PhD Psychology

About the project

• Research

PhD Psychology

• Overview
• Degree details
• Our students
• Research
• Entry and fees
• Careers
• Facilities
• Supervisors
• Recently viewed
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Overview

By joining our PhD in Psychology programme, you will join an active, interdisciplinary psychological research community based in the heart of west London.

Psychology research at the University of West London spans a vast array of topics investigating the links between our mind, behaviour and our experience of the world – from women’s experiences of termination to the relationship between binge drinking and unplanned sexual behaviour, uses of virtual reality and the more traditional disciplines of cognitive and biopsychology. We are also able to support students in a PhD in Addiction Studies, if this is your preference.

Our staff have strong research backgrounds and will be happy to supervise you in research covering a broad range of topics in psychology. See details of specific PhD opportunities listed below .

This PhD is available for you to study:

As part of your application, please state whether you are applying for an online PhD.

See a list of potential PhD supervisors and read about their expertise in the " supervisors " section lower down the page.

Select your desired study option, then pick a start date to see relevant course information:

Start date:

If your desired start date is not available, try selecting a different study option.

• full-time or part-time
• on-campus or online
• starting in September or February.

About your degree

During the PhD in Psychology programme, you will have a supervisory team made up of a Director of Studies with expertise in your chosen field, a further supervisor and, where appropriate, an additional adviser. Your research will be judged through the presentation of a thesis or artefact and a viva voce for academic assessment. We provide a stimulating and supportive environment where you will benefit from:

Our online PhD allows you to undertake a postgraduate research degree from a location that fits with your lifestyle and commitments. As part of your application, please state that you are applying for an online PhD. As an online PhD student, you will not be required to visit the campus: all supervision, training, reviews and the viva voce examination are provided online.

An online PhD may not be suitable for all projects, and consideration will be given to the suitability of the research project and whether it can be completed successfully without regular access to campus facilities.

This PhD in Psychology programme is available for you to study full-time or part-time, online or campus-based.

All PhD students will have access to the University’s student support services , the Library’s e-resources collection and IT support services . You are also welcome to attend the annual doctoral students’ conference on campus.

A PhD is founded on independent research. You will undertake a systematic and in-depth exploration of your chosen topic to produce a substantial body of knowledge and make an original and important contribution to the subject area.

The support provided by your supervisory team will be vital to your student experience and scholarly advancement. You and your supervisors will have regular one-to-one meetings which will provide you with opportunities to develop your research topic and discuss your progress.

Based in the heart of Ealing, west London, you can make use of the excellent transport links to travel to the capital or further afield – ideal for attending research meetings and networking events.

If you would like guidance or more information about studying for a PhD in Psychology, please contact Professor Tom Dickins .

• peer feedback and discussion
• a series of masterclasses and lectures from industry figures
• support by a supervisor and a second supervisor suited to your project.
• PhD opportunities
• Support
• Networking

Research areas

• Developmental Coordination Disorder/dyspraxia in boys and girls: Understanding bias in assessment and how gender differences emerge Supervisors: Dr Roisin Perry , Dr Lucy Clarke , Dr Anthony Mangiacotti Contact: [email protected] Developmental Coordination Disorder (DCD; also referred to as dyspraxia) is a neurodevelopmental condition characterised by challenges in the planning and initiation of motor actions (American Psychiatric Association, 2022). It is also characterised by difficulties with executive function and spatial cognition and individuals with DCD are elevated risk for mental health problems, particularly internalising difficulties (e.g. anxiety and depressive symptoms; Omer et al, 2018). DCD is thought to affect between 1-7% of children, with boys nearly twice as likely to meet criteria for DCD as girls (Li et al, 2024). However, looking at the relationship between self-reported gender and DCD traits in an adult population, Cleaton et al (2021) found that women with DCD show greater gross motor difficulties and negative impacts on participation than men with DCD. Meanwhile, men with DCD showed greater fine motor difficulties. To our knowledge, only one very small-scale study has focused on gender differences in DCD during childhood (De Waal et al, 2018). This showed a trend toward greater fine motor difficulties in boys and significantly poorer academic attainment in boys with DCD. Gender differences are not currently accounted for in the scoring of DCD assessments, so it is possible that there may be a bias in the identification of DCD. The gender differences in the profile of DCD reported in previous studies are consistent with a gendered-socialisation account: boys are more likely to be encouraged to engage in, and therefore become more competent at, gross motor activities (e.g. sports, rough and tumble play), whilst girls are expected to show competence in fine motor tasks (e.g. writing, drawing; McCormack & Robinson, 2017). Girls with neurodevelopmental conditions are also known to be more likely to mask their difficulties due to greater social pressures around how they should behave, which in the case of DCD may equate to avoiding motor tasks they struggle with in order to avoid being labelled as careless or clumsy (Cleaton et al, 2021). Since the recommended intervention approach for DCD is task-oriented (i.e. helping individuals to master a particular task; Blank et al, 2019), gendered expectation consistent goal setting by children, their families, or even their occupational therapists and physiotherapists may further play into discrepancies between gross and fine motor skills. However, no research has yet attempted to understand how gendered expectations may influence the development of gender differences in DCD during childhood. This project aims to address gaps in our understanding of the nature of gender bias in existing DCD assessment tools and/or why gender differences emerge. DCD is poorly understood and under identified by health care professionals and educators (e.g. Klein et al, 2024), so a key aim of this project is to produce guidance for these settings about how DCD looks in boys and girls based on the findings obtained from the PhD research, the wider literature, the lived experience of people with DCD and professional insights from physiotherapists and occupational therapists. Possible research questions include: To what extent are different DCD assessment tools gender biased? What is a typical DCD profile in girls? What factors explain gender differences in motor skills/educational outcomes/socioemotional outcomes in children with DCD? However, these research questions are not prescriptive. Prospective students are invited to suggest their own questions and to shape the proposal based on their interests. The project is of direct relevance for educational and clinical contexts, supporting the development of practical guidance for educators and health professionals. It is also expected to raise awareness of DCD as a neurodivergent profile, helping to reduce under-identification and to improve support pathways. The project will support knowledge exchange through targeted dissemination to schools and practitioner networks, helping to embed findings into everyday practice.

Developmental Coordination Disorder/dyspraxia in boys and girls: Understanding bias in assessment and how gender differences emerge

• Supervisors: Dr Roisin Perry , Dr Lucy Clarke , Dr Anthony Mangiacotti
• Contact: [email protected]
• To what extent are different DCD assessment tools gender biased?
• What is a typical DCD profile in girls?
• What factors explain gender differences in motor skills/educational outcomes/socioemotional outcomes in children with DCD?
• Parental Alienation Principal supervisor: Professor Ben Hine Second supervisor: Dr Cynthia Cordova-Sanchez Parental alienation (PA) refers to a pattern of behaviours in which one parent engages in actions that psychologically undermine, damage, or interfere with a child’s relationship with the other parent. These behaviours may include denigration, manipulation, gatekeeping, false allegations, emotional coercion, limiting communication, inducing fear or guilt, and reinforcing narratives that encourage the child to reject or resist the targeted parent without legitimate justification. Increasingly, parental alienation is conceptualised within the broader literature on family violence, coercive control, and post-separation abuse, reflecting recognition that these behaviours can have profound and long-lasting consequences for children, parents, and wider family systems. Although there is growing theoretical and empirical agreement regarding the existence of alienating behaviours and their potential harms, substantial gaps remain in our understanding of how parental alienation operates across systems, how it is interpreted and managed in practice, and what forms of intervention are most effective for affected families. The field remains highly contested across legal, clinical, and policy settings, with inconsistent professional understanding and limited evidence-based guidance regarding assessment, intervention, and long-term outcomes. As a result, there is significant scope for innovative doctoral research that advances empirical understanding of parental alienation across multiple ecological levels. This PhD project invites applicants to contribute to the growing international evidence base on parental alienation through a mixed-methods, multidisciplinary, and multi-study programme of research. The project is intentionally broad to allow candidates to develop an area of specialism within the wider topic of alienating behaviours and family relationship disruption. Applicants may focus on psychological, systemic, legal, educational, social care, cultural, or policy-related dimensions of parental alienation, while situating their work within an overarching ecological framework. An ecological perspective recognises that parental alienation does not occur solely at the level of the parent-child relationship, but is shaped by interacting influences across multiple systems. These may include family dynamics, mental health services, schools, social care systems, family courts, cultural narratives, public policy, and wider societal understandings of abuse and family conflict. This framework enables exploration of how responses to parental alienation are constructed, reinforced, or challenged across institutional and interpersonal contexts. Potential areas of investigation include, but are not limited to: How parental alienation and alienating behaviours are identified, conceptualised, and responded to within family court systems Professional understanding of parental alienation within health, education, social work, safeguarding, and mental health settings The experiences of targeted/rejected parents navigating family courts and support services Children’s lived experiences of alienating behaviours, both during childhood and retrospectively in adulthood The motivations, beliefs, and behavioural patterns associated with alienating parents The impact of parental alienation on child development, attachment, identity formation, wellbeing, and long-term mental health Cross-cultural and international differences in recognition, prevalence, and management of parental alienation Public and professional narratives surrounding parental alienation and family violence Assessment practices and evidential challenges within legal and forensic settings The effectiveness of interventions designed to repair damaged parent-child relationships Reunification programmes and therapeutic approaches aimed at restoring family relationships Barriers to effective interprofessional collaboration across systems involved in parental alienation cases Development of evidence-based policy and practice recommendations. Methodologically, the project is open to a wide range of approaches. Candidates may employ qualitative, quantitative, or mixed-methods designs depending on their research focus and expertise. Possible methodologies include semi-structured interviews, focus groups, surveys, psychometric approaches, retrospective testimony studies, systematic reviews, discourse analysis, case study approaches, longitudinal designs, policy analysis, cross-national comparisons, or intervention evaluations. There is also scope for collaborative and participatory research involving lived-experience communities, practitioners, and organisations operating within family law and family support contexts. The project particularly welcomes research that addresses current evidence gaps within the field. While there is increasing awareness of alienating behaviours, many important questions remain unresolved. For example, there is relatively limited empirical research exploring how parental alienation is operationalised and evidenced in real-world family court proceedings. Similarly, little is currently known about how teachers, school staff, clinicians, GPs, CAMHS professionals, or social workers understand and respond to cases involving potentially alienating behaviours. Research examining children’s own accounts of alienation remains underdeveloped, particularly in relation to long-term outcomes and retrospective reflections from adults who experienced alienation during childhood. There is also an urgent need for stronger evidence regarding intervention and reunification. Existing approaches vary considerably in theoretical orientation, intensity, accessibility, and evidential support. Questions remain regarding what constitutes effective intervention, which families benefit from different approaches, what risks may emerge during reunification processes, and how practitioners can best support children while balancing safeguarding, autonomy, and relational repair. This project, therefore, provides opportunities for clinically, legally, and systemically relevant research with potential real-world impact. The successful candidate will join an active and developing programme of research focused on parental alienation, family violence, post-separation abuse, fathers’ experiences, family systems, and applied psychology. The project sits within broader interdisciplinary conversations concerning child wellbeing, coercive control, family justice, and systemic responses to complex family breakdown. Candidates will have opportunities to engage with practitioners, policymakers, charities, researchers, and lived-experience communities, supporting the development of impactful and translational research. Candidates with interests in applied research, policy development, family systems, qualitative inquiry, intervention research, or interdisciplinary approaches are especially encouraged to apply. Overall, this project aims to advance understanding of parental alienation as a complex relational and systemic phenomenon. By exploring alienating behaviours across ecological contexts and generating evidence regarding experiences, systems responses, and intervention, the research seeks to contribute to improved professional understanding, evidence-based practice, and better outcomes for children and families affected by family relationship disruption.

Parental Alienation

• Principal supervisor: Professor Ben Hine
• Second supervisor: Dr Cynthia Cordova-Sanchez
• How parental alienation and alienating behaviours are identified, conceptualised, and responded to within family court systems
• Professional understanding of parental alienation within health, education, social work, safeguarding, and mental health settings
• The experiences of targeted/rejected parents navigating family courts and support services
• Children’s lived experiences of alienating behaviours, both during childhood and retrospectively in adulthood
• The motivations, beliefs, and behavioural patterns associated with alienating parents
• The impact of parental alienation on child development, attachment, identity formation, wellbeing, and long-term mental health
• Cross-cultural and international differences in recognition, prevalence, and management of parental alienation
• Public and professional narratives surrounding parental alienation and family violence
• Assessment practices and evidential challenges within legal and forensic settings
• The effectiveness of interventions designed to repair damaged parent-child relationships
• Reunification programmes and therapeutic approaches aimed at restoring family relationships
• Barriers to effective interprofessional collaboration across systems involved in parental alienation cases
• Development of evidence-based policy and practice recommendations.
• Understanding Psychological Transformation Following Psychedelic Experiences: Developing a Psychological Model of Integration Principal supervisor: Dr Alex Wilson Second supervisor: Dr Anthony Mangiacotti Psychedelic experiences can lead to profound changes in how people understand themselves, their relationships and the world. Yet we know less about how these experiences are made sense of and incorporated into everyday life, or when this process leads to lasting psychological change. Contemporary psychedelic science has made considerable progress in establishing the therapeutic potential of psychedelic-assisted interventions and identifying characteristics of acute psychedelic experiences associated with subsequent psychological outcomes. However, an important question remains comparatively underexplored: how does a temporary alteration in consciousness become incorporated into a person's life as enduring psychological change? The concept of psychedelic integration has emerged as an important framework for understanding this transition. Integration broadly describes the processes through which individuals make sense of psychedelic experiences and incorporate their insights, emotions and perspectives into everyday life. Recent research has substantially advanced the conceptualisation and measurement of integration, yet there remains limited understanding of the psychological mechanisms through which integration contributes to sustained changes in identity, meaning, behaviour and wellbeing. This PhD will develop and evaluate a psychological model of psychedelic integration and examine possible changes in identity, meaning, values, wellbeing and behaviour, while recognising that integration may be incomplete, difficult or maladaptive. The project will not assume that psychedelic experiences are inherently therapeutic or transformative. Using a pragmatic mixed-methods approach, the research will combine qualitative exploration of people’s lived experiences with quantitative and longitudinal investigation of psychological processes and outcomes. Studies will inform one another as the model develops. The project will draw on psychedelic science, narrative identity, autobiographical memory, meaning-making, psychological flexibility and embodied experience, alongside relevant perspectives from transpersonal psychology. The research aims to clarify how enduring change may occur, and the psychological and contextual conditions that shape it. Applicants who do not hold a BPS-accredited qualification may apply for the PhD Human and Social Sciences programme for the same project, subject to supervisor agreement.

Understanding Psychological Transformation Following Psychedelic Experiences: Developing a Psychological Model of Integration

To enable you to enhance your professional profile, we support you throughout your research degree by:

We provide structured research training, expert supervision and an environment where you can discuss your research with other PhD students and researchers.

We run seminars in research methods from the Graduate Centre, as well as an ongoing series of events and activities organised by Schools and Colleges. Specialist help with academic English for students for whom English is not their first language is available.

We contribute to national and international initiatives and promote collaboration and networking opportunities. We also encourage and support you to publish and disseminate your research in academic journals and via presenting papers at conferences.

We run an annual conference for doctoral students, where you are encouraged to present a paper about your research. As well as being an opportunity to discuss your work with other students, the conference is a chance to gain valuable experience in presenting your research and participating in open discussions with academic peers.

You will also find other opportunities such as postgraduate student seminars and forums within your specific subject area.

Once you start a PhD course at UWL, you become part of our research community. You will have access to a postgraduate common room, located at our Ealing campus on St Mary’s Road, where you will meet fellow researchers from other subject disciplines offering scope for collaborations or simply to discuss ideas, allowing you to be part of a vibrant research environment.

• Principal supervisor: Dr Alex Wilson
• Second supervisor: Dr Anthony Mangiacotti
• providing research seminars
• organising doctoral events and activities
• facilitating networking and collaboration opportunities
• encouraging and supporting publication and dissemination of your research
• offering opportunities to gain teaching expertise and experience.

What our students say

The staff members that I encountered were warm, welcoming and supportive of my studies. The relatively small size of the University’s postgraduate school created a close family/communal environment for both staff and students. This provided a good support system as I could quickly grow acquainted with the postgraduate team and other doctoral research candidates.

Abdulazeez Rotimi - PhD

The staff members that I encountered were warm, welcoming and supportive of my studies. The relatively small size of the University’s postgraduate school created a close family/communal environment for both staff and students. This provided a good support system as I could quickly grow acquainted with the postgraduate team and other doctoral research candidates.

Abdulazeez Rotimi - PhD

Research Repository - Psychology

Browse our Psychology repository to view research output by our research students and academic staff.

Research at the School of Human and Social Sciences

Learn more about our research specialisms and available PhDs within the School of Human and Social Sciences.

Research impact

Learn how our research has helped communities locally, nationally and internationally.

Entry requirements

The minimum entry requirements for a PhD in Psychology are:

Applicants who do not hold GBR cannot be admitted to the PhD Psychology programme, but may be considered for the PhD Human and Social Sciences programme for the same project, subject to supervisor agreement.

We look for individuals with:

Applicants should also submit a well-considered and persuasive research proposal, clearly outlining their aims, context and potential contribution to the field.

The minimum entry requirements for a PhD in Psychology are:

Applicants who do not hold GBR cannot be admitted to the PhD Psychology programme, but may be considered for the PhD Human and Social Sciences programme for the same project, subject to supervisor agreement.

We look for individuals with:

Applicants should also submit a well-considered and persuasive research proposal, clearly outlining their aims, context and potential contribution to the field.

• Requirements: UK
• Requirements: International
• a good first degree (First Class or Upper Second Class), or equivalent qualification in a relevant field
• a Masters degree (MA, MSc, MBA or MRes) with Merit, or equivalent postgraduate or research experience
• Graduate Basis for Registration (GBR) with the British Psychological Society (BPS), held via the first degree or a conversion Masters.
• dedication to undertaking rigorous and meaningful research
• enthusiasm for contributing to academic and creative practice
• a genuine passion for their chosen subject area.
• a good first degree (First Class or Upper Second Class), or equivalent qualification in a relevant field
• a Masters degree (MA, MSc, MBA or MRes) with Merit, or equivalent postgraduate or research experience
• Graduate Basis for Registration (GBR) with the British Psychological Society (BPS), held via the first degree, a conversion Masters, or a BPS-accredited conversion course (including online routes)
• Competence in written and spoken English is a prerequisite for entrance to this programme
• An IELTS (International English Language Testing System) score of 6.5 (with no element under 6.0).
• dedication to undertaking rigorous and meaningful research
• enthusiasm for contributing to academic and creative practice
• a genuine passion for their chosen subject area.

Fees & funding

Please note that the following writing-up fees apply for the final year of full-time PhD study , a reduced amount from the standard fee per year:

Writing-up fees do not apply for the final year of part-time PhD study. The standard fee applies.

• Funding: UK
• Funding: International
• On campus PhD (Year 4): UK £1,900. International: £6,000
• Online PhD (Year 4): UK £1,000. International: £3,000.
• Fees for the 2027/28 academic year and onwards may be subject to change.
• Tuition fees are charged for each year of your course and you will need to pay the fee for each academic year at the start of that year, except if otherwise stated.
• If no fee is shown above then the fees for this course are not available yet. Please check again later for updates.

Funding your studies

Funding for postgraduate students usually comes from one or more of a range of key sources:

Find out more about funding opportunities .

Examples of most of these types of funding are included on the postgraduate studentships website (except for funding you may be able to obtain from your employer and self-funding).

The PhD Bursary is available to home and international students enrolling on a full-time PhD course in 2026/27. The Bursary consists of a £500 fee reduction in your first year of study and for each subsequent year of study, subject to successful progression, up to a maximum of 4 years.

We offer other generous bursaries and scholarships to make sure your aspirations are your only limit. See our PhD scholarships and bursaries .

Please note that the following writing-up fees apply for the final year of full-time PhD study , a reduced amount from the standard fee per year:

Writing-up fees do not apply for the final year of part-time PhD study. The standard fee applies.

• research councils
• charities and trust funds, including those funded by the UK government
• higher education institutions
• overseas governments (international students only)
• employers
• professional and career development loans
• self-funding (including family funds).
• On campus PhD (Year 4): UK £1,900. International: £6,000
• Online PhD (Year 4): UK £1,000. International: £3,000.
• Fees for the 2027/28 academic year and onwards may be subject to change.
• Tuition fees are charged for each year of your course and you will need to pay the fee for each academic year at the start of that year, except if otherwise stated.
• If no fee is shown above then the fees for this course are not available yet. Please check again later for updates.

Funding your studies

For any overseas students, your first port of call should be grant-awarding bodies in your own country (e.g. The Ministry/Department of Education) and your local (or nearest) office of the British Council.

The British Council manage a small number of international studentship grants in some countries and should be able to tell you what other awards may be available to you - they also produce the sources of funding for international students guide.

The PhD Bursary is available to home and international students enrolling on a full-time PhD course in 2026/27. The Bursary consists of a £500 fee reduction in your first year of study and for each subsequent year of study, subject to successful progression, up to a maximum of 4 years.

Your future career

Studying for a PhD in Psychology enables you to develop an area of specialism that will give you an edge, whether you are planning to work in industry or to develop expertise to teach in academia.

Job roles

• clinical psychologist
• counselling psychologist
• educational psychologist
• market researcher
• consultant.

Graduate employers

• research institutes
• education organisations
• counselling services
• charities
• local authorities
• specialised think tanks
• government departments.

Psychology facilities

We offer a range of excellent psychology facilities, including a industry-standard brain-imaging electroencephalogram (EEG), eye-tracking equipment, observation laboratory and virtual reality technology.

Brain-imaging electroencephalogram (EEG)

Our electroencephalogram equipment allows researchers at SHSS to study cognitive patterns through measuring the electrical activity of the brain.

Eye-trackers to observation room

Tobii TX300 Eye-tracker - used to investigate online interactions. Biopacs - used to measure physiological indicators such as heart rate, sweat responses, and electromyography (EMG). Cantab Cognitive Research Software - used to measure cognitive functions against neural networks to understand the role of specific brain functions across a range of disorders and syndromes. Observation room - with wall-mounted cameras, live video feed.

Library

UWL Libraries will help you to succeed as you progress through your studies. Find out more information about our libraries.

The Graduate School

If you are interested in studying for a PhD or Professional Doctorate, the Graduate School is here to support your research.

Rami Ranger House (Postgraduate Student Centre)

Rami Ranger House is a focal point for the University’s postgraduate and international students, providing dedicated space for social and learning interaction.

This building, which is three storeys high, offers spaces for collaborative working, socialising, supervision and mentoring on the ground floor. The first floor has work spaces for the postgraduate support teams to use, while the second floor provides guest accommodation for visiting scholars.

Psychological and sport sciences

Gain a stronger understanding of the processes that influence our thoughts, feelings and behaviour, with one of our career-focused undergraduate and postgraduate degrees in various psychological sciences at the University of West London.

Find out more

Discover seven reasons to study with us and how studying at UWL will support your future career.

Find out about student accommodation and the support for students.

Explore our campus and sites and book onto a campus tour or open day .

Important notes for applicants

Disclaimer

Rankings

• † Fees - the published fee is an annual fee, payable each year, for the duration of the course. Fees are subject to change. Home tuition fees may be subject to annual increases but will not increase by more than the fee caps as prescribed by the Office for Students or such other replacing body. Full-time taught international fees are subject to an annual increase.
• Teaching - your course will primarily be delivered in-person, however it may include delivery of some activities online, either in real-time or recorded.
• Testimonials - quotes are provided by current or former UWL students. These are mostly from the course but quotes from a UWL student on another course may be used if, for example, the course is new.
• Optional modules - where optional modules are offered they will run subject to staff availability and viable student numbers opting to take the module.
• Videos - all videos on our course pages were accurate at the time of filming, however staff and course content may have since changed.
• Availability of placements - if you choose a course with placement/internship route and a placement/internship opportunity does not arise when you are expected to undertake the placement then the University will automatically transfer you to the non-internship route, to ensure you are still successful in being awarded a degree.
• The National Student Survey 2026 result is based on the average of all answers by the taught student populations.
• Modern universities - defined as higher education institutions that were granted university status in, and after, 1992.
• PRES - rank out of 53 institutions.

Research areas