understanding of brain functions. Students will obtain insight into the relation between brain structure, cognitive processing and observable behaviour by looking at case studies of neuropsychological patients. This will be done by discussing published individual case descriptions and by studying symptoms of patients in video demonstrations. Concepts, theories and experimental methods of cognitive neuroscience and neuropsychology will be evaluated as well as therapeutic approaches in the neurorehabilitation of brain damaged individuals. Finally, the potential mechanisms underlying cortical reorganisation after brain injury and underlying learning of new information on healthy individuals will be discussed. Since the module familiarises students with common neuropsychological syndromes, standard assessment procedures in clinical neuropsychology and therapeutic approaches for brain-damaged individuals, students who want to pursue a career in clinical psychology or cognitive neuroscience will benefit from the module.
  • Groups in Conflict: Social Psychological Issues
    This module introduces students to a range of social psychological approaches to the study of inter-group conflict, hatred and oppression. It covers both individual and social factors which promote and sustain hostile relations, negative attitudes, and/or violence between ethnic, national, religious or cultural groups. The module draws on research using a range of methods, including experimental work, case studies, and discourse analysis. Topics covered include stereotypes, racism, intractable violent conflict (eg the Middle East conflict), terrorism, propaganda and genocide. Particular attention is paid to the Holocaust. Students will learn practical transferable skills such as how to manage information, communicate effectively in written format, and apply social psychological ideas to political situations.
  • Cyberpsychology
    The Internet is an essential part of 21st century living. This module will look at psychological explanations of being online and will approach questions such as do we behave differently online? And, how is the Internet used to initiate and maintain relationships? This will include theoretical explanations of how people communicate online, including research that looks at positive attributes of Internet use (e.g. developing relationships) and negative outcomes of Internet use (eg 'addiction' or ‘trolling’). This module will explore the role of social network sites (Facebook, LinkedIn) in our everyday lives, with particular reference to self, identity, social influence, relationships and group dynamics. As part of this module, students will be required to actively engage with the development of Internet-based technologies and will be taught how to build basic mobile applications (‘apps’). On completion of this module students will have gained skills in relations to psychological knowledge of the Internet use and will have gained practical skills in relation to app construction and development.
  • The Neuroscience of Self
    This module will explore the latest psychological and neuroscientific research that addresses the question: How does the brain create your sense of self? Students will learn about recent ground-breaking research demonstrating how links between the body and the brain provide the fundamental underpinnings of self. Experiments involving multisensory body illusions that disturb the sense of self will be described in lectures and demonstrated in seminars. Lectures will describe how virtual reality, multisensory stimulation, brain imaging and the measurement of physiological signals can be used in experiments to investigate self- consciousness. Students will discover evidence for the surprising flexibility of the bodily self in healthy participants, and how body ownership, self-face recognition, and the experience of where the self is located can be shifted using simple body illusions and virtual reality. The module will also explore how research on patients with bizarre neurological and psychiatric disorders of self, such as ‘out of body experiences’, depersonalisation disorder, phantom limbs and xenomelia has influenced the latest scientific thinking on the brain bases of self-consciousness. Students will learn how experiments in healthy participants and case studies of patients with disorders of self provide converging support for the theory that the foundation for our sense of self is the brain’s integration of multisensory signals from the external and internal body. Finally, lectures will also delve into very recent research on how basic, ‘low-level’ aspects of self provide the underpinnings for ‘higher’, conceptual levels of self by examining links between autobiographical memory, the bodily self and personal identity. The module will be led and taught by staff with research expertise in these topics, and lectures will include coverage of their own research findings. Through the assessments, students will gain experience in how to convey scientific/medical information to a non-specialist audience and experience in giving oral presentations.


Throughout the course, we’ll use a range of assessment methods to help you and your tutors measure your progress. These will include exams, essays, reports and presentations. There’ll also be some laboratory reports, preparing you for your work after graduation. You’ll write a dissertation in your final year to demonstrate your learning and show us you’ve developed the knowledge and skills to complete the course.

Where you'll study

Your faculty

The Faculty of Science & Engineering is one of the largest of the four faculties at Anglia Ruskin University. Whether you choose to study with us full-time or part-time, on campus or at a distance, there’s an option whatever your level – from a foundation degree, BSc, MSc, PhD or professional doctorate.

Whichever course you pick, you’ll gain the theory and practical skills needed to progress with confidence. Join us and you could find yourself learning in the very latest laboratories or on field trips or work placements with well-known and respected companies. You may even have the opportunity to study abroad.

Everything we do in the faculty has a singular purpose: to provide a world-class environment to create, share and advance knowledge in science, technology and engineering fields. This is key to all of our futures.

Where can I study?

Lord Ashcroft Building on our Cambridge campus

Our campus is close to the centre of Cambridge, often described as the perfect student city.

Explore our Cambridge campus

Additional study information

We’ve invested heavily in our research laboratories to give you access to the latest technology.

You could be taught to measure the electrical currents created by activity in the brain in our EEG (electroencephalography) Lab, measure eye movements in our Eye-Tracking Lab, or analyse samples for immune system indicators in our Psychoneuroimmunology Lab. We’ve also designed and installed a number of labs to monitor behaviour and interpersonal interaction.

Fees & funding

Course fees

UK & EU students starting 2020/21 (per year)


International students starting 2020/21 (per year)


Fee information

For more information about tuition fees, including the UK Government's commitment to EU students, please see our UK/EU funding pages

How do I pay my fees?

Tuition fee loan

UK and EU students can take out a tuition fee loan, which you won’t need to start repaying until after your graduate. Or alternatively, there's the option to pay your fees upfront.

Loans and fee payments

International students

You can pay your tuition fees upfront, in full or in two instalments. We will also ask you for a deposit of £4,000 or a sponsorship letter. Details will be in your offer letter.

Paying your fees


We offer a fantastic range of ARU scholarships, which provide extra financial support while you’re at university. Some of these cover all or part of your tuition fees.

Explore ARU scholarships

Funding for UK & EU students

Most new undergraduate students can apply for government funding to support their studies and university life. This includes Tuition Fee Loans and Maintenance Loans. There are additional grants available for specific groups of students, such as those with disabilities or dependants.

We also offer a fantastic range of ARU scholarships, which provide extra financial support while you’re at university. Find out more about eligibility and how to apply.

Funding for international students

We offer a number of scholarships, as well as an early payment discount. Explore your options:

Entry requirements

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Important additional notes

Our published entry requirements are a guide only and our decision will be based on your overall suitability for the course as well as whether you meet the minimum entry requirements. Other equivalent qualifications may be accepted for entry to this course, please email for further information.

All tariff points must come from A levels. Points from AS levels cannot be counted towards the total tariff points required for entry to this course.

International students

We welcome applications from international and EU students, and accept a range of international qualifications.

English language requirements

If English is not your first language, you'll need to make sure you meet our English language requirements for postgraduate courses.

Improving your English language skills

If you don't meet our English language requirements, we offer a range of courses which could help you achieve the level required for entry onto a degree course.

We also provide our own English Language Proficiency Test (ELPT) in the UK and overseas. To find out if we are planning to hold an ELPT in your country, contact our country managers.

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