Our Psychology (including foundation year) BSc (Hons) is an alternative route into higher education if you don’t meet the necessary requirements to enter the three-year undergraduate degree.
The foundation year will equip you with the vital study skills to progress on to more rigorous study at undergraduate level, including skills in research, data analysis, essay writing and critical thinking.
This course received a 91% overall student satisfaction score in the National Student Survey 2020.
On our bachelor’s psychology (including foundation year) degree you’ll develop an in-depth understanding of core areas of psychology, while gaining a range of academic and transferable skills that are vital for postgraduate training, study or future career.
The foundation year will prepare you for more rigorous study at Level 4 by equipping you with fundamental knowledge of scientific methods relevant to the study of psychology. You’ll also gain skills to research, critically analyse and present your findings.
Part of your foundation year will include study of interdisciplinary disciplines, you’ll also be joined by students from other foundation year degree courses. This will allow you to expand your network beyond your course and discuss the topics you study with students that have different academic perspectives.
Further to your lecturers and seminars, you’ll be able to access further support to improve your academic ability through various workshops that will help you practise your study skills. Your academic tutor will also lead one-to-one sessions, where you’ll discuss your progress and talk about your work.
In the subsequent three years of your studies, you’ll join students on our Psychology BSc (Hons) course, learning the same content and having the same choice of modules. You’ll also graduate with the same award and title as those students.
If, at the end of your foundation year, you decide that you’d like to change your specialism, there will be flexibility to allow you to do this.
Your assessments will consist of seen and unseen exams, essays, research reports, projects, presentations and reflective exercises.
The three final years of this course are accredited by British Psychological Society (BPS) as conferring Graduate Basis for Chartership (GBC), subject to obtaining a minimum of a lower second class (2:2) honours degree.
In addition to the University's standard entry requirements, you should have:
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.
The modules listed below are for the academic year 2020/21 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 0 modules include:
The aims of the module are to: (1) introduce students to some of the key concepts and skills that psychologist in different areas of the discipline require; (2) provide knowledge and understanding of psychology as an academic discipline and of psychology’s role in society; (3) foster independent learning by initiating student-led tasks; and (4) develop key skills relevant to pursuing further academic study of psychology (e.g. critical thinking and digital literacy skills). These outcomes will facilitate progression to level 4 of the BSc (Hons) Psychology.
The aims of this module are to:
(1) provide students with basic numeracy and digital literacy skills and methods of describing and summarising quantitative and qualitative data
(2) introduce students to the practice of designing, conducting and reporting research in psychology
(3) provide students with an understanding of basic concepts in psychological research (e.g. reliability and validity)
(4) provide students with understanding of and experience using different ways of disseminating research findings (e.g. research reports, poster presentations, press releases)
(5) develop students’ understanding of codes of professional practice in psychology and of ethics in psychological research
As such, the module allows students to develop numerical, analytical, practical and digital literacy skills that are relevant to many employment settings, and which will facilitate progression to level 4 of the BSc (Hons) Psychology. The aims of the module align with the qualification descriptors within the Quality Assurance Agency’s Framework for Higher Education Qualifications.
The aims of the module are to (1) introduce some of the key studies that helped generate the fundamental paradigms and concepts in psychology; (2) consider the historical and cultural context of those studies; (3) provide knowledge and understanding of different theoretical and methodological approaches within psychology; (3) foster independent learning by initiating student-led tasks; and (4) develop key skills relevant to pursuing further academic study of psychology. These outcomes will facilitate progression to level 4 of the BSc Psychology.
The aims of this module are to allow students to:
(1) understand how psychology and psychological processes influence different aspects of everyday life (e.g. online, in the supermarket, on campus)
(2) learn to think critically about ‘common sense’ explanations of everyday behaviour
(3) understand and interpret everyday behaviour from different perspectives (e.g. social media use, racial discrimination, purchasing choices)
(4) understand how everyday behaviour can be investigated using different research methods
(5) be aware of ethical issues associated with research into human behaviour inside and outside the laboratory
In sum, the module allows students to develop a critical understanding of how psychology permeates all aspects of everyday life, how research into different aspects of behaviour is conducted, and an understanding of the ethical issues associated with such research. The aims of the module align with the qualification descriptors within the Quality Assurance Agency’s Framework for Higher Education Qualifications.
Year 1 modules include:
This module focuses on the basic principles of neuroscience and physiology related to behaviour. The model aims to provide students with an introduction to the fundamentals of biological psychology. It also provides students with an understanding of, and a framework for evaluating, biopsychological concepts, theories, and research methods in their historical and cultural context. Students will learn about the use of data from both humans and animals and ethical considerations associated with this branch of psychology. The module will also allow students to engage in independent learning and acquire subject-specific and transferable skills, including the ability to provide evidence to support or refute core concepts and assumptions.
This module aims to introduce students to some of the most influential theories in developmental psychology. Students will be introduced to some classic research that will help them to evaluate theories of development and their empirical basis. There will be the opportunity to examine and discuss existing developmental research in its historical and cultural context. The module also aims to provide students with the qualities and transferrable skills necessary for employment, including: written communication skills, digital literacy skills, the ability to contribute to discussions, independent study, time keeping, summation, evaluation skills, an understanding of the scientific method, and consideration of the ethical issues underlying research. The aims of this module are aligned with the qualification descriptors within the Quality Assurance Agency’s framework for Higher Education qualifications.
This module aims introduce students to some of the foundational theories in cognitive psychology, including a prehistory of cognition which considers earlier approaches to human thought and behaviour. Students will be introduced to classic research to help them to understand and evaluate theories of cognition in their historical and cultural context, and to key ethical considerations in this branch of psychology. There will be the opportunity to participate in classic experiments in seminars and workshops. This module provides students with opportunities to acquire key transferrable skills necessary for employment (e.g. written communication skills, digital literacy skills, discussion contribution, independent study and time keeping, summation and evaluation skills, and understanding of the scientific method and ethical research consideration). The aims of this module are aligned with the qualification descriptors within the Quality Assurance Agency’s Framework for Higher Education Qualifications.
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 introduce students to the practice of conducting and reporting research in psychology, and to develop students’ skills in gathering, analysing and evaluating information. Students will develop their understanding of the link between psychological research questions and psychological investigation methods, and will be introduced to simple data description and analysis techniques; to a range of research methods employed in psychological investigation; and to computer applications that contribute to the conduct and presentation of psychological research. Consideration will be given to codes of practice for psychology researchers, ethics in psychology research, and research reporting conventions. As such, this module encourages students to develop practical, intellectual and interpersonal skills that are of use in many employment settings, and also provides students with a toolkit of intellectual and practical academic skills which will assist their progression to modules at levels 5 & 6.
The aims of this module are to allow students to:
(1) be aware of and understand some classic and contemporary theories and models of personality in their historical and cultural context.
(2) understand how theory and research in this domain can help explain individual behaviour in everyday life.
(3) think critically about different theories and assessment methods in personality psychology.
(4) be aware of ethical considerations in research on personality.
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 develops students’ critical understanding of some key principles underlying psychological research (e.g., ethical principles and the historical and cultural specificity of research in personality psychology) that will facilitate progression to modules at levels 5 and 6. The aims of this module are aligned with the qualification descriptors within the Quality Assurance Agency’s Framework for Higher Education Qualifications.
This module provides students with an introduction to and understanding of key theories and models of social psychology in their historical and cultural context. It will help to develop students’ knowledge and understanding of the social psychological basis of behaviour. In particular, it will focus on different types of social influence and their impact on how individuals think, feel and behave in different contexts and domains. Classic social psychological studies will be discussed in their historical and cultural context to provide students with an understanding of how knowledge in this branch of psychology has evolved. The module also considers ethical issues with many of the classic studies in this branch of psychology and allows students to reflect on experimental procedures and their potential implications for psychological knowledge and society. In this way, the module develops students’ critical understanding of some key historical and contemporary themes and debate in this branch of psychology, which will facilitate progression to modules at level 5 and 6. This will also help students’ progression to employment or post-graduate study by enabling them to appreciate the different perspectives that are needed to fully understand individual behaviour in everyday life. The aims of this module are aligned with the qualification descriptors within the Quality Assurance Agency’s Framework for Higher Education Qualifications.
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:
• Develop students’ ability to study and learn at HE level.
• Enable students to reflect upon and develop their abilities in oral and written communication, selecting, analysing and evaluating information, and interpersonal relationship management.
• Support students in understanding and creating a profile of personal and professional skills (e.g. communication and digital literacy skills), attributes and achievements.
• Give students the opportunity to experience and make use of peer support.
As such, the module encourages students to develop practical, ethical, intellectual and interpersonal skills that are of use in many employment settings, and also provides students with a toolkit of intellectual and practical academic skills which will assist their progression to modules at levels 5 and 6.
Year 2 modules include:
The aims of this module are to provide students with an understanding of the (1) internal representations and processes underlying cognition; (2) key theories and models of cognitive psychology and related research in their historical and cultural contexts; (3) how these areas can be scientifically and ethically investigated using appropriate methodologies; and (4) how knowledge of cognitive psychology can be ethically applied to the real world and their relevance to a range of settings. This will help develop students’ employability by providing a basis of knowledge and understanding which will be beneficial in future work and training (e.g. understanding reasoning and factors affecting decision making). This module also fosters students’ ability to critically and academically evaluate theoretical arguments.
The module is designed to allow students to learn how both cognition and social behaviours change across the lifespan, including examples of typical and atypical development and applied aspects of developmental psychology. Students will develop an understanding of some classic and contemporary theories of human development in their historical and cultural contexts, as well as the evidence base on which the theories are based. To this end, students will learn about some of the classic studies in human developmental psychology and how they have shaped our understanding of the developmental process from birth to death. Student will also learn about the ethical implications of research in this branch of psychology.
The module introduces students to classic and contemporary theories and research in topics related to personality, intelligence, and psychometrics. The aims of this module are to provide students with an understanding of:
• key theories and models of personality, intelligence, and individual differences in their historical and cultural contexts;
• how these areas can be scientifically and ethically investigated using appropriate research methodologies (psychometrics);
• how knowledge of individual differences can be ethically applied to the ‘real-world’ and their relevance to a range of settings.
This will develop students’ knowledge and understanding of this branch of psychology, which will be beneficial in future work and training. The module also fosters skills in the development of psychological assessment, academic argument and critical evaluation.
The module is designed to:
1. Allow students to evaluate key biological, genetic and evolutionary theories of behaviour in their historical and cultural contexts.
2. Facilitate students’ critical appraisal of theories in biopsychology in terms of their internal logic and ethical application, and in relation to data from controlled and observational research.
3. Encourage independent learning through the access of background information using appropriate primary and secondary sources.
The module contributes to the practical application of theoretical knowledge to real world problems, thereby providing additional transferable skills (e.g. evidence-based practice, research and synthesis).
This module provides students with the opportunity to critically consider the nature of employment and employability and to assess, reflect upon, and develop their own employability skills, attributes and attitudes. Students will be introduced to self-assessment, career planning tools, and digital resources that will support this process. The module provides students with the opportunity to apply their psychological knowledge ethically in an employment context, and to identify and plan for their ongoing training and development needs.
The aim of this module is to introduce students to methods of psychological investigation and to develop their ability to design such investigations, to understand the ethical implications of the methods used, and to assess the data collected.
The module aims to develop students’ competence in:
1. working in a small group
2. designing psychological research
3. the implementation of agreed ethical standards
4. liaising with external parties (e.g. participants in the study)
5. managing and analysing both quantitative and qualitative data using statistical software
6. reporting on the outcomes of the studies in a format proscribed by the relevant professional body
Each of these aims is associated with general competencies that are highly valued in employment settings (e.g., communication, negotiation, numeracy, digital literacy, teamwork). The module also aims to provide students with the platform from which then can extend their knowledge, for example in conducting project work at level 6 and in the broader context after graduation.
This module examines social perception and behaviour in terms of how individuals think about and seek to understand their social world through their interactions with others at the group and societal levels. The module will provide students with an understanding of:
• key theories and models of social psychology in their historical and cultural contexts;
• how these areas can be scientifically and ethically investigated using appropriate research methodologies;
• how knowledge of social psychology can be ethically 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 the underlying dynamics of interpersonal and intergroup relations) and foster skills in the development of psychological assessment, academic argument and critical evaluation.
Year 3 modules include:
This module provides students with the qualities and transferable skills necessary for employment requiring:
1. independent study, self-management, time keeping, and digital literacy
2. in-depth understanding of a selected topic
3. critical thinking skills
4. creative problem solving
5. ability and willingness to work with supervisor and peers as a team
6. understanding of the scientific method
7. ability to collect valid and reliable research data through an ethically sound process
8. understanding of statistics and/or qualitative data analysis using appropriate software and platforms and ability to apply them to real data
9. ability to write a complete professional report of research findings
10. ability to present orally and via a poster and a press release an empirical study and its findings
This module allows students to develop and integrate their knowledge of biological psychology with reference to clinical disorders. The module will consider the neuropharmacological, neurophysiological and neuropsychological aspects of psychiatric and neurological disorders such as addiction, Alzheimer’s disease and schizophrenia.
This module introduces students to Clinical Psychology as an applied area within the discipline to allow informed decisions about further education and training in clinical psychology. During this module students will have an opportunity to critically appraise key perspectives and definitions of ‘abnormality’ and learn how to assess range of mental disorders while considering cultural context, ethical standards and treatment. The module also provides opportunity for students to knowledge and understanding of mood and anxiety disorders, schizophrenia, personality disorders and neuropsychological disorders. In addition, students will learn about service users’ groups and will be given an opportunity to hear patients’ stories in order to understand how experiences of service users can enhance mental health services and make clinical psychologists better researchers and practitioners.
Students will also gain hands on experience in psychometric assessment and test scoring using tools such as Beck’s Depression Inventory (BDI-III) and Generalised Anxiety Disorder Assessment (GAD-7), thus providing additional transferable skills for future employment or post-graduate study. They will be introduced to range of clinical skills such as reflective practice, CBT and sensitive listening and questioning skills. The aims of this module have been developed in accordance with NICE guidelines and the British Psychological Society code of conduct and ethics.
This module will provide students with opportunities to venture into one of the very in-demand job markets – data science. As more and more data are being harvested, psychology plays an increasingly important role in data analysis. The module will introduce students to two programming languages used in psychology and data science as well as in wider professional communities: Python and R.
Python is a very powerful and accessible programming language. It is applied in psychology, data science, computing, artificial intelligent and is continuing to gain popularity in different industries (e.g. NASA, Google, New York Stock Exchange). Python also has a wide application in different branches of psychological research (e.g. experimental design and creation, data analysis, and data visualization).
The module will also introduce students to R. This aspect of the module will focus particularly on equipping students with the ability to conduct a range of widely used statistical analysis. The combined understanding of programming concepts in Python and statistical analysis using R will help students to gain experience and develop transferable skills that are in demand in psychology and in different areas of industry, thereby improving their employment potential and ability to undertake post-graduate training in different disciplines.
The module will be delivered via lectures, workshops and tutor-led practical sessions. Learning resources will be delivered using WebLearn.
The module aims for students to understand philosophical, behaviourist and cognitive theories of emotion in their historical and cultural contexts. 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 aims of this module are to:
(1) Introduce students to the topic of cyberpsychology
(2) Understand research methods used to investigate online behaviour and human-computer interaction
(3) Investigate the impact computers have on human behaviour
(4) Be able to understand how psychological theories can be applied to the domain of human-computer interaction
This module introduces students to core concepts, theories, models and research methods in cyberpsychology and associated topics (e.g. human-computer interaction; psychology of artificial intelligence) and allows them to develop a critical understanding of this rapidly expanding branch of psychology. This will allow students to undertake future study in the related subject areas.
This module introduces students to issues related to counselling people with substance misuse problems and/or compulsive behaviours. Counselling is a critical component in supporting individuals with a substance misuse problem in drug detoxification or rehabilitation programs, whether prescription medication/illicit drugs adherence and/or towards abstinence. Knowledge of this will enable students to understand issues related to working with vulnerable clients with complex needs in different counselling working environments. The model aims to present an integrative approach towards counselling which helps to ensure that service users’ needs are supported via an in-depth and holistic approach. The module will help students to understand how factors such as mental health, childhood abuse and domestic violence are sometimes intertwined with substance misuse and cultural factors, and will highlight the implications for counselling practice.
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 introduces students to Health Psychology as an applied area within the discipline to allow informed and realistic decisions about further education and training in Health Psychology. The module allows students develop skills to critically appraise key perspectives and approaches to Health Psychology as well as to evaluate assessments, explanations and treatments that are applied to a range of physical issues. Students will have the opportunity to investigate the role played by physiological, psychological, social and cultural mechanisms in the causation and treatment of physical illnesses.
Students will gain experience in constructing a health promotion leaflet and an accompanying written explanation, thus providing additional transferable skills for future employment. The aims of this module have been developed in accordance with NICE guidelines and the British Psychological Society code of conduct and ethics.
Educational environments interact with individuals’ unique genetic profiles and neurobiology, leading to wide individual differences in learning ability, motivation, and achievement. The module will provide new insights into the origins of individual differences in education traits such as cognitive abilities (e.g. IQ) and learning difficulties (e.g. dyslexia); motivation and personality; behavioural and emotional problems; social functioning and academic achievement. The module will also examine factors that influence both typical and atypical neurodevelopment (to the extent that those factors are linked to educational performance). Finally, the module will provide an overview of the learning deficits that individuals with learning disabilities (e.g. Specific Language Impairments disorder) experience.
This module is designed to develop students’ knowledge, understanding and skills in qualitative research. Emphasis will be placed on the exploration of the links between epistemology, methodology and theoretical explanations in psychology. In doing this, students will be introduced to a range of qualitative approaches to data collection and data analysis.
The aim of this module is to increase both an awareness and understanding of sex and sexuality via a biopsychosocial perspective. Human sexuality explores human experiences of eroticism and attraction and looks at how people experience and express themselves sexually. The module will provide the conceptual tools and methodology necessary for understanding both the dynamics of human sexuality and relationships along with understanding the behavioural, biological, and cognitive factors, involving sexuality, sexual dysfunction and paraphilia/BDSM. It will further develop the clinical communication processes involved in working with vulnerable and culturally diverse groups discussing sexual matters in healthcare. Focusing on the external constraints of human sexuality will help students to better understand the motivations of others around us.
The aims of this module include the following:
1.To understand the dynamics of human sexuality and to explore these relationships among a diverse group
2.To understand the behavioural, biological and cognitive factors along with the aetiology of sexual dysfunction and paraphilia
3.To develop an understanding of the therapeutic and medical interventions available to those with sexual dysfunction, marital issues and paraphilic sexual behaviours
4.To assist develop skills in addressing the sexualities of vulnerable groups
5.To assist in the communication processes involved in discussing sensitive issues
6.To understand the importance of referral and strategic mechanisms involved in addressing sexual dysfunction and paraphilia
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; (4) facilitate understanding of the historical and cultural specificity of theory and research. 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 – e.g., business psychology 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.
On graduation you’ll be able to enter further training to begin a career as a psychologist in clinical, counselling, educational, health or occupational fields. There will also be options to study at postgraduate level including our Psychology of Mental Health MSc or Counselling Psychology Professional Doctorate.
If you decide that you’d like to enter a career that isn’t directly linked to psychology, the course will give you a strong foundation to secure roles in HR, marketing or advertising.
This is a four-year degree course with a built-in foundation year (Year 0). It's the perfect route into university if you don't meet the necessary entry requirements for the standard undergraduate degree. You'll graduate with a full undergraduate degree with the same title and award as those who studied the three-year course.
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.
Discover Uni is an official source of information about university and college courses across the UK. The widget below draws data from the corresponding course on the Discover Uni website, which is compiled from national surveys and data collected from universities and colleges. If a course is taught both full-time and part-time, information for each mode of study will be displayed here.
Clearing 2020: If you’re a UK or EU student applying for a full-time degree starting this autumn, you’ll need to apply through Clearing. If you're an international applicant or wanting to study part-time, select the relevant entry point and click the "Apply direct" button.
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:
UK/EU applicants for full-time 2020 courses – call or apply online.
Children with neurodiverse conditions tend to respond differently to spatial categorisation tests than neurotypical children, meaning these tests may help inform earlier diagnoses.
Parents who only have female children are less likely to pick technical toys for their kids, even if they score highly on the autism-spectrum quotient.
London Met’s Widening Participation team work with young people across London and host a range of taster days to give tomorrow’s leaders a taste of university life.
London Met invited the charity Pets as Therapy onto campus as part of our events to mark Mental Health Awareness week
Professor Dr Chris Lange-Kuettner has been appointed as Associate Editor for an established peer-reviewed journal publishing studies on cognitive development.