Psychology

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https://www.leedstrinity.ac.uk/courses/undergraduate/psychology/

Psychology BSc (Hons) - Undergraduate Courses - Leeds Trinity University

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Undergraduate

Psychology

BSc (Hons)

Year of study

Start date(s)

September 2027

Location

Horsforth Campus

Social SciencesUCAS tariff points

Study mode

Full-time (3 years)Study abroad

Book your open day

Why do people behave differently in the same situation? How do our thoughts, emotions and experiences shape who we become? Psychology uses scientific evidence to investigate these questions.

On this BSc Psychology degree, you will explore human thought and behaviour through psychological theory, research, and real-world application.

About this course

Alongside the core areas required for a BPS-accredited degree, each year you will choose optional modules from six specialist areas: counselling psychology; forensic psychology; education and child psychology; health psychology; sport and exercise psychology; and work, business and consumer psychology.

You can concentrate your choices within one area or combine modules from across the six as your interests develop. Choose to specialise in one area, and your chosen specialism will be reflected on your final degree certificate.

On this programme, you'll

You will develop scientific, professional and transferable skills in:

How to design psychological research

How to analyse quantitative and qualitative data

How to evaluate evidence and psychological explanations

Critical thinking and problem-solving

Written, verbal and visual communication

How to work collaboratively and professional practice

Ethical decision-making

These are recognised and valued skills in psychology-related professions and across sectors including health, education, research, public services, charities and business.

Professional learning is embedded throughout the degree programme. In your second year, you will complete 90 hours of work-based learning (which can be completed flexibly across the year or condensed at the end of semester two), supported by professional challenges and applied projects throughout the degree.

These experiences will help you connect your studies with professional settings, develop confidence, and demonstrate your skills to potential future employers.

Why study with us?

A contemporary Psychology degree shaped around your interests - Explore how psychology can inform and respond to current societal issues, while shaping your degree with optional modules from six specialist areas from your first year.

Study a BPS-accredited course - Build the academic foundation to take the next step toward professional careers in psychology, including eligibility for Graduate Basis for Chartered Membership, subject to meeting the BPS requirements.

Learn how to turn your questions about behaviour into research - What would you like to understand about human behaviour? Design and conduct studies, collect and analyse data, evaluate evidence and complete an independent final-year project on a topic that matters to you.

Accreditations

British Psychological Society (BPS)

This degree is accredited by the British Psychological Society (BPS) (link opens in a new window/tab) which makes you eligible for Graduate Basis for Chartered Membership on successful completion of the course.

Five reasons to study Psychology at LTU

Don't just take our word for it, here are Nicole's top five reasons why she loves studying Psychology at Leeds Trinity.

From small, supportive classes and hands-on group work, Nicole loves how there are no exams, just coursework that actually lets you explore topics you’re interested in. It's also important that student feedback shapes what she learns.

Course content is tailored to aspects of psychology and your interests. Nicole's specialism is Child Psychology. Find out more about our specialist pathways below.

Your degree, your pathway

Whether you want to keep your options open or specialise from the start, our Psychology degree gives you the flexibility to shape your studies.

You can apply in one of two ways:

Psychology – giving you the freedom to explore different areas of psychology and graduate with a general Psychology degree.

Psychology with Counselling Studies, Psychology with Forensic Studies, Psychology with Education and Child Development or Psychology in Sport and Exercise – allowing you to begin on one of our four direct-entry specialist degree programmes from day one.

Across the course, you can choose from four specialisms in total. If you complete the required credits in a specialism, you'll graduate with that specialism named on your degree certificate. If you decide to combine modules from different areas instead, you'll graduate with a general Psychology degree.

As your interests develop, you can also change specialism, subject to module availability and prerequisite requirements. You can further personalise your degree through built-in work-based learning opportunities and the option to study abroad.

Counselling Studies

Explore the specialism

Our Psychology with Counselling Studies degree explores how psychological approaches help people improve well-being, navigate emotional challenges, and lead more fulfilling lives. You’ll examine how evidence-based therapies alleviate distress and promote effective functioning.​

In this specialism, you will discover

The main schools of counselling psychology and how they differ in their approaches to people and psychological change.​

How culture, identity, and values influence the therapeutic relationship.​

The importance of empathy, active listening, and unconditional positive regard in supporting clients.​

The ways counselling psychology is evolving through digital therapy and online interventions.​

Research with impact​​​

Our expert staff team conducts research across a range of contemporary and impactful topics, including; ​

Compassion and positive psychology,​

Well-being, burnout, rehabilitation, and psychological functioning across justice, healthcare, and community settings.​

Find your course

Psychology (with Counselling Perspectives)

Psychology (with Counselling Perspectives) with Foundation Year

Education and Child Development

Our Psychology with Education and Child Development degree programme explores how children learn and grow through both cognitive and behavioural lenses. You'll examine how motivation, memory, and individual needs shape learning and support across educational settings.​​

How children learn and develop from birth through adolescence.​

The major theories of child development and how they compare, including the work of Piaget, Vygotsky, and Bowlby.​

What inclusive education looks like and how to support children with Special Educational Needs and Disabilities (SEND).​

How education policy and practice can reduce or sometimes reinforce inequality.​

Our expert staff team conducts research across a range of contemporary and impactful topics, including;

Language and literacy development in children.​

Collaboration and support between schools and families for children with SEND.​

Psychological factors influencing learning and achievement, including motivation and well-being.​

Psychology (with Education and Child Development Perspectives)

Psychology (with Education and Child Development Perspectives) with Foundation Year

Forensic Studies

Are criminals born or made? Can serious offenders be rehabilitated? On our Psychology with Forensic Studies degree, you’ll explore theories of crime and the psychological factors that drive offending behaviour.​​​

On this pathway, you will discover

How psychologists assess offenders’ mental states and evaluate the risk of reoffending.​​

How eyewitness memory functions and the factors that influence its reliability in court.​​

Psychological theories that help explain violent, sexual, and other forms of offending behaviour.​​

The challenges and possibilities of treating serious offenders, including those with psychopathic traits.​​

The strengths and limitations of offender profiling in criminal investigations.

Cyberbullying, moral reasoning, and gendered pathways into sexual and violent offending behaviour.​

Trauma, resilience, and well-being among prison staff and high-risk professionals.​​

A complete pathway

We offer a complete pathway in Forensic Psychology from undergraduate study to postgraduate professional training. Students can move from BSc Psychology (Forensic Perspectives) through Stage 1 MSc Forensic Psychology and Stage 2 PG Dip Forensic Psychology Practice, all at Leeds Trinity University (subject to successful completion and professional requirements).

Psychology (with Forensic Perspectives)

Psychology (with Forensic Perspectives) with Foundation Year

Sport and Exercise

Explore the pathway

From Park Run to elite Olympic competition, our Psychology in Sport and Exercise degree explores how thoughts, emotions and psychological responses influence participation, performance and well-being across all levels of sport and physical activity.​​​​​​

In this specialism, you'll discover

How psychology helps to enhance performance, mental resilience, and well-being.​

The role of psychology in promoting inclusivity, good mental health, and social equality in sport and physical activity settings.​

How brain functioning, arousal regulation, neuropsychology, and cognitive strategy influence sport and exercise performance.​​​​

Factors that influence and inform health-related behaviours.​

Well-being and human flourishing​​

Interpersonal expectancies ​​​

The experiences of applied practitioners working within sport and exercise psychology.​​​

Learn from experts who bring Psychology to life

Our teaching team includes:

HCPC-registered practitioners

Academics working across forensic, counselling, developmental, health and cognitive psychology

Professors leading research with real-world impact

You’ll learn from people who work in the environments you’ll one day enter.

Caspar Wynne

Psychology Technician

Overview

Caspar began is academic career in 2015, after working in the pub and restaurant trade for 15 years. Studying psychology at Bangor University, Caspar worked as a Research Assistant in the Language and Literacy lab and was the volunteer coordinator for the Miles Dyslexia Centre. He also worked as a student mentor for mature and international students on research methodology with a focus on statistics. Since graduating from his MSc in Psychological Research Caspar has worked on a variety of large-scale national research projects as a research officer, project manager, webmaster, and technical support.

Since starting at Leeds Trinity University Caspar has been supporting the redevelopment of the Psychology Labs and redesigned the student research participation scheme to get students engaged in real life research.

In addition to his work duties Caspar is also completing a PhD in Psychology focusing on Language and Literacy development, and its impact both cognitively and socio-emotionally.

Qualifications

MSc Psychological Research (Distinction)

BSc (Hons) Psychology (Upper Second Class Honours)

Speciality Areas

Language and Literacy development, Research methodology.

Skills training and development (Excel, SPSS, R and other programming languages).

Current Research

PhD Studies:

Testing the contribution of visual, motor, and verbal learning on letter knowledge acquisition.

The Impact of Reading and Math Difficulties on Child Well-being

Publications

Downing, C., Evans, G., Calabrich, S., Wynne, C., Cartin, R., Dunton, J., Elliott, R., Caravolas, M., Hulme, C., & Jones, M. (2024). Literacy instruction from afar: evidence for the effectiveness of a remotely delivered language-rich reading programme. Reading and Writing. https://doi.org/10.1007/s11145-023-10502-7

Caravolas, M., Downing, C., Hadden, C. L., & Wynne, C. (2020). Handwriting legibility and its relationship to spelling ability and age: evidence from monolingual and bilingual children. Frontiers in Psychology, 11, Article 1097. https://doi.org/10.3389/fpsyg.2020.01097

c.wynne@leedstrinity.ac.uk

Within your field, who do you most admire and why? 

Neuropsychologist Professor Brenda Milner revolutionized our understanding of the brain through her work with patient H.M., who suffered severe anterograde amnesia following epilepsy treatment. Her groundbreaking insights from studying H.M.'s condition fundamentally changed the way we think about memory and cognitive processes.

Can you give an example of one of the most random/fascinating things that you teach during the course? What topic or area you teach tends to surprise your students – why?

The story of Nicaraguan Sign Language (NSL) is a fascinating example of language creation and evolution. In the 1970s and 1980s, deaf children in Nicaragua, who had been isolated without a common language, were brought together in special education schools.

Without formal instruction, these children began to develop their own means of communication, which rapidly evolved into a full-fledged sign language. This spontaneous emergence of NSL provided linguists with a unique opportunity to study the formation of a new language in real time, highlighting the innate human capacity for language development and the critical role of social interaction in linguistic evolution.

Other than academic knowledge, what traits or other skills do you think are important for a psychologist? 

A keenness to learn and an understanding that you will get things wrong and that’s OK.

Fayme Yeates

Lecturer in Psychology

Dr Fayme Yeates completed her PhD at the University of Exeter investigating implicit sequence learning in humans, using a combination of behaviour experiments using variations of serial reaction time (SRT) tasks explore how we learn predictive contingencies between events without awareness or intention. Alongside these tasks, her work involved simulating and developing cognitive computational models of these processes using a recurrent network.

Her PhD fellowship involved graduate teaching responsibilities, for which she was recognised with a number of learning and teaching awards. She was the postgraduate representative to the BPS Mathematical, Statistical and Computing section, reflecting her keen interest in research methods, statistical analyses and computational modelling. After her PhD she moved to as position as Lecturer in Psychology at the University of Plymouth as a Lecturer in Psychology and spent two years there, where she was awarded multiple teaching awards by the University and student guild - including Best Dissertation Supervisor and Most Innovative Teacher. She then took a career break to care for her young family and moved to Leeds Trinity University on her return to academia as a Lecturer in Psychology in late 2023.

Doctor of Philosophy, Incidental sequence learning in humans: Predictions of an associative account, University of Exeter 30 Sept 2010 → 14 Aug 2014 Award Date: 30 Sept 2014

Master of Science, Psychological Research Method , University of Exeter - 1 Sept 2009 → 30 Aug 2010

Bachelor of Science, Psychology (with Honours), University of Exeter - 1 Sept 2006 → 30 Jul 2009

Cognition, Cognitive psychology, Research methods, Quantitative methods.

Learning, sequence learning, sequential effects, implicit learning, computational models, human-computer interaction

Yeates, F., Wills, A.J., Jones, F.W., & McLaren, I.P.L. (2014). State trace analysis: Dissociable processes in a connectionist network? Cognitive Science. DOI: 10.1111/cogs.12185.

McLaren, I. P. L., Dunn, B.D., Lawrence, N.S., Milton, F.N., Verbruggen, F., Stevens, T., McAndrew, A., & Yeates, F. (2014). Why decision making may not require awareness. Behavioural and Brain Sciences, 35-36.

Yeates, F. (2013). Putting the quality into quantitative research. PsyPAG Quarterly, 89, 5-11.

McAndrew, A., Yeates, F., Verbruggen, F., & McLaren, I.P.L. (2013). Modeling a reaction time variant of the Perruchet effect in humans. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.) Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 3014- 3019). Austin TX: Cognitive Science Society.

Yeates, F., Jones, F.W., Wills, A.J., Aitken, M.R.F., & McLaren, I.P.L. (2013). Implicit learning: A demonstration and a revision to a novel SRT paradigm. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.) Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 3829-2834). Austin TX: Cognitive Science Society.

McLaren, R., Jones, F.W., Yeates, F., & McLaren, I.P.L. (2013). Cue competition in human associative learning. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.) Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 4044). Austin TX: Cognitive Science Society.

Yeates, F., Jones, F.W., Wills, A.J., McLaren, R.P., & McLaren, I.P.L. (2013). Modeling human sequence learning under incidental conditions. Journal of Experimental Psychology: Animal Behavior Processes, 39(2), 166-173.

Yeates, F., Jones, F.W., Wills, A.J., Aitken, M.R.F. & McLaren, I.P.L. (2012). Implicit learning: A demonstration and a novel SRT paradigm. In N. Miyake, D. Peebles, & R. P. Cooper (Eds.), Proceedings of the 34th Annual Conference of the Cognitive Science Society (pp. 1185-1190). Austin, TX: Cognitive Science Society.

Yeates, F., Wills, A.J., Jones, F.W. & McLaren, I.P.L. (2012). State-Trace analysis of sequence learning by simple recurrent networks. In N. Miyake, D. Peebles, & R. P. Cooper (Eds.), Proceedings of the 34th Annual Conference of the Cognitive Science Society (pp. 2581-2586). Austin, TX: Cognitive Science Society.

f.yeates@leedstrinity.ac.uk

Dr Lisa Webster

Reader in Psychology

Lisa graduated from Keele University in 2001 with a BSc (Dual Hons) in Psychology and Biology. She then went on to obtain her MSc in Clinical Neuroscience from UCL’s Institute of Neurology.

Her interest in the field of neuroscience, particularly learning and memory, took her to Durham University where she obtained her PhD in Psychology, the focus of which was the study of episodic memory in humans and animals. This involved investigating the underlying neural substrates as well as examining the defining components of episodic memory specifically with regard to their susceptibility to interference from other strategies of retrieval.

Lisa’s experience extends to working as an assistant psychologist within a learning disabilities service in North Yorkshire, a role that would eventually define her vocational leaning towards mental health research. She also worked as a research assistant/strategy support officer for the British Psychological Society Division of Clinical Psychology. Within this role Lisa gained experience in the strategic planning and policy making elements of the Society as well as communicating with Parliament on issues such as mental health legislation and human rights.

Lisa also worked as a health economist for the Collaboration for Leadership in Applied Health Research and Care based in the Institute of Mental Health at Nottingham University. This provided her with a more in-depth understanding of the principles of health economics and methods of analyses employed to determine the efficiency and effectiveness of healthcare interventions.

From 2014-2016 Lisa was a member of the Mental Health Research Group at Durham University where she was able to further develop her research interests. Lisa’s research focused on psychological interventions, such as behavioural activation, in relation to depression.

Lisa's current research interests include:

Resilience in adolescents and young people – measurements and interventions.

Student connectedness, adjustment, and wellbeing.

Veteran connectedness and wellbeing.

PhD Psychology (Durham University)

MSc Clinical Neuroscience (UCL)

BSc Psychology and Biology (Dual Hons; Keele University)

Postgraduate Certificate in Academic Practice (Durham University)

Clinical Psychology and Biological Psychology.

Lisa has recently completed a multi-national study (UK; Italy; Australia) investigating the impact of student connectedness under social isolation on student adjustment and wellbeing. The premise of this research is also being extended to other populations. She continues to research interventions that seek to promote resilience in young people.

Barwood, M. J., Eglin, C., Hills, S. P., Johnston, N., Massey, H., McMorris, T., Tipton, M. J., Wakabayashi, H., & Webster, L. (2024). Habituation of the cold shock response: a systematic review and meta-analysis. Journal of Thermal Biology, 119, 103775. Article 103775. https://doi.org/10.1016/j.jtherbio.2023.10377

Terry, J., Ross, R. M., Nagy, T., Salgado, M., Garrido-Vásquez, P., Sarfo, J. O., Cooper, S., Buttner, A. C., Lima, T. J. S., Öztürk, I., Akay, N., Santos, F. H., Artemenko, C., Copping, L. T., Elsherif, M. M., Milovanović, I., Cribbie, R. A., Drushlyak, M. G., Swainston, K., ... Field, A. P. (2023). Data from an international multi-centre study of statistics and mathematics anxieties and related variables in university students (the SMARVUS Dataset). Journal of Open Psychology Data, 11(1). https://doi.org/10.5334/jopd.80

Woodfield, R., Boduszek, D., Willmott, D., & Webster, L. (2023). The moderating role of prison personnel years of service in the relationship between trauma and PTSD. European Journal of Trauma & Dissociation, 7(3), Article 100333. https://doi.org/10.1016/j.ejtd.2023.100333

Maskeen, S., Matthews, J., Smith, D. M., Stain, H. J., & Webster, L. A. D. (2021). Higher education as the pathway to personal and community success for Pakistani and Bangladeshi people: A systematic review. Race Ethnicity and Education, 1-22.

Alsubaie, M. M., Stain, H. J., Webster, L. & Wadman, R. (2019). The role of sources of social support on depression and quality of life for university students. International Journal of Adolescence and Youth. (2019). https://doi.org/10.1080/02673843.2019.1568887

Brown, JVE., Walton, N., Meader, N., Todd, A., Webster, LAD., Steele, R., Sampson, SJ., Churchill, R., McMillan, D., Gilbody, S. & Ekers, D. (2019). Pharmacy‐based management for depression in adults. Cochrane Database of Systematic Reviews, Issue 12. Art. No.: CD013299. DOI: 10.1002/14651858.CD013299.pub2.

Davis, P., Webster, L., Fernyhough, C., Ralston, K., Kola-Palmer, S. & Stain, H. (2019). Adult Report of Imaginary Companion Play and Adversity in Childhood: Relations to Concurrent Prodromal Symptom Report. Psychiatry Research, 150-152.

Short, V., Covey, J.A., Webster, L.A., Wadman, R., Reilly, J., Hay-Gibson, N. and Stain, H.J. (2019), Considering the team in team formulation: a systematic review. Mental Health Review Journal, 24(1), 11-29. https://doi.org/10.1108/MHRJ-12-2017-0055

Wadman, R., Webster, L., Mawn, L. & Stain, H. (2019). Adult attachment, psychological distress and help-seeking in university students: Findings from a cross-sectional online survey in England. Mental Health & Prevention. 7-13.

Webster, L.A.D., Chew-Graham, C., Ekers, D. (2016). Feasibility of training practice nurses to deliver a psychosocial intervention within a collaborative care framework for people with depression and long-term conditions: A qualitative study utilizing Normalisation Process Theory. BMC Nursing. 15(71) DOI: 10.1186/s12912-016-0190-2.

Harsh lessons in distress - students tell of mental health struggles at university: The Yorkshire Post Harsh lessons in distress - students tell of mental health struggles at university | Yorkshire Post

Review Editor on the Editorial Board of Interventions for Adolescent Mental Health (specialty section of Frontiers in Child and Adolescent Psychiatry)

l.webster@leedstrinity.ac.uk

Louisa Peters

Louisa has an academic background in the arts, completing an MA Musicology (2009) and MA Applied Research and Consultancy (2010) at Lancaster University. She spent 10 years working within arts and third sector organisations, plus student support services at the University of Bath. In 2020, Louisa was awarded an MSc Psychology (conversion) from Leeds Beckett University, before undertaking her doctoral studies exploring how and why community arts enable recovery from serious mental illness. Louisa currently teaches on mental health related modules, as well as qualitative methods and is a member of the British Psychological Society Health Psychology division.

Louisa’s research interests span across health psychology having conducted research into chronic pain conditions, inflammatory bowel disease and serious mental illness. In particular, Louisa is interested in lived experiences of chronic illness, recovery, illness self-management and the relationship between illness and identity. Louisa is also an advocate for making research accessible and reducing ableism in academia. This has led to the use of visual methods and incorporating arts within data collection. Louisa also has an interest in critical realism and specialises in realist research, including realist evaluation methodology and conducting a realist literature review.

PhD Psychology, University of Huddersfield, 2024

MSc Psychology, Leeds Beckett University, 2020

MA Applied Research and Consulancy, Lancaster Universit, 2010

BA Musicology, Lancaster University, 2009

Mental Health/Health Psychology, Qualitative Research Methods, Contemporary Issues.

“What works” to make higher education accessible to disabled students: An exploratory study to identify contextually based improvements. Leeds Trinity University with Dr James Jackson and Deano Lund.

‘LEGO® Building: Understanding the emotional journey of the student experience into and through higher education’. Leeds Trinity University with Dr. Rachel Conlon

‘Facilitators accessing green spaces’, University of Huddersfield with Dr. Chris Neale, Prof. Nigel King, Prof. Viv Burr and Dr. Clementinah Rooke.

Peters L. A. (2024) An exploration of analytical tools to conduct a realist synthesis and demonstrate programme theory development: An example from a realist review. Research Methods in Medicine & Health Sciences. 0(0). doi:10.1177/26320843231224807

Peters, L. A., Gomersall, T., Booth, A., & Lucock, M. (2023). Community arts, identity and recovery: A realist review of how community-based arts activities enables the identity change recovery process from serious mental illness. Journal of Community & Applied Social Psychology, 1–25. https://doi.org/10.1002/casp.2751

Peters, L. A. (2023) Embracing neurodiversity to enhance the post-graduate researcher experience: reflections from a doctoral student. Fields: journal of Huddersfield student research, 1(1), 1-13.

Peters, L. & Brown, E. M. (2022) The relationship between illness identity and the self-management of Inflammatory Bowel Disease. British Journal of Health Psychology. 27(3), 956-970

Ten Brink, A., Peters, L., Kompouli, P.-I., Jordan, A., McCabe, C., Andreasf, G. & Bultitude, J. H. (2020) Bodily changes and sensory sensitivity in complex regional pain syndrome and fibromyalgia, Pain, 161(6), 1361-1370

l.peters@leedstrinity.ac.uk

Can you give an example of a professional career highlight and/or experience that informs your teaching of your subject area?

I developed a project called R3connect which developed creative responses to my research into community arts and serious mental illness. This was a community arts project that allowed people with lived experiences to create animations about their own journeys and how arts helps them to live well with serious mental illness. The animations that were created by complete novices were incredible and very impactful, sharing lived experiences without saying a word. This is the power of the arts and it can be an important tool within psychological research too, so expect some creative activities in my lectures!

Can you give an example of one of the most fascinating things that you teach during the course? What topic or area you teach tends to surprise your students – why?

When teaching about mental health I encourage a critical approach and ask students to explore questions like ‘does mental illness exist?’ The aim is to challenge you to think differently, and perhaps more compassionately, about the realities and lived experience of mental illness. Students have commented about how their perspectives have changed about labels such as schizophrenia and become more understanding of unusual experiences such as voice hearing. An important part of this process is hearing from people who are living with such conditions, an important and unique opportunity to have when at University!

Other than academic knowledge, what traits or other skills do you think are important for a psychologist?

I always say to my students ‘question everything!‘ Even if the evidence looks solid and if you’re convinced by the explanations you hear, questioning helps us to think critically and develop new ways of understanding. Critical thinking and creativity are essential skills for psychologists.

Mark Durkin

Mark is a chartered psychologist, lecturer in psychology and Module lead for the Foundation Year Psychology Project at Leeds Trinity University. He teaches various modules across psychology.

He graduated with a first-class honours’ degree in Counselling Psychology, and a Master’s in Psychology with distinction before completing his PhD in Psychology at the University of Bolton in 2019. His PhD research explored the understanding of compassion in nursing and led to the development of a new model of compassion strengths, a psychometric measure, and online course for nursing students.

Mark’s research interests and published work focus on compassion, self-compassion, burnout, compassion fatigue, compassion satisfaction, mental health and wellbeing in healthcare students and practitioners.

He has a with Routledge Taylor Francis on Compassion Strengths, and his forthcoming book “The COMPASS model for Criminal and Forensic Psychology is due to be published in 24/25 with Emerald publishing. In addition to this, his research explores the impact of compassion-focused therapy and positive psychology on mental health and wellbeing among people who have experience with the justice system, as well as the tailored support needs for carers of people with mental health.

PhD in Psychology 2016-2019

MSc Psychology (Distinction) 2013-2015

BSc Counselling and Psychology (1st- class) 2010-2013

Research methods, Counselling/clinical psychology, Mental health and wellbeing, Positive psychology, Compassion-focused therapy/compassionate mind training.

How Compassion and Positive Psychology can assist with desistance from offending

Compassion Strengths training with nursing and healthcare students.

ORCID ID https://orcid.org/0000-0002-5655-4075

Phillips, R, Durkin, M, Engward, H, Cable G, Iancu, M (2022). The impact of caring for family members with mental illnesses on the caregiver: a scoping review, Health Promotion International, daac049, https://doi.org/10.1093/heapro/daac049

Durkin, M., Gurbutt, R., & Carson, J. (2022). Effectiveness of an online short compassion strengths course on nursing students compassion: A mixed methods non-randomised pilot study. Nurse Education Today, 111, 105315.

Durkin, M., Carson, J., & Gurbutt, R. (2020) Development and validation of a new instrument to measure nursing students compassion strengths: The Bolton Compassion Strengths Indicators. Nurse Education in Practice. https://doi.org/10.1016/j.nepr.2020.102822

Durkin, M., Gurbutt, R. & Carson J. (2019). Stakeholder perspectives of compassion in nursing: the development of the compassion strengths model. Journal of Advanced Nursing https://doi.org/10.1111/jan.14134

Durkin, M., Gurbutt, R. & Carson J. (2018). Qualities, Teaching and measurement of compassion in nursing: A systematic review. Nurse Education Today, 63, 50-58.

Beaumont, E., Rayner, G., Durkin, M., & Bowling, G. (2017). The effects of Compassionate Mind Training on student psychotherapists. The Journal of Mental Health Training, Education and Practice, 12 (5), 300-312.

Beaumont, E., Durkin, M., McAndrew, S., & Martin, C. R. (2016). Using Compassion Focused Therapy as an adjunct to Trauma-Focused CBT for Fire Service personnel suffering with trauma-related symptoms. The Cognitive Behaviour Therapist, 9.

Durkin, M., Beaumont, E., Martin, C. J. H., & Carson, J. (2016). A pilot study exploring the relationship between self-compassion, self-judgement, self-kindness, compassion, professional quality of life and wellbeing among UK community nurses. Nurse Education Today, 46, 109-114.

Beaumont, E., Durkin, M., Hollins Martin, C. J., Carson, J., (2016) Compassion for others, self-compassion, quality of life and mental well-being measures and their association with compassion fatigue and burnout in student midwives: a quantitative survey. Midwifery, 34 239–244.

Beaumont, E., Durkin, M., Hollins Martin, C.J., Carson, J. (2016). Measuring relationships between self-compassion, compassion fatigue, burnout and well-being in trainee counsellors and trainee cognitive behavioural psychotherapists: a quantitative survey. Counselling and Psychotherapy Research. 16(1): 15-23.

Durkin (2023). Developing you compassion strengths: a guide for healthcare students and practitioners. Routledge Taylor Francis.

Durkin, M. (2017). Student life-Be an agent of compassion: Five qualities, practised every day, can make you more compassionate, says psychology graduate and PhD student Mark Durkin. Nursing Standard, 31(38), 35-35.

UC Berkley, Greater Good Magazine, 8 May 2017

Huffington Post, 17 May 2017

Time Magazine, 7 August 2017

m.durkin@leedstrinity.ac.uk

Paul McGivern

Senior Lecturer Cognitive Psychology

Dr Paul McGivern is a senior lecturer in psychology with ten years’ experience teaching in Higher Education. His specialist subject area is cognitive psychology with a focus on risk, decision-making, and reasoning. Paul’s main research interests are focused on gambling, specifically how technology can be harnessed to promote safe(r) gambling behaviours. He has a broad interest in cyberpsychology and behaviour-change with a particular focus on how technology can be used for educational purposes, particularly in the promotion of inclusive learning and positive behaviour-change. Paul has experience in supervising both undergraduate and postgraduate students and also teaches at these levels.

Paul is an active researcher who contributed towards the recent Research Excellence Framework (REF) and the Teaching Excellence Framework (TEF). Paul has experience as a programme leader with experience in module development, and course validation. Paul has presented and both national and international conferences. He is also passionate about widening participation initiatives and has been involved in many local research-based initiatives including working with York MIND and working with schools across North Yorkshire (the RealWriting Project: Quality Assurance Role) to writing and communication skills in schools.

PhD Psychology

Senior Fellow Higher Education Academy

MSc Psychology

Microsoft Innovative Educator Expert

BSc Psychology (Hons) – First Class

Cognitive Psychology (with a focus on decision-making, risk, and reasoning), cyberpsychology, research methods (qualitative and quantitative), research/project supervision. I also have teaching experience in other areas/topics such as social policy, educational psychology, and risk and modernity.

I am a Senior Fellow of the Higher Education Academy and recognised as a Microsoft Innovative Educator Expert.

A brief report on student gambling: How can universities help?

Gambling Among UK University Students on Sports-Based Degree Programmes

Understanding the Role of Branding in the Responsible Gambling Ethos of Popular Gambling Providers in the UK: Are Responsible Gambling ‘Commitments’ Brand-Free?

ORCiD: 0000-0002-7726-7702

McGivern P, Hussain Z, Lipka S, Stupple E. The impact of pop-up warning messages of losses on expenditure in a simulated game of online roulette: a pilot study. BMC Public Health. 2019 Jun 26;19(1):822. doi: 10.1186/s12889-019-7191-5. PMID: 31242890; PMCID: PMC6595584.

McGivern P, Coxon M. Student polling software: where cognitive psychology meets educational practice? Front Psychol. 2015 Jan 30; 6:55. doi: 10.3389/fpsyg.2015.00055. PMID: 25688228; PMCID: PMC4311550.

McGivern, P., & Shepherd, J. (2022). The impact of COVID-19 on UK university students: Understanding the interconnection of issues experienced during lockdown. Power and Education 14(3) 218-227 https://doi.org/10.1177/17577438221104227

Examining the impact and potential of an interactive risk meter as a responsible gambling device in electronic roulette

General information

Organisations:

University of Derby

Contributors:

McGivern, P.

Publication date:

Feb 2016

Poster session presented at New Horizons in Responsible Gambling Conference, Vancouver, British Columbia, Canada.

Research output: Contribution to conference › Poster

Tailored onscreen ‘pop-up’ warning messages of specific loss amounts reduce expenditure in online roulette

McGivern, P., May 2015

Ethical and practical considerations of online gambling research: aligning policy and scientific enquiry

McGivern, P., Jan 2015

Context-specific ‘pop-up’ warnings reduce gambling expenditure in online roulette

McGivern, P., 1 Sep 2014.

The prevalence and nature of negative experiences online

McGivern, P. & Noret, N., 7 Jul 2010.

York St John University

Research Snapshot - Gambling Research Exchange Ontario

Description:

Research article featured in the 'Research Snapshot' profile within the Gambling Research Exchange Ontario, Canada

Details of Media contribution and Media coverage

McGivern, P., Hussain, Z., Lipka, S. (2019). The impact of pop-up warning messages of losses on expenditure in a simulated game of online roulette: a pilot study. Research Snapshot, Gambling Research Exchange Ontario

United Kingdom

p.mcgivern@leedstrinity.ac.uk

Ben Morris

Senior Lecturer in Psychology

Ben has an interest in health and social psychology, specifically in the area of attitude measurement and behaviour change. He has presently conducted work looking at diet improvement, physical activity uptake and reducing binge drinking. Ben has experience using online and text-based methods to intervene with large populations and has conducted work utilising Question Behaviour Effects (QBE).

Ben has recently been awarded funding to conduct a meta-analysis on the efficacy of tai chi in the elderly. He is also conducting a review assessing the role of affect in physical activity engagement. Currently, Ben is writing a grant investigating one method to improve recycling rates in the general population. He regularly seeks collaboration opportunities with institutions nationwide and would be interested in hearing about future opportunities that fit his research profile. He also encourages students to get in contact should they have projects they seek supervision on.

MSc Psychological Approaches to Health

BSc (Hons) Psychology

PSY4063 Professional Development for Psychologists 1

PSY4073 Introduction to Research Skills for Psychologists

PSY6125 Health Behaviour Change in Context

PSY6122 Psychology Special Subject

PSY6145 Psychology Research Project

PSY7065 Personality and Intelligence (Masters conversion course)

PSY7033 Advanced Research Methods for Practitioner Psychologists (Forensic Masters)

Promoting Bayesian statistics to aide in the improvement of Health Psychology; The effect of goal priority on intentions to engage in environmentally positive behaviour; The development of an Italian version of a Psychological Resilience scale; Assessing the effectiveness of Tai chi to improve Psychological Resilience

Morris, B., & Bone, A. (2024). Brazilian jiu-jitsu and wellbeing: an inductive thematic analysis exploring how BJJ can increase subjective wellbeing. Mental Health and Social Inclusion. Advance online publication. https://doi.org/10.1108/MHSI-11-2023-0116

Morris, B., Jackson, J., & Roberts, A. (2023). Effects of long-term Ashtanga yoga practice on psychological well-being. Mental Health and Social Inclusion. Advance online publication. https://doi.org/10.1108/MHSI-03-2023-0033

St Quinton, T., Morris, B., Lithopoulos, A., Norman, P., Conner, M., & Rhodes, R. (2023). Self-efficacy and alcohol consumption: are efficacy measures confounded with motivation? Cogent Psychology, 10(1). https://doi.org/10.1080/23311908.2023.2180872

St Quinton, T., Morris, B., Pickering, D., & Smith, D. (2022). Behavior change techniques and delivery modes in interventions targeting adolescent gambling: a systematic review. Journal of Gambling Studies. https://doi.org/10.1007/s10899-022-10108-8

St Quinton, T., Morris, B., & Crescioni, A. W. (2022). Beliefs in free will and determinism: associations with social cognition and gambling behavior. Addiction Research & Theory. https://doi.org/10.1080/16066359.2022.2062330

Jackson, J., & Morris, B. (2022). Impact of the built asset on health and wellbeing: contemporary review of tinnitus in the built environment, and effective interventions at work and home. In O. Ebohon, & C. Udeaja (Eds.), Proceedings of IDoBE International Conference on Uncertainties in the Built Environment (2021): How can we build a resilient future in the new normal? (pp. 989-1004). Article Paper 1

St Quinton, T., & Morris, B. (2021). Gambling prevention mobile applications: understanding the inclusion and use of behaviour change techniques. Journal of Gambling Issues, 48, 110–121. https://doi.org/10.4309/jgi.2021.48.5

St Quinton, T., Morris, B., Barwood, M., & Conner, M. (2021). Promoting physical activity through text messages: the impact of attitude and goal priority messages. Health Psychology and Behavioral Medicine, 9(1). https://doi.org/10.1080/21642850.2021.1891073

St Quinton, T., Morris, B., & Trafimow, D. (2021). Untangling the Theory of Planned Behavior's auxiliary assumptions and theoretical assumptions: implications for predictive and intervention studies. New Ideas in Psychology, 60, Article 100818. https://doi.org/10.1016/j.newideapsych.2020.100818

b.morris@leedstrinity.ac.uk

Candice Whitaker

Candice completed their undergraduate degree at The Open University. Following this, they undertook Masters and PhD study at Leeds Beckett University, where they also taught on various modules across the social sciences provision. Their PhD research explored young men’s body image and appearance-related matters, investigating the role of social ideals of masculine behaviour in men’s physical self-appraisal and body image-related discussions.

Alongside their PhD, Candice also undertook a postgraduate teaching qualification (PGCAP) and was awarded Fellowship of the Higher Education Academy. She joined Leeds Trinity University in 2020 as a Lecturer in Psychology and specialises in qualitative research methods.

Candice’s research interests focus primarily within the study of masculinities, and men’s health and wellbeing. This includes exploring men’s experiences, as well as the potential impact of wider social ideals on shaping these. Candice is also interested in the development and expansion of qualitative research methods and open science principles in psychology and is currently collaborating on a range of related projects.

PhD Psychology (Leeds Beckett University)

MA Interdisciplinary Psychology (Leeds Beckett University)

Postgraduate Certificate in Academic Practice (Leeds Beckett University)

BSc(Hons) Psychology (The Open University)

Critical Psychology (Social/Health)

Qualitative Research Methods

Candice is currently involved in a number of research projects. These include exploring men’s engagement with mobile dating apps, papers surrounding men’s body image and appearance-related matters and how men discuss sensitive topics, and a co-creation project involving students and staff at Leeds Trinity University.

Peer-reviewed journals

Whitaker, C., Gough, B., Fawkner, H., & Deighton-Smith, N. (2021). Young men’s body dissatisfaction: A qualitative analysis of anonymous online accounts. Journal of health psychology, 26(5), 636-649.

Other publications

Whitaker, C., Gough, B., Fawkner, H. & Deighton-Smith, N., (2001, 16-19 Jun). Negotiating feminised discourses: a discursive analysis of how men construct body image and appearance-related matters. [Conference presentation]. 1st Conference of the Association of European Qualitative Researchers, Thessaloniki/Online, Greece

Whitaker, C. (2019, 15-18 Jul). Body talk: the role of masculinity in young men’s body image and appearance related matters [Conference presentation]. The 11th Biennial Conference of the International Society of Critical Health Psychology (ISCHP), Bratislava, Slovakia.

Whitaker, C. (2019, 3-5 Jul). “I do care about how I look, when I feel like I shouldn’t!”: a qualitative investigation of young men’s body image-related issues [Conference presentation]. The British Psychological Society Qualitative Methods in Psychology Section & The History and Philosophy of Psychology Section Conference, Cardif, UK.

Whitaker, C. (2022, July 13-15). Finding your voice and volume as a novice researcher: Reflecting on self-positioning and disclosure in the knowledge production process [Conference presentation]. BPS Qualitative Methods in Psychology Section Conference, Leicester, UK.

Whitaker, C. (2022, July 13-15). ‘The grind of finding someone’: A Thematic Analysis of men’s accounts of their picture-based mobile dating app use. [Conference presentation]. BPS Qualitative Methods in Psychology Section Conference, Leicester, UK.

c.whitaker@leedstrinity.ac.uk

James Jackson

James holds a BSc (Hons) in Biological Sciences from Heriot-Watt University, a BSc (Hons) in Psychology from the University of Sheffield, as well as an MSc in Industrial Psychology and a PhD in Psychology from the University of Hull. James was a lecturer at Hull for several years before moving to Leeds Trinity University.

His PhD thesis was: “The relationship between tinnitus, cognitive performance and demands on the individual” and as someone with both tinnitus and hearing loss, James is fascinated by the subjective nature of tinnitus and how it is perceived by different individuals. Why do some people habituate quickly, while others take longer? And why do others remain distressed over the long term, with significant consequences for their quality of life?

Previously, James has been an unpaid scientific advisor to Hearing Power, the company behind the smartphone app MindEar (formerly Tinnibot). This work, supported by external grants, helped Tinnibot to win the third annual prestigious Hearing Technology Innovator Awards (October 2022). Alongside interventions for tinnitus in the online space, James has investigated the effects of tinnitus on diurnal hormonal cycles (specifically the stress hormone, cortisol), as well as dissatisfaction of tinnitus patients within the primary care pathway, help-seeking behaviour, and post-COVID tinnitus prevalence in the UK.

James is active in the field of Knowledge Exchange, and runs workshops for GPs, audiologists, and other healthcare professionals to better understand tinnitus, and the evidence base behind specific tinnitus interventions. He has general interests in all kinds of chronic stressors (e.g. loneliness, chronic pain, long-term hearing impairment etc) and in the effects of hormones on human attractiveness and sexual orientation. He has made a number of media appearances with regards to the psychology of attraction, dating apps, loneliness, etc.

James is open to supervise PhD students.

PhD in Psychology – University of Hull

MSc Industrial Psychology – University of Hull

BSc (Hons) Biological Sciences – Heriot-Watt University

BSc (Hons) Psychology – University of Sheffield

Biopsychology; Hormones (specifically cortisol and testosterone), Stress and Illness (chronic stressors/objective measurement of stress), Tinnitus/Hearing Loss, Human Attraction, and Pain Tolerance.

James is currently engaged in several different areas of research. As of September 2024, he is continuing investigation of online mindfulness and the MindEar smartphone app as interventions for tinnitus distress. Other projects include further investigation of the Cortisol Awakening Response in tinnitus patients, tinnitus during pregnancy, tinnitus and COVID, female stalking and the menopause, and effects of prenatal testosterone exposure on female engagement in combat sports.

Jackson, J. G., & Woolmer, C. D. (2024). An 8-Week Online Body Scan Meditation Intervention for Tinnitus: Accessibility, Adherence, and Rates of Clinically Meaningful Success. Mindfulness, 1-12.

Morris, B., Jackson, J., & Roberts III, A. (2023). Effects of long-term Ashtanga Yoga practice on psychological well-being. Mental Health and Social Inclusion. https://doi.org/10.1108/MHSI-03-2023-0033

Jackson, J., & Morris, B. (2022, August). Impact of the built asset on health and wellbeing: contemporary review of tinnitus in the built environment, and effective interventions at work and home. In IDoBE International Conference 2021: Uncertainties in the Built Environment: How can we build a resilient future in the new normal? (pp. 989-1004).

Edwards, H. M., Jackson, J. G., & Evans, H. (2022). Neuroticism as a covariate of cognitive task performance in individuals with tinnitus. Frontiers in Psychology, 13, 906476. https://doi.org/10.3389/fpsyg.2022.906476

Jackson, J. G. (2019). The cortisol awakening response: A feasibility study investigating the use of the area under the curve with respect to increase as an effective objective measure of tinnitus distress. American journal of audiology, 28(3), 583-596. https://doi.org/10.1044/2019_AJA-18-0174

Want to improve your knowledge of tinnitus? 14/05/24

Audiology World News (International), United Kingdom.

Podcast Credits

Into You: Part 1 – The Anatomy of Attraction (March 2022)

The Anatomy of Attraction - Into You | Podcast on Spotify

Into You: Part 2 – Attraction in Action (April 2022)

Attraction in Action - Into You | Podcast on Spotify

Gin and Topic - Jacqsons and Tinnitus (Season 2 Episode 6)

Tinnitus – More than just a noise

Leeds International Festival of Ideas 2021: LIFICAST001 – Are we More Lonely?

j.jackson@leedstrinity.ac.uk

LinkedIn

Laura De Pretto

Dr Laura De Pretto is a Senior Lecturer in Psychology. Her research focuses on cross-cultural and environmental psychology, mainly through quantitative methods. Laura has an interest in cross-cultural variations in pro-environmental behaviours and connectedness to nature, as well as how these constructs intersect with hope, health, wellbeing and acculturation.

Originally from Italy, Dr De Pretto obtained her PhD in Applied Psychology in 2013 from East China Normal University. After that, she worked as an Assistant Professor for the University of Nottingham Malaysia until 2017, when she joined Leeds Trinity University.

At Leeds Trinity, she currently teaches contemporary issues in psychology, social psychology, professional learning through work and quantitative research methods across bachelor’s and master’s degrees, and supervises BSc dissertations, MSc theses and PhD projects.

Dr De Pretto is also the international coordinator for the department.

Laurea pre-Bologna agreement, cum laude, University of Urbino Carlo Bo’

PhD in Applied Psychology, East China Normal University

PGCHE, University of Nottingham

Social psychology, Cross-cultural psychology, Conservation psychology.

Reduction in Carbon Footprint and Psychological Wellbeing (in collaboration with University of Nottingham Malaysia, University Malaya, Bangor University)

Global Classroom and Student Cultural Intelligence (in collaboration with University of Opole and Taylor’s University).

Sawicki, A. J.,Żemojtel-Piotrowska, M., Balcerowska, J. M., Sawicka M. J., PiotrowskiJ., Sedikides, C., Jonason P. K.,Maltby, J., Adamovic, M., Agada M. G., Ahmed, O., Al-Shawaf, L., Appiah, S. C. Y., Ardi, R., Babakr, Z.H.,Bălțătescu, S., Bonato,M., Cowden, R. G., Chobthamkit, P., ... Zand, S. (2021). The Fear of COVID-19 Scale: ItsStructure and MeasurementInvariance Across 48 Countries.Psychological Assessment, in press.

De Pretto, L., Mansilla, O.P., Russo, E.et al.The experience of Hope among Italian undergraduatestudents.CurrPsychol(2020). The experience of Hope among Italian undergraduate students | SpringerLink De Pretto, L.*,Chin, Y. S. J.*, Thuppil, V., & Ashfold, M. J.(2019). Public awareness and support forenvironmentalprotection—A focus on air pollution in peninsular Malaysia.PloS one,14(3), e0212206.

Pauluzzo, R., Guarda, M.,De Pretto, L., & Fang, T. (2018). Managing paradoxes, dilemmas, and change: A case studytoapply theYin Yang wisdom in Western organizational settings.Cross Cultural & Strategic Management,25(2),257-275.

Wong, P.Y.,Varkkey,H., Ashfold,M.,De Pretto, L.,Ives, C.,Masran, S.A., VasanthaKumar, P.(2021).We need totalk about haze. We need to talk about haze | Vision | University of Nottingham

Varkkey,H., Ashfold, M.,De Pretto, L.,Ives, C., Wong, P.Y., Masran, S.A., VasanthaKumar, P.(2021).Haze andgovernment communications in Malaysia(Policy brief003). Haze-POLICY-BRIEF-003.PDF (nottingham.ac.uk)

Alfajri, Setiawan, A.,Varkkey, H., Ashfold, M.,De Pretto, L., Wong, P.Y., and Ives, C.(2021).Religious ValuesandEnvironmental Protection in Indonesia: New Public Opinion Data on Transboundary Haze.ARIscope.

Ashfold, M., Wong, P., Varkkey, H.,De Pretto, L., Miller, M., Astuti, R., . . . Kumar,P. (2020).Public Values andSentimentsregarding Transboundary Haze Pollution in Singapore.ARIscope.

CL Hii, SP Ong, CL Chiang,L De Pretto, CH Pang, DE Tan. Classroom design attributes: An investigation of staffs’and students' preferences. Proceedings of Mechanical Engineering Research Day 2019 (2019), 216-217.

De Pretto, L.,Hii, C.L.,Chiang, C.L.,Ong, S.P.,Tan, D.E.S.Y.,Pang, C.H.(2019).On the KeyFactors in HigherEducation Classroom Design: Physical Aspects of the Undergraduate Teaching and Learning Experience inMalaysia.Preprints, 2019080089 (doi: 10.20944/preprints201908.0089.v1).

l.depretto@leedstrinity.ac.uk

Shames Maskeen

Lecturer in Developmental Psychology

Shames Maskeen is a Lecturer in Developmental Psychology, and his research area focuses on widening access and widening participation. In particular, increasing the participation of Pakistanis and Bangladeshis in higher education. His research focuses on addressing the interplay of culture, religion, and gender on the lived experiences of people of colour.

In his previous role as Institutional Operational Lead for the Race Equality Charter (REC), he was the driving force in Leeds Trinity University becoming the first University in Yorkshire to achieve the Bronze award. Subsequent success to the REC award includes Leeds Trinity University winning the Gold Student Choice Award in recognition of the work to tackle and champion race equality and shortlisted for ‘Outstanding Contribution to Equality, Diversity and Inclusion’ in recognition of embedding race equality across the institution at Times Higher Education Awards 2021.

Fellow of the Higher Education Academy

MSc Organizational Psychology

Developmental psychology, Anti-racism, Research Methods (Quantitative and Qualitative).

Shames’ main research interests are on the interplay of culture, religion and gender on the lived experiences of students and staff of colour in higher education.

Maskeen, S., Matthews, J., Smith, D. M., Stain, H. J., & Webster, L. A. (2021). Higher education as the pathway to personal and community success for Pakistani and Bangladeshi people: A systematic review. Race Ethnicity and Education, 1-22.

Chui, H., Bryant, E., Sarabia, C., Maskeen, S., & Stewart-Knox, B. (2019). Burnout, eating behaviour traits and dietary patterns. British Food Journal.

s.maskeen@leedstrinity.ac.uk

Tim Gomersall

Tim Gomersall is a Senior Lecturer in Psychology at Leeds Trinity University. He has published widely in the areas of health psychology, gender-based violence, and theoretical psychology. He is interested in health inequalities, and believes that psychologists can create positive social change through their research and teaching. He has expertise in health psychology, qualitative research methods, and systematic reviews in health-related research.

Tim gained his BSc in Psychology from Lancaster University, followed by an MSc in Qualitative Psychology and Health and a PhD in Psychology, both from the University of Leeds. His PhD examined the experiences of well and poorly controlled type 2 diabetes, and the issues people experience in managing this complex chronic illness. Seeing the impact of social injustices on people’s health first-hand led to a lifelong passion for addressing these problems.

Tim has held research and teaching positions at the University of Manchester, the University of Sheffield, and the University of Huddersfield. He currently teaches at Leeds Trinity University across a range of modules on the Psychology programmes.

Fellow of the Higher Education Academy (2016)

PhD Psychology, University of Leeds (2012)

MSc Qualitative Psychology and Health, University of Leeds (2007)

BSc Psychology, Lancaster University (2005)

Contemporary Issues in Psychology; Psychology Professional Development and Placement; Research Methods, Health Behaviour Change in Context.

The relationship between creativity and wellbeing.

Bailey, L., Hulley, J., Kirkman, G., Gibbs, G.R., Jones, A. & Gomersall, T. (2024). "The Networking of Abuse: Intimate Partner Violence and the Use of Social Technologies" Criminal Justice and Behavior, 51(2).

Peters, L., Lucock, M., Booth, A. & Gomersall (2023). Community arts, identity, and recovery: A realist review of how community-based arts activities enables the identity change recovery process from serious mental illness. Journal of Community and Applied Social Psychology, 34(1).

Hulley, J., Bailey, L., Kirkman, G., Gibbs, G. R., Gomersall, T., Latif, A., & Jones, A. (2023). Intimate partner violence and barriers to help-seeking among Black, Asian, minority ethnic and immigrant women: A qualitative metasynthesis of global research. Trauma, Violence, & Abuse, 24(2).

Hulley, J., Wager, K., Gomersall, T., Bailey, L., Kirkman, G., Gibbs, G., & Jones, A. D. (2022). Continuous traumatic stress: examining the experiences and support needs of women after separation from an abusive partner. Journal of interpersonal violence, 37(21).1-23.

Mentrup, S., Harris, E., Gomersall, T., Köpke, S., & Astin, F. (2020). Patients’ experiences of cardiovascular health education and risk communication: a qualitative synthesis. Qualitative health research, 30(1), 88-104.

Swindells, J., & Gomersall, T. (2019). Public perception of dementia risk in the UK: a mental models approach. Journal of Risk Research, 23(4), 461-474.

Gomersall, T. (2018). Complex adaptive systems: a new approach for understanding health practices. Health psychology review, 12(4), 405-418.

Carruthers, H., Gomersall, T., & Astin, F. (2018). The work undertaken by mechanically ventilated patients in Intensive Care: a qualitative meta-ethnography of survivors’ experiences. International journal of nursing studies. 86, 60-73

Moeller, C., King, N., Burr, V., Gibbs, G. R., & Gomersall, T. (2018). Nature-based interventions in institutional and organisational settings: a scoping review. International Journal of Environmental Health Research, 28(3), 293-305.

Gomersall, T., Smith, S.K., Blewett, C. & Astell, A. (2017) It’s definitely not Alzheimer’s: Patient perceptions of the benefits and drawbacks of a mild cognitive impairment diagnosis. British Journal of Health Psychology, 22(4).

Is there really a benefit from getting an early dementia diagnosis? The Conversation, Is there really a benefit from getting an early dementia diagnosis? (theconversation.com)

t.gomersall@leedstrinity.ac.uk

Within your field, who do you most admire and why?

I’ve recently grown to admire the work of Anders K. Ericsson on peak performance. He really taps into how to make the most of human potential.

Can you give an example of one of the most fascinating things you teach during the course? What topic or area you teach tends to surprise your students – why?

My students are often surprised when I discuss how an 18th-century prison design has gone on to reshape how people are governed in contemporary society, and how deep the impact of this can be on our psyche.

What do you enjoy the most about working in psychology or as a psychologist?

I like the range of different research I’ve been able to use my psychology skills for. When I started my undergraduate degree I never would have thought I’d have worked analysing clinical studies data to inform NHS decision-making, or travelling around the world to look at the potential of gaming as a tool to reduce gender-based violence.

Tim Vestner

Tim joined Leeds Trinity University in 2022 as a Senior Lecturer. He is interested in vision and social cognition, and has published extensively on the perception of social interactions, as well as face recognition. His research combines cognitive and psychophysical methods with questions from social psychology. He was chair of the early career researchers’ forum in York and is passionate about science communication and public outreach.

Tim received his PhD from the University of York where he got interested in how social stimuli influence visual processing. There he also started taking part in public outreach events, later becoming the lead organiser behind many such events. Suring his subsequent time as a postdoctoral researcher at Birkbeck College, University of London, he continued researching the processes involved in social interaction perception, as well as organising academic networking events. At Leeds Trinity University he works to establish a strong cognitive research programme.

PhD Experimental Psychology - University of York 2015 – 2018

MSc Cognitive Neuroscience - University of Sussex 2013 – 2014

BSc (Hons) Psychology - Oxford Brookes University 2011 – 2013

Social Cognition, Visual Perception, Face Perception, Research Methods.

Tim is currently investigating how social stimuli can change and distort our perception and memory.

Over, H., Lee, R., Flavell, J., Vestner, T., & Cook, R. (2023). Contextual modulation of appearance-trait learning. Cognition, 230, 105288. https://doi.org/10.1016/j.cognition.2022.105288

Vestner, T., Flavell, J., Cook, R., & Tipper, S. (2022). Remembered together: Social interaction facilitates retrieval while reducing individuation of features within bound representations. Quarterly Journal of Experimental Psychology, 75(9), 1593-1602. https://doi.org/10.1177/17470218211056499

Vestner, T., Gray, K.L., & Cook, R. (2022). Sensitivity to orientation is not unique to social attention cueing. Scientific Reports, 12(1), 1-9. https://doi.org/10.1038/s41598-022-09011-4

Vestner, T., Balsys, E., Over, H., & Cook, R. (2022). The self-consistency effect seen on the Dot Perspective Task is a product of domain-general attention cueing, not automatic perspective taking. Cognition, 224, 105056. https://doi.org/10.1016/j.cognition.2022.105056

Vestner, T., Over, H., Gray, K. L., & Cook, R. (2022). Objects that direct visuospatial attention produce the search advantage for facing dyads. Journal of Experimental Psychology: General. https://doi.org/10.1037/xge0001067

Vestner, T., Over, H., Gray, K. L. H., Tipper, S. P., & Cook, R. (2021). Searching for people: Non-facing distractor pairs hinder the visual search of social scenes more than facing distractor pairs. Cognition, 214, 104737. https://doi.org/10.1016/j.cognition.2021.104737

Svenning, A., Panzarino, R., Vanryckeghem, M., & Vestner, T. (2021). Life partners’ perceptions of the emotional, speech disruptive, and attitudinal correlates of stuttering. Journal of Fluency Disorders, 67, 105821. https://doi.org/10.1016/j.jfludis.2020.105821

Vestner, T., Gray, K. L. H., & Cook, R. (2021). Visual search for facing and non-facing people: The effect of actor inversion. Cognition, 208, 104550. https://doi.org/10.1016/j.cognition.2020.104550

Vestner, T., Gray, K. L. H., & Cook, R. (2020). Why are social interactions found quickly in visual search tasks? Cognition, 200, 104270. https://doi.org/10.1016/j.cognition.2020.104270

Vestner, T., Tipper, S. P., Hartley, T., Over, H., & Rueschemeyer, S.-A. (2019). Bound together: Social binding leads to faster processing, spatial distortion, and enhanced memory of interacting partners. Journal of Experimental Psychology: General, 148(7), 1251–1268. https://doi.org/10.1037/xge0000545

t.vestner@leedstrinity.ac.uk

Zacharia Nahouli

Senior Lecturer in Forensic Psychology

Dr Zacharia Nahouli is a Senior Lecturer in Forensic Psychology at LTU with several years of teaching and research experience. He is a mixed methods researcher whose interests centre primarily on applying psychological principles to forensic topics, such as investigating the social and cognitive aspects of forensic interviewing practices, criminal justice processes and offender rehabilitation programmes/interventions. This research informs his teaching on topics such as police interviewing, eyewitness memory, detecting deception, rapport and empathy, jury expert decision-making, and false memories, amongst others.

Prior to his current role, Zac completed an undergraduate degree in Psychology with Criminology (BSc) at the University of Hull in 2014, a Masters degree in Psychology and Law (MSc) at Maastricht University in 2015, and a doctorate in Psychology (PhD) at the University of Westminster in 2021. He worked as a lecturer in Forensic Psychology at the University of Derby from 2021-2023, where he also completed an Academic Professional Apprenticeship (APA) and Postgraduate Certificate (PGCert) in Higher Education, which gave him fellowship to the Higher Education Academy (HEA).

Academic Professional Apprenticeship (APA), Education, University of Derby - Award Date: 06 Dec 2023

Doctor of Philosophy (PhD), Psychology, University of Westminster - Award Date: 14 Sept 2021

Master of Science (MSc), Psychology and Law, Maastricht University - Award Date: 31 Jul 2015

Bachelor of Science (BSc), Psychology with Criminology, University of Hull - Award Date: 30 Jun 2014

Teaching Areas: Forensic Psychology, Cognitive Psychology, Social Psychology, Research Methods

Specialty Areas: Police Interviewing, Rapport/Empathy, Detecting Deception, Eyewitness Memory, False Memories, Jury Decision-Making, Prison & Probation, Offender Rehabilitation.

Dando, C. J., Nahouli, Z., Hart, A., & Pounder, Z. (2023). Real-world implications of aphantasia: episodic recall of eyewitnesses with aphantasia is less complete but no less accurate than typical imagers. Royal Society Open Science, 10(10). https://doi.org/10.1098/rsos.231007

Nahouli, Z., Mackenzie, J.-M., Aresti, A., & Dando, C. (2023). Rapport building with offenders in probation supervision: The views of English probation practitioners. Probation Journal, 70(2), 104-123. https://doi.org/10.1177/02645505221137448

Dando, C. D., Taylor, D. A., Caso, A., Nahouli, Z., & Adam, C. (2023). Interviewing in virtual environments: Towards understanding the impact of rapport-building behaviours and retrieval context on eyewitness memory. Memory and Cognition, 51, 404–421. https://doi.org/10.3758/s13421-022-01362-7

Nahouli, Z., Dando, C. J., Mackenzie, J. M., & Aresti, A. (2021). Rapport building and witness memory: actions may ‘speak’ louder than words. PLOS ONE, 16(8): e0256084. https://doi.org/10.1371/journal.pone.0256084

Mazzoni, G., Clark, A., De Bartolo, A., Guerrini, C., Nahouli, Z., Duzzi D., De Marco, M., McGeown, W., & Venneri, A. (2019). Brain activation in highly superior autobiographical memory: The role of the precuneus in the autobiographical memory retrieval network. Cortex, 120, 588-602. https://doi.org/10.1016/j.cortex.2019.02.020

Wang, J., Otgaar, H., Howe, M. L., Smeets, T., Merckelbach, H., & Nahouli, Z. (2016). Undermining belief in false memories leads to less efficient problem-solving behaviour. Memory, 24, 1-12. https://doi.org/10.1080/09658211.2016.1249888

Nahouli, Z. (2019). What I learned from my semester studying with prisoners. The Guardian. Available at: https://www.theguardian.com/law/2019/mar/07/what-i-learned-from-my-semester-studying-with-prisoners

z.nahouli@leedstrinity.ac.uk

Course modules

You will study a variety of modules across your programme of study. The module details given below are subject to change and are the latest example of the curriculum available on this course of study.

Modules are subject to approval.

During your first year, you’ll study five core modules and select one option module in the Psychology Context series.

Exploring Human Experience – Core

Being a Successful Student – Core

Perspectives in Psychology – Core

Investigating Mechanisms of Behaviour – Core

Building My Future – Core

Counselling Psychology in Context – Optional

Forensic Psychology in Context – Optional

Education and Child Development Psychology in Context – Optional

Sport and Exercise Psychology in Context – Optional

Health Psychology in Context – Optional

Occupational, Business and Marketing Psychology in Context – Optional

You’ll study four core modules and select one option module from the Psychology Concepts series and one option module from the Contemporary Issues series.

Mind, Brain and Social Behaviour – Core

Differences and Diversity – Core

Transforming Lives – Core

Being a Successful Graduate – Core

Concepts in Counselling Psychology – Optional

Concepts in Forensic Psychology – Optional

Concepts in Education and Child Development Psychology – Optional

Concepts in Sport and Exercise Psychology – Optional

Concepts in Health Psychology – Optional

Concepts in Occupational, Business and Marketing Psychology – Optional

Contemporary Issues in Counselling Psychology – Optional

Contemporary Issues in Forensic Psychology – Optional

Contemporary Issues in Health Psychology – Optional

Contemporary Issues in Occupational, Business and Marketing Psychology – Optional

During your final year, you’ll study two core modules and you'll select three option modules.

Psychology Research Project – Core

Complete an original investigation within a field of psychology you're particularly interested in.

Your project forms the culmination of the various research methods modules preceding it.

You may choose any research methods appropriate to your particular area of enquiry.

Professional Learning Through Work – Core

Key Skills for Working with Children, Young People and Families (Education and Child Development Perspectives Pathway) – Optional

Illusions, Biases and Cognitive Impairment (Psychology with Speciallist Pathway) – Optional

Counselling Psychology in Practice (Counselling Perspectives Pathway) – Optional

Work and Business Psychology in Practice – Optional

The Science and Art of Living Well (Health Perspectives Pathway) – Optional

Psychology of Mental Health and Distress – Optional

Breaking Barriers: Facilitating Healthy Lifestyles (Sport and Exercise Perspectives Pathway) – Optional

The Psychology of Human Performance (Sport and Exercise Perspectives Pathway) – Optional

Marketing and Consumer Psychology (Occupational, Business and Marketing Perspectives Pathway) – Optional

Cyberpsychology (Psychology with Specialist Pathway) – Optional

The Psychology of Public Health (Health Perspectives Pathway) – Optional

The Great Psychotherapy Debate (Counselling Perspectives Pathway) – Optional

Investigative Psychology (Forensic Perspectives Pathway) – Optional

Working with Dangerous and Serious Offenders (Forensic Perspectives Pathway) – Optional

Professional Experience

Experience matters. That's why we embed the chance to gain relevant professional experience within our Psychology undergraduate degrees.

How does it work?

Careers and Placements will work with you to find the right experience or help you to arrange your own. You will be able to take part in a series of workshops, events and live ‘employer challenges’ to boost your confidence, enhance your employability skills and prepare you for your professional experience.

You can gain degree-relevant professional experience, build your knowledge of career sectors and secure valuable employer references and industry contacts. This experience will help you to shape your career decisions and find the right path for you.

Your professional experience may include working regularly with charitable organisations supporting contemporary research projects alongside members of the academic team. Previous students have worked with sports organisations, drug rehabilitation charities and researched student barriers to engagement.

Graduate opportunities

Providing you with the opportunity to develop the professional skills and experience you need to launch your career is at the heart of everything we do at Leeds Trinity University.

Your BPS-accredited degree provides the academic foundation for further professional training in psychology. It does not qualify you to practise as a professional psychologist. With further postgraduate and professional training, relevant supervised practice and registration with the Health and Care Professions Council (HCPC), you could pursue roles including:

Clinical Psychologist

Counselling Psychologist

Educational Psychologist

Forensic Psychologist

Sport and Exercise Psychologist

Whichever specialism you choose, your Psychology degree will prepare you for essential postgraduate study, which will then lead to Health Care Professions Council (HCPC) registration, which is a requirement to practice as a psychologist in the UK.

A typical route to registered or chartered status involves completion of:

a BPS-accredited degree in psychology

a BPS-accredited specialist master’s degree (Stage 1) or a Professional Doctorate (Combining Stage 1 and Stage 2)

an approved postgraduate practitioner qualification (Stage 2)

You'll also have the necessary skills, knowledge and experience needed for other areas of graduate employment such as health and social care professions, the NHS, social work, teaching, HMPPS, law, local government, the sporting and business sectors and charities, some of which may need additional postgraduate study.

After you graduate, Careers and Placements will help you as you pursue your chosen career through our mentoring scheme, support with CV and interview preparation and access to graduate employability events.

To find out how we can help you make your career ambitions a reality, visit:

Learning and teaching

The Student Contract

Assessment methods

Programme delivery

Our strategy

Assessment

A variety of assessment methods are used, matched to the learning outcomes for your programme, allowing you to apply and demonstrate the full range of knowledge and skills that you have developed.

For more details on specific assessment methods for this course contact hello@leedstrinity.ac.uk

Your time on campus, learning through in-person teaching, is at the heart of your academic experience and the way we deliver our programmes. This is supported and further enhanced by additional engagement activities and opportunities provided online and through digital teaching materials. This blended approach seeks to ensure a positive learning and teaching student experience.

Your programme of study has been carefully designed around a three-phase model of delivery:

Preparation: You will be given clear tasks to support you in preparing for live teaching. This could include watching a short-pre-recorded lecture, reading a paper or text chapter or preparing other material for use in class.

Live: All your live teaching will be designed around active learning, providing you with valuable opportunities to build on preparation tasks, interact with staff and peers, and surface any misunderstandings.

Post: Follow-up activities will include opportunities for you to check understanding, for staff to receive feedback from you and your peers to inform subsequent sessions, and for you to apply learning to new situations or context.

Preparation, Live and Post teaching and learning and the digital materials used will vary by course, but will be designed to help you structure your learning, take a full and active part in your course, and apply and test your developing knowledge and skills.

At Leeds Trinity we aim to provide an excellent student experience and provide you with the tools and support to help you achieve your academic, personal and professional potential.

Our Learning, Teaching and Assessment Strategy delivers excellence by providing the framework for:

high quality teaching

an engaging and inclusive approach to learning, assessment and achievement

a clear structure through which you progress in your academic studies, your personal development and towards professional-level employment or further study.

We have a strong reputation for developing student employability, supporting your development towards graduate employment, with relevant skills embedded throughout your programme of study.

We endeavour to develop curiosity, confidence, courage, ambition and aspiration in all students through the key themes in our Learning and Teaching Strategy:

Student Involvement and Engagement

Inclusion

Integrated Programme and Assessment Experience

Digital Literacy and Skills

Employability and Enterprise

To help you achieve your potential we emphasise learning as a collaborative process, with a range of student-led and real-world activities. This approach ensures that you fully engage in shaping your own learning, developing your critical thinking and reflective skills so that you can identify your own strengths and weaknesses, and use the extensive learning support system we offer to shape your own development.

We believe the secret to great learning and teaching is simple: it is about creating an inclusive learning experience that allows all students to thrive through:

Personalised support

Expert lecturers

Strong connections with employers

An international outlook

Understanding how to use tools and technology to support learning and development

Entry requirements

Leeds Trinity University is committed to recruiting students with talent and potential and who we feel will benefit greatly from their academic and non-academic experiences here. We treat every application on its own merits; we value highly the experience you illustrate in your personal statement.

Information about the large range of qualifications we accept, including A-Levels, BTECs and T Levels, can be found on our entry requirements page. If you need additional advice or are taking qualifications that are not covered in the information supplied, please contact our Admissions Office.

The following information is designed to give you a general overview of the qualifications we accept. If you are taking qualifications that are not included below, please contact our Admissions Office who will be happy to advise you.

Entry requirements for this course:

UCAS tariff

Fees and finance

UK Home fees

Full-time

International fees

More information on international tuition fees

UK Home Students:

Tuition fees cost £9,790 a year for this course in 2026/2027.

Tuition fees for part-time study are charged a pro-rata amount of the full-time equivalent.

Depending on government policy, tuition fees may change in future years.

Tuition fees for 2027/2028 entry will be set in summer 2026.

Living costs, e.g. accommodation, travel, food, will also need to be taken into consideration.

Leeds Trinity offers a range of bursaries and scholarships to help support students while you study.

International Students, including EU Students:

Visit our webpage for international students.

Part-time study is not available for international students on a Student Route Visa.

Additional costs

We advise students that there may be additional course costs in addition to annual tuition fees:

Recommended and required reading lists will be provided at the start of your course. All the books and e-books are available from our Library to borrow but you may choose to purchase your own.

On some courses there may be additional costs, such as field trips, equipment, accreditations, that may be part-funded by the University. More details will be provided at the start of the course.

You'll need to include placement/s travel and associated costs too, however the University will contribute a standard amount towards your total expenditure.

The University provides students with a £6 printing credit each academic year which can be topped up either on campus or online.

How to apply

Apply now

Get in touch

For full-time undergraduate courses, you apply through UCAS. That's the University and Colleges Admissions Service.

On your application form, you'll need to know our institution code - it's L24 - and the course code. If you click through to the UCAS website using the button below, it'll take you to the right place with all the information you need.

As part of your application, you'll need to write a personal statement - we've prepared a guide to help you.

There's lots more information about the application process on the UCAS website, or you can get in touch with our Admissions team who will be happy to help:

call 0113 283 7123 (Monday to Thursday, 9.00am to 5.00pm, or Friday 9.00am to 4.00pm)

email admissions@leedstrinity.ac.uk

Find out more about LTU from our students

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