LEARN MORE ABOUT WHAT CAREERS ARE AVAILABLE IN PSYCHOLOGY
RESEARCH INTO THE RESILIENCE OF SOLDIERS
PSYCHOLOGICAL BENEFITS OF SPENDING TIME BY THE SEA
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It’s never too early to start thinking about what you would like to do after school or college, or if you are thinking of a career move! At Plymouth, we know that choosing a university and course is a big decision. While you may have an idea of a profession, career or industry that you’re aspiring towards, if you’re unsure of exactly what you want to do, or are keen to find out more – this is where our handy guide comes in.
Meet some of this issue’s contributors:
Dr Kayleigh Wyles Lecturer in Psychology
Kayleigh shares her research into the psychological benefits of spending time by the sea. P.18
Yas MPsych (Hons) Clinical Psychology
Yas talks about the work students can do in the BabyLab. P.24
Emma BSc (Hons) Psychology
Learn about Emma’s final-year research into the resilience of soldiers who are training to become commandos. P.42
Visit us at an Open Day
When it comes to finding out if university feels right for you, nothing compares to an open day. Talk to our current students and quiz lecturers about your course. You can register to attend here: plymouth.ac.uk/open-days
Start exploring –take a virtual tour
Our virtual tour allows you to experience first-hand what it is like to be on campus and explore the environments and facilities that inspire and shape our learning every day. You can take a virtual tour here: virtual.plymouth.ac.uk
FEATURES:
P. 8 Which degree is right for you?
Find out about all of the psychology courses available.
P. 14 Where will your degree take you?
Learn more about what careers are available in psychology.
P. 22 Our facilities
Take a look at all of the facilities the School of Psychology has to offer.
P. 28 Our placements
Find out what some of our current students are up to on placement.
P. 36 Study abroad
See how much fun some of our students have had studying abroad!
Interested in how people think, act and interact? Discover how thoughts, feelings and motivations shape our behaviour. A hands-on approach to learning across social, developmental, clinical, cognitive psychology and neuroscience will provide you with skills that are relevant across a range of careers, from education and health to business and the media.
We are committed to shaping our students into the best psychologists and professionals they can be. Our state-of-the-art facilities and equipment are available for your use, supporting both teaching and research across all areas of psychology. These resources help you develop essential skills to help you reach your full potential, and prepare for a wide range of exciting and rewarding careers.
Chart your own path in our fully option-based final year across 30 different specialist psychology areas. This unique opportunity gives you complete flexibilility over your study, allowing you to dive into the areas that fascinate you most and create a future that's truly your own.
We actively encourage feedback from students to continually improve our courses and teaching. As a result, we have redesigned the curriculum to focus on active learning. Our range of practical activities and specialist facilities are embedded throughout our courses, enabling you to put your knowledge into practice from the outset.
Our staff are research active, which means they are at the forefront of scientific knowledge, developing new theories and discovering new things all the time. Our staff also all teach so as well as absorbing classic theories and findings from earlier studies, you'll learn about cuttingedge developments in psychology from experts in their fields.
Step outside the classroom and discover how psychology shapes the world around us through regular field trips to some of our stunning natural settings in Devon and Cornwall. You'll explore firsthand how nature influences mental wellbeing, and connect what you learn in lectures to reallife experiences.
“The Psychology Learning Lab is an adaptive workspace exclusive to Psychology students that can be used for interactive teaching, workshops, and presentations, as well as a social area to meet for lunch in a quiet space. There is plenty of space, with sockets to plug in laptops, comfy seating and display screens. The use of this room stands out against your standard lecture theatre, as the seating layout allows for a more interactive teaching style. Students can engage with their peers, work together on projects and present ideas easily.”
Rob, Psychology student
Psychology bridges the gap between understanding environmental problems and taking action. Our staff and students lead the way in environmental psychology, exploring how human behaviour, motivation and decisionmaking shape responses to environmental challenges. By uncovering what drives change, psychologists help foster sustainable habits and a healthier planet for all.
You can take an optional placement year between your second and final year. With the support of our dedicated placement support team, you apply to work with an external organisation for 36 – 46 weeks. As a centre of excellence in clinical psychology, we offer a wide range of exciting opportunities for students to gain hands-on experience through valuable clinical placements – both within the University and with external partners. Find out more on placement on pages 28–35.
Studying abroad is a unique adventure where you can experience a new culture, meet new and interesting people and understand the world from a bigger perspective. Our dedicated global opportunities team will make your study abroad aspirations come true. Our team will support you in finding a host and completing your application, as well as helping you during your year abroad and when you return home.
All of our undergraduate psychology degrees are accredited by the British Psychological Society and provide students with the Graduate Basis for Chartered membership (GBC). You'll acquire a broad skillset during your studies, such as research, analysis, communication, problem solving and evaluating evidence skills – paving the way for entry into a variety of employment sectors across a range of settings. Find out more about career opportunities on pages 14–15.
“There is a range of expertise within the School of Psychology, including neuroscience, social psychology, cognition and behaviour, among other areas. This provides a range of experiences that can be used to inspire us. What I like most about the school is the knowledge and passion of both staff and students. There is a willingness to engage, ask questions and guide others in developing key skills. Often, there is someone around that can help you with a question you have. When we share our skills with those around us to reach a common goal, everybody wins.”
Rob, Psychology student
Are you interested in how people think, act and interact? Discover how thoughts, feelings and motivations shape our behaviour. Learn about social, developmental, clinical, cognitive and physiological psychology, and specialise in the areas that interest you. Gain in-demand skills for a range of careers, from education and health to business and the media. You'll graduate equipped to carve out your future in anything from professional psychology to marketing and management.
BS c (H ons) PSYCHOLOGY WITH EARLY CHILDHOOD STUDIES
The formative years of a child’s life are fundamental to their future – shaping the cognitive, emotional and social development that shapes our behaviour, understanding and success. Combining the handson study of social psychology, health, cognitive development, and neuroscience – with early years studies, including the role of play, education, and children in society, you’ll gain a unique understanding of how humans grow, learn, and thrive.
BS c (H ons) PSYCHOLOGY WITH HUMAN BIOLOGY
Fascinated by the way new technologies impact on human welfare, health and disease?
Combining psychology with human biology, you'll learn about the science underpinning these technologies and develop an understanding of their ethical implications. With a focus on the latest research developments, you'll develop your knowledge in areas as broad ranging as biochemistry and behaviour, physiology and physiological psychology.
FIND
About our BSc (Hons) Psychology with Early Childhood Studies
FIND
About
BSc (Hons) Psychology with Human Biology
BS c (H ons) PSYCHOLOGY WITH SOCIOLOGY
Interested to learn how we think and behave and how the social influences and structures of our everyday lives affect us? With this combined honours course, you’ll cover all aspects of human behaviour and our underlying thoughts, feelings and motivations. You’ll learn about the rapidly changing nature of contemporary society and graduate with a true understanding of the interaction between the individual mind and the social world in which we live.
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About
BSc (Hons) Psychology with Sociology
BS c (H ons) PSYCHOLOGY WITH CRIMINOLOGY
Some people commit crime while others lead law-abiding lives. Why? On this course you’ll examine the nature of crime, investigating the impact it has on society – and what we can do about it. Choose to study here and benefit from a course that covers the same topics we’ve developed for community justice professionals – providing you with a perfect start to your future career in a wide range of areas, from psychology to community justice.
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About our BSc (Hons) Psychology with Criminology
BS c (H ons) PSYCHOLOGY WITH EDUCATION
Do you dream of shaping a better, more just world?
Educators can inspire lasting change, and this degree equips you to understand the challenges and drive those transformations. By combining psychology – exploring areas like social psychology, cognitive development, health and neuroscience – with education topics such as values in education and safeguarding, you’ll gain a unique perspective on how we learn, grow and thrive.
MPsych (H ons) PSYCHOLOGY
Stand out with a masters-level qualification in advanced psychology, tailored to your chosen career, on this flagship four-year degree. Building on foundations of clinical, social, developmental, and cognitive psychology, the specialist advanced modules offered in the fourth year will put you on the ladder to your chosen career in professional psychology.
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About our BSc (Hons) Psychology with Education
MPsych (H ons) PSYCHOLOGY WITH CLINICAL PERSPECTIVES
This four-year masters-level degree will prepare you for a career in clinical psychology. Building on foundations of social, developmental, health and cognitive psychology, you'll be eligible for Graduate Basis for Chartered Membership with the British Psychological Society. Specialist training and clinical skills in your fourth year will provide you with the experience and knowledge you need to fast track your future career in clinical practice.
MPsych (H ons) PSYCHOLOGY WITH HUMAN NEUROSCIENCE
Providing an immersive approach to human neuroscience, this four-year masters-level course provides the knowledge, experience and key practical neuroimaging/ neurostimulation skills to prepare you for a career in neuroscience research. Built around our Brain Research & Imaging Centre (BRIC), you'll will gain first-hand technical experience in a range of state-of-the-art neuroscience techniques, including fMRI, EEG and TMS.
A foundation year forms part of a four-year degree and provides the understanding and basis needed to embark on the full degree. It offers students from a variety of backgrounds and skillsets, an avenue into a wide variety of degrees that have traditionally been out of reach.
Whether you are returning to education after a break, or if you come with qualifications other than A levels, a foundation pathway enables you to:
build your confidence, regardless of your educational background.
grow academically and personally in a university environment.
develop research, utilise digital resources, essay writing, academic argument, presentation, independent study and referencing skills.
be supported via tutors, resources and subject-specific skills training to prepare you for progression onto your chosen degree.
join a community of like-minded students and make friends for life.
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About our BSc (Hons) Psychology with Integrated Foundation Year
If you have been out of education for a while, or do not have the qualifications required to join our Psychology degrees, you may wish to consider our BSc (Hons) Psychology with Integrated Foundation Year course.
This is a four-year course that starts with a foundation year. This year provides you with all the skills you need to succeed on our Psychology degrees, as well as familiarising you with the University environment and lifestyle. The course is taught by the same academics who teach on the BSc degrees, giving you the chance to experience the University's teaching style firsthand. You'll cover core aspects of psychology (e.g. social psychology, cognitive psychology, mental health and behaviour) and the associated research methods used in these fields. You'll also get the chance to design a small study to investigate one of these areas to see how research informs our understanding.
Following successful completion of the foundation year, you can progress onto the first year of one of the following degrees:
• BSc (Hons) Psychology
• BSc (Hons) Psychology with Criminology
• BSc (Hons) Psychology with Sociology
“I took a day trip before moving to Plymouth and really enjoyed how everything seemed convenient and easy to navigate. I was always certain I wanted to study psychology and the course at Plymouth ticked all the boxes. Applying for a foundation year meant I was able to taste what the course would be like while settling into university life.
The foundation year allowed me to plan and prioritise what I wanted my university experience to be like. I found that I was able to speak to the Careers Service about my options of volunteering and placements that would enhance my experience in pursuing a certain career. I believe the foundation year allowed me to prepare and organise myself, especially as I had not experienced in-person classes for a long time. It meant I could adjust into it at my own speed."
Tina, BSc (Hons) Psychology with Sociology
Studying Psychology helps you gain a broad skillset that opens up opportunities across a variety of employment sectors, including public services, industry, commerce and not-for-profit organisations, health and social care, education, criminal justice and so much more.
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Get in touch! Follow us on @uniplymcareers
careers@ plymouth.ac.uk +44 (0)1752 587456
plymouth.ac.uk/careers for more information.
STUDYING PSYCHOLOGY PROVIDES YOU WITH THE FOLLOWING KNOWLEDGE AND SKILLS THAT ARE SO VALUABLE TO EMPLOYERS:
• written and verbal communication through report writing and presenting
• analytical research and data handling through conducting psychological experiments
• problem solving and scientific reasoning through real-work research investigations
• teamwork and leadership skills through group projects
• planning and project management through independent research tasks
• awareness of, and sensitivity to, interpersonal factors.
EXAMPLES OF WHAT SOME OF OUR GRADUATES ARE WORKING AS, 15 MONTHS AFTER GRADUATING:
• Applied Psychologist
• Assistant Clinical Psychologist
• Assistant Psychologist
• Clinical Researcher
• Discharge Facilitator
• Eating Disorder Clinician
• Employment Advisor
• HR Officer
• Laboratory Analyst
• Marketing Executive
• Mental Health Therapist
• Police Officer
• Probation Officer
• Special Educational Needs Teacher
• Trainee Psychological Wellbeing Practitioner.
My careers adviser at the University helped me to gain part-time work experience and placement over the four years. They helped me to increase the number of experiences I had across different companies to enhance my working skills. This provided me with valuable experience and feedback to pursue my career.
Quavitha
It’s all about standing out in any way you can. Get experience –even if that means volunteering for free. My placement year was one of the best decisions I could possibly have made for my career. A recruiter found me through LinkedIn, and I was offered a job as a Clinical Administrator straight after finishing my degree. Then, after four months, I was offered a position in ORLA’s new graduate management scheme. The scheme is designed to provide me with a sound introduction to management and operations within the organisation.
Andrew
FINN TALKS ABOUT THE COURSE, SOCIAL LIFE AND SOCIETIES YOU CAN BE A PART OF.
“The song Sunflower by Post Malone reminds me of the bright weather and hopeful atmosphere I felt in my first semester at Plymouth."
I chose Plymouth because it seemed like a friendly and inviting place to study. I knew I wanted to study psychology, and really wanted to study somewhere which offered a placement year.
The student services at the University have been amazing during my studies, from help and support with my disability to receiving a great amount of help when securing my placement. When I began planning my career path in my final year, the support provided from the Careers Service was excellent.
When I came to an open day, I spoke to a current Psychology student who was really friendly and inviting. I also got to meet a lecturer from the course and have a talk with him.
After a look around the campus, I spent the afternoon walking around the Hoe, Barbican and city centre. The weather was just fantastic, and it seemed like a great city and university so that is why I came here.
In the first semester especially, everybody is so open to making new friends that you just kind of stumble into friendships and friendship groups. You
almost can’t remember how you got there, but you wouldn’t change a thing. It is not a huge university, so you will be surprised at how many times you run into somebody that knows someone you know, it has a nice community feel to it.
I really recommend getting involved in societies. I was a part of the LGBT+ Society and Rock and Loud Music Society, both of these were really fun and accepting.
One of my favourite memories from university is forming the band that I am in, as the society allowed me to meet a bunch of musicians who are also University of Plymouth students. Being able to talk about music and discover each other’s interests, and putting that work into the art, that we now create is really exciting.
Make sure you can cook three decent meals (minimum)!
The more serious answer is to be accepting and open minded. At the University, there are so many different things you can get involved in, that now is the time to give something new a go. Join a society, and say yes to as many things as you feel comfortable with, to get as much as you can out of your experience.
GET TO KNOW YOUR LECTURER, DR KAYLEIGH WYLES, THROUGH HER RESEARCH INTO THE PSYCHOLOGICAL BENEFITS OF SPENDING TIME BY THE SEA.
“I
have always been fascinated by nature. I love being in nature, in particular by the sea, and from an early age have been passionate about protecting it. Through my research, I can understand how and why we benefit from spending time in nature, while also understanding behaviours that can optimise the natural world.”
Volunteer beach cleans may only make a small contribution to the global presence and prevalence of marine litter, but could have numerous benefits to those involved and to the environment.
While beach cleans are designed to tackle a prominent and increasing environmental issue (marine litter), through our study, we were able to demonstrate that they are not only beneficial for the coastline directly, but also to both the individual (in terms of being an enjoyable, meaningful and educational experience) and the environment (as individuals reported a greater intention to engage in more environmentally responsible behaviours).
We looked at comparing beach cleans to other coastal activities. By randomly allocating participants to one of three coastal activities:
• a beach clean to collect and record litter found on the beaches
• a rock pool ramble exploring the shoreline for wildlife
• a coastal walk.
All participants were asked to answer a range of questions before and after the activity and again a week later. From
this, we were able to examine a change in response and imply whether the changes were due to the environment or due to the activity (i.e., the beach clean itself).
Though some of the benefits from the beach clean were found in other coastal activities, beach cleans specifically were found to be different from the other activities in three ways:
• Beach cleans were found to be especially meaningful.
• There was a greater impact on people’s intentions to engage in future beach cleans.
• People were more confident in their knowledge about the marine environment after engaging in citizen science (recording individual items of marine litter during the beach clean).
We also looked at wellbeing through rating scales. All three activities were found to be positively rated for mood, but
the beach clean activity was found to stand out as being the most meaningful activity. Participants also had a greater intention to engage in a beach clean in the futur, compared with participants who did the rockpooling or coastal walking.
This research showed that spending time in this coastal environment more generally is associated with benefits (e.g. experiencing positive moods and high pro-environmental intentions) and that engaging in pro-environmental immersive activities like a beach clean can have further benefits to the individuals. In sum, beach cleans designed to tackle this environmental issue are not only beneficial for the local coastline and its habitants. They appear to have a wider educational value, promote individuals’ wellbeing, and may bring further environmental benefits in the future.
“You’ll take your learning beyond the classroom and discover how psychology can make a real difference in the world – especially through exploring how nature supports mental health and wellbeing.
Our regular field trips take full advantage of the stunning landscapes in Devon and Cornwall, giving you the chance to connect with the environment and see psychological principles in action.”
Dr Gustav Kuhn, Associate Professor in Psychology
"I
think these field trips will really help bring the subject to life and deepen our understanding of psychology through hands-on experiences. Plus, it is a nice way to spend more time with course mates and potentially work in different groups of people."
Amalie, BSc (Hons) Psychology with Integrated Foundation Year
Our labs include everything from individual and networked PC rooms to spaces designed for social interaction and group participation. We can also create custom environments to suit specific research needs.
Our labs range from single and multiple participant networked PC rooms, through to social interaction or group participation rooms, with the scope to set up bespoke environments on request.
Our facilities will help you maximise your potential and develop your core skills, making you ready to embark on a range of exciting and rewarding careers.
SPECIALIST LABORATORIES INCLUDE:
• VR labs with the latest headsets and state-of-the-art PC hardware including full experimental development support
• facilities for brain imaging, electrophysiology and psychophysiology
• a fully supported eye Tracking
• a green screen video or still image capture laboratory with full video editing hardware and software facilities
• social labs with soft seating and full video recording facilities or personal observation options
• computer laboratories capable of running experimental software
• BabyLab with facilities for research on children and infants.
EQUIPMENT CAN ALSO BE LOANED TO STUDENTS THROUGHOUT THEIR STUDIES AND RESEARCH PROJECTS INCLUDING:
• digital audio and transcribing equipment
• portable tablet devices
• full range of digital video, 3D and still cameras
• biometric recording equipment
• data gathering devices.
“It is surprising how much specialist equipment the school has. For example, for my dissertation, I am using EEG technology to measure humans’ trust in robots. I feel like they are quite specialist pieces of equipment that the University provides, and will allow me to use at undergraduate level.”
“You can participate in lots of real psychological experiments during your studies. The University is also home to some of the best computing, research and lab facilities which really enhance your experience as an undergraduate psychologist.”
YAS, A THIRD YEAR PSYCHOLOGY STUDENT CURRENTLY UNDERTAKING HER PLACEMENT YEAR AS A RESEARCH ASSISTANT IN THE BABYLAB, SHARES WHAT THE BABYLAB IS.
BabyLab is a laboratory within the School of Psychology used for language development and cognition research. This lab serves as a friendly bridge between our beloved baby scientists (participants) and the world of academia.
The integrative research that takes place in BabyLab ensures that theories in development psychology, social psychology and cognitive psychology are being trialled, tested and updated.
Our research extends from birth to eight years old, with each project having a particular age range assigned to it.
Our focus in the BabyLab is to introduce the public to research from a young age. At the BabyLab, we provide families with a fun and accessible environment to learn about psychology.
As researchers, our aim in BabyLab is to learn about infants’ language, learning, and cognition, and we do so by ensuring our projects are interactive. This is done to create a fun and enjoyable environment for families.
Psychology students can partake in a placement year in the BabyLab between their second and final year. A placement with the lab is full of exciting opportunities to develop practical skills within the field of psychology. In addition, final year students may choose to carry out their research project in affiliation with the BabyLab. Here, students use the lab facilities to carry out their projects. Students can also intern within the BabyLab throughout their studies, using the apprenticeship scheme, assisting ongoing research and gaining practical experience.
This tracks infants’ eye gaze while they watch a variety of stimuli. This has been used in a recent study of ours to investigate children’s ability to form links between words at different ages.
The child will track a blinking light that moves from their front to one of their sides with sound stimuli attached. Here, researchers mark how long infants pay attention to each sound. This has been used in recent studies to see how bilingual children separate words and concepts in two languages.
YOU MAY HAVE THE OPPORTUNITY TO USE OUR BRAIN RESEARCH AND IMAGING CENTRE (BRIC) DURING YOUR STUDIES. KEANU AND OLIVIA ARE CURRENTLY WORKING THERE DURING THEIR PLACEMENT YEAR, AND TELL US ALL ABOUT BRIC AND THE WORK THEY DO DURING THEIR PLACEMENT.
BRIC is a research centre equipped with various labs and equipment necessary for investigating neuroscience and psychology. Keanu
BRIC has seven labs centred around our MRI suite, with all of the necessary equipment to conduct EEGs, neurostimulation, body tracking with VR, cognitive assessments and computational modelling of data and simulations.
PLACEMENT WORK AT BRIC
I have had the chance to work in many of the labs during my placement.
I am familiar with setting up participants and running the scanner alongside the radiographers in the MRI environment. This involves learning all the important safety protocols, which were taught in our MRI safety training class. There are specific duties in the MRI control room, such as utilising the computers to register new patients, view functional MRI images and check for movement and artefacts.
I set up experiments and run cognitive assessments in the EEG Lab. The EEG equipment is connected to computers to interpret brain waves.
I have also worked in the pain and neuroplasticity lab; I helped run an experiment where we scanned participants in the MRI while administering a CO 2 gas mixture to induce the physiological effects of anxiety. I sat beside the patient to provide support and monitor them throughout the experiment.
Olivia
Our role in BRIC is to help assist fellow researchers, PhD students and lecturers within the School of Psychology, in designing and running and piloting their studies as well as contributing to data analysis.
We also support the development of the BRIC handbook (an online Wiki for BRIC researchers), in an effort to improve inter-laboratory collaboration and skills. Keanu
BEST MEMORY OF OUR PLACEMENT SO FAR
I have so many great memories from placement, but I think my first MRI, despite being nervous, was very exciting. Olivia
Following participation in a colleague’s research, I have been given copies of the structural images taken of the brain. Ongoing learning of neuroscience has since been contextualised to my own brain images, which is an incredible privilege to have done. Keanu
All of our Psychology students can opt to take a placement year. This year provides invaluable experience and is highly recommended.
No matter what your career goals are, a placement can help you develop the skills that graduate recruiters proactively seek – teamwork, communication, timekeeping, working to deadlines, resilience, creativity and adaptability!
We do not ask you to decide whether you want to do an industrial placement when you make your application to university. Instead, the process starts in your second year, with information sessions to help you decide if a placement year is right for you. With the help of your personal tutor, you
will soon be ready to apply to one of the organisations that regularly offer placements to our students, or you can find your own host.
EXAMPLES OF PLACEMENTS OUR STUDENTS HAVE WORKED AT:
• prisons and courts
• clinical rehabilitation units
• schools (both mainstream and SEND)
• universities (both UK and abroad)
• Acquired Brain Injury (ABI) units
• mental health organisations
• aquariums
• zoos.
Our students have tried most things! The host can be anywhere in the world, so some students have taken this chance to work overseas. In year two, you have a dedicated preplacement module designed to help you with each stage of securing a placement. We also have a dedicated Careers Service, open five days a week, which can offer a number of services. You are allocated a placement tutor from your faculty team while you're on placement, who will visit you and stay in regular contact.
“I would recommend doing a placement year. It introduces you to the practical side of psychology and gives you an insight into the working environment. I have learnt so much in such little time, compared to reading and doing lectures.”
Olivia Toyosi
“My placement year was fantastic, and the skills I gained from that year led me directly into my first graduate job.”
After finishing my second year, I decided I wanted to gain some experience in psychology. My tutor was able to provide guidance, advice, and networking opportunities to help me obtain a placement. They then provided useful insight into what placement options there were and assisted me with applications, offering tips on CVs, cover letters and interviews.
I am currently on a placement with Professor Jackie Andrade, who is one of the innovative leaders and creators of Functional Imagery Training (FIT), a mental technique that uses vivid and detailed mental imagery to help individuals achieve their goals. FIT blends motivational interviewing with tailored imagery exercises to strengthen motivation.
During this placement with Jackie, I have had the opportunity to assist with FIT training programmes for the Royal Navy, and work alongside corporate leaders looking to help their companies reach their net zero
ambitions, as well as conducting research linked to eye movement desensitisation response.
My placement has also allowed me to work with Dr Jon Rhodes, whose primary focus is centred around the development and refinement of FIT for both individual and team performance relating to sport. Jon and I have been working with the Plymouth Argyle youth academy squad developing workshops that aim to help players use FIT to develop skills using vivid mental imagery to build resilience and emotional regulation. By repeatedly visualising scenarios and how to handle them, the players can become mentally resilient and ready for high-pressure situations. Alongside this workshop, I am planning to use advanced eyetracking glasses to help gain a deeper understanding of what players are focused and fixated on during matches. This will allow me to analyse their focus on the pitch, allowing for a more tailored intervention to help improve player focus.
Through this experience, I’ve gained practical skills, industry insights and hands-on knowledge that are invaluable in my field. The exposure to real-world situations and professional environments will enhance my employability, and help me make informed career decisions. Transitioning from student life to working alongside academics has been immensely rewarding. I’ve moved from purely learning to actively contributing to projects and collaborating with experts. Being involved in meetings has broadened my understanding and sharpened my problem solving skills.
I’ve had support from the University during my placement. I have regular
catch ups with my tutor to check on my progress, weekly meetings with the head of placement to see how I’m getting on, and an office space to work in.
While on placement, I’ve successfully managed to balance my work commitments despite having to commute from Torquay to Plymouth. Additionally, I work at Torbay Hospital every evening and still maintain social connections with friends. I can play in my 6-a-side football team, ensuring I stay active and engaged in my personal life.
Overall, a placement year is a great way to bridge the gap between academic study and professional life. My placement is preparing me for my future career. I’m gaining handson experience, applying theoretical knowledge, and improving technical skills. Working with professionals has given me industry insights and boosted my confidence. The responsibilities and projects have enhanced my problem solving, communication and teamwork abilities, laying a strong foundation for my career.
I worked within the Neuropsychology department at University Hospitals Plymouth NHS Trust as an honorary undergraduate assistant psychologist.
My role included conducting research in Alzheimer’s disease, Parkinson’s disease, Huntington’s disease and intensive care COVID-19 research. This included working within Good Clinical Practice (GCP) guidelines, recruiting participants for the studies, and conducting cognitive assessments, scoring and adding data to the database.
This placement was so insightful, showing me what it was like to work with other trainee clinical psychologists, assistant psychologists and other psychologists and the roles that they play within a multidisciplinary team and in their everyday work.
During the first two years of my psychology degree, I developed a good understanding of topics such as cognitive and biological psychology, research methods, and ethical practice. I was able to apply this knowledge directly during my placement. Understanding how different areas of the brain relate to memory, attention and language helped me when working with participants who had Alzheimer’s, Parkinson’s, or Huntington’s disease. I was able to make use of the knowledge I had gained about research design and ethical practice when completing research. I followed GCP guidelines, supported participant recruitment, and accurately entered data into research databases. My studies gave me the confidence and skills to work in a clinical research environment and to understand the importance of ethical standards, clear communication, and accurate data collection.
I developed a range of valuable clinical and research skills. I gained experience in administering and scoring standardised cognitive assessments, which enhanced my attention to detail, accuracy, and ability to work systematically. By recruiting participants and following GCP guidelines, I strengthened my understanding of ethical research procedures, including informed consent and safeguarding. I worked across multiple studies, including research into neurodegenerative conditions and COVID-19. I also improved my organisational skills, adaptability and professional communication, particularly when working with vulnerable individuals. I became confident in entering and managing data accurately, contributing to high-quality research and multidisciplinary collaboration.
I would highly recommend a placement year. Without this, I would not have gained the experience and skills required to become an assistant psychologist in the future. In addition, I have gained paid employment within the Neuropsychology department for the past two years as an undergraduate assistant psychologist, which has enabled me to build on these skills from my placement year. It has also allowed me to network and meet other staff members when working in multidisciplinary teams.
Role of placement: Student Recovery Co-ordinator
My placement is with the charity Change Grow Live. This charity aims to support people who are on a journey of recovery from drugs and alcohol in prison across Dorset. Roles and responsibilities
What I get up to day-to-day varies – it can all depend on how many patients have been under the influence the day before, and how many new people have come in. So in a day, I could:
• complete assessments where I meet these people, find out what they want to get from working with the recovery services, find out their history, and talk about how we can help them.
• undertake welfare checks to see if they’re okay, give some advice, offer any support and see if they want to work with us
• host weekly inductions, which is where we go and meet everyone who’s coming to prison, to see if they would like to work with us.
• manage caseloads and provide 1-2-1 interventions and support
• help them with release planning, that is looking at their drug and alcohol use, and seeing how we can support them with that so that when they are released, we can assist with their goals.
This is an entirely voluntary service. We help them with what they want and nothing is forced upon them. You meet people who might want to just cut down and others who want to be off drugs and alcohol entirely.
Easing into placement and working across the prison
At the beginning of my placement, I was shadowing different staff members. I then got to work with a staff member taking assessments and after was signed off on assessments, meaning I could complete these and welfare checks on my own. For a month I was just doing assessments as the staff said these are the best ways to build upon how you talk to different people, how you ask questions and the right questions to ask. I did this for a month and then I began taking on my own caseloads.
I still shadow other staff members. I still go and help run the group sessions they put on, but now while managing a small-scale caseload of my own, allowing me to gain lots of experience working closely with these patients with addiction problems.
The experience in this placement has been amazing, and I've really had the opportunity to see everything I want to see. I have also gone to different prisons in the Dorset area with the charity to see different settings.
They have really allowed me to see and experience all the areas of a prison which has been so beneficial. We work very closely with the mental health team in the prison. There is is a massive link between addiction and mental health, and we therefore coordinate with these teams quite heavily. I’ve been lucky enough to shadow the psychology team and the mental health team. You get to see so much in a prison, and I have been able to shadow and see how the different teams use different psychological theories to help and support patients.
100% I have wanted to work in the prison service ever since I knew what psychology was. When the placement came around, I thought it was the perfect chance to experience working in a prison and see if I'd love it or hate it. I definitely love it and I would like to go back into this type of work after graduation.
Being in a prison, walking around and talking to people is something I never thought I would be doing, and it takes a good old chunk of confidence to do it. I think my assertiveness has definitely got a lot better because the patients like to push their boundaries. The way I am even speaking to them now compared to how I would have been at the beginning of the placement, makes me really proud of how far I have come. On a personal level, I feel so much more confident and braver in myself.
I worked for BAE Systems, an engineering and defence company, specifically under their Air sector at their Warton site in the Human Factors team.
What is human factors?
Human factors is essentially where psychology and engineering meet. It brings in the knowledge of human behaviour and applies it to machines and systems to ensure that the human user is considered across the various life-cycle stages of a product.
Roles and responsibilities
My roles and responsibilities included communicating with engineers and other experts, applying human factors knowledge and processes to design projects such as an uncrewed aerial vehicle or factory dashboards, and conducting an assessment on an electric aircraft. I also helped conduct interviews, sat in many kinds of meetings and learned about tools like task analysis and the use of anthropometrics.
Securing the placement
I secured my placement through an application process, a recorded interview with some ability and psychometric testing, and then, finally, an online interview.
Throughout that process, I utilised the careers service’s tools for CV writing and interview preparation, to try to ease as much stress as possible.
While on placement, I could always access the careers advisors and my personal tutor if I had any questions or concerns. There were also scheduled meetings across the year between myself, my tutor, and my placement supervisor to review how things were going.
Psychology is a broad subject in general, and with it comes a wide range of knowledge on thought and behaviour. That understanding of a person is a big part of human factors, and came up frequently while I was on placement. From understanding human error and safety, to making sure that a user’s emotions and thoughts are considered throughout the lifecycle of a new vehicle or system. Both critical thinking and familiarity with experiments and data were also useful for various projects across the placement.
Not only did the placement year give me invaluable experience in human factors, but it also helped better my confidence in and out of a work setting. It allowed me a glimpse into working life and further developed my independence.
The placement year was one of the most valuable decisions I have made for my future. Work experience is so important, and you can easily back yourself into a corner where you end up without any, and having to face a transition period into further education or work can
feel impossible. If you can get a placement, not only does it mean you’re getting experience that can set you apart from others, but it also gives you a hands-on opportunity to test out a potential option for your future career. Getting the practical experience in human factors was infinitely more useful than anything I found online, and helped cement that it is what I want to pursue going forward.
My placement has become a source of experiences I have called upon many times during applications and interviews. It also gave me a glimpse into the career progression of someone working in human factors and just how broad the use of the subject is across multiple job sectors. It gives me hope that not only do I feel prepared to apply to roles going forward, but I feel as if there are opportunities in a variety of places for me to explore along the career journey.
My placement was at Dartmoor Zoo. My main role was to undertake an independent research project on one of their primate species – but I was often given the opportunity to work with other departments, through giving animal talks or helping with the animal keeper team.
My research project, while working on my placement, looked at if the gelada baboons experienced negative anticipation for visitor talks, and did they display stress behaviours because of them.
My research aimed to find out if the geladas could tell when a visitor talk was about to happen, and if they reacted negatively to it. If they did display stress behaviours, the zoo would know that these talks were having a negative effect on the animal’s welfare, and would know to change the schedule.
I found that the geladas did not anticipate the talks, nor were there significant amounts of stress behaviours being shown. The geladas continue to be part of the species
involved in talks at the zoo. There were individual differences in behaviours seen, i.e. more foraging in the least dominant individual, which the keepers were able to use as a basis if they wanted to intervene to improve their welfare.
I really enjoyed gaining a full understanding of what goes into a research project, and how to overcome any problems that arise. I enjoyed being able to present my research to the rest of the team at the end of my placement.
Applying classroom knowledge to the real world
I could see the different psychological theories put in place through things like animal training. The course provides so many chances to be involved in research, and has given me so many transferable skills which really helped when designing my zoo project.
I am a lot more confident in my research skills now, and they have really helped me get a running start on my dissertation – it is no longer a daunting piece of work, but a part of my degree I can really enjoy doing! My placement has helped me develop my confidence and public speaking skills in general through presenting research or talking to the public about the animals we had at the zoo.
There are a million reasons to do a placement year, but I got a deep understanding of what happens in the zoo industry. It has given me different connections for post-university, as well as a broader knowledge of industry routes I can take. It has made me more motivated to do well in my final year, and it has given many skills to use in my learning and dissertation project. I also met some amazing people – many I am still in contact with.
I would love to stay in the zoo industry. I would like to spend some time working in an animal keeper team. The keepers at Dartmoor Zoo shared their passion for working directly with the animals and what they do to ensure animal welfare.
I would also like to stay in the research area. I plan on getting my masters in animal behaviour in the near future, which would be very beneficial for applying my psychological knowledge into animal welfare behaviour research.
Studying abroad is a unique adventure that is available to you at no other time of your life. The sheer excitement of experiencing a new culture, meeting new and interesting people and understanding the world from a bigger perspective – can change you, your life, your career and your future, and will improve your academic and job prospects. This is backed up by research over many years of tracking the careers of our graduates.
Kasia and Bethany talk about their experience of their year studying abroad.
WHERE DID YOU STUDY ABROAD?
Trent University, Canada.
WHY SHOULD A STUDENT STUDY ABROAD?
It is such a fantastic opportunity to immerse yourself in another culture, all while having the safety net of both your home university and your host abroad.
HOW DID STUDYING ABROAD BENEFIT YOU?
I have benefitted from the experience in many different ways. I have met amazing people and got to go on memorable adventures. I am in love with the Canadian culture of kindness and openness, and I am going to nurture those values and take them home with me.
DID YOU WORK WHILE STUDYING ABROAD?
I began a part-time job in my second semester as a residential support worker for Canada Mental Health Association.
WHAT SUPPORT DID YOU RECEIVE?
I was guided by the Plymouth Exchange team who were super helpful and informative. They helped me arrange my studies to make sure that the courses I was taking were relevant to the psychology course at our university. It was all done for me, really. All I had to do was book my flights, accommodation and apply for the visa.
Once I got to Canada, there was a great deal of support and help available all throughout the year. It is hard to explain but I just had this sense of being safe and looked after the whole time I was there.
FAVOURITE MEMORY
Seeing a moose and Niagara Falls!
WHERE DID YOU STUDY ABROAD?
UNYP – University of New York in Prague, Czech Republic.
WHY SHOULD A STUDENT STUDY ABROAD?
One word: INDEPENDENCE! If you thought you were independent before, then try travelling abroad by yourself, to a country where you do not speak the language. It is hard, but I think you learn a lot of skills. Of course, you'll make friends, but you'll inevitably spend a lot of time alone, and this is a valuable lesson. Since coming back, I have travelled so much by myself and I feel like I can conquer anything! You definitely mature during your time abroad, and develop social skills, etiquette and awareness of other cultures that will help you adapt to new environments in the future.
HOW DID STUDYING ABROAD BENEFIT YOU?
My confidence grew massively from navigating public transport to doing a presentation in front of a class. My self-esteem has improved with my confidence, and I feel like a better person.
WHAT SUPPORT DID YOU RECEIVE?
I must give appreciation to my university tutor at Plymouth who provided continued support while I was in Prague and frequently checked in on me.
FAVOURITE MEMORY
Taking a spontaneous trip up to Petrin Hill with my roommate and having warm cider and bramborák (potato pancake) in the snow.
IN OUR FULLY OPTION-BASED FINAL YEAR
Dive into the areas that fascinate you most and create a future that’s truly your own.
With complete flexibility to follow your interests, you are free to chart your own path across 30 different specialist psychology options. This offers you a unique opportunity to gain the specialist knowledge that best suits your future career aspirations.
The opportunities are endless; from understanding the nature of feelings, dopamine and its role in shaping human life, the causes of cravings, sports psychology and how magic can help us to understand the human mind.
Here are some of the options offered in our final year:
• Counselling and psychotherapy
• Reducing prejudice
• Psychology and the natural world
• Social cognition in action
• Animal behaviour
• How do children learn to talk?
• The misdirected mind
• Memory, amnesia and awareness
• Neurodevelopmental conditions
• Clinical psychology with people with intellectual disabilities
• Social cognitive neuroscience: from evolution to public health
• Drugs, the brain and behaviour
• Attractiveness: Why, What and How?
• Cravings and addictions
• Mind wandering and imagination
• Sociologists in the crib: how infants represent social relations
Throughout first and second year, I developed an understanding of what topics I was interested in, so customising what I studied in my final year allowed me to build on these interests further. Personally, this was focused around clinical psychology and mental health.
The topics I chose in my final year were both customised to my interests and prospective future careers in therapy and counselling work."
Aniela, BSc (Hons) Psychology with Criminology
YOU WILL WORK UNDER THE SUPERVISION OF AN EXPERIENCED ACADEMIC MEMBER OF STAFF AND HAVE ACCESS TO OUR STATE-OF-THEART RESEARCH FACILITIES, PROVIDING AN EXCELLENT ENVIRONMENT TO DEVELOP AND PURSUE YOUR RESEARCH INTERESTS.
With 30 different specialist psychology options offering over 32,000 unique pathways, you can follow your aspirations and gain specialist knowledge for your future.
Work alongside world-class academics from across the breadth of psychology on your final year dissertation and be part of original research uncovering new discoveries and interventions in psychology.
Dive into real-world research and sharpen your skills by actively participating in our state-of-the-art psychology, health, behaviour and neuroscience research labs to undertake your research.
is
beneficial because it allows you to shake off the impostor syndrome, and experience what it is like to contribute to psychology research by doing something that potentially hasn’t been explored, and that I am truly interested in enough to research. Overall, I get to choose how I kick-start my career in psychology research.
Teegan, BSc (Hons) Psychology
in our final year allows us to develop research skills and apply everything we learnt in the first two years of study into a real-life scenario. Completing this research with help from our supervisor gives us a deeper understanding of our degree topic before we explore jobs in that area and also gives us skills to take with us.
Libby, BSc (Hons) Psychology
“The School of Psychology was approached by 29 Commando in 2019 after a drop in the success of soldiers undertaking the AllArms Commando Course (AACC). The Army asked if we could create a mental skills programme to increase the resilience of soldiers integrated into the pre-commando course that happens five weeks before AACC. In January 2020 we delivered our first programme: Functional Imagery Training for the Military. Since then we have had an increase in success rates of soldiers passing AACC.”
Dr Jon Rhodes, Lecturer in Psychology.
Jon's research really appealed to me, so I reached out to get involved and work with him on my research project.
Resilience is found to be a predictor of improved performance and military success. For this research, I looked at Functional Imagery Training (FIT) aiming to improve behaviour and resilience among soldiers.
FIT teaches participants to use imagery to bring attention to behavioural goals which motivates goal-directed behaviours required for achieving said goal.
For example: imagine yourself graduating – what will it feel like, what will you wear? Multisensory imagery strengthens the image of graduating which increases the motivation and emotional value of the goal, making us want to achieve it that bit more.
1) Improve resilience using FIT
2) Improve completion of the commando training course using FIT.
I first met the soldiers in week 1 of their training and measured their resilience via a questionnaire before giving them functional imagery training.
method we did in week 1 to gain our post-intervention resilience score.
During this research, we had two groups that were receiving FIT, and then a control group that did not receive the training at all, which was how we made our comparison.
The leadership people told us 18 weeks later who passed the training course and who did not.
Our findings were that resilience improved significantly in both FIT groups. Completion rates were not significantly different between the three groups, but more soldiers completed the course in both FIT groups compared to the control.
We asked them to have a group discussion all about mindset and their goals. The shared goal was to succeed on the training course and become a certified commando.
We asked the soldiers to discuss the obstacles they might face in their training, and how they can implement different mental skills to overcome these. These skills were mostly focused on using imagery to mentally rehearse behaviours they could perform in the face of obstacles to help them believe that they can complete their goals.
We met the soldiers again in week 5 and remeasured their resilience, using the same
Although there were limitations of the research, such as unequal sample sizes and factors beyond the scope of the research, the result was promising – I applied FIT in a new context and found positive results. This has created promising research that suggested it was really useful to look at and continue implementing in this setting.
I really enjoyed having the opportunity to go out into the field of military and carry out data collection with soldiers at their training camp.
In the first and second year, you get to participate in a range of research studies that the final-year Psychology students are conducting. I loved getting involved in any virtual reality (VR) experiments, and it really made me want to use VR in my final-year research project.
My placement was in a neurorehabilitation ward, working with patients who had brain injuries. I ran weekly meditation groups with these patients that they really enjoyed. This inspired me to look at different ways of improving meditation. One of the ways I thought I could do this was by using VR through awe-inspiring emotions.
My research project is in VR and meditation. We are trying to improve upon external meditation which focuses on having your eyes open on a point in the near distance.
We set up three scenarios for the participants.
1. On the VR set, they are shown Central Park Plymouth.
2. On the VR set, they are shown Haifoss, Iceland.
3. We ask the participants to shut their eyes and take part in internal meditation.
What we hope for from this, is that the Iceland awe-inspiring condition is the best one to improve meditation.
When we focus on meditation, there is a continuum of exteroceptive and interoceptive signals.
Exteroceptive – a type of medication that involves focusing on the external world and your senses.
Interoceptive – a meditation practice that helps you become more aware of your body’s signals and emotions.
The stereotypical view of meditation is the eyes shut, breathing in and out. Actually, what we find is that the focus on interoceptive signals is not so good for participants who have anxiety, so when you are focusing on things like heart rate which is more extenuated when you are focusing internally, that will likely intensify that feeling of anxiety. We want to break down the stereotype of internal meditation being the best meditation, by improving on external meditation, which will be better for people with anxiety.
The facilities and equipment are fantastic. The VR labs enable us to do the whole research, allowing us to conduct our research with the participants in a private, wellequipped space. The academic support is great, and there is always someone available to help with any tech issues.
You spend a lot of time reading a lot of literature. When you identify a gap in this, and all of the readings point towards you finding something that you are able to add upon previous findings, this is quite exciting as a researcher.
We want to break down the stereotype of internal meditation being the best meditation by improving on external meditation, which will be better for people with anxiety.
LAUREN BSc (Hons) Psychology
Myself and two other Psychology students are running a study on the placebos in creative neuro enhancement.
A placebo generally uses some form of stimulus where you are told, or you are under the impression, something is going to have a particular effect on you. When the stimulus you are being given can’t have any effect on you, it is used to see whether or not you behave differently, or you react different to something.
HOW DO PARTICIPANTS TAKE PART IN YOUR RESEARCH?
We ask participants to come in so that we can connect them to an EEG machine electrodes. We then run the program on our laptops to show their brain waves, we check our calibrations are correct for their brain waves by asking them to think of a number between 1 and 20.
We begin the study by asking them to perform two alternate uses tasks, which involves giving them an object and then asking them to come up with all of the potential uses for that particular object.
• The first time we ask them to do this, we just do it to read their baseline, reading their general brain waves, looking at their brain patterns.
• The second time we do it, we tell them that we are going to influence their thoughts slightly by using the readings we have taken already to influence their brain waves, aiming to make them more creative.
We then ask them to complete the task with a different object, to see if what we have said has worked and has made them more creative.
Once the participants have completed both tasks, we bring them into the soft lab, which presents a comfortable setting. We explain that although we told them that we were reading and influencing the brain waves, the machine we were using was actually fake; we were running a fake program on our laptop that has been made to look like an EEG but was not actually reading their thoughts. The reason we do this is we are looking into placebo specifically to see if this way of using it is effective and whether or not it can enhance creativity. Generally, the participants are surprised because they felt physical effects of the machine, but I have to explain to them that the machine was fake.
We are hoping to find that this form of administering a placebo is effective. We are interested in whether or not this could then be applied in future research on other personality traits that are more effective in social situations, for example, things like kindness and patience. We know that creativity is easily testable and it is affected by a placebo, so this is just a foundation for that. There has been very little research on placebos in this format before, so we are laying that foundation. We are in the preliminary stages of doing our research, but so far we have found that a lot of participants do seem more creative in the placebo version of the study, even when they are counterbalanced.
It is brilliant that we have the tech office downstairs, so it is really easy to book the room we run the study in, and the equipment to run the study. Our supervisor himself is really supportive, all the academics have been really helpful and good in supporting us to form this research and they are all really interested in the study itself.
… so far we have found that a lot of participants do seem more creative in the placebo version of the study, even when they are counterbalanced.
GYPSIE BSc (Hons) Psychology
My dissertation explored whether individual differences, such as previous experiences and personal interest in wildlife, influence the wellbeing benefits gained from nature. Specifically, I explored whether wildlife enhances the restorative effects of an environment, and whether a person’s level of interest and past encounters impact these effects.
AIMS
My research investigates how individual differences affect the psychological benefits of wildlife. I wanted to determine whether certain species of birds (robins and pigeons) provide greater wellbeing benefits than others, and how personal experiences shape these effects.
1. Featuring robins.
2. Featuring pigeons.
3. A control video showing the same environment without birds.
After watching the videos, participants rated their mood, sense of recovery and willingness to visit the location. They also provided information about their previous experiences with birds and their level of interest in wildlife.
The study found that all conditions provided restorative benefits, but there were significant differences between them. Robins were found to offer similar or greater wellbeing benefits compared to the control condition, whereas pigeons were associated with significantly lower restorative effects. Additionally, participants with a greater interest in wildlife or positive previous encounters with birds experienced enhanced wellbeing benefits from environments featuring wildlife.
Conducting independent research allowed me to apply theoretical knowledge to real-world questions, develop critical thinking skills, and gain hands-on experience with research design, data collection and analysis. In particular, as a result of this research, I was successful in applying for an internship with the University and also becoming a research assistant, which has significantly boosted my career and experience.
Independent research allows students to develop essential skills such as problem-solving data analysis and academic writing. It also provides valuable experience in conducting psychological experiments, which is beneficial for future research or professional careers in psychology and related fields, not just for me in environmental psychology,, but also for other students in any area of psychology they wish to pursue!
The aim of my research is to investigate how individual differences affect the psychological benefits of wildlife
I recruited participants through SONA and social media, with a total of 116 individuals taking part. They watched three videos simulating different natural environments:
My favourite part has been analysing the data and discovering how different people respond to wildlife. It was fascinating to see how personal experiences and interests influenced the restorative effects of nature! Due to this research project, it has inspired me to choose a career in environmental psychology as I enjoyed it so much!
GUSTAV SHARES WHAT INSPIRED HIS INTEREST IN MAGIC AND WHAT THEORIES HE AND HIS STUDENTS EXPLORE AND RESEARCH IN THE MAGIC LAB.
WHAT INSPIRED YOUR INTEREST IN MAGIC?
When I was just 13, a friend pulled an egg from behind my ear, and I was amazed by the trick! Even after I learned how it was done – that it was just a foam egg cleverly hidden behind his ear – I still found it fascinating.
The trick sparked an interest in magic for me. I was obsessed with trying to understand how the brain can be hoodwinked into believing the impossible. I became completely addicted with the idea of magic and deception throughout my teenage years.
I began my career as a magician, using sleight of hand and illusion to entertain audiences. But behind every trick was a deeper curiosity: Why do these illusions work so well? This fascination led me to psychology, where I began to explore how insights from cognitive science could help
create even more effective magic. Along the way, I had a realisation – psychologists could also learn a great deal from magicians.
Magic is an art form built on exploiting the brain’s blind spots and biases. For centuries, magicians have developed intuitive knowledge about attention, perception, memory and decision making – long before psychologists began to study these processes in the lab. Recognising this, I’ve spent the last 25 years using magic as a tool to uncover the hidden workings of the human mind.
Magic is an art form built on exploiting the brain’s blind spots and biases.
Today, I lead the MAGIC Lab at the University – a unique and world-leading research group where scientists and magicians collaborate to study cognition through the lens of magic and deception. We use magic in a wide range of areas to see how these principles can be applied beyond the magic performance. Much of the research in my lab is conducted by students who join the lab at different points during their degree.
Some of our students have been investigating "mind control" techniques – like the ones you might have seen Derren Brown use on TV – to explore how easily people’s decisions can be influenced, without them even noticing. In their study, they asked volunteers to pick a playing card while tracking where they were looking.
The results were fascinating: people were far more likely to choose cards that were easier to reach – but they had no idea they were doing it! This shows how our brains often take mental shortcuts without us realising.
It might sound like a simple card trick, but these findings have bigger implications. They can help us understand how people are influenced by product placement in marketing, or how small changes in choice environments – like how food is arranged in a cafeteria – can help people make healthier decisions without even thinking about it.
Other student projects in the MAGIC Lab involve performing real magic tricks – and not just for fun. Magic
is special because it lets us create experiences that feel impossible. Some of our students have been using mindreading illusions to explore how easily people can be misled. By convincing someone that their thoughts have been read, we can study how this kind of misinformation shapes beliefs – something that’s become a huge issue in the age of fake news and conspiracy theories.
We’ve even programmed a robot to "read minds" using magic techniques, and we're now studying how this affects what people believe about artificial intelligence. Do they see the robot as more intelligent than it really is? More human-like? These are big questions with real-world consequences as AI becomes more common in daily life.
Working in the MAGIC Lab is a lot of fun – many students even learn how to perform tricks themselves – but the research has serious, wide-reaching implications. From tackling misinformation to understanding how we form beliefs, magic turns out to be a powerful tool for exploring the human mind.
By convincing someone that their thoughts have been read, we can study how this kind of misinformation shapes beliefs.
For Katie, studying at Plymouth allowed her to understand what she was really passionate about, and how to achieve her goals.
TELL US WHAT YOU HAVE BEEN UP TO SINCE GRADUATING?
Since graduating, my career path has become more focused on wildlife. I was lucky enough to have the opportunity to carry out field research in the Philippines for eight months, where I worked with indigenous hunter gatherers. After this, I became the Conservation Campaign Manager at Bristol Zoological Society, and I am now responsible for designing, implementing, and evaluating behaviour change campaigns (encouraging the public to perform pro-environmental behaviours) at Bristol Zoo Gardens and Wild Place Project.
HOW DID STUDYING AT PLYMOUTH HELP YOU?
Studying at Plymouth helped me to discover what I was interested in, and narrow down what I wanted to do with my career. During the first two years of my degree I gained knowledge in many different disciplines within the field of psychology, and by my final year I discovered that animal behaviour and conservation was the area that I was most interested in and would like to pursue further.
WOULD YOU RECOMMEND STUDYING AT THE UNIVERSITY?
Yes! The Psychology course covers numerous different disciplines in psychology and gives you a great oversight of what psychology entails. Also, the University is centrally located in Plymouth, making it really accessible, and it is only a 20-minute walk to the Hoe!
ZARA
Studying at Plymouth helped Zara explore different options in psychology allowing her to see what she can accomplish, and how to get there.
TELL US WHAT YOU HAVE BEEN UP TO SINCE GRADUATING?
I am currently working as a mental health counsellor. My role is to assist students with additional needs in the South West calibrating to university life. The move from home, especially with additional needs and/or difficult living situations, can be incredibly challenging mentally, therefore I am a source of support throughout the university experience. My role is to build their skills in timekeeping, organisation, revision and daily life, along with reaching out regularly to students for support sessions and undertaking my own reports to feedback on their progress to their universities and the contact company.
HOW DID STUDYING AT PLYMOUTH HELP YOU?
For my degree, I had the choice to undertake practical modules, including computer programming and sustainability: both of which have great applications for personal development. It has allowed me to explore different options going forward in psychology which, again, is very important as I now have a better understanding of what I can accomplish and how to get there.
WOULD YOU RECOMMEND STUDYING AT THE UNIVERSITY?
Definitely! it is based in such a beautiful area, it is a green university, and it has a really good research base. I used a lot of the support services that helped me learn the balance between home and study life. The staff in services such as the Student Hub and Writing Café are lovely, and lecturers go above and beyond to help you succeed.
Over 95% of our graduates are in work or further study*
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