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Psychology - Research

Overview
Offering the opportunity to conduct research in a range of areas with associated training in contemporary research methods

Summary
The Psychology Research Institute offers supervision of research leading to a PhD degree in four main areas of psychology on either a full-time (3 years) or part-time (6 years) basis. Research students will work within one of these areas and quickly become part of an exciting and productive research group that addresses important theoretical and translational research questions. There will be opportunities to engage with fellow students, staff and researchers in formal research seminars and informal discussions. We also expect our research students to develop their research skills and academic networks by collaborating with researchers in other UK and international universities and research centres.

Research students on our programme are supported by a range of general and specific training programmes through the Researcher Development Programme to help develop research skills and employment prospects. There are currently over 60 research students being supervised by staff in the Psychology Research Institute.

The research areas are:
- Peace, Conflict and Equality
- Health, Education and Wellbeing
- Behavioural Neuroscience and Behaviour Analysis
- Population Health Sciences and Mental Health Services
- Psychotraumatology, Mental Health and Suicidal Behaviour

About
Postgraduate research is located within the Psychology Research Institute The Institute aims to be a leading centre for applied psychological research drawing upon our cutting edge expertise in statistical methodology and theoretical research. Researchers are committed to multi-disciplinary approaches to help address complex health and social issues and have developed extensive collaborative partnerships with international centres of excellence to produce findings which have real benefits for society.

About
Postgraduate research is located within the Psychology Research Institute. The Institute aims to be a leading centre for applied psychological research drawing upon our cutting edge expertise in statistical methodology and theoretical research. Researchers are committed to multi-disciplinary approaches to help address complex health and social issues and have developed extensive collaborative partnerships with international centres of excellence to produce findings, which have real benefits for society.

Attendance
As a full time student, the expectation is that you will work on your project on a daily basis, either on or off campus as agreed with your supervisor. You will be entitled to 40 days holiday per annum.

Part time students are expected to meet with their supervisors on a regular basis, most usually this would be monthly but this is dependent on the project area.

Entry requirements

Entry conditions
We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University's General Entrance Requirements.

Entry Requirements
You will need to hold a First of Upper Second Class Honours degree (or equivalent) in an area relevant to your chosen project to be able to apply.

If you have obtained an undergraduate degree from a non-UK institution, we can advise you on how it compares to the UK system.

English Language Requirements
English language requirements for international applicants
The minimum requirement for research degree programmes is Academic IELTS 6.0 with no band score less than 5.5. This is the only acceptable certificate for those requiring to obtain a Tier 4 visa.

Ulster recognises a number of other English language tests and comparable IELTS equivalent scores

Duration

PhD Research
You can study for a PhD on a full (3 years) or part-time (6 years) basis and by the end of your programme, you will have produced a body of work that makes a contribution to knowledge in your chosen field.

We have various routes to obtaining a PhD - for example, in some areas you can submit a practical element as part of your submission, such as a piece of art or a musical composition.

MPhil:
The MPhil programme is studied over a 2 year period on a full-time basis or 4 years on a part-time basis.

We would recommend that you contact one of our academic staff whose interests align with your own to discuss your intended research prior to submitting an application.

Careers or further progression

Career options
Although academia is considered to be the most obvious path for any PhD holder, with around two thirds of our graduates remaining in the Higher Education or Research sectors, the degree also paves way for a career in industries centred on research and innovation.

PhD graduates are recognised by employers to hold valuable transferrable skills, as the nature of the degree trains candidates in creativity, critical inquiry, problem solving, negotiation skills, professionalism and confidence.

The most recent Ulster survey of PhD graduates found that 92% had secured employment within the first year since graduation (HESA Destination of Leavers Survey 2015).

Further enquiries

Contact
Dr James Houston, Postgraduate Tutor for Psychology
Tel: +44 (0)28 7167 5220
Email: je.houston@ulster.ac.uk

Dr Victoria Simms, Research Director
T: +44 (0)28 7012 4395
Email: v.simms@ulster.ac.uk

Comment

Research facilities and groups
The School of Psychology and the Psychology Research Institute are well resourced to support students using a range of experimental and non-experimental research methods. The Institute also hosts the Research and Statistics Summer School, which runs annually and provides training in a range of contemporary research methods and statistics. In addition, the Bamford Centre for Mental Health and Wellbeing is located in Psychology. The centre was established in 2011 with the aim of increasing our understanding of mental health through research conducted in Northern Ireland. It aims to improve the quality of life for people with mental health problems and their carers through excellent research evidence that informs and influences policy and practice.

Peace, Conflict and Equality
Multi-disciplinary research under this theme focuses on intergroup conflict and psychological approaches to understanding and mediating the effects of intergroup violence and attitudes, with an internationally-recognised reputation for excellence. This research group was highlighted by the 2014 REF panel as having research which is both world leading and having societal impact.

RRG Leader: Professor Maurice Stringer

Health, Education and Wellbeing
Health, education and well-being is an expanding area, partly in response to the needs of a changing population who are at risk of chronic conditions, such as heart disease and obesity. Research conducted under this theme aims to support and engage in innovative, multidisciplinary, transformational and international research within the area of health psychology, education and well-being. Research staff working in this area undertake independent, scientific assessments of health-related interventions, such as: Diabetes care programmes; Alcohol treatment programmes; Domestic Violence Programmes; NSPCC counselling in schools programmes; nutrition and physical activity programmes for children and older adults.

RRG Leader Dr Liz Simpson

Behavioural Neuroscience and Behavioural Analysis
Research into Alzheimer's disease and behavioural extinction; stimulus equivalence and eye tracking; applied behaviour analysis work on education of children with autism.

RRG Leader Professor Julian Leslie

Population Health Sciences and Mental Health Services
There are two main strands to this interdisciplinary research theme: Administrative and secondary data research and routinely collected administrative data are a valuable source of information for research and policy evaluation. These data are relatively inexpensive to exploit, compared to the costs of establishing specially commissioned surveys. The ADRC-NI is a partnership between Queen's University of Belfast (QUB), Ulster University and the Northern Ireland Statistics and Research Agency (NISRA). Staff working in this area have substantial expertise in quantitative methods and statistical modelling, resulting in over 400 peer-reviewed publications and research council funding for research projects and statistical training.
The Bamford Centre aims to use expertise gained through the development of research that is relevant to the needs and priorities of patients, services, and government. Research conducted by the Bamford Centre aims to: (1) understand the determinants of health and the patterning of health service use; and (2) improve health services and the quality of life for people with mental health problems.

RRG Leader Professor Gerry Leavey

Psychotraumatology, Mental Health and Suicidal Behaviour
A key focus of this research theme relates to the area of Psychotraumatology, which refers to the study of processes and factors that lie antecedent to, are associated with, and are subsequent to psychological traumatization. The research conducted under this theme aims to add to the knowledge base in this field through studies that address biopsychosocial factors related to risk, resilience, prevention, and treatment. There is a strong emphasis on conducting research that leads to impact and policy level change in Northern Ireland. Research conducted under this theme therefore aims to influence the way in which people that have experienced or are currently experiencing trauma, mental health issues, and / or suicidal ideation & behaviour are identified, supported, and treated.

RRG Leader Dr Cherie Armour

Research areas

Staff research areas
Professor Gary Adamson
Statistical modelling; Psychological Epidemiology; Mental Health and Addictions; Early Life Events and Mental Health.

Dr Cherie Armour
Mental Health; Mental Health promotion programmes; Accesses to supports and services for Mental Health; Veteran health and wellbeing; Secondary traumatisation; Technological solutions / interventions for Mental Health; Male interpersonal violence; The psychological impact of childhood sexual assault; The psychological impact of intimate partner violence; Police and services response to domestic violence; Help-seeking & stigma associated with Mental Health; Latent variable modelling; The nosology of PTSD in the DSM-5 & ICD-11.

Dr Robert Bones
Precision teaching and sport; Precision teaching and learning; Stimulus equivalence and transfer of function; Evolutionary psychology.

Professor Brendan Bunting
Statistical modelling; psychology and health.

Dr Noel Brick
Sport and exercise psychology. Effects of attentional focus and cognitive strategies on endurance performance and exercise adherence. Effects of exercise on cognitive function

Dr Claire Campbell
Intergroup relations, social identity theory and social cognition

Dr Tony Cassidy
Health Psychology: Child and Family Psychology: Psychosocial aspects of stress, coping and health: Psychosocial aspects of child and family health. Cancer, chronic illness, physical activity, rehabilitation, complementary therapy, palliative care.

Dr Janine Cooper
Pharmacoepidemiology, mental health

Dr Dagmar Corry
Positive mental health across the lifespan; young people's mental health; living well with dementia; spirituality and religion in mental health; coping and resilience through creativity and spirituality; qualitative research, and mixed methods research

Dr Emma Curran
Epidemiology; Administrative data; Child and adolescent mental health

Dr Paul DeCock
Early (perinatal) predictors of child psychological development as well as in the potential for public health interventions to promote psychological wellbeing. Health services research, with a focus on perinatal health care.

Dr Edel Ennis
Seasonal Affective Disorder; Individual difference, with particular emphasis on personality, emotional intelligence and attachment and their relevance to understanding various behaviours, e.g. deception, work burnout and engagement.

Dr Finola Ferry
Mental health epidemiology; mental health economics; statistical and econometric modelling using administrative data.

Dr Andrea Furey
Social identity theory; prejudice; segregation; cross-community contact.

Dr Stephen Gallagher
Applied Behaviour Analysis in addressing the needs of those individuals with a diagnosis of Autism Spectrum Disorder and their carers. Behavioural Gerontology. The use of eye tracking equipment as a method of assessing and changing gaze behaviour (with reference to autism, obesity, behavioural safety). Stimulus Equivalence.

Professor Melanie Giles
Attitudes and attitude change. The application of social cognition models to Health Psychology. Child and family health; student engagement, employability and peer mentoring.

Dr Colin Gorman
Forensic mental health, assessment and treatment of victims and perpetrators of violent and sexual offences. Emotional empathy and emotional regulation.

Dr James Houston
Mental health, cannabis and psychosis.

Dr Mickey Keenan
Experimental Analysis of Behaviour, Applied Behaviour Analysis, Stimulus Equivalence and Creativity, Autism, Parent Training.

Dr Eun-Mee Kim
Behavioural neuroscience, models of psychological disorders.

Dr Niamh Kennedy
Research into the motor, cognitive and psychological aspects of recovery of individuals with stroke and brain injury. I have investigated this using a range of techniques including neuroscience, neurophysiology and experimental psychology, to add to our understanding of recovery and the healthy brain.

Dr Karen Kirby
Child and Adolescent Mental Health: to include mental health promotion, prevention and early intervention (addressing self-harm, anxiety, depression, and prevention of cyberbullying). Assessing the utility and effectiveness of brief CBT for a range of mental health conditions. Health Psychology in particular links between mental health and health /lifestyle behaviours which impact control of existing chronic conditions and the prevention of others ( such as Type 2 Diabetes in particular).

Professor Gerry Leavey
Access to and acceptability of mental health services. Improving the quality of life for people with mental health problems. Improving the quality of life for people with dementia and their carers; Access to, and acceptability of, health and social care provision. Understanding the needs of family caregivers and improving support, health inequalities and health service outcomes; Young people and help-seeking for mental health and emotional problems; Medical anthropology and sociology: health beliefs, religion and spirituality related to mental health

Professor Julian Leslie
Behavioural neuroscience, experimental analysis of behaviour, applied behaviour analysis, stimulus equivalence.

Dr John Mallett
Multivariate statistics, measurement models, missing data analysis, health psychology in particular, healthy ageing, positive psychology and mental health.

Dr Donal McAteer
Psychological therapy evaluation; therapy process, the therapeutic relationship, and therapist factors' influence on therapy outcome; mental health; well-being in isolated community populations and their access to mental health services; qualitative methods.

Dr Orla McBride
Addiction, the development of problematic alcohol use, latent variable modelling.

Dr Claire McDowell
Evidence based education, Autism, Childhood feeding disorders.

Dr Adele McKinney
Cognitive functions specifically memory and attention and the impact of perceived healthy behaviours.

Dr Marian McLaughlin
Psychosocial aspects of child and family health, health psychology, behaviour change, sexual health, oral health and e-cigarette use

Dr Frances McLernon
Forgiveness, intergroup conflict, group processes.

Dr Jamie Murphy
Dimensional and continuous representations of psychosis; psycho-social etiology of psychosis; trauma-psychosis mechanisms of association; lay/professional attitudes towards 'severe mental illness'.

Professor Siobhan O'Neill
Suicidal behaviour. Self-harm. Mental health in Northern Ireland. Mental health in college students. Crisis line caller behaviour. Mental health services research. Qualitative and quantitative methods

Professor Gillian Robinson
Research methodology; social attitudes and good relations; peace monitoring; role of digital archives in peacebuilding

Dr Michael Rosato
Mental health and wellbeing – using both specific dedicated
datasets, and the more generically defined Longitudinal Studies; health outcomes of ethnic minority populations (in E&W and in the wider European setting); chronic disease epidemiology and health inequalities.

Professor Mark Shevlin
Latent variable modelling, psychosis, PTSD and trauma.

Dr Gillian Shorter
Addiction, Alcohol Brief Interventions, Addictive behaviour change, Randomised Trial Design, Systematic Reviews, Consensus Methods, Community Mental Health, Public Mental Health, Polydrug use, Gambling.

Dr Victoria Simms
Developmental psychology; mathematical thinking and reasoning in childhood, cognition, working memory, executive functions. Learning in pre-school and primary school aged children. Long-term impact of premature birth on cognitive and educational outcomes. Developmental disorders.

Dr Liz Simpson
Psychological well-being and health during pregnancy, menopause, and infertility; cognition and ageing and the underlying event related potentials (EEG); Health needs of carers with dementia; predictors of early diagnosis; designing more appropriate dementia friendly environments; dietary patterns, health and well-being, predictors of supplement use; psychoneuroimmunology and the role of zinc in cognition and well-being; promotion and maintenance for health and well-being across the lifespan; PA guidelines and their meaning.

Professor Maurice Stringer
Intergroup conflict, group processes, student feedback, mental health, health psychology.

Dr Emma Walker
The wellbeing of those who are working or have worked in uniformed occupations.

Dr Bethany Bradley-Waterhouse
Research on the experiences of marginalised groups in accessing services

Enrolment and start dates

Start Date: September 2018.

How to apply online
All applications are made online - competition for funded entry is high and applicants are advised to discuss their application prior to submission with relevant staff.

In order to be considered, your application must be completed in full, including: 

- all information on existing qualifications and transcripts
- funding details or requirements
- evidence of English language proficiency
- names and addresses of referee

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