Study psychology at postgraduate level and you become part of a diverse, dynamic and supportive community in which to research and learn. Research conducted under this programme heading can be in any area of our expertise including Developmental Psychology, Organisational Psychology and Political Psychology.
Before making your application, we recommend that you contact a staff member whose expertise matches your area of interest to discuss your proposed project, CV and potential supervisory arrangements.
A final degree classification (grade average) of at least a 2.1 or Merit in the UK system (the second highest classification after First/Distinction). Results from institutions in other countries will be assessed individually according to this standard.
Your existing degree does not have to be in psychology as long as the statistics training requirement is met (please see below) and your proposed supervisor and the Director of Graduate Studies (Research) are satisfied with the suitability of your academic background. If it is in a different subject, or if it is not accredited by the British Psychological Society, please ask your academic referee to complete our Pro-forma for graduate research programmes and email it to firstname.lastname@example.org.
This programme includes a one-year statistics sequence which you must normally pass in order to receive your award. The teaching assumes that you are familiar with the following topics:
Therefore, your existing degree transcript should note that you have taken and passed a minimum of one term each in statistics and social science research methods courses (or two terms of a joint statistics and research methods course).
It is possible to be exempted from the statistics training at Kent if there is sufficient evidence that you have already completed equivalent training in a previous qualification.
All applicants are considered on an individual basis and additional qualifications, professional qualifications and relevant experience may also be taken into account when considering applications.
Please see our International website for entry requirements by country and other relevant information. Due to visa restrictions, international fee-paying students cannot study part-time unless undertaking a distance or blended-learning programme with no on-campus provision.
The University requires all non-native speakers of English to reach a minimum standard of proficiency in written and spoken English before beginning a postgraduate degree. Certain subjects require a higher level.
For detailed information see our English language requirements web pages.
Please note that if you are required to meet an English language condition, we offer a number of pre-sessional courses in English for Academic Purposes through Kent International Pathways.
Duration: MSc 1 year full-time, 2 years part-time
PhD 3 to 4 years full-time, 5 to 6 years part-time
The 2020/21 annual tuition fees for this programme are:
Psychology - MSc at Canterbury
Psychology - PhD at Canterbury
For details of when and how to pay fees and charges, please see our Student Finance Guide.
For students continuing on this programme fees will increase year on year by no more than RPI + 3% in each academic year of study except where regulated.* If you are uncertain about your fee status please contact email@example.com
Find out more about general additional costs that you may pay when studying at Kent.
Search our scholarships finder for possible funding opportunities. You may find it helpful to look at both:
In The Complete University Guide 2020, the University of Kent was ranked in the top 10 for research intensity. This is a measure of the proportion of staff involved in high-quality research in the university.
Please see the University League Tables 2020 for more information.
In the Research Excellence Framework (REF) 2014, research by the School of Psychology was ranked 11th in the UK for research intensity.
An impressive 95% of our research-active staff submitted to the REF and 97% of our research was judged to be of international quality. The School’s environment was judged to be conducive to supporting the development of world-leading research.
The School of Psychology is highly regarded as a leading European centre for postgraduate research, with an international reputation for excellence in social psychology (including group processes and intergroup relations); cognition and neuroscience; developmental psychology; and forensic psychology. We have staff who can supervise research degrees in all of these areas plus organisational psychology and political psychology. The research environment is designed to sustain a strong, vibrant research culture, encourage collaboration, and unite staff and students with shared research interests. Our themes ensure critical mass and create a highly energetic and stimulating intellectual climate.
Research activity is supported by:
Our academics have received prestigious editorial appointments and both national and international awards. Many leading international social psychologists are affiliated with the group, reflecting the strong reputation of social psychology at Kent.
Our work is funded by a variety of British and international sources including the European Research Council, Economic and Social Research Council, British Academy, Leverhulme Trust, National Science Foundation, European Commission, Home Office, Department of Trade and Industry, Nuffield Foundation and Joseph Rowntree Foundation. Our researchers also engage in consultancy work for businesses and the government.
Our research covers all areas of social psychology, including:
Much of our research is coordinated through the Centre for the Study of Group Processes.
Research on this topic focuses primarily on the role of vision and visual perception in human performance. The aim of this work is to identify the cognitive processes and neurological mechanisms that underlie various visual tasks. Studies with neurologically healthy volunteers examine issues such as:
Our research also examines a range of psychological disorders, including unilateral visual neglect, addiction, dementia and persistent vegetative state. We are interested in examining the cognitive nature of these disorders, which includes assessing attentional biases, visual experiences and neurological activity. Much of our work also has an applied motivation, for example helping to develop better therapies for people with brain injury.
Research in this group examines various aspects of semantic, pragmatic, morphological and syntactic understanding.
Research questions on adult populations include:
Our work on developmental populations examines issues such as:
This research group has links with researchers in the School of European Culture and Languages, as part of the Centre for Language and Linguistics.
Forensic psychology research at Kent and all forensic-related teaching operates through our Centre of Research and Education in Forensic Psychology (CORE-FP).
Forensic psychology seeks to understand:
Our academics are represented in editorships and editorial boards of many major journals in forensic and applied psychology. Many are Chartered Forensic Psychologists who assess and treat offenders and evaluate offender rehabilitation programmes. Thus we have strong links with the UK Prison Service, the NHS, the Police, and other bodies involved in forensic related services and activities.
Our research is funded by various national and international sources, which include the British Academy, Economic and Social Research Council, the Home Office, Leverhulme, the Ministry of Justice and the Nuffield Foundation.
Areas of forensic psychology research that we are currently working on include:
Other areas of research include social cognition, social and moral emotion, and group process theory, all of which are applied to the study of offending behaviour or court process issues.
Our research interests include:
We have excellent links with the wider community. Members of the Developmental Psychology group are committed to sharing their research findings and methodologies with the public. We hold highly successful large-scale events that bring together practitioners, policy makers, and academics to share knowledge and develop collaborations. Our outreach events are typically interactive, fun, and informative. They range from ‘Play and Learn’ days for young families, to workshops for school children on topical issues such as cyberbullying and happiness.
A central hub for our research and outreach activity is the Kent Child Development Unit.
The School of Psychology currently includes two formally constituted research centres, representing areas of concentration and excellence in research.
The Centre includes a thriving international research community, involving twelve tenured academic staff, as well as its research fellows and PhD students. The Centre attracts visits and research collaborations from major international researchers, many of whom have formal affiliations with the Centre.
Over the years, CSGP has attracted substantial externally funded research on a wide range of topics. It has also recruited excellent MSc and PhD students and its members teach for the School’s MSc degrees in Social and Applied Psychology, Political Psychology and Organisational and Business Psychology. The Centre also edits an international journal, Group Processes and Intergroup Relations (Sage Publications).
The Centre of Research and Education in Forensic Psychology strives to be the leader in research that informs practice and policy. The vast range of topics covered by the centre staff is indicative of the centre’s facilitative research culture. As a result, members of the centre team have been the beneficiaries of research funding for new and innovative research.
Kent’s world-class academics provide research students with excellent supervision. The academic staff in this school and their research interests are shown below. You are strongly encouraged to contact the school to discuss your proposed research and potential supervision prior to making an application. Please note, it is possible for students to be supervised by a member of academic staff from any of Kent’s schools, providing their expertise matches your research interests. Use our ‘find a supervisor’ search to search by staff member or keyword.
Full details of staff research interests can be found on the School's website.
The development of verbal communication in typical children and children with Autism Spectrum Disorders. Use of a range of cognitive-experimental techniques with a current focus particularly on pragmatic language development.View Profile
Social identity and intergroup relations; prejudice; sexism; deviance; social identity in organisational contexts; group consensus processes; the self-concept and self-regulation of behaviour.View Profile
Socio-cognitive and group processes that underlie group offending e.g. what differentiates gang youth and non-gang youth with similar social/environmental backgrounds; multiple-perpetrator rape (MPR) and psychological factors that distinguish MPR from lone perpetrators; firesetting behaviour and clinical treatment of firesetters.View Profile
How afferent interoceptive information (ie physiological signals arising from internal body organs such as the heart) influences the perception of social stimuli and modulate social attitudes and behaviour.View Profile
Somatosensory perception (i.e. touch, temperature and, in particular, pain perception). Specifically, how those senses interact with cognitive and affective processes such as learning, motivation, and our sense of control over our actions and their outcomes.View Profile
The neurocognitive mechanisms of episodic memory; control processes and long-term memory retrieval; cognitive neuroscience techniques; applied memory research; memory in old age.View Profile
Face and person perception; detection of people in natural settings; person memory and eyewitness identification; perception of eye-gaze and emotion from faces and other aspects of social cognition.View Profile
Quantitative modelling of psychological date; modelling response processes to cognitive and non-cognitive assessments using Item Response Theory (IRT).View Profile
Social trust, distrust, creativity, effort, and philosophical issues such as the relationship between mind and body; implications for applied settings such as health behaviour or organisational contexts; and methods from social-cognitive science.View Profile
Social developmental psychology: development and reduction of intergroup prejudice in children; direct intergroup contact and extended intergroup contact; development of ethnic and national identity in children and adolescents; acculturation in childhood; experience of prejudice and discrimination, and its consequences for social development.View Profile
Links between the self and various social and political realities; how self-concept and group image relate to intergroup attitudes, political ideology and support for status-quo.View Profile
Dispositional and situational determinants of explicit and implicit racism: the role of intergroup contact and ideology; political psychology: ideology, political extremism, political cognition; speciesism and animal exploitation; the parallels between prejudicial human intergroup relations and human-animal relations.View Profile
Understanding beliefs in conspiracy theories, language and stereotyping, sexist language, lay theories of persuasion, social psychology of the internet, interpersonal and intergroup communication.View Profile
Partiality and impartiality in our moral judgments; how we infer character from moral judgments and why this is important; practical applications for tackling large scale societal issues like environmental sustainability, healthcare, and the rise of artificial intelligenceView Profile
Language and communication; perspective taking; comprehension of counterfactuals and negation; mental representations involved in language understanding; time-course and brain processes involved in various cognitive functions; autism spectrum disorder; the role of social abilities in cognitive functioning; the influence of reading fiction on social and cognitive capacities.View Profile
Children’s conversational skills; discourse and conversation analysis; psychoanalytic developmental psychology; the development of singing and musicality.View Profile
The cognition of child molesters, rapists and violent offenders; detecting fake-good responses in prison populations; the rehabilitation and treatment of sexual offenders; applied cognitive-experimental psychology; the characteristics and treatment of female sexual offenders and firesetters.View Profile
The role of emotions in prejudice and self-control; moral judgements and emotion (anger, disgust, guilt and shame); cross-cultural differences in moral beliefs; intergroup emotions; judgments of moral deviance; legal decision making; eating and dieting; intergroup apologies.View Profile
The effects of attention, arousal and memory load in how non-substance addictions (specifically Facebook, the Internet, computer games and gambling) affect time perception; virtual reality and its effect on decision-making and perceptions of time and reality.View Profile
Small group performance and decision-making especially in the context of co-operative behaviour in social dilemmas; the effects of alcohol consumption on group performance.View Profile
Refining and improving non-pharmacological approaches to the enhancement of memory, learning and decision making, using a variety of methods (eg, physical exercise, electrical and magnetic brain stimulation and sleep); imaging methods including eye-tracking and EEG.View Profile
Forensic developmental psychology; non-verbal interview methods and children’s eyewitness accounts; children’s drawings as a source of forensically relevant information; if drawings facilitate adults’ and children’s memories of past events.View Profile
Social anxiety and experience of mental imagery; how anxious self-imagery reflects cognitive biases in attention and interpretation; imagery and rumination; imagery and emotion; cognitive and behavioural precursors of depression and anxiety.View Profile
Visual and cognitive development; cross-cultural differences in perception and eye-movements; face recognition in children and adults; multisensory processing in infancy.View Profile
Treatment needs of offenders; causal factors in offending with a particular emphasis on the role of cognition; research methods that offer potential in tapping into cognitive constructs in an indirect way, such as looking at people’s response patterns to sexually salient stimuli and how that relates to problematic sexual interest, for example paedophilia; sexual offending and firesetting.View Profile
Sexual violence, gender equality and victimisation, in particular rape and the myths that surround it; sexual harassment, its impact on its victims, women’s coping strategies, and the link between sexual harassment and the emotions of anger and fear; self and sexual objectification and its effects on women’s self esteem; victim blaming; coping strategies.View Profile
Interaction between cognition and emotion; embodied semantics, especially the role of sensory-motor and emotional information in how we acquire and represent meaning; facial expression recognition; emotional processing in ageing.View Profile
Intra and intergroup dynamics and social psychology in organisations, especially leadership, innovation and what happens when group members break rules or norms.View Profile
Improving eyewitness practices; assessing eyewitness accuracy.View Profile
Inequality and the psychology of victims of inequality (eg members of disadvantaged groups); consequences of inequality for wellbeing and socio-political ideologies people use to make sense of inequality; effect of contact between and within social groups to political attitudes relevant to inequality.View Profile
Cognition and emotion; selective attention; priming; cognitive approaches to addiction.View Profile
Perfectionism, well-being and performance; coping; personal goals in adolescence; stress and health in the workplace; motivation; personality and individual differences.View Profile
Interpersonal violence and violence risk assessment, risk management, and risk communication. Main areas of expertise in interpersonal violence are elder abuse, stalking, and intimate partner violence.View Profile
Just-world beliefs and system-justification; social norms and communication processes especially as they relate to prejudice, stereotyping and the perpetuation of injustice and inequality; conspiracy beliefs; the inner logic of apparently irrational behaviours such as mutually destructive conflicts and environmental despoliation; implications of these processes for gender (sexism, fear of crime and views of rape complainants) and global warming (climate change).View Profile
Ageism; attitudes to age across Europe; consequences of age-stereotypes; age-based stereotype threat and stereotype priming; social identity and the social construction of age; loneliness in later life and the factors that contribute to healthy, active ageing.View Profile
Sensory perception and sensory-motor interaction; psychophysics and neuroimaging techniques to define the behavioural and neural correlates of these phenomena; sense of touch and its interactions with the other senses and the motor system, and the way in which touch is represented and elaborated by the brain.View Profile
Cultural conceptions of honour and roots of honour-related aggression; ecocultural influences on cognitive and social psychological (eg, social exclusion, honour) processes; social, cultural, and religious correlates of attitudes toward inter-ethnic and inter-faith intimate relationships; the role of self-regulatory mechanisms in social cognition (eg, processing of health messages); social interaction (eg, aggression); well-being (eg, depression).View Profile
Aggression and displaced aggression; anger, rumination, and aggression and violent behaviours; inter-group relations; personalisation, self-disclosure and liking; inter-group conflict and aggression; intergang violence; alcohol and social behaviours: alcohol and aggression, alcohol and inter-group anxiety; applications to criminal behaviour.View Profile
Visual cognition; perceptual and attentional performance in healthy and brain-damaged individuals; the use of sensory stimulation to rehabilitate stroke patients and enhance certain aspects of cognition.View Profile
Various forms of developmental psychopathology, including autism spectrum disorder and specific language impairment; the nature and neurocognitive bases of developmental disorders, as well as what these disorders tell us about typical development; use of cognitive-experimental techniques among typical and atypical populations.View Profile
Coping mortality salience; terror management theory; the self-concept, self-esteem and self-regulation; groups, automatic social behaviour, conformism and cultural worldviews; evolutionary social psychology, attraction, scent and sexuality.View Profile
Street and prison gang formation and activity; public attitudes to crime and punishment, bullying in prison and schools; resettlement and rehabilitation of ex-offenders and the role of emotions in judging offenders.View Profile
Our postgraduate students commonly go into the fields of health, teaching or further education. For instance, many of our graduates take up roles as assistant psychologists in the NHS with a view to becoming a professional clinical or forensic psychologist.
The programmes we offer help you to develop general critical, analytic and problem-solving skills that can be applied in a wide range of settings.
The School has excellent facilities for both laboratory and field research, including advanced laboratory and teaching facilities. Resources include:
Staff publish regularly and widely in journals, conference proceedings and books. Among others, they have recently contributed to: Journal of Experimental Social Psychology; Journal of Personality and Social Psychology; Child Development; Clinical Psychology Review. Details of recently published books can be found within the staff research interests.
Kent's Graduate School co-ordinates the Researcher Development Programme for research students, which includes workshops focused on research, specialist and transferable skills. The programme is mapped to the national Researcher Development Framework and covers a diverse range of topics, including subject-specific research skills, research management, personal effectiveness, communication skills, networking and teamworking, and career management skills.
The online application form will ask you to provide names and email addresses for two academic referees from your degree-granting institution. On submission of your application, they will receive a reference request by email.
To save time, we recommend that you notify your referees in advance. Their references should describe their impression of your academic achievements, preparedness and motivation for postgraduate study in your chosen field, and personal qualities relevant to postgraduate study.
Learn more about the applications process or begin your application by clicking on a link below.
Once started, you can save and return to your application at any time.
T: +44 (0)1227 768896
T: +44 (0)1227 824775