BA Degree in Psychology – BPS Accredited
The BA degree in Psychology promotes the acquisition and demonstration of conceptual knowledge in the core areas of the Psychology discipline such as development, language, phenomenology, personality theory and individual differences, biological psychology, social psychology, psychopathology, cognitive science, and research methods. Psychology students are expected to progressively integrate theoretical perspectives and empirical findings, use appropriately a variety of research approaches and apply psychological principles in a variety of professional settings such as clinical, counselling, educational and legal.
Students have previously participated in the following internships at:
• The Institute of Cognitive Neuroscience, UCL • Vision Lab, UCL • Anna Freud Centre • Mental Health Internship at the NHS • Collingham Child and Family Psychiatric Unit • The Tavistock Clinic
Students also have access to our new Psychology Lab
Student’s gain experience designing and conducting their own research and have the opportunity to participate in the department’s own Psychology research.
The laboratory website can be found here
- The BPS accreditation gives Richmond Psychology graduates the opportunity to gain Graduate and/or Chartered Membership of the Society and access to the widest range of training, development and employment opportunities.
- Combine US/UK trends with European traditions in Psychology.
- Scientific insights into human behaviour transferable outside the field of Psychology into areas such as Neuroscience, Law, Management, HR and Marketing Research.
- Excellent knowledge base for a career in counselling / therapy / psychiatry / forensic science.
- Excellent internship opportunities.
- Carry out experimental research projects at the new Psychology Laboratory
Career paths for Psychology graduates
- Graduate work
- Forensic Science
- Marketing Research
- Other educational and management careers
Where do Richmond’s Psychology graduates go?*
In the workplace
- Carrefour Group
- Intel International
- Swedish National Police
- Wall Street Institute
- King’s College London
- London School of Economics and Political Science
- McGill University
- University College London
- University of Westminster
* Figures and information supplied by the Department of Alumni Relations
How Will I be Assessed?
The teaching and learning strategy adopted within the degree programmes based in the School of Communications, Arts, and Social Sciences is based on the understanding that all students will be treated as active learners. Clearly, the precise approach will vary from course to course, depending on the learning outcomes relevant to each class.
The more generic components of our teaching and learning strategy normally involves a variety of approaches and include delivering many of the following:
- Regular use of formal lecture sessions in most courses.
- Regular use of individual and/or team-based projects in many courses.
- Use of audio-visual and library resources in many courses.
- Use of computer laboratory and/or Centre for New Media to learn and apply analytical and/or creative/professional techniques.
- Occasional workshops and seminars in some courses.
- Student presentations in some courses.
- Regular use of tutor- and student-led discussion groups via e-learning platforms such as PowerCAMPUS in some courses
- Regular use of self-directed and directed reading in all courses.
Students pursuing degrees in any one of the academic areas in the School of Communications, Arts, and Social Sciences are assessed through their ability to absorb material delivered in the classroom as well as through their ability carry out independent research. There are also a variety of project-based courses in the upper division within which students work in teams. Students are also assessed though a variety of methods, including tests, project briefs and term-papers. Most courses further assess students through the use of end of term exams.
All of our classes follow a University-defined set of Assessment Norms. The purpose here is to ensure equity and fairness for all students.
As a student of Psychology at Richmond University, you get access to our Psychology Lab to design and conduct your own research and participate in our Psychology research. The Psychology laboratory hosts over 40 students actively engaged in research each semester. The Lab contains:
- Two individual testing rooms
- An observation room with a camera
- Six computers with testing software
- Eight lab assistants
The facility has two primary tasks. First, it allows you to design, conduct and participate in faculty research, including designing and carrying out your own research projects with faculty supervision. Second, it introduces you, as a psychology student, to a setting of scientific research; preparing you for your next steps upon graduation, whether that be further study as a postgraduate student or in a position of employment.
Examples of the kinds of projects carried out at the lab include:
- Measuring cognitive capabilities such as reaction time
- Behavioural observations
- Standardised questionnaires
- Investigations of cognitive phenomena such as the own-race bias in face recognition
- Laboratory Technician: Our full-time Laboratory Technician is available to help students with their research in the lab. The technician provides expert knowledge of conducting psychology research and provides help and advice with specialist psychology software. The technician also offers workshops for students to develop their skills. Each term, students are given the opportunity to gain experience working as lab assistants, and statistics and software advisors, under the guidance of the laboratory technician. For more information or to get involved in our research please email us at firstname.lastname@example.org.
- And many more thrilling topics!
For more information or to get involved in our research please email us at email@example.com.
Berguno, G. & Bowler, D. M. (2004). Communicative interactions, knowledge of a second language and theory of mind in young children. Journal of Genetic Psychology, 165 (3), 293-309.
Berguno, G. & Loutfy, N. (2009). A Phenomenological Study of Sudanese Children’s Experience of Seeking Refuge in North Africa. Schutzian Research, 1, 27 – 49.
Berguno, G. (1998). Teaching phenomenology as a social activity. Journal of the Society for Existential Analysis, Volume 9.2, 18-23.
Berguno, G. (1998). The role of constraints on descriptions in phenomenology. European Journal of Psychotherapy, Counselling and Health, Vol. 1, No. 2, 271-279.
Berguno, G. (2001). The phenomenology of waiting. Journal of the Society for Existential Analysis, Volume 12.2, 154-159.
Berguno, G. (2002). The Unforgiven: A phenomenological study of revenge. Journal of the Society for Existential Analysis, Vol. 13.2, 214-220.
Berguno, G. (2004). Encountering the dark spaces of selfhood. In: Personhood, Publications in Philosophy, Volume 68, 29-35. (Edited by H. Ikäheimo, J. Kotkavirta, A. Laitinen & P. Lyrra)
Berguno, G. (2006). The Body as Limit and as Speech. Metaphysical Researches, March Issue, St. Petersburg University Press. (Published in Russian as Тело как предел и речь)
Berguno, G. (2006). The existential elucidation of evil. Journal of the Society for Existential Analysis, 17.1, 117-122.
Berguno, G. (2007). The Duel for Existenz: An Existential Reading of Arturo Pérez-Reverte’s “The Fencing Master”. Journal of the Society for Existential Analysis, 18.1, 60-69.
Berguno, G. (2008). Daniil Kharms and the Art of the Microstory (Personal Essay). Brittle Star Literary Journal, 20, 19 – 23.
Berguno, G. (2008). Towards a New Conception of the Human Condition. Journal of the Society for Existential Analysis, 19.2, 246-253.
Berguno, G. (2011). Evanescence and Tragic Beauty: An Existential Reading of Yukio Mishima’s “The Temple of the Golden Pavilion”. Existential Analysis, 22.2, 280 – 290.
Berguno, G. (2014). A Phenomenological Analysis of Existential Conscience in James Ivory’s (1993) “The Remains of the Day”. Existential Analysis, 25.1, 91 – 102.
Berguno, G. (2015). A Phenomenological Meditation on Shinya Tsukamoto’s Vital. Existential Analysis, 26.1, 86 – 93.
Berguno, G., & Bowler, D. M. (2004). Understanding pretence and understanding action. British Journal of Developmental Psychology, 22, 531-544.
Berguno, G., Leroux, P., McAinsh, K. & Shaikh, S. (2004). Children’s experience of loneliness at school and its relation to bullying and the quality of teacher interventions. The Qualitative Report, 9(3), 483-499.
Dorrell, C. & Berguno, G. (2004). A Comparative Analysis of Zen Buddhism and Heidegger. Journal of the Society for Existential Analysis, Vol. 15.1, 162-171.
Loutfy, N. & Berguno, G. (2005). The existential thoughts of the Sufis. Journal of the Society for Existential Analysis, 16.1, 144-155.
Willig, C., Berguno, G., Cooper, M., Milton, M., du Plock, S. & Spinelli, E. (2015). SEA Conference – Round Table and Open Forum: ‘The Challenge to Theory in Existential Psychotherapy’. Existential Analysis, 26.2, 225 – 236.
DuToit, K., Smith, L. and Konstantinou, I. (2014). The effect of immediate forced false responses on delayed recognition memory accuracy and confidence ratings. The International Journal of Interdisciplinary Global Studies, 8(3), 1-16.
Konstantinou, I. (2013). Levels of processing and memory awareness when recognising own-race versus other-race Faces: Implications for eyewitness memory. The International Journal of Interdisciplinary Global Studies, 7 (1), 39-50.
Konstantinou, I. (2016). Development of critical thinking skills in Psychology students. The Magazine for the Association for the Teaching of Psychology, 2, 18-19.
Konstantinou, I. (2017). Cross-race bias and its implications for eyewitness testimony. The Magazine for the Association for the Teaching of Psychology. Manuscript in preparation.
Konstantinou, I. and Cohen, M. (2014). Are our students evolving into critical thinkers? Darwin forbid! The International Journal of Pedagogy and Curriculum, 21, 27-36.
Konstantinou, I, Richardson, T.L., Johnson, C.K., and Lunasha – Kennedy, F.S. (2016). Effects of infra-humanisation processes on cross-race recognition memory. Manuscript in preparation.
Berguno, G. (1997). Young children’s understanding of representations does not provide them with a theory of mind. Paper presented at SRCD Biennial Conference, held in Washington DC, April 1997.
Berguno, G. (1999). A reference to a deceptive interaction facilitates young children’s understanding of false belief. Paper presented at SRCD Biennial Conference, held in Albuquerque, New Mexico, April 1999.
Berguno, G. (2002). Children’s experience of loneliness at school and its relation to bullying and the quality of teacher interventions. Paper presented to the Third Phenomenological Psychology Forum held in London, April 2002, by invitation.
Berguno, G. (2003). Understanding self through others: An existential-phenomenological approach to human development. Paper presented at the XIth European Conference on Developmental Psychology held in Milan, Italy, August 27-31, 2003.
Berguno, G. (2004). Encountering the dark spaces of selfhood. Paper presented at Dimensions of Personhood, International Conference, Jyväskylä, Finland, August 13-15, 2004.
Berguno, G. (2004). The existential elucidation of evil. Paper presented at the Third Central- and Eastern European Conference on Phenomenology: Subjectivity, Intentionality, Evil (In memory of Józef Tischner, 1931-2000), held at the Polish Academy of Sciences, Warsaw, November 26-28, 2004.
Berguno, G. (2007). A Schutzian Critique of Contemporary Psychological Research. Paper presented at the Alfred Schütz und die Hermeneutik, International Conference, held in Vienna, September 2007, by invitation.
Berguno, G. (2007). Towards a New Conception of the Human Conception. Paper presented at the Laboratory for Metaphysical Researches, Saint Petersburg University, June 2007, by invitation.
Berguno, G. (2012 & 2013). Exploring Existential Conscience in Therapeutic Practice. A one-day clinical workshop presented at the Royal Society of Medicine on November 24, 2012, and June 29, 2013 as part of the Authentica Existential Practitioners series.
Berguno, G. (2012). The Simulator as Escapist: A Phenomenological Contribution to Simone de Beauvoir’s Ethics of Ambiguity. Paper presented at the 20th International Conference of the Simone de Beauvoir Society, Oslo, Norway, June 20 – 23, 2012.
Berguno, G. (2014 & 2015). Working with Regret, Resentment and Revenge. A one-day clinical workshop presented at Birkbeck College, University of London on October 18, 2014, and June 27, 2015 as part of the Authentica Existential Practitioners series.
Berguno, G. (2014). A Phenomenological Study of the Crisis of Conscience Prior to Occupational Burnout. Paper presented at the 4th International Bridges Phenomenology Conference, Kaohsiung University, Taiwan, June 2014.
Berguno, G. (2015). A Phenomenological Study of Burnout and Organizational Cynicism. Keynote speech presented at the Symposium: Hubris in Business and Management, Surrey Business School, University of Surrey, May 20th 2015.
Berguno, G. (2016 – 2017). Working with Disillusionment and Pessimism. A one-day clinical workshop presented at Birkbeck College, University of London on July 9th 2016, as part of the Authentica Existential Practitioners series. This workshop was also presented to the Society for Existential Analysis on February 25th, 2017.
Classroom Challenges: Behaviours, Diversity and Space Conference (2015, March). Center for Learning and Teaching, Richmond, the American International University in London, attendee and member of organizing committee.
Classroom Management Workshop (2014, October). Center for Learning and Teaching, Richmond, the American International University in London, attendee and member of organizing committee and attendee.
Konstantinou, I, Negas, C., Karayianni, I., Ventouris, A., and Horne, M. (2017). Embedding critical thinking skills in the Psychology curriculum, colloquium accepted to the Twenty-fifth International Conference on Learning 2018 Special Focus: Education in a Time of Austerity and Social Turbulence, 21–23 June, University of Athens, Athens, Greece
Konstantinou, I, Richardson, T.L., Johnson, C.K., and Lunasha – Kennedy, F.S. (August 2016). Infra-humanization effects when recognizing own-race versus other-race faces: Implications for eyewitness testimony. Paper presented at the 11th International Conference on Interdisciplinary Social Sciences, Imperial College London, UK
Konstantinou, I. (2012, April). Levels of processing and memory awareness when recognising own-race versus other-race faces: implications for eye-witness memory. Paper presented at The British Psychological Society Annual Conference, London, UK.
Konstantinou, I. (2012, July). Levels of processing and memory awareness when recognizing own-race versus other-race faces: Implications for eye-witness memory. Paper presented at the XXX International Congress in Psychology. Proceedings in Cognitive, International Journal of Psychology, 47:sup1, 109-151.
Konstantinou, I. and Cohen, M. (2014, July). Are our students evolving into critical thinkers? Darwin forbid! Paper to be presented at the 21st International Conference on Learning, New York, USA.
Konstantinou, I. and Dyberg, M. (2014, May). Evidence-based student engagement: lessons from cognitive science. Paper to be presented at the Student Engagement Conference organised by the Centre for Learning and Teaching at Richmond, the American International University in London.
Teaching and Research: The ‘strawberries and cream’ of psychology (November, 2015). BPS DART-P Workshop, London, attendee.
The Undergraduate Education Committee Programme Liaison Day (May, 2016). BPS UEC, Birmingham, attendee.
Wylde, C. and Konstantinou, I. (October, 2015). Assessment practices workshop. Presented at the Assessment, feedback and Moderation Conference, Center for Learning and Teaching. Richmond, the American International University in London.
Undergraduate Entry Requirements:
Every undergraduate student will first enter our Liberal Arts programme before specialising in their Major. As such, the entry requirements for all undergraduate programmes at Richmond are the same, regardless of your chosen Major.
Undergraduate applicants should meet at least one of the following academic achievements for successful admission into Richmond:
- A Level: 96 UCAS points
- US High School Diploma (or equivalent): 2.5 GPA minimum (on 4.0 scale)
- International Baccalaureate: 24 IB points
- BTEC National Diploma: MMM
Additional Entry Requirements (please note, your application will not be complete until all items below are received by Admissions):
- Application for Undergraduate Admission
- Your Personal Statement
- One Confidential Letter of Academic Recommendation
- Official School Transcripts (if you are a transfer applicant with less than 30 credits, you must also submit official secondary school transcripts)
- English Language Test Scores** (required for students whose native language is not English. Please see below regarding this requirement)
Deadlines & Start Dates:
(please view our Academic Calendar here)
Spring 2018: The entry term begins on 8th January 2018.
- If you require a visa to study in the UK, we strongly suggest that you submit your application and supporting documents to us by 17th November 2017. Applications for spring entry received after this date, may still be considered but this will depend on your individual circumstances.
- If you do not require a visa to study in the UK then we suggest you submit your application and supporting documents by 1st December 2017.
Fall 2018: We are now accepting applications for Fall entry term.
- If you require a visa to study in the UK then we strongly suggest that you submit your application and supporting documents to us by 1st July 2018. Applications for spring entry received after this date, may still be considered but this will depend on your individual circumstances.
- If you do not require a visa to study in the UK, then we suggest you submit your application and supporting documents by 1st August 2018.
Students meeting this standard in relevant subjects will normally be given exemption from introductory courses and may complete the degree programme in less than four years. See the ABMA Advanced Early Qualifications link (below) for advanced entry details for students holding ABMA qualifications. Candidates with US High School Diplomas or other entry qualifications can be considered for entry to year 1 of the 4-year degree programmes. ABMA Advanced Entry Qualifications
Students with Advanced Standing:
A student who has passed an Advanced Placement Test will be given six credits for each subject in which a grade 3,4 or 5 is achieved. A student who has passed an A level (advanced level) examination will be given nine credits for each subject in which a grade of A, B or C is achieved. Six credits will be given for a grade of D or E. Students with advanced qualifications may be awarded course credit towards the BA or BS degree. Examples are the International Baccalaureate, the Baccalauréat de l’Enseignement du Second Degré (France), the Abitur/Reifzeugnis (Germany), the Diploma di Maturità (Italy), and the School Leaving Diploma from Denmark, Finland, Norway and Sweden.
**English Language Proficiency Requirements (for non-native English speakers):
- If you require a Tier 4 visa to study in the UK, and are not a national of a majority English-speaking country, then you will need to provide evidence of your English language ability. This should be an Academic IELTS test taken within the last two years with a score of at least 5.5 in each element. Majority English speaking countries are Antigua and Barbuda, Australia, the Bahamas, Barbados, Belize, Canada, Dominica, Grenada, Guyana, Jamaica, New Zealand, St Kitts and Nevis, St Lucia, St Vincent and the Grenadines, Trinidad and Tobago and USA.
- If you do not need a Tier 4 visa to study in the UK, but you come from a country where English is not the native language, then we can accept a wider variety of English language tests as evidence of your English proficiency. Please note that tests marked with a * in the chart below are not Secure English Language Tests (SELTS) approved by the Home Office and therefore cannot be used to support your Tier 4 student visa application.
5.5 in each element
Cambridge English: First *Cambridge English: Advanced * Cambridge English: Proficiency*
Overall Cambridge English Scale score of no less than 168 in each skill
TOEFL iBT *
18 in reading, 17 in listening, 20 in speaking, 17 in writing, with an overall score of 80
Pearson Academic Test of English *
51 in each element
IB Diploma *
Pass English Language and Literature A with 4 or above at Higher Level (HL) or 5 or above at Standard Level (SL). Pass English Language B with 4 or above at Higher Level (HL) only.
I study on this programme
I chose to study Psychology at Richmond specifically because of the duality of the programme. It focuses on both Qualitative and Quantitative research which is unique for an Undergraduate programme because most other Universities focus on only one aspect of research.
The professors are always present on both campuses and are very accessible. They understand the needs of students and are very good at helping us to achieve our goals. The courses are so interesting and there is such a wide variety of Psychology that is taught here. The professors are experienced researchers with external connections in the Psychology profession, which is extremely beneficial for the students!
The Psychology programme has made me even more intrigued about the field of Psychology than I was before. The professors, the courses and the environment prepare students to go into any field of Psychology and the internship opportunities both in London and around the world are abundant and very hands-on!
Faculty who teach on this programme:
BA Degree in Psychology is currently validated by The Open University.