In-depth therapy training, practice-relevant research methodologies, and the application of mental health theory across the lifespan.
The closing date for applications is the 28th February 2025.
The programme provides an opportunity for students to enhance their skills and knowledge in areas of applied psychology related to mental health practice and research. It trains and equips students wishing to:
The MSc Applied Psychology programme was shortlisted for three consecutive years as the gradireland 'Postgraduate Course of the Year'.
The course team has been nominated by the students and shortlisted four times for 'Team of Year' in the UU Students' Union Learning and Teaching Awards. From multiple nominations across the University campuses, the MSc programme team was awarded as the runner-up in this category on these occasions.
We know that choosing to study at university is a big decision, and you may not always be able to find the information you need online.
Please contact Ulster University with any queries or questions you might have about:
For any queries regarding getting help with your application, please select Admissions in the drop down below.
For queries related to course content, including modules and placements, please select Course specific information.
We look forward to hearing from you.
In this section
The comprehensive syllabus of this MSc programme provides an opportunity for students to enhance their skills and competencies in areas required by all professional psychologists. This includes an exploration of the professional issues encountered in practice, the advanced research methods employed by scientist practitioners, and the techniques and theory associated with psychological assessment, formulation and intervention. The course also provides an in-depth consideration of psychological theory and research concerned with the aetiology, assessment and treatment of psychological problems across the lifespan.
Students are provided with a comprehensive knowledge of some of the major psychological therapies, (namely Cognitive Behavioural Therapy, and Family Therapy and Systemic Practice), and gain practical experience in their use - through live role play and video analysis in the School's skills labs, and experiential group work within lectures.
In addition, students undertake a Masters level research project, taking the study from inception and ethical approval, through to data collection, analysis, and writing up for publication. As the course is taught by both experienced researchers and practising clinicians, there is also excellent opportunity to enhance knowledge and skills that will be invaluable for applications and CVs, as well as gaining experience in interview techniques for further professional training and jobs in the field.
Finally, the MSc presents a placement opportunity for students who have completed the course, in the form of a 15-credit standalone placement module ('Clinical Placement in Applied Psychology'). A selection of clinical placements have been secured in Psychology Services in the local Western Health and Social Care Trust, in specialisms including Adult Mental Health, Child and Adolescent Mental Health, Paediatric Psychology, Older Adults, Personality Disorder, and Autism Spectrum Disorder Services. Students who enrol on this post-MSc module will be working as the equivalent of Assistant Psychologists on a voluntary basis in these services, providing valuable work experience to draw upon when applying for posts or further training in professional applied psychology.
Structure & content
To complete the Masters programme, students are required to successfully complete 180 university credits. The programme offers a breadth of experience in theory and skills training, including Cognitive Behavioural Therapy and Family Therapy & Systemic Practice skills modules, Advanced Research Methods, and practice-relevant Mental Health and Professional Issues modules.
NB:The full-time mode of study on this MSc offers an optional route that includes Psychological Wellbeing Practitioner (PWP) training. Unfortunately, part-time students cannot enrol on the PWP route, due to the structure of the training.
Post-MSc Clinical Placement:For anyone interested in undertaking the 'Clinical Placement in Applied Psychology' (15-credit standalone placement module that takes place after the course), students enrolled on the programme will be given the opportunity to apply for this as they approach the end of their taught modules in Semester 2. Spaces on this module are limited by the number of placements available, and students will be interviewed before undertaking the module.
Duration2 years part-time
Mode of Attendance:
Skills Block: All students must attend an initial skills block in the first week of the programme, lasting 4 days. Classes will then commence the following week, on the days outlined above.
Start time and finish time on taught days:
Each taught day will commence at 9:15am and run until 5:00pm. This applies to the days during the skills block and the days throughout each semester.
Please note that, while unlikely, these details are subject to change.
The modules on the programme are delivered through a combination of lectures, workshops, practical skills training, and student-led seminars. There is a strong emphasis on experiential learning and skills analysis. Assessment methods vary across the modules, dependent on their focus - students will undertake a selection of written assignments (essays, reflective commentaries, research reports, online timed assessments), presentations, and assessed role-plays of clinical skills. All students will complete the MSc Research Project over the duration of their time on the programme.
The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.
Each course is approved by the University and meets the expectations of:
As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until close to the start date and may be subject to some change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days and periods of attendance will be included in the letter of offer. A course handbook is also made available.
Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10, 20, or 40 credit modules (more usually 20) and postgraduate courses typically 15 or 30 credit modules.
The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Teaching and learning activities will be in-person and/or online depending on the nature of the course. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.
Postgraduate Master’s courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.
Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.
Assessment methods vary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessments. This feedback may be issued individually and/or issued to the group and you will be encouraged to act on this feedback for your own development.
Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification, the assessment timetable and the assessment brief. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Normally, a module will have 4 learning outcomes, and no more than 2 items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised. The module pass mark for undergraduate courses is 40%. The module pass mark for postgraduate courses is 50%.
The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6, (which correspond to the second and third year of full-time attendance).
Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Master’s degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.
All other qualifications have an overall grade determined by results in modules from the final level of study.
In Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.
Figures from the academic year 2022-2023.
Four members of staff are BPS Chartered/HCPC Registered as a Counselling Psychologist, Clinical Psychologist, Health Psychologist, or Forensic Psychologist. Three members are fully qualified and experienced Psychological Wellbeing Practitioners.
One team member is founder and CEO of Pneuma Healthcare, a company that delivers online and remote support to mental health service users. Pneuma draws from the pool of highly skilled graduates of our MSc programme to provide these services, while promoting the values of staff wellbeing and a data-driven approach to client care.
Two team members are founders and previous Chairs of the BPS Division of Counselling Psychology, Northern Ireland. One team member is on the committee for the BPS Division of Clinical Psychology, Northern Ireland. Several team members are also on the Professional Psychology Workforce Consortium.
All teaching staff are members of the Psychology Research Institute. The Research Assessment Exercise of 2021 showed that the School of Psychology was joint first in the UK for 100% of world-leading and internationally excellent research impact and environment.
The majority of the teaching team are accredited Fellows/Senior Fellows of the Higher Education Academy, or are working towards this.
The team has developed strong professional, research and teaching links with the Psychology Departments of all of the Health and Social Care Trusts in the region. Our students and graduates provide research and placement support to psychology teams across the full spectrum of services.
The University employs over 1,000 suitably qualified and experienced academic staff - 60% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (19%), Readers, Senior Lecturers (22%) or Lecturers (57%).
We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic and learning support staff (85%) are recognised as fellows of the Higher Education Academy (HEA) by Advance HE - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.
The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.
Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.
Figures from the academic year 2022-2023.
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Here is a guide to the subjects studied on this course.
Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.
Year: 1
Status: C
Developing a breadth and depth of knowledge, understanding and skill in relation to commonly encountered psychological disorders and disabilities across the lifespan, in addition to their classification, aetiology, and underlying processes are recognised as being fundamental to the provision of effective and meaningful treatment interventions. This module considers multiple theoretical perspectives around mental health and considers some of debates which are current within applied psychology practice, with a particular focus on children and young people, but also reflects on long term impacts into adulthood. It also considers the assessment of adulthood but mainly in the main focuses on childhood clinical presentations, the psychological formulation (from mild, moderate to complex case scenarios), and the relevant (evidenced based) methods on intervention and prevention.
Inherent within this, graduates are prepared to understand the biopsychosocial complexities of developmental trauma and neurodiversity.
The psychological therapies for children and young people module will complement this module.
Year: 1
Status: C
This module aims to develop the necessary knowledge, understanding and the skill of psychological assessment, formulation and intervention for common mental health problems using a Cognitive Behaviour Therapy (CBT) model framework, applied to a specific target population (if taking CAP route, it will be children and young people). It will also develop student's psychotherapeutic skills to aid application of CBT techniques and strategies. On completion of this module, students (via online role play and case vignette work) will have a sound understanding and skill development on psychological assessment and engagement, understanding the concepts of mental health and mental illness (across the lifespan), diagnostic category systems in mental health, differential diagnosis, and a range of social, medical and psychological explanatory models. Within this broader context and in the specific framework of a stepped care model, the module will equip students with the skills to recognise appropriate symptomology, understand how to engage a client in a positive therapeutic alliance and assist in making informed choices about their treatment. This will be done while acknowledging appropriate risks and managing them appropriately. Finally, the module aims to provide students with an extended understanding of the cognitive model, how to move from assessment to cognitive model formulations/conceptualisations regarding not only mild/moderate mental health presentations (step care 1-3), but also some more complex presentations across the lifespan (with a particular focus on children and young people for CAP trainees), as a way of making comparisons across the step care model.
In summary, the module will introduce the psychology graduate who intends to work in applied psychology services to be able to carry out a competent psychological assessment, being aware of the inherent importance of psychotherapeutic engagement skills (common and specific factors), and to be able to carry out a psychological formulation using the CBT model, which will incorporate the important biopsychosocial aspects and the 5 P's of psychological formulation. The module will also discuss the theoretical and empirical basis of CBT, in addition to the analysis of case study materials and the application of CBT to specific psychological disorders. The module will also train the psychology graduate in a range of commonly used CBT intervention techniques for adults and children. Practical exercises in our dedicated skills labs or online break out rooms (both methods possessing video recording abilities) will involve skills training in assessment, formulation, and intervention techniques. The student will be required to carry out a psychological assessment of a case vignette, and role play three commonly used CBT interventions. A case report will be prepared and submitted in week 12, outlining the full assessment, formulation and intervention used for a particular case.
For those taking the CAP training for children and young people, there will be an additional focus on child and adolescent case studies and applications/adjustments to the delivery of the CBT approach depending on age and developmental stage/ability.
Year: 2
Status: C
This module focuses on the major professional issues that impact upon applied psychologists working across the lifespan. Specifically, it aims to introduce students to therapeutic and psychological practice that operates from an inclusive values base, which promotes recovery and recognizes and respects diversity. It emphasizes the need to respect and value individual differences in age, sexuality, disability, gender, spirituality, race and culture, as well as the need to account for physical and sensory difficulties people may experience in accessing services, and to make provision for supporting these difficulties. The module underlines a clinical responsibility to respond to people's needs sensitively with regard to all aspects of diversity, and to maintain a commitment to equal opportunities for all and encourage people's active participation in every aspect of care and treatment. The module also places an emphasis on promoting understanding of social inclusion, the complexity of people's health, social and occupational needs, and the services that can support people to recovery. It underlines the importance of recognising limitations to competence, ethics, equity and boundaries, and directing people to resources appropriate to their needs. In addition, the module maintains an important focus on the role of supervision and reflective practice, the importance of clinical governance and the importance of self-care and staff wellbeing.
Year: 2
Status: C
The 'Research Dissertation' module prepares MSc Applied Psychology students for identifying and completing a research project that is a core component of the Master's degree. This will involve familiarising and linking students with potential supervisors and their particular areas of expertise, exploring the types of research project that are available to students, such as those involving primary data collection, secondary data analysis, and Mini Systematic Review. It will highlight the ethical issues faced by psychologists when planning and conducting research, including a detailed exploration of the ethical review process. At the end of the module students will have demonstrated the ability to consider, develop, conduct, analyse and write-up a research project in the field of Applied Psychology.
Year: 2
Status: C
This module is designed to give students training in the advanced qualitative and quantitative research methods that are required for contemporary research in applied psychology. The major focus will be on research methods for mental health and health psychology. Quantitative and qualitative research methods will be covered. Important issues such as data collection and research ethics will also be discussed.
Year: 2
Status: C
In this module students will be introduced to a range of psychological interventions that are typically used to support children, young people, and their families. Family therapy and systemic practice is one of the main approaches used in children and young people service settings, and as such the relevant theories will be discussed to enable understanding of how problems, mental ill health and distress may be explained through the lens of systemic thinking. The main systemic models of structural, strategic and Milan theories, along with their historical development will be explored. The process of systemic psychotherapy will be explained with opportunity to practice a systemic assessment, hypothesising and use the relevant intervention techniques, with example case studies. Issues relating to culture, the therapeutic relationship, power and gender in systemic practice will be discussed, along with case examples of how family therapy and systemic practice can be applied in various clinical settings. The other key psychological intervention approaches that have been noted as important by the local H&SC Trusts are trauma informed approaches, parenting approaches, working with children with neurodiversity, and other typical psychological therapies, such as ACT/CFT/CBT/DBT and Schema therapy approaches. The module will provide a robust breadth and depth of coverage of these important psychological interventions that are used regularly in our local H&SC Trusts, children's services.
We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.
The closing date for applications is the 28th February 2025.
Applicants must hold at least a 2:1 degree in Psychology, which confers eligibility for the Graduate Basis for Chartered Membership with the British Psychological Society (BPS) or the Psychological Society of Ireland (PSI).
Those with a 2:2 are welcome to apply, but preference will be given to those who have some additional relevant clinical experience to add to their CV.
NB:All applicants, regardless of qualifications, are advised to use the space provided in the personal statement/additional information section of the online application process, to discuss any skills and experience that may be relevant to studying the MSc in Applied Psychology, and what they would like to gain from studying on the programme. This information may be used for selection purposes when offering places on the MSc.
Other Qualifications
Only those with a primary degree in Psychology are eligible to apply. However, if you have a degree in another discipline, and feel strongly about making a career change into Psychology, you can apply to the British Psychological Society to undertake a Conversion Course in Psychology, which then gives you eligibility for Chartered Membership in the future. If you have successfully completed a conversion course, or you are currently studying on one, your application for entry to this MSc programme will then be considered.
English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.
Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.
Those who have already undertaken professional postgraduate training in Family Therapy and Systemic Practice or CBT may be exempt from undertaking the modules related to these therapeutic methods.
Those who have attained a PhD may be exempt from the Advanced Research Methods module.
Applicants in either of the above situations can enquire about Accreditation of Prior Learning (APL) at the time of applying.
In this section
Currently, our graduating students are successful in acquiring Assistant Psychologist positions, which with experience is allowing people to apply for Associate Psychologist positions. Others are successful in gaining entry onto Professional Doctorate programmes in Clinical, Counselling and Educational Psychology. Our graduates also secure posts in research and PhD scholarships in Psychology across the UK and Ireland.
The programme has a number of opportunities to connect clinical placement experiences with studies on campus. As students approach the end of their MSc programme, they are eligible to apply for a 15-credit standalone placement module ('Clinical Placement in Applied Psychology'). A selection of clinical placements have been secured in Psychology Services in the Western Health and Social Care Trust, in specialisms including Adult Mental Health, Child and Adolescent Mental Health, Paediatric Psychology, Older Adults, Personality Disorder, and Autism Spectrum Disorder Services. This post-MSc module is only open to those students who have completed the MSc at Ulster, and students who enrol on this module will be working as the equivalent of Assistant Psychologists on a voluntary basis in these services (length of placements are typically between 6 months and one year).
Accredited by the British Psychological Society (BPS) against the requirements for qualification as a Psychological Wellbeing Practitioner.
Postgraduate fees are subject to annual review, 2025/26 fees will be announced in due course.
See our tuition fees page for the current fees for 2024/25 entry.
It is important to remember that costs associated with accommodation, travel (including car parking charges) and normal living will need to be covered in addition to tuition fees.
Where a course has additional mandatory expenses (in addition to tuition fees) we make every effort to highlight them above. We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals, as well as first-class facilities and IT equipment. Computer suites and free Wi-Fi are also available on each of the campuses.
There are additional fees for graduation ceremonies, examination resits and library fines.
Students choosing a period of paid work placement or study abroad as a part of their course should be aware that there may be additional travel and living costs, as well as tuition fees.
See the tuition fees on our student guide for most up to date costs.
We know that choosing to study at university is a big decision, and you may not always be able to find the information you need online.
Please contact Ulster University with any queries or questions you might have about:
For any queries regarding getting help with your application, please select Admissions in the drop down below.
For queries related to course content, including modules and placements, please select Course specific information.
We look forward to hearing from you.
"The MSc Applied Psychology course has excellent content, logically timed and presented to the highest standard. The support for learning and also for personal life experiences in psychology is unbelievable and there is always a sense of belonging. The course team encourage us to do our best and help us to achieve this through all aspects of our professional lives" (Marie Robb, Graduate of the MSc Applied Psychology programme).
The course team has been nominated by the students and shortlisted four times for 'Team of Year' in the UU Students' Union Learning and Teaching Awards. From multiple nominations across the University campuses, the MSc programme team was awarded as the runner-up in this category on these occasions.
The MSc programme has also been shortlisted for the gradIreland 'Postgraduate Course of the Year' for three consecutive years.
Ulster continues to develop and support sustainability initiatives with our staff, students, and external partners across various aspects of teaching, research, professional services operations, and governance.
At Ulster every person, course, research project, and professional service area on every campus either does or can contribute in some way towards the global sustainability and climate change agenda.
We are guided by both our University Strategy People, Place and Partnerships: Delivering Sustainable Futures for All and the UN Sustainable Development Goals.
Our work in this area is already being recognised globally. Most recently by the 2024 Times Higher Education Impact rating where we were recognised as Joint 5th Globally for Outreach Activities and Joint Top 20 Globally for Sustainable Development Goal 17: Partnership for the Goals.
Visit our Sustainability at Ulster destination to learn more about how the University strategy and the activities of Ulster University support each of the Sustainable Development Goals.
