"I can't wait to be a part of a vibrant and exciting place to study!"
This psychology degree offers a scientific approach to the study of human behaviour, giving a broad understanding of psychological theory and research. It will develop your understanding of the processes influencing how people think, feel, behave, and interact.
You should normally have at least Grade B in GCSE (or equivalent) in Mathematics or Statistics, and English.
If your first language is not English, please check our English Language requirements.
This degree deals with the broad themes of cognition, individual differences, biological and evolutionary issues, social functioning, and development across the lifespan. The courses you take will develop your understanding of psychology’s everyday applications, such as studies of people at work and the rationale for and use of psychological tests.
You'll have the opportunity to develop your own particular interests by choosing from a wide range of specialist courses, and will carry out a research project on a subject of your choice with guidance and support from a supervisor. This allows you to apply the many skills you have learned throughout the programme to define and address new questions.
An undergraduate honours degree is made up of 360 credits – 120 at Level 4, 120 at Level 5 and 120 at Level 6. As a full-time student, you will usually take Level 4 courses in the first year, Level 5 in the second, and Level 6 courses in your final year. A standard course is worth 30 credits. Some programmes also contain 15-credit half courses or can be made up of higher-value parts, such as a dissertation or a Special Subject.
This modular system allows considerable flexibility of choice in your final year when you can tailor your study according to your particular interests and ultimate aims, by choosing six option courses on specialised topics. The precise list changes year by year (for example, a new member of staff may add a course). The current full list of courses offered by the department can be found below.
We assess students through a varied range of methods.
Formal examinations (including multiple choice and written essay formats) are complemented by a wide range of coursework. Laboratory reports are an important part of assessment in Levels 4 and 5, along with short and longer essays on a range of topics (some of the student's own choosing).
In the final year, the research project report is a significant piece of work. In addition to this final year options include coursework components which are particularly suited to later careers (including popular science articles, letters to the press, and mock clinical assessments).
All the courses at Level 4 are compulsory
|PS51005A||The Psychology of the Person||15 credits|
In this course you will study concepts, theories and methods from developmental psychology, personality and social psychology. Topics include some or all of the following: methods and measures; social and cognitive aspects of development; methods of studying individual differences including ability and personality; evaluating psychometric measures; test administration; stability and change in behaviour; the roles of inheritance and environment; attitudes and attitude measurement; person perception; social influences; crowd behaviour; and group processes.
|PS51006A||Biological and Comparative Approaches to Psychology||15 credits|
Theoretical, ethological and comparative perspectives; basic neuroanatomy and neurophysiology; relationships between brain and behaviour and modes of investigating them; chemical communication in the brain and in the body; genes, chromosomes and the inheritance of behaviour; the nature of evolutionary influences on behaviour.
|PS51007B||Information Processing and Cognition||15 credits|
A general conceptual overview of cognitive psychology and an introduction to topics that are central to the study of human cognition. Emphasis is placed on the methods and theoretical models used by cognitive psychologists to study human perception and thinking. Topics include: visual perception; models of attention and short-term memory; encoding and retrieval of information from long-term memory, classical and operant conditioning; connectionist models of learning; and higher cognition in animals.
|PS51008C||Design and Analysis of Psychological Investigations||30 credits|
Covers basic descriptive and inferential statistical techniques in psychological investigation, and principles of experimental design. The course includes laboratory work – including practical work on human psychological processes – and the use of computers for data analysis.
|PS51009A||Practical Issues in Psychological Research||15 credits|
This course acquaints you with the main areas of research in the Department of Psychology, fosters an understanding of practical issues involved in the planning and conduct of research, and develops your ability to critically evaluate research conducted by others.
|PS51010A||Extended Essay in Psychology||15 credits|
An extended essay, relating to topics taught on PS51005A, PS51006A or PS51007A, on a subject agreed with a supervisor in the department. It will involve some tutorial contact with supervisors, but mainly requires you to use library and bibliographic resources to search for relevant material.
|PS51014B||Skills and Employability in Psychology||15 credits|
This course has been designed to develop the practical skills associated with the study of psychology, with a particular emphasis on enhancing your ability to study, research and gain employment in the field of psychology. An important part of this course is to promote personal development and enhance employability by linking in with Goldsmiths’ 3D graduate scheme.
All the courses at Level 5 are compulsory
|PS52001A||Biological Substrates of Behaviour||15 credits|
The course covers six major areas of biological psychology:
These topics are considered in terms of neurological, neurophysiological, physiological, biochemical and genetic substrates.
|PS52002B||Personality and Individual Differences||15 credits|
This course covers: identification and measurement of individual differences in temperament; biological and environmental contributions to individual differences; causal theories of personality; the relationship between psychopathology and personality; background to methods of description and classification in psychopathology; genetic, constitutional and environmental aspects of disorders of personality and behaviour; rationale of therapeutic techniques.
|PS52003A||Social Psychology||15 credits|
This course covers concepts, theories and empirical research related to: human aggression; attitudes and attitude change; attribution and social judgement; environment and social behaviour; non-verbal communication; interpersonal attraction; and intergroup processes.
|PS52004B||Developmental Psychology||15 credits|
Covering: concepts, models and theories of development; the course of development from infancy to old age; cognitive and social aspects of behaviour in childhood; language development; adolescence as a developmental period; mid-life, and the effects of ageing.
|PS52005B||Design and Analysis of Psychological Studies||15 credits|
Covering: analysis of variance techniques; non-parametric methods, correlation and regression; further experimental design and strategy.
|PS52006B||Cognitive Psychology||15 credits|
This course covers major topics in the area of cognitive psychology including: attention, visual object recognition, written language processing; working memory: long-term memory and acquired memory problems, everyday memory, representation of knowledge.
|PS52007A||Research Methods in Psychology||30 credits|
Covering research methodology including laboratory and field observation, questionnaire, survey methods and interviewing; experimenter effects and demands characteristics; conceptual, historical and ethical issues in psychological research and science more generally; evaluation of research strategies.
At Level 6 you complete PS53012A, the individual research project which is worth 30 credits.
The purpose of the project is for you to gain direct experience of:
You will also gain experience of oral presentation of your work during the spring term or early in the summer term, to a small group of your peers and your supervisor.
The project is a piece of original empirical research, conducted under the supervision of one of the academic members of the Department. Pure theorising, a literature review, or an exact replication study are not acceptable.
There are four stages:
This course examines major forms of psychopathology including depression, anxiety disorders, schizophrenia, personality disorder and eating disorders. These conditions will be considered in depth, addressing diagnostic issues and the development of current theoretical explanations. The principles and evaluation of psychological interventions will also be considered.
|PS53011B||Multivariate Statistical Methods in Psychology||15 credits|
Each week a two-hour lecture covers the major statistical analysis techniques used by psychologists, building on the knowledge covered in the first two years of the course. Each lecture is followed by a 1.5-hour session in which the student carries out analyses in SPSS related to the material covered in that week's lecture. The topics include: data screening and cleaning, factor analysis, psychometrics, linear multiple regression, and extensive coverage of statistical analyses based on the general linear model including ANOVA, MANOVA, ANCOVA, plus executing specific contrasts. There are five screencast lectures, and accompanying SPSS worksheet exercises, that provide a "crash-course" revision of basic statistics and introduce students to the style of the course. Students may wish to take these in their own time before the start of reading week in term 1. The course proper starts after reading week in term 1. The course ends at reading week in term 2.
|PS53019C||Applications of Attention Research||15 credits|
This course will provide detailed study of the scientific investigation of attention, a highly topical aspect of human cognition that plays a fundamental role in our experience of the world. Students will be introduced to current theories of attention and their application to other fields of psychological enquiry including cross-cultural psychology, social psychology, individual differences, and emotion.
|PS53020D||Anomalistic Psychology||15 credits|
This course includes consideration of the relationship between psychology and parapsychology. This involves discussion of the distinction between science and pseudoscience. The course also involves critical evaluation of various claims, many of which would, if valid, have profound implications for mainstream psychology (including claims derived from astrology, psychoanalysis, alternative therapies, etc). Various psychological processes, which underlie belief in such claims, will be discussed and non-paranormal accounts of ostensibly paranormal experiences, (eg precognitive dreams, sightings of UFO’s, out-of-body experiences) will be evaluated.
|PS53021C||Organisational Behaviour and Health||15 credits|
This course introduces students to the psychological theories and research that address questions concerning how both organisational and individual characteristics affect productivity and mental health in the workplace. Topics will include organisational behaviour, organisational development, and occupational health psychology, organisational structure and effectiveness, work organisation theories, work organisation and individual differences, individual differences and the stress process, leadership and organizational behaviour, health promotion programs, and employee engagement.
|PS53024B||Topics in Neuropsychology||15 credits|
This course will explore a range of issues fundamental to understanding neuropsychology, including underlying theories, research methods, clinical manifestations and application of this expertise related to diagnosis. Specific topics will include: causes and psychological sequelae of brain injury; dementia; dysfunctions of memory, perception, attention, consciousness, language and executive processes.
|PS53030B||Psychology and Law||15 credits|
The course will provide the opportunity for advanced study of psychological science applied to the investigation of crime and the process of criminal law. Research will be primarily, but not exclusively, drawn from applied cognitive psychology. The syllabus will cover current issues in psychology and law, for example: interviewing suspect s and witnesses, confessions, detection of deception, eyewitness testimony, eyewitness identification, offender profiling, and CCTV. Material from case studies will be used throughout. The course will be of interest to students considering postgraduate study in forensic psychology.
|PS53031B||Neurodevelopmental Disorders||15 credits|
This course explores issues relating to diagnosis, ethics and research methods in relation to a broad range of neurodevelopmental disorders, for example, autism, dyslexia, specific language impairment, developmental coordination disorder, sensory impairments, ADHD and Williams syndrome. Consideration will also be given to the implications of theories of neurodevelopmental disorders for understanding of normal cognitive functions.
|PS53032B||Behavioural Genetics||15 credits|
This course will provide a systematic introduction to behavioural genetics. Areas covered include: behavioural genetic techniques; behavioural genetic research into a range of different topics (e.g. psychopathology, cognitive abilities and disabilities); associations between genetic and environmental influences; and ethical issues in respect of behavioural genetic research.
|PS53033B||Angels or Apes: Origins of Human Nature||15 credits|
A study of recent developments in evolutionary theory applied to social behaviour and cognition. Topics include: an introduction to the Machiavellian (or Social) Intelligence Hypothesis, Homo Sapiens’ place in nature, the evolution of deception, cultural learning, joint attention, altruism and co-operation, self-recognition, Theory of mind and the social organisation of human hunter-gatherers.
|PS53034B||Addictive Behaviours||15 credits|
This course will introduce psychological and neurobiological theories of addiction, considering and evaluating the extent to which behaviours commonly described as ‘addictive’ – including not only dependence on drugs and alcohol, but also excessive engagement in behaviours such as gambling and video game playing – are motivated by similar outcomes and reflect the involvement of similar processes. The efficacy of different treatment approaches will be considered. The course will be assessed by an extended essay, rather than by a conventional examination; this will require students to research and discuss literature beyond that presented in the lectures.
|PS53036B||Psychological Approaches to Music||15 credits|
This course aims to provide an introduction to the study of music psychology. Lectures will focus on the perception, cognition and neural basis of musical understanding, perception of musical structure and emotions and theories about music’s evolutionary roots. The scientific methods used in research will be explored in a lab-based class.
|PS53038A||Self and Relationships||15 credits|
The course will seek to bridge the current literature in social psychology and personality between self and interpersonal
processes among adults. The course will promote an understanding of how self-concept and identity continue to be shaped by our interpersonal interactions and how other people affect motivation, self-regulation, and well- being. The course will also explore how self-processes and individual differences in turn affect interpersonal relationships, and promote our scientific understanding of the dynamic nature of this mutual influence. Effects of culture and gender will also be discussed. The course will also link theory to applied settings and to current events.
|PS53039A||Psychology and Education||15 credits|
This course aims to give an overview of the contribution that Psychology can make to education. This will include subjects of direct relevance to the classroom, including learning styles, development or mathematical and reading abilities, as well as challenges in the classroom (e.g. dyslexia, behavioural problems, gifted and talented pupils).
This course will also cover more broad contributions of psychology to education, including how brain development across childhood and adolescence might inform education practice and a critical view of education intervention programmes.
Policy relevant topics like inclusion for special educational needs, gender differences and antisocial behaviour will also be covered. This course will emphasize students’ development of applied skills, and so should be relevant for students interested in a career in educational or clinical psychology.
|PS53040A||Social-Moral Development||15 credits|
The development of morality and social cognition in early childhood. How social, moral and cognitive development in childhood relates to the emergence of prejudice, peer relationships, bullying and social exclusion. Developmentally informed intervention strategies aimed at promoting social inclusion and positive peer relations.
|PS53041A||Cognitive Neuroscience||15 credits|
The neural basis of cognitive functions including attention, cognitive control, action, agency and social perception. The possibilities and limitations of brain measurements techniques and related experimental designs. Includes hands-on lab sessions in the EEG Lab and Brain Stimulation Lab and weekly in-class discussions.
|PS53042A||Magic and the Mind||15 credits|
Magicians have developed powerful methods of manipulating our conscious experience. This course will examine a range of these techniques and relate them to psychological phenomena, such as misdirection attention and awareness, illusions, hypnosis, magical thinking, memory illusions and other confabulations.
During each year of the degree, you'll take part in academic tutorials, which are small group sessions that are linked to your core topics, and led by an expert in that particular subject. The tutorials enable you to discuss and evaluate psychological theories, and provide support and feedback in essay writing.
You'll also be provided with a Mentor from our academic staff for the first two years of your undergraduate studies. In your final year, your Project Supervisor will act as your Mentor. You'll meet with your Mentor regularly, and they will monitor your progress and provide support for your academic and career development, as well as personal concerns or difficulties.
You'll also attend lectures and seminars where you'll hear about ideas and concepts related to specific topics, and where you'll be encouraged to discuss and debate the issues raised. This will enhance your academic knowledge of the subject, and will improve your communication skills. You'll also have laboratory sessions, and will undergo training in psychology-relevant skills.
But this is just a small proportion of what we expect you to do on the programme. For each hour of taught learning, we expect you to complete another 5-6 hours of independent study. This typically involves carrying out required and additional reading, preparing topics for discussion, or producing project work.
This emphasis on independent learning is very important at Goldsmiths. We don't just want you to accept what we tell you without question. We want you to be inspired to read more, to develop your own ideas, and to find the evidence that will back them up. Independent study requires excellent motivation and time management skills. These skills will stay with you for life, and are the kind of transferable skills that are highly sought after by employers.
Learning and teaching on this programme will take place through:
Find out more about these learning and teaching approaches.
The Department of Psychology has its own Career Development and Employability Programme for students, starting in the first term with a full first-year course on the topic. We are keen that you understand what kind of transferrable skills you will develop during the Psychology BSc, and how you can make the best impression on future employers.
We have strong links with employers of psychology graduates, and the programme has been set up to support you to actively seek relevant work knowledge and experience. This experience could help you develop the professional-level skills that are highly sought after in the job market.
According to data collated by Unistats, the definitive UK university guide and part of the Higher Education Funding Council for England (HEFCE), Goldsmiths is in the top three higher education institutions for highest-paid jobs for Psychology undergraduates.
Stephanie studied BSc Psychology at Goldsmiths and now works as a researcher at King's College Hospital.
Throughout the degree you will receive a thorough training in the design and evaluation of research, statistical analysis, and the use of specialist psychology-relevant software. In addition, you'll develop the following transferable skills:
Students from the BSc go on to a broad range of careers and future study such as: clinical psychology, broadcasting, media psychology, advertising, market research, consultancy, research psychology, occupational psychology, and criminal/forensic psychology.
Our graduates work in a wide range of settings from schools to hospitals, from broadcasting to banks, and in both private and public sector jobs.
The programme is accredited by the British Psychological Society (BPS), which means that graduates are eligible for graduate basis for Chartership with the BPS – vital if you want a career as a psychologist in the future.
Testing behaviour: it’s just the beginning
Psychology is a science that studies why we behave the way we do. And at Goldsmiths it’s interactive and it’s inclusive. We’re asking a whole range of questions – from what makes someone believe in the paranormal to how music affects our mood – and we’re also at work in the world.
As a department we’re interested in cross-disciplinary research that relates psychological theory from the lab to life. So if you study psychology here you’ll get to grips with the investigative side of the subject and see how you can apply your theories to a whole range of public settings from advertising to schools to government policy.
Whether you want to find out why individuals learn differently, unravel neurodevelopmental disorders, or learn how eyewitness testimonies have been made more reliable, our research areas – rated ‘internationally excellent’ in the 2008 Research Assessment Exercise – give you the chance to study specialist topics you can’t elsewhere.
We want you to graduate with a psychology degree that gives you more than just a body of knowledge. So while our accredited BSc Psychology degree covers the broad themes of cognition, individual differences, biological and evolutionary issues, social functioning, and development, you’ll also take part in staff research, use our specialist facilities, and learn how to apply your skills beyond your degree through our dedicated employability course.
We’re eclectic. We offer the British Psychology Society accredited courses – so you’re on the road to a professional qualification by the time you graduate – but you can also choose from diverse options including cognitive neuroscience and anomalistic psychology so you graduate with an ‘intellectually stimulating’ degree (National Student Survey 2011).
We’re hands-on and on hand. You’ll train in psychology’s core research methods, design your own studies, carry out statistical analyses and learn how to promote your knowledge in public, but you’ll also get support across all these areas through one-to-one mentoring, small group and lab sessions. Plus there’s a dedicated technical team to help you make use of our on-site facilities.
We’re out in the world. From how sound sells brands to bullying in schools, we investigate and conduct research in a range of sectors and industries so you’ll see how psychological research informs and influences the world outside – whether it’s an advertising agency, a bank or the BBC. And from the first term you’ll be thinking about how to apply your skills in practice.
• Graduate with a degree accredited by the British Psychological Society (BPS) which means you’re eligible for graduate membership with the BPS (GBC) – vital if you want to be a psychologist
• Debate with award-winning academics who are experts in their field and often the people behind the books
• Take advantage of our Skills and Employability programme set up to develop the skills you need as an undergraduate and to start you off thinking about careers
• Keep on top of the latest developments in research and how psychology is applied to the real world through our regular seminar series and the Whitehead Lecture Series
• Use our on-site facilities including a Visual Perception and Attention Laboratory equipped with state-of-the-art eye tracking systems and our neuroscience labs including EEG and brain stimulation
• Access our dedicated research units including the Infant Lab, the Unit for School and Family Studies, InLab and the Sensorimotor Development Lab which offer the latest facilities for research and lab work
• Gain support from our in-house technical support staff in using a whole suite of specialist equipment and software
• Go on to work in a range of settings inside or outside psychology from marketing to mentoring and from law to forensics
We currently have 38 academic staff, as well as research staff, technical and administrative staff, and an extensive panel of part-time tutors. Visiting lecturers and researchers further extend the range of expertise available to our students.
Staff are engaged in a wide range of cutting-edge research, meaning that your teaching is led by psychologists who are experts in their field. Psychology staff and postgraduates are currently investigating topics as diverse as how brain activation patterns vary during the performance of attention and memory tasks, the influences on adolescent development of substance and alcohol addictions, emotion processing and social abilities associated with different neurodevelopmental disorders, and psychological and cognitive aspects of ageing.
Find out more about staff in the Department of Psychology.
"I can't wait to be a part of a vibrant and exciting place to study!"
I chose Goldsmiths over other universities because of its sense of togetherness around campus. When I visited during Open Days there was a sense of familiarity with people whilst walking down the corridors, and that is something that appeals to me. Also I was excited at the prospect of working with the lecturers who are experts in their field; and from experiencing taster lectures I could really feel their enthusiasm, which made me enthused about starting my studies.
BSc Psychology, graduated 2013
"I'm now employed full-time by the NHS so it just goes to show that you're very employable when you leave Goldsmiths!"
I chose to come to Goldsmiths because the psychology department felt different from every other university I visited, they made you feel like a real person, like you mattered and I was right about that. Goldsmiths has supported me through every step of my degree in every way possible and the progress I've made over the last three years is unbelievable. I've seen my grades improve year on year and now I'm ready to head into the world of work.
The course means that no matter what you want to do with your degree you'll be able to do it; it helps you to become a well rounded individual. I'm already employed full-time by the NHS as a support worker in an in-patient child and adolescent mental health unit, which just goes to show that you're very employable when you leave Goldsmiths! I'm also hoping to go on to do a doctorate in clinical psychology some time in the near future.
Studying in London is one of the best decisions you'll make; there are so many opportunities to try everything and gain new experiences!
"The Psychology teaching staff are some of the world’s top and leading researchers, enlightening students with up-to-date and innovative discoveries."
Goldsmiths is oozing with passion, diversity, independence and freedom. Not only is the university buzzing with activity from societies, sports, and socials in the Students’ Union, but it is placed in the heart of South East London providing unique and inspiring experiences and opportunities. The games of football and sunbathers out on the university green, music blasting from the gym’s studio, and the many events, fundraisers and campaigns constantly running, not one day at Goldsmiths can be boring or keep a smile from your face.
I am now completing my third year in Psychology with relief that I picked Goldsmiths over other universities; the course is stimulating and demanding, vibrant and thought-provoking. The Psychology teaching staff are some of the world’s top and leading researchers, enlightening students with up-to-date and innovative discoveries, while there’s never a closed door to questions and fully-pledged support. There are many course options allowing for individual development of interests in Psychology; I choose to specialise into cognitive music neuroscience research.
Studying Psychology at Goldsmiths challenges your thoughts, knowledge and understanding of the people and world around you; it’s stimulating, inspiring and teaches both academic and personal skills which will stay with me forever.
BSc Psychology, graduated 2011
"Goldsmiths allowed me to explore a range of topics within Psychology, and for the first time I knew what I wanted to do in the future."
I really enjoyed my studies at Goldsmiths, it helped shape me as a person, decide which career I wanted and which steps I would need to get there. The lecturers had a wide range of experience and it was great to hear about current research. The staff were approachable and supportive.
I'm now a Research Worker at the Institute of Psychiatry. I work on the TEDS twin study in London which has followed a cohort of about 1,200 sets of twins since birth. The twins have turned 18 now, and the study is looking at how stress can lead to poor physical and mental outcomes in later life. I travel around the UK and collect data from the twins. This includes full blood samples, blood spots, DNA, anthropometric measures, interviews and cognitive tests to measure things like memory. I'm also studying part-time for an MSc.
Goldsmiths allowed me to explore a range of topics within Psychology, and for the first time I knew what I wanted to do in the future. Goldsmiths is a diverse university and it was great studying with people from different backgrounds.
"Goldsmiths is a community campus, you can’t really walk across it without at some point running into someone you somehow know."
Psychology is, compared to the more established sciences, a relatively new research area so if you decide to study psychology be prepared to question everything. Nothing is set in stone and something that might sound ridiculous today might not in only a few years' time. This does not mean that the people who teach you don’t know what they are talking about, in fact, you will be taught by some of the leading researchers in their field. Studying in a new subject area, you can actually make a difference. This is precisely one of the most exciting things in psychology.
A degree in psychology gives you an insight in how research is done, and how evidence is gathered. You will learn about what it means to be an individual, a member of a group, how easy the human mind can be manipulated, how fragile it can be and in fact what it means to be human. Psychology is the scientific study of the mind, with all its wonderful facets and terrifying faults.
Goldsmiths certainly isn’t the biggest of campuses across London. But that’s why I have enjoyed it so much if I think about it. Goldsmiths is small, not quite college-like but certainly not like one of those great anonymous campuses you find all over the place. It is a community campus, you can’t really walk across it without at some point running into someone you somehow know. This might not be everyone’s cup of tea but those who do think they could enjoy a more personal university life in which both your teachers and co-students actually know your name and where the security guard from the back door asks how come you haven’t been in for a few days or where you can cross the entire campus within less than 10 minutes, then Goldsmiths will make your London as well as university experience a truly great one.
Belina received funding through the National Scholarship Programme
"It is taught by lecturers who also do research in the field and there is always help available when needed."
I had heard of Goldsmiths as my sister studied for her Masters here and after visiting the university during open days times, I became familiar with it. While filling out the UCAS application, I did my own research on Goldsmiths and found that the course looked very interesting and was exactly what I was looking for.
I am enjoying the course very much, and despite being challenging, it is taught by lecturers who also do research in the field and there is always help available when needed. The university atmosphere is always buzzing with students, everyone is friendly and welcoming and it has great places to socialise.
After I graduate, I hope to continue my studies at Goldsmiths and perhaps do a Masters or a postgraduate course in Music Psychology.
"I feel there's a real community feel about Goldsmiths and New Cross."
I took a huge risk and decided to accept my place at Goldsmiths without ever visiting the campus in person! I'm glad to say I have never regretted my decision and would recommend this university, particularly my course to anybody. I feel there's a real community feel about Goldsmiths and New Cross which is great, considering it is part of such a big city! I really enjoy my course and the diverse staff we have access to. When I graduate, I hope to go on to complete a PGCE in primary teaching.
I first came to study at Goldsmiths in 1999. I am originally from Finland, but wanted to go to university elsewhere, just because I wanted to experience something different. English and psychology were my favourite two subjects in school so I knew fairly early on that I wanted to study psychology in England.
Choosing where and at which university was not quite as easy. Central London seemed like the best choice, however, because I had visited the city before and had really enjoyed everything London had to offer. This I felt was very important to keep life interesting outside of academic achievements too. I then visited the British Council in Helsinki and found out more about the universities I was considering and filled out a UCAS application form. Goldsmiths seemed like the best institution out of the ones I had applied to and received an offer of a place for.
Goldsmiths was a great choice. The Department of Psychology is big, but does not seem impersonal. Academically, it has a good mixture of staff with different areas of expertise. I feel very fortunate that I could do my dissertation and receive excellent guidance in exactly what I was most interested in – the emotional effects of brain injury. The fact that as a Goldsmiths student I was able to use the Senate House Library as well as the Institute of Psychiatry Library was a big advantage.
Goldsmiths felt like a fun place to study too, and it has its own unique character. This I think is based on the great mixture of subjects on offer and the different personalities that they attract. All in all, I had a great time during my undergraduate degree. Apart from studying I had lots of fun and met some fantastic people.
After graduating from Goldsmiths in 2002, I completed an MSc in Rehabilitation Psychology at another university and then worked in psychology-related settings, including brain injury rehabilitation, adult psychiatric care and medicines research. I left London and England in 2004, moving back to Finland. There I worked as an Assistant Psychologist whilst completing my studies to qualify as a Clinical Psychologist. Once qualified, I landed a job in an outpatient clinic for the acute psychiatric care of adults. The work was very interesting and rewarding, but I slowly started to feel like it was time to return to London. I had also toyed with the idea of doing a PhD for quite some time, and decided that if I did do one, it would have to be in London. I was fortunate enough to be able to come back to Goldsmiths and work with the supervisor who had also supervised my BSc dissertation a few years earlier.
Content last modified: 08 Apr 2014
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