This joint honours degree in criminology and psychology is ideal if you’re interested in the relationship between crime and social issues such as ill-health, poverty and discrimination, and gaining an understanding of the workings of the human mind.
In the most recent Destinations of Leavers from Higher Education (DLHE) survey, 100% of all 2017 graduates from this course were in work or further study within six months.
Unravel the debates surrounding the causes of crime from the perspectives of both sociology and psychology in this programme taught by expert staff. The combination of criminology and psychology will give you an expertise in theories and approaches from both disciplines, allowing you to critically evaluate the causes and effects of crime and deviant behaviour.
Gain a solid grounding in developmental, social and cognitive psychology, as well as study how the individual develops through infancy, childhood and early adult life, the development of personality, social factors that influence behaviour, and the development of perception and human thought.
You’ll also be introduced to criminological theory, including the assumptions that underlie intervention and control, and to the criminal justice system including the police, judiciary and prisons where you'll examine the concept of justice and sentencing. You’ll learn the research skills needed to measure and interpret crime, including both qualitative and quantitative methodologies, and through optional modules in your second and third year, you’ll begin to pursue the areas that most interest you. Options are wide-ranging and include terrorism, victimology, serial offenders and forensic psychology.
You're assessed via essays, seen and unseen examinations, research projects and a final dissertation.
In addition to the University's standard entry requirements, you should have:
If you don’t have traditional qualifications or can’t meet the entry requirements for this undergraduate degree, you may still be able to gain entry by completing our Criminology (including foundation year) BSc (Hons) or Social Sciences and Humanities (including foundation year) BA (Hons) degree.
To study a degree at London Met, you must be able to demonstrate proficiency in the English language. If you require a Tier 4 student visa you may need to provide the results of a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.
If you need (or wish) to improve your English before starting your degree, the University offers a Pre-sessional Academic English course to help you build your confidence and reach the level of English you require.
If you have relevant qualifications or credit from a similar course it may be possible to enter this course at an advanced stage rather than beginning in the first year. Please note, advanced entry is only available for September start. See our information for students applying for advanced entry.
The modules listed below are for the academic year 2019/20 and represent the course modules at this time. Modules and module details (including, but not limited to, location and time) are subject to change over time.
Year 1 modules include:
The aims of the module are aligned with the qualification descriptors within the Quality Assurance Agency’s Framework for Higher education Qualifications. Specifically, this module aims to introduce students to some of the foundational theories within cognitive psychology and developmental psychology, including a prehistory of cognition that examines some of the earlier approaches to human thought and behaviour. Students will also be introduced to some classic research studies that will help them to evaluate theories of cognition and development. In the cognition tutorials there will be the opportunity to replicate, and participate in, classic experiments and in the developmental seminars, the opportunity to watch and discuss existing developmental research. This module also aims to provide students with the qualities and transferrable skills necessary for employment requiring: written communication skills, discussion contribution, independent study and time keeping, summation and evaluation skills, and understanding of the scientific method and ethical research consideration
The module aims to:
1. Examine the emergence and development of criminological theory
2. Examine the different ways in which different criminological traditions theorise crime and its social control
3. Examine how the assumptions which underpin different traditions provide for different strategies of intervention and control
4. Develop students’ learning and transferable skills in preparation for modules at levels 5 and 6.
This module introduces students to the scope and functions of the Criminal Justice System (CJS) in England and Wales. It provides a broad overview of the mechanisms and aims of the CJS upon which students can build a more detailed knowledge of criminal justice policies, crime control, punishment and social control by the state, at levels 5 and 6. The module also specifically provides students with an introductory picture of the extent of officially recorded crime.
The module aims to:
1. Provide students with a solid grounding in the field upon which to build a grasp of issues relating to criminal justice
2. Review the historical development, structures and roles of key agencies responsible for the execution of justice in England and Wales
3. Identify key models of the Criminal Justice System such as the due process and crime control models
4. Consider recent, and significant, examples of changes in the CJS (such as the increasing levels of inter-agency cooperation)
5. Develop students’ knowledge of current policies relating to the ‘problem of crime’.
The aims of this module are to (1) provide students with an understanding of key theories and models of personality as explanations for individual behaviour along with social psychological theories which seek to understand individual behaviour in its wider social context; and (2) develop students’ understanding of how psychological explanations of individual differences and social behaviour can be applied to real world events and experiences. This knowledge and understanding will help students’ employment skills by enabling them to appreciate the different perspectives that are needed to fully understand individual behaviour in everyday life. The module also develops students’ understanding of some key principles underlying psychological research, which will facilitate progression to modules at Level 5. The aims of this module are aligned with the qualification descriptors within the Quality Assurance Agency’s Framework for Higher Education Qualifications.
Year 2 modules include:
The aims of this module are to provide students with an understanding of (1) key theories and models of personality and individual differences and related research; (2) key theories and models of social behaviour and related research; (3) how these areas can be scientifically investigated using appropriate research methodologies; (4) how knowledge of individual differences and social psychology can be applied to the ‘real-world’ and their relevance to a range of settings. This will develop students’ employability by providing a basis of knowledge and understanding which will be beneficial in future work and training (e.g. understanding interpersonal and intergroup relations). The module also fosters students’ knowledge of research methodology (e.g. psychometrics) and fosters skills in the development of psychological assessment, academic argument and critical evaluation.
The module aims to:
1. Develop an informed grasp of the strengths and limitations of survey research including identification and consideration of the ethical issues which may arise
2. Develop students’ competence in designing and conducting primary quantitative research in relation to data collection, analysis and report-writing
3. Develop an informed grasp of the strengths and limitations of qualitative research including identification and consideration of the ethical issues which may arise
4. Develop students’ competence in designing and conducting primary qualitative research in relation to data collection, analysis and report-writing
5. Examine the ways in which quantitative and qualitative data are created and used in professional settings such as the Home Office, the Metropolitan Police, voluntary sector organisations related to the Criminal Justice System and private sector organisations such as MORI and Gallup and so to enable students to work towards a career in the field of Criminology.
This module builds on level 4 introductory modules by focusing on specific categories of crime and behaviors, which have emerged as sources of concern. It gives attention to the emergence of concern about imagined dangerous groups, and moves on to more recent social anxieties. This includes the crimes associated with the socially and economically marginalized, and those associated with the economically and socially powerful.
The central themes revolve around why some behaviors and some groups of people are ‘constructed’ as the focus of concern and special treatment. Equally, it considers why some crimes, such as corporate crime, or state crime, usually receive less attention. This exploration encourages reflection on how and why certain behaviors are defined and constructed as ‘crime’, and ‘social problems’.
1. Consider the various relationships between media, technology and crime
2. Develop an understanding of the role of the media in shaping perceptions of crime
and criminal justice, with a particular emphasis on marginalised groups
3. Develop an awareness and familiarity with the emerging forms of deviant
behaviour facilitated by contemporary technologies and/or the media
4. Provide an overview of the way technologies interact with crime and the criminal
5. Develop summarising and analytical skills
The first aim of this module is to develop students’ knowledge and understanding of theories in cognitive psychology, and theories of cognitive and social change throughout the lifespan. The second aim is to facilitate students’ ability to think critically about these theories, especially in the context of empirical evidence. Thirdly, related to the previous aim this module also aims to develop students’ skills in locating primary sources, and to read, understand and accurately communicate the information within. The ability to source information, evaluate it and provide a summation is a useful transferable skill necessary in a wide variety of employment. The deployment of theoretical research into a practical based application is also a key transferable skill.
The aims of this module are aligned with the qualification descriptors within the Quality Assurance Agency’s, Framework for Higher Education Qualifications.
The module aims to:
1. Explore the operational challenges and ethical dilemmas inherent in specialist police operations
2. Examine particular aspects of specialist policing in detail from both practical and academic viewpoints
3. Analyse the effectiveness of governance in relation to specialist policing operations
4. Compare and contrast different perspectives in relation to policing priorities.
5. To develop student communication and team working skills.
6. Improve critical analytical thinking for real world problems.
The aims of this module are aligned with the qualification descriptors within the Quality Assurance Agency’s Framework for Higher Education Qualifications. Specifically, this module aims to provide students with the opportunity to critically consider the nature of employability and to assess, reflect upon, and develop their own employability skills, attributes and attitudes. Students will be introduced to self-assessment and career planning tools and resources that will support this process. Finally, this module aims to give students the opportunity to apply their learning in an employment context, and to identify and plan for their ongoing training and development needs.
The module aims to:
1. Familiarise students with the theoretical perspectives that have shaped criminological thought on violence by young people
2. Encourage students to develop a critical overview of young people’s engagement in violent crime
3. Develop students’ ability to research, analyse and communicate critical and informed arguments relating to the theory, policy and practice underpinning youth involvement in violent crime.
Year 3 modules include:
The module aims to:
1. Provide the opportunity for the student to gain experience of a working environment
2. Enhance and extend their learning experience by applying and building on their academic skills and capabilities by identifying and / or tackling real life problems in the workplace
3. Provide the opportunity to reflect upon the culture and structure of a working environment and their activity within it
4. Develop new capabilities and skills in the context of a work environment.
This module introduces students to Clinical and Health Psychology as applied areas within the discipline to allow informed and realistic decisions about further education and training in clinical and health psychology. The module aims to critically appraise key perspectives and approaches to clinical and health psychology as well as to evaluate diagnoses, explanations and treatments that are applied to a range of physical and mental disorders. Students will have the opportunity to investigate the role played by physiological, psychological and social mechanisms in the causation and treatment of physical illness and psychological disorders.
Students will gain experience in constructing case reports thus providing an additional transferable skill for future employment. The aims of this module have been developed in accordance to the QAA, CQC, NICE guidelines and BPS code of conduct and ethics.
The module aims for students to understand philosophical, behaviourist and cognitive theories of emotion. In addition, students will understand how normal and disordered theories of emotion might be combined to a common framework, capable of explaining both normal and disordered emotions. Additionally, students will build on previous critical reading skills and discussion: some sessions will require prior reading of research papers and discussion of these in class time. This will encourage active participation from students, which is useful experience for the workplace, following graduation.
This module introduces students to the discipline of counselling psychology as one of the main forms of applied psychological practice accredited by the British Psychological Society in the United Kingdom. The module will cover counselling psychology in theory, clinical practice and research. Through developing an understanding of this branch of applied psychology.
The module aims to:
1. Identify and explore key concepts underpinning crime control
2. Examine contemporary policies and practices of principal crime control agencies
3. Enable students to understand the linkages between contemporary crime control and wider social policy (and accompanying political debate)
4. Enhance analytic skills and instil a critical awareness through consideration of both official rhetoric and evidence together with the limitations of crime control policies and practice in a 'real world' context
5. Explore the application of criminological theories and concepts to penal policy and practice and encourage confidence in the use of varied learning and discursive strategies
6. Develop understanding of the operation of prisons and the role of imprisonment within the criminal justice system and wider society
7. Explore comparative penal perspectives and develop understanding of diversity within penal policy and practice.
This module aims to:
1. Develop students’ research skills which they will potentially be able to apply with the confidence and competence appropriate to an honours graduate in their future careers. Students will be required to develop self-reflexivity to know the limits of their competence and how to seek and offer constructive advice.
2. Develop students’ report writing skills to enable them accurately to communicate the results of research to its intended audience in an appropriate manner, and adapted to influence decision making, policy formation and public debate. This will necessarily involve considering the ethical, legal and political implications of research.
3. Develop students’ ability to manage their time over an extended period and meet successive deadlines.
4. Develop students’ ability to work constructively with colleagues as part of a team.
5. Provide students with practical experience of orally presenting research to peers and to develop their ability personally to deliver coherent commentary on the research methodology and skills employed and key research considerations and problems addressed and/or overcome.
6. Develop students’ knowledge of the specific criminological topic they have chosen to research.
The module aims to:
1. Give students the opportunity to reflect upon their learning to date and define and research a topic of interest to them in the light of that experience.
2. Give students the opportunity to design and plan an independent research project and to produce a research proposal outlining the field of interest, proposed methodology and ethical considerations.
3. Enable students to produce a written piece of research which demonstrates awareness of the relationship between criminology and related fields and the limits of knowledge.
The aims of this module are aligned with the qualification descriptors within the Quality Assurance Agency’s Framework for Higher Education Qualifications. Specifically, this module aims to provide students with a solid basis of knowledge and understanding of the application of empirical research and theory in psychology to the study of contemporary issues and processes within the criminal justice system.
Through engagement with the teaching, learning, and assessment opportunities provided, students will develop skills in the integration, evaluation and critical application of psychological literature, the construction of argument, self-assessment and reflection.
A final aim of the module is to provide students with an insight into and understanding of the potential for the practical application of psychology within forensic settings. This will be of benefit to students in making choices about the possibility of pursuing further study or a career in forensic psychology.
This module aims to exploit specialism’s residing within the criminology team in London met so that students can apply theories to exciting and relevant areas of criminology
The module aims to:
1. Introduce students to theories and debates on the nature of crime control in the modern state
2. Provide an overview of the major traditions of thinking within Criminology regarding the issue of illegal drugs their use and distribution
3. Examine the way the attempts to control crime and deviance are examples of broader debates over social control
4. Sensitise students to the ethical and social consequences that flow from the way in which contemporary society elects to punish offenders and prevent crime
The aims of this module are to (1) provide students with an advanced understanding of developments in theory and research in (a) personality and individual differences and (b) social and cultural psychology; (2) introduce alternative and challenging perspectives on mainstream psychological phenomena; (3) develop and extend students’ understanding of the application of psychological theory to contemporary social issues. The module will enhance students’ employability through knowledge of alternative perspectives on taken-for-granted explanations of psychological phenomena; provide a deeper understanding of how individual, social and cultural factors can influence personal and social wellbeing; provide skills relevant to the application of theoretical knowledge and critical evaluation. The aims of this module are aligned with the qualification descriptors within the Quality Assurance Agency’s Framework for Higher Education Qualifications.
Students will gain a critical understanding of a range of theories, models, applied research and application within work and organisational contexts. They will work with organisational case studies and problem-based contexts, and thereby develop skills in applying psychological knowledge to the understanding of client needs and learn to provide solutions to address work problems, taking into account aspects of ethics and safety. In covering the five content areas of occupational psychology, as defined by the BPS, students will have an enhanced opportunity to enter related postgraduate studies – business psychology and/or occupational psychology. To enhance employability skills, students are presented with mini project-based learning opportunities followed by group presentations. Specifically, business related case studies are provided necessitating self-managed problem solving within groups. Students are thus given the opportunities to take effective and appropriate action, work effectively with others and develop self-management skills.
The module introduces students to the key concepts and theories relating to the social construction of gender and sexuality and their application to a range of social sectors and issues in the UK and abroad. The ways in which gender and sexuality are both constitutive of the social and are constituted through social structures, institutions and interactions are explored, as are the ways in which theories of gender and sexuality have informed the sociological study of the family, work, health, education, crime, the welfare state and politics, media and the body.
• To introduce and critically analyse key concepts in the sociological study of gender and sexuality;
• To introduce a range of theoretical approaches to understanding the operation of gender and sexuality at the levels of social structures, social relations and social identities;
• To consider the impact of gender and sexuality across a range of social sectors and social issues;
• To consider the links and intersections between gender, sexuality and other forms of social identity and difference, including class, race, ethnicity, etc.
• To consider the social and political sources of the persistence of discrimination and inequalities on the basis of gender and sexual orientation.
This module explores the definition, characteristics and offending behaviour of serious and serial offenders, with a particular focus on mass, spree and serial murderers, sexual offenders and arsonists. The module also considers how such offenders are investigated, their behaviour and characteristics analysed. Key explanatory theories used to explain serious and serial offending will be examined and the efficacy of these in relation to methodological concerns critically evaluated. Finally, the module explores the identification and apprehension of serious and serial offenders, including the application of psychological and geographic profiling techniques.
The module aims to:
1. discuss and give examples of some of the most disturbing and controversial forms of offending behaviour;
2. identify the prevalence of serial and serious offending within the broader population of criminal offences, questioning common assumptions about, and contemporary popular focus on, these categories of offences;
3. evaluate and debate the definition and measurement of serious and serial offending, particularly in relation to methodological concerns;
4. describe and critically discuss a range of key theories and concepts employed in the explanation and understanding of serious and serial offenders;
5. critically evaluate the investigation and detection of such offenders and offences, with a special focus on offender and geographic profiling.
The module aims to:
1. examine the debate over of the origin of a variety of forms of ideological, nationalist and religiously motivated violence in the form of 'terrorism'.
2. explore the dimensions of the new ‘terrorist’ threat.
3. examine the contemporary range of counter terrorist agencies and policies in the
national and international context.
a. To provide students with an overview of the key theoretical concepts within victimology.
b. To identify to some of the social and political factors that placed victims at the forefront of academic and professional discourses.
c. To encourage students to critically appraise the nature and extent of victimisation. To develop student ability to research, analyse, and communicate their thoughts relating to victimisation, victim policy and practice.
A combined degree in criminology and psychology is useful in a variety of professions including policing, social work, the probation service, human resources, victim support services and local authority research.
Graduates often undertake further postgraduate academic study or vocational training.
Attendance at the University is required two days per week during the first and second semester in addition to a summer study period.
Attendance at the University is required one day per week during the first and second semester for both years, summer study period Year 2.
Please note, in addition to the tuition fee there may be additional costs for things like equipment, materials, printing, textbooks, trips or professional body fees.
Additionally, there may be other activities that are not formally part of your course and not required to complete your course, but which you may find helpful (for example, optional field trips). The costs of these are additional to your tuition fee and the fees set out above and will be notified when the activity is being arranged.
Unistats is the official site that allows you to search for and compare data and information on university and college courses from across the UK. The widget(s) below draw data from the corresponding course on the Unistats website. If a course is taught both full-time and part-time, one widget for each mode of study will be displayed here.
Apply to us for September 2019
Applying for a full-time undergraduate degree starting this September is quick and easy – simply call our Clearing hotline on or complete our online Clearing application form.
If you're a UK/EU applicant applying for full-time study you must apply via UCAS unless otherwise specified.
UK/EU applicants for part-time study should apply direct to the University.
Non-EU applicants for full-time study may choose to apply via UCAS or apply direct to the University. Non-EU applicants looking to study part-time should apply direct to the University. If you require a Tier 4 (General) student visa, please be aware that you will not be able to study as a part-time student at undergraduate level.
The University and Colleges Admissions Service (UCAS) accepts applications for full-time courses starting in September from one year before the start of the course. Our UCAS institution code is L68.
If you will be applying direct to the University you are advised to apply as early as possible as we will only be able to consider your application if there are places available on the course.
Please select when you would like to start:
The father of Stephen Lawrence, the London teenager who was stabbed to death in 1993, was joined by Metropolitan Police Commissioner Cressida Dick, to speak at a London Met symposium.
Professor John Grieve CBE QPM is part of the newly launched London Policing Research Network, a policing network which focuses exclusively on modern crime in London.
Dr James Morgan recently attended an All-Party Parliamentary Group session to discuss and engage with contemporary drug policies.
London Met brings together world-renowned experts for one day event.
Professor John Grieve won runner up in the lifetime achievement category at this 2017 NO2H8 Crime Awards.
An Emeritus Professor of London Metropolitan University was asked to speak at a workshop held in the Netherlands. By chance, he found himself alongside three of his former students.
London Met criminologists interviewed City of London police officers. This is what they found.
Criminologists at London Metropolitan University conducted research for City of London Police.
London Met Senior Lecturer has been awarded the Queen’s Police Medal in recognition of his 30 years of service in the Metropolitan Police.
Pictured here outside the Schindler Museum are Patricia Aina, Eleonora Messuti, Zane Hiestand, Benn Kingsley-Joseph, Jana Tarbajova and Ivano Ripellino
Police Now, the new graduate leadership development programme is supported by Dr Robin Bhairam and Professor John Grieve of London Met.
Svetlana Stephenson: the sociology academic uncovering the murky world of Russian gangs
A senior delegation of Armenian Police visit London Met in November 2015.