phd psychology liverpool

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2024/25 entry

MPhil, PhD Postgraduate research opportunities in Psychology

Tuition fees.

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Entry requirements

About this course.

Excellent research opportunities await at the School of Psychology, enabling you to work at the forefront of developments with leading experts.

• Study full or part-time over two to seven years
• Choose from a wide range of subject areas (see Details tab for more information)
• Complete your research degree (MPhil/PhD) in a Faculty known for its internationally-acclaimed research
• Explore scholarship opportunities 
• Benefit from expert supervision and researcher training
• Enjoy excellent facilities and great employment connections

The programme route you undertake will depend on your qualifications and experience.

You will be allocated up to four supervisors, including a Lead Supervisor who will work with you throughout your studies and provide you with appropriate levels of support and guidance.

Throughout your studies, you will also have the support of LJMU’s Doctoral Academy which offers expert advice and guidance to those enrolled on MPhil and PhD programmes.

Fees and funding

How to fund your postgraduate research.

Securing funding can be one of the main hurdles you face when considering postgraduate research. However, help is available. LJMU has a team of fees and funding experts who can offer advice based on your personal circumstances. You can contact them on 0151 231 3153/3154 or via [email protected]

Employability

Further your career prospects.

LJMU has an excellent employability record with 96% (HESA 2018) of our postgraduates in work or further study six months after graduation. Our applied learning techniques and strong industry connections ensure our students are fully prepared for the workplace on graduation and understand how to apply their knowledge in a real world context.

Studying for a postgraduate research degree enhances your employability in a number of ways.

As well as enabling you to focus on your specific areas of interest and expand your subject knowledge ready for employment in your chosen sector, a postgraduate research qualification enables you to take charge of your career path by demonstrating your contribution to an area of knowledge. It enhances your self-confidence and showcases your ability to work independently and ‘go it alone’.

Some postgraduate research students are already in full-time employment when they begin their studies, whilst others are recent graduates looking to extend their research capabilities and subject expertise.

A good proportion of our students return to their existing roles with enhanced career prospects, others move on to further study or take up teaching roles in educational establishments.

According to a report by the  Higher Education Statistics Agency (HESA) , more than a quarter of graduates felt that their employment prospects were increased by their PG qualification. And when it comes to earnings, those with a postgrad qualification have been shown to earn an average of 24% more than those who leave education with an undergraduate degree.

The student experience

Discover life as a postgraduate student at ljmu..

News and views

Browse through the latest stories and updates from the university and beyond.

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Course modules, discover the building blocks of your programme, school of psychology, explore the possibilities.

The School of Psychology is based in LJMU’s City Campus at the Byrom Street site, in the heart of Liverpool city centre. It offers excellent laboratory and research facilities, including appetite laboratories. psychology testing labs and neuroscience labs.

The School has established relationships with: the University of Florence (Italy), the University of Athens (Greece), the Natural History Museum (London), the Centre Archéologique de la Grotte Scladina (Belgium), Universtiy of Tübingen and Max Plank Institute for History and the Sciences (Germany), University of Algarve (Portugal), Universitat Autònoma de Barcelona and Universidad de Barcelona (Spain) and Manchester Institute of Biotechnology (University of Manchester).

School staff are involved in overseas research in association with international partners and frequently publish in high profile journals. School staff are involved in overseas research in association with international partners and frequently publish in high profile journals. Indeed, in the 2014 REF, 96% of the Psychology, Psychiatry and Neuroscience research submitted by LJMU was classed as world-leading or internationally important.

The School offers supervision for the degrees of Master of Philosophy (MPhil) and Doctor of Philosophy (PhD) in:

• Psychology and applied psychology; including cognition, developmental and educational psychology, health psychology, substance abuse and consciousness and transpersonal psychology

Currently recruiting:

Title: How do the Dark Triad personality traits relate to medically unexplained symptoms? 

• PhD in Psychology
• Self Funded
• Contact:  Victoria Blinkhorn  -  [email protected]   

This PhD will be the first to examine the relationship between medically unexplained symptoms (MUS) and Dark Triad personality traits. It will further knowledge in the field in terms of why certain individuals claim they experience MUS, and also encourage more research to be conducted which could influence clinical understandings of the issue. 

The work has the capacity to be impactful and attract media attention, to inform health policy to direct appropriate resources and interventions to individuals who present with MUS. Once we understand how specific personality traits link to MUS, it will help us to develop more effective treatments, or to target treatments to particular individuals based on personality traits.  

An insight into teaching on your course

To complement your research, specific training needs will be identified on an individual basis. You can study topics such as:

• Advanced Presentation Skills 
• Applying for Ethical Approval 
• How to be an Effective Researcher
• Poster Presentation/Design
• Postgraduate Employability Skills
• Project Management
• Writing Skills including Creative Planning for Writing your Thesis
• Surviving the Viva
• Speed Reading

How learning is monitored on your programme

Final examination for both the MPhil and the PhD is by thesis and oral examination. 

The MPhil differs from the PhD in terms of the depth of study required and the extent of your personal contribution to knowledge. It requires competence in conducting an independent enquiry as well as in the use of appropriate research methods and techniques. Examiners will expect you to display satisfactory background knowledge of the subject. 

To gain a PhD you are expected to show mastery of a special field and to have made an original personal contribution to the understanding of a problem, the advancement of knowledge, or the generation of new ideas. Examiners will expect you to be at the forefront of understanding in your chosen topic. 

School facilities

What you can expect from your school, you will need:.

• (for an MPhil): a minimum of a Masters degree with a research dissertation in a relevant subject 
• The applications of those with alternative qualifications will be considered on merit
• Appropriate research and previous experience will be taken into account
• IELTS 6.5 minimum 5.5 in each component)
• 58-64 (minimum 51 in each component for UKVI purposes)
• RPL is accepted on this programme

If you have any specific queries, please contact  [email protected]

Application and selection

Securing your place at ljmu.

All research degree registrations are subject to approval by the Faculty and University’s Research Degrees Committee. The applications process is as follows:

• Complete and submit your application using this  online form
• You will receive an acknowledgement
• Your application will be considered by the Admissions Tutor
• We will take up your academic references
• You may need to provide further information or attend an interview
• You will be informed if your application has been successful and will find out about any conditions of acceptance

The University reserves the right to withdraw or make alterations to a course and facilities if necessary; this may be because such changes are deemed to be beneficial to students, are minor in nature and unlikely to impact negatively upon students or become necessary due to circumstances beyond the control of the University. Where this does happen, the University operates a policy of consultation, advice and support to all enrolled students affected by the proposed change to their course or module.

Further information on the terms and conditions of any offer made, our admissions policy and the complaints and appeals process.

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Postgraduate psychology courses at University of Liverpool

Try our advanced course search for more search options

Biomedical Imaging and Biosensing

University of liverpool.

• School of Biomedical Sciences

Doctor of Clinical Psychology

• Faculty of Medicine

Clinical Psychology

• School of Clinical Sciences

Investigative and Forensic Psychology

• School of Psychology

Research Methods in Psychology

Occupational and organisational psychology.

• Management School

Health, Cultures and Societies

• School of Archaeology, Classics and Egyptology

Psychology (Conversion)

• School of Health Sciences

Organisational Psychology

Child health.

Department of Psychology

Improving our understanding of the brain and behaviour.

The Department has a strong history and reputation for excellence, owing its origins to Nobel Laureate, Sir Charles Sherrington, who founded a laboratory at the University in 1895, specifically to study behaviour.

We conduct world-leading, translational research spanning basic and fundamental (neuro)science to applied research in industry, health-care, and behaviour change.

Our research ethos is multi-disciplinary and collaborative, with a focus on quality and impact.  We are a vibrant and ambitious department, which is welcoming and supportive to all.

In REF 2021 , 88% of our research was ranked as world leading (4*) or internationally excellent (3*). We were placed joint first in the UK for our world leading (4*) environment and ranked in the top 10 in the UK for Research Power.

We are committed to excellence in scholarship, teaching and nurturing students to their full potential.

Staff in the Department of Psychology

Our challenges Our challenges

Substance use, misuse and dependence

We investigate how psychoactive substances work in the brain, the effects they produce, and how this affects behaviour and broader society.

Forensic, investigative and conflict psychology

We work with and deliver education, training and research to reduce suffering and saves lives (in health, law enforcement, security, emergency and defence services).

Informing and evaluating public health policies to improve dietary health and reduce obesity

We conduct and synthesise research to help inform the design and implementation of public health policies related to dietary health and obesity, including evaluations of likely efficacy, cost, barriers to implementation, and impact on health inequalities.

Cognitive and clinical neuroscience

We aim is to further understanding of the neurobiological and psychological foundations of cognitive and sensory functions in the human brain. Our work uses state-of-the-art methods including: psychophysics, eye tracking, electrophysiology, functional and structural brain imaging, computational modeling, Virtual Reality, brain stimulation and neuropsychological studies of patients with acquired cognitive, sensory and motor impairments and neuro-degenerative illnesses.

The development of language in childhood

We use multi-method approaches to study how children learn to communicate with language, how the developing brain supports this process, and how it is affected by cross-linguistic, socio-cultural and individual variation.

Transforming the UK Food System for health, sustainability and equity

Our research seeks to understand the strategies, interventions and policies that are needed to promote better access to healthy and sustainable foods in an equitable way. We design interventions and examine feasibility, acceptability and effectiveness in real-world settings including schools and retailers.

Pain Research

We investigate brain mechanisms by which the conscious experience of pain (both experimental and clinical) is generated and how brain states influence pain-related behaviour.

Improving emergency responses

We are working alongside Merseyside Fire and Rescue examining responses to major incidents to improve emergency response training.

Multi-agency information sharing and co-ordination

We are working with various forces focusing on multi-agency responses to missing persons, in particular children.

Research centres

LuCiD – The ESRC International Centre for Language and Communicative Development

Working with partners from across the world to transform our understanding of how children learn to communicate with language.

Liverpool Obesity Research Network

Research units and laboratories based across the University of Liverpool, Aintree University Hospital and Royal Liverpool and Broadgreen Hospital Trusts. Promoting inter-disciplinary research with a focus on ingestive behaviour, endocrinology and obesity biology.

Unilever Brain and Behaviour Collaboration

The Unilever Brain and Behaviour collaboration is a long-term partnership between Unilever and behavioural neuroscientists in the Psychology Department. The collaboration generates cutting edge neuroscience research that is of commercial interest and has generated over £2million in research income and includes 19 publicly funded projects to date. It currently supports research investigating a range of sensory neuroscience projects and projects on microbiomes and wellbeing.

Research groups

Appetite and Obesity

Forensic, Investigative and Conflict Psychology

Cognitive and Clinical Neuroscience

Case studies

Unhealthy food advertising to children: Impacting on a watershed policy

Our research showed that a 9pm watershed on unhealthy food advertising on television would reduce childhood obesity, improve health outcomes and deliver substantial health cost benefits.

Improving the Effectiveness of Decision Making and Communication in Law Enforcement, Defence, Emergency and Security Services

Our researchers have developed new interview, decision support, and evaluation tools, educational practices, training and guidelines that have increased public safety by improving access to life saving intelligence and critical incident preparedness.

The Liverpool Human Ingestive Behaviour Laboratory

One of the largest facilities in Europe dedicated to the study of appetite and ingestive behaviour. It consists of a research kitchen, assessment rooms, testing rooms, a biological assessment laboratory, a bioassay laboratory, a media analysis suite, a social eating laboratory, and a participant lounge.

Bar Laboratory

For research investigating contextual influences on drinking behaviour, and the acute effects of alcohol on cognitive processes such as the automatic processing of drug-related cues, behavioural control and impulsivity.

EEG Laboratory

Hosting 2 EGI Geodesics 128 channel EEG systems in electrically shielded rooms, 2 Biosemi 64 channel EEG systems (one with electrical shielding) and 1 Brain Products 64 channel EEG system with a MOVE wireless system. These systems allow for advanced capture of electrical brain signals (Event Related Potentials), as well as other biological markers including heart rate variability, respiration and skin conductance.

Visual and Audio-visual Laboratory

Supporting our research in visual and auditory psychophysics, and haptic testing. The research is conducted in the general public but also clinical and neurological patient populations.

Brain and Behaviour Laboratory

Supporting the work of the Department’s Appetite and Perception research groups, this laboratory incorporates state-of-the-art facilities, flexible testing spaces, a research kitchen, a Wet Lab and a cutting-edge 128-channel electroencephalography system.

Digital Innovation Facility

Providing a new home for world-leading research dedicated to maximising the possibilities of emerging technologies.

Professor Jo Harrold

Head of Department

Professor Emma Boyland

Research Lead

Dr Dimitris Tsivilis

Education Lead

Dr Carl Roberts

Communications and Outreach Lead

Dr Charlotte Hardman

Dr Michelle Tornquist

Student Experience Lead

Dr Chris Brown

• Faculty of Health & Life Sciences
• Faculty and Institute Intranet

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Fully Funded PhD in Clinical Psychology at University of Liverpool

Join our telegram channel, never miss an opportunity.

The University of Liverpool, located in Liverpool, UK, offers an outstanding opportunity for aspiring clinical psychologists with its fully funded PhD program in Clinical Psychology. This comprehensive three-year, full-time program is generously funded by the National Health Service (NHS) and is designed to equip trainees with the skills and knowledge necessary for a successful career in clinical psychology.

PhD Program Requirements

Applicants should hold a good undergraduate degree (2:1 or first-class honours or equivalent) in a relevant subject. This ensures that candidates have a strong academic foundation to excel in the program.

Prospective applicants are strongly encouraged to initiate contact with potential supervisors in their area of interest before submitting a formal application. This step allows applicants to explore research opportunities, align their interests with available projects, and establish a connection with faculty members.

PhD Funding Coverage

The University of Liverpool’s fully funded PhD program in Clinical Psychology offers robust financial support to its students:

Salary: Ph.D. students receive a competitive salary of £32,306 when they start their training. This salary is provided to support students throughout their three-year program.

Full Funding: The program is fully funded by the NHS, covering tuition fees and providing a stipend to students.

Employment with NHS: Trainees are not only registered postgraduate students in the Faculty of Health and Life Sciences but are also employed within the Mersey Care NHS Trust. This unique arrangement ensures that students gain practical experience while pursuing their academic studies.

Application Requirement

The admission application package for the University of Liverpool’s fully funded PhD program in Clinical Psychology typically includes the following components:

Online Application: Applicants should complete the university’s online application form, providing personal details, educational history, and relevant documentation.

Transcripts: Applicants must submit their academic transcripts and certificates as evidence of their previous qualifications.

Curriculum Vitae (CV): A comprehensive CV detailing academic achievements, research experience, and relevant work experience is usually required.

Personal Statement: A well-crafted personal statement explaining the applicant’s motivation for pursuing a PhD in Clinical Psychology, research interests, and career goals is a vital part of the application.

References: Applicants typically need to provide academic or professional references. These references should speak to the applicant’s suitability for the program and potential for success in clinical psychology.

Proof of Citizenship: Applicants should provide proof of their citizenship status in the UK, EU Member States, or EEA States.

Criminal Record Check (if applicable): Depending on the project’s requirements, applicants may need to submit a recent criminal record check.

Application Deadline

Applications are open all year round.

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Doctor of Clinical Psychology DClinPsychol

University of liverpool, different course options.

• Key information

Course Summary

Tuition fees, entry requirements, similar courses at different universities, key information data source : idp connect, qualification type.

DClinPsych - Doctor of Clinical Psychology

Subject areas

Clinical Psychology

Course type

Course overview

The Doctorate in Clinical Psychology course is a three-year, full-time programme accredited by the British Psychological Society. When you graduate, you’ll be eligible for Chartered Clinical Psychologist status, allowing you to practise as a Clinical Psychologist within the NHS.

INTRODUCTION

This programme offers clinical placements throughout the year, an academic course and an opportunity to undertake your own research work and dissertation.

Local NHS clinical psychology services on Merseyside offer a particularly rich variety of specialist placements at facilities such as Ashworth High Secure Hospital, the Windsor Clinic (Addictions), the Walton Centre for Neurology and Neurosurgery

You will also have the opportunity to work with many esteemed practitioners in their fields such as; family therapy, paediatric liaison, brain injury rehabilitation and eating disorders.

Alongside clinical placements, time is also devoted to the major theoretical paradigms in clinical psychology (e.g. cognitive-behavioural, cognitive analytic therapy, psychodynamic, and systemic), that continue to inform and influence clinical practice.

As you progress in your programme, the time devoted to the formally taught component in Year one with an intensive teaching block reducing through Years two and three as your own research and clinical practice provide the hands-on experience needed for registration to practice.

You will gain in-depth knowledge in the field of clinical psychology and contribute to the development of the mental health care services relating to the elderly or children and young adults from poor households.

In recognition of the challenging and, at times, demanding nature of the programme, your training is underpinned by a range of support structures.

WHO IS THIS COURSE FOR?

This course is designed for students who already have an honours degree in psychology or a conversion degree pass.

This programme is suitable for you if you want to develop your clinical, professional, academic and research skills further to doctoral level, while providing you with a high level of independence, and equipping you to practice competently as a qualified clinical psychologist in the NHS.

UK fees Course fees for UK students

To be confirmed

International fees Course fees for EU and international students

To join this programme, you must have a 2:1 honours degree, or above, or equivalent, as well as Graduate Basis for Chartered Membership (GBC) from the British Psychological Society and clinically relevant experience. You must have the unrestricted right to reside, study, train and work in the UK.

Clinical Health Psychology and Wellbeing MSc

Full time | 1 year | 27-SEP-24

Clinical and Health Psychology MSc

Full time | 1 year | 23-SEP-24

North Wales Clinical Psychology DClinPsy

Full time | 3 years | 23-SEP-24

Health Psychology MSc

Full time | 1 year | SEP-24

Health Psychology DHealthPsy

Part time | 3 years | OCT-24

Here's What Shapes the Importance of a "Body Count"

People are forgiving of an adventurous sexual history when it's ancient history..

Updated May 31, 2024 | Reviewed by Tyler Woods

• The Fundamentals of Sex
• Find a sex counsellor near me
• Understanding when past relationships occurred dramatically reshapes perceptions of someone's sexual history.
• Many recent sexual partners is viewed more negatively due to increased risks, such as STDs and competition.
• Large numbers of past sexual partners is less off-putting when the activity happened some time ago.
• Provisional results point to consistency of time effects in 11 different countries, from the U.K. to China.

The discourse surrounding body count is often one-dimensional, focusing solely on numbers. There is another crucial, overlooked dimension that can add nuance: time.

In a previous post, I explored the idea of "body count" and why paying attention to a partner’s sexual history might have a protective function —reducing the risk of infidelity , contracting STDs, and choosing a partner who struggles to commit.

An illustrative example

You're on a third date with someone you find attractive, hoping to pursue a long-term relationship with them. Over the course of the evening, the subject of past relationships comes up. They reveal that they have had 12 sexual partners in the past. Instantly, you form an impression of them—based on this number alone. What would that impression be for you?

Later into the evening, you learn that most of those relationships happened when they were much younger—a period marked by self-discovery and exploration. Since then, they’ve had only two long-term relationships, lasting several years. How does this new information reshape your initial impression?

Notice what happens if we tweak the script: Later into the evening, you learn that most of those relationships happened within the last six months. Before that, they had only two long-term relationships, each lasting several years. What would you be thinking now?

A matter of time

Impressions can shift dramatically with the “when” and perhaps with good reason. When someone’s sexual history is skewed towards the present, risk increases accordingly. There might be high levels of competition with recent partners hanging around, STDs might be present but not yet known or (if possible) treated, and the suitor might be more interested in rebound flings than commitment—making them less in line with your goal of settling down.

These risks are alleviated when sexual history is skewed towards the past: Competitors are long gone, STD status is more likely to be known, and their interest in “keeping things casual” may have waned.

As an illustration, I recently asked almost 900 of my followers on X who they would rather take on a date: Someone with 36 past partners (Person A) or 12 past partners (Person B). The catch? The bulk of Person A’s sexual history was confined to the past, while most of Person B’s sexual history happened recently.

The results were interesting (Fig 1). People were three times more likely to pick Person A. Most people would be willing to date someone with three times as many previous sexual partners, provided those experiences were well behind them.

From illustration to scientific evidence

A poll on X is one thing. But we’ve actually been working on a series of large-scale academic research studies on this phenomenon (watch this space). From over 5,000 participants across 11 countries, we asked people to what extent they'd entertain a long-term committed relationship with someone based on their number of previous sexual partners (4, 12, or 36). Importantly, we asked them several times for each number, displaying when these happened in someone's sexual history ranging from very "present heavy" to equally spaced to "past heavy" (see Fig 2 for an example of "present heavy" with 12 partners).

As a spoiler, I can share a bottom-line result with you: Overall, past partner number matters (see Fig 3). But, as you can see, “ forgiveness ” effects are very real. For instance, the willingness to date someone with 12 past partners concentrated in the present is similar to the willingness to date someone with 36 partners confined to the distant past.

Interestingly, we found very little in the way of sex differences, including a lack of sexual double standards. Women weren’t judged more harshly for their sexual history than men. We did find some influence of mating strategy, however. Those with a more unrestricted sociosexuality score—people willing to engage in sexual activity outside of a committed relationship—were more willing to date those with richer sexual histories. If you’re looking for a short-term fling, a partner with an adventurous present might seem more appealing, offering easy sexual access. Conversely, if you're looking for a long-term relationship, a past full of adventures but a present marked by stability could be more attractive.

However, it is important to note that this forgiveness has its limits. Our data show curvilinear trends—beyond a certain point, no further passage of time into the past can mitigate the perceived impact of a high number of partners.

Understanding the historical context of past relationships offers a more comprehensive perspective on someone's sexual history. The risks associated with past sexual history are not equal across time, and this added dimension can lead to more informed, and perhaps less judgmental, perspectives on sexual history.

It ain’t what you do; it’s when you did it.

Thomas, A. G. et al. (2024). “It ain't what you do, it’s when you did it”: Cross-cultural evidence that number and temporal distribution of past partners impact attractiveness [Conference presentation]. 35th annual Human Behavior and Evolution Conference, Aarhus, Denmark.

Andrew G. Thomas, Ph.D. , is a senior lecturer of psychology at Swansea University in the U.K. He researches mate preferences and relationship wellbeing from an evolutionary perspective.

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At any moment, someone’s aggravating behavior or our own bad luck can set us off on an emotional spiral that threatens to derail our entire day. Here’s how we can face our triggers with less reactivity so that we can get on with our lives.

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Tina Zhao accepted for graduate study in the PhD program in the Department of Psychology of the University of Washington, Seattle.

Congratulations to Tina Zhao, a BIAC Clinic Research Intern and core member of the Madden Lab, who has been accepted for graduate study in the PhD program in the Department of Psychology of the University of Washington, Seattle, for the fall 2024 semester. Tina will be in the Cognition and Perception area and received a Provost Fellowship Award to begin her studies.

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PhD candidate in Developmental Psychology

Are you curious about the impact of the online world on adolescents? Project SMART (Social media, Misinformation, Adolescence, Risk Taking) seeks a motivated and enthusiastic PhD student to develop innovative, multi-method studies.

What you will do In today's digital age, adolescents are heavily engaged with the online world through their smartphones. The SMART project addresses crucial challenges related to social media use, that may particularly impact adolescents: online risk-taking (such as sexting and online gambling) and susceptibility to misinformation. To explore these challenges throughout adolescence, the SMART project aims to combine questionnaire design with the development of new behavioural experiments to understand adolescents’ online behaviour. We are seeking a highly motivated and enthusiastic PhD candidate with an interest in experiment design and complex data analyses, and affinity for youth.

Key responsibilities:

• Designing and carrying out questionnaire and lab experiments
• Recruiting participants and collecting data (participant age range 13-25 years old)
• Performing data analyses, such as latent variable analysis, network modelling and computational modelling of behavioural data
• Report results in scientific articles in international journals, culminating in a dissertation
• Presenting at national and international scientific conferences
• Supervise BSc and MSC thesis projects

This is a four-year position with a preferred starting date of September 1st 2024, and is supervised by Dr. Neeltje Blankenstein, Dr. Ili Ma, and Dr. Anna van Duijvenvoorde. The position provides an excellent opportunity to cultivate a broad and advanced skill set and advance your career in social cognitive science with a developmental focus. The project involves cognitive computational modelling (including reinforcement learning), network modelling, and psychophysiological measures.

The outcomes of this fundamental research project carry practical implications for enhancing youth’s resilience to misinformation and preventing detrimental online risk-taking. It is considered an asset if you have a passion for communicating scientific concepts and for engaging youth in research. Join our team in unravelling the intricacies of online behaviour and contributing to a smarter, safer digital experience for today's youth.

Where you will work The Faculty of Social and Behavioural Sciences consists of five institutes: Centre for Science and Technology Studies, Cultural Anthropology and Development Sociology, Political Science, and Psychology. The faculty has approximately 7000 students and 1000 staff members. Within the institutes, not only education is provided but also groundbreaking research is conducted that pushes the boundaries of our understanding of human behaviour and societal structures. What makes our faculty unique is the diversity of research topics, the various styles of teaching, and the way professional support is organized; this provides you with the opportunity to explore and develop your interests and expertise. Visit our website for an impression: Welcome to the Leiden Faculty of Social and Behavioural Sciences - Leiden University.

Institute of Psychology The Institute of Psychology educates new generations to contribute to the challenges of our society, now and in the future, based on leading behavioral scientific research and education. This is achieved through collaboration both within and outside our institute in the field of Psychology and related research areas, both fundamental and applied. The broad bachelor's program and a wide variety of master's specializations also contribute to this goal. Within the institute and the academic community, there is a committed and passionate atmosphere. The themes of Health and Well-being, Social-Cognitive-Affective Decision Making, Development and Learning, and Advanced Behavioral Research Methods guide research and education. The institute values conducting these activities in a safe and inclusive environment and provides space for new developments such as open science, recognition and appreciation, and interdisciplinarity, which are anchored in its strategy. With approximately 5,000 students and 600 staff members, the institute includes the Institute Office, the Department of Bachelor Education, and 6 units for education and research: Health, Medical and Neuropsychology, Clinical Psychology, Cognitive Psychology, Developmental and Educational Psychology, Social, Economic and Organisational Psychology, and Methodology and Statistics. The PhD position is embedded in the Unit of Developmental and Educational Psychology.

What you bring

• A completed or upcoming (research) master's degree in Developmental psychology, Methods & Statistics, Cognitive Science, or related field
• Strong analytic, research, and organisational skills
• Experience with R and/or Python
• Excellent oral and written communication skills in English
• Proficiency in Dutch is highly preferred as you will be frequently interacting with youth
• Affinity for working with adolescents and young adults
• Collaborative mindset, openness to learning new skills and willingness to share knowledge
• Enthusiastic about translating scientific findings to practical implications

If you immediately recognise yourself in this profile, or if do you not quite meet all the requirements, but you believe that this is the right job for you, we look forward to your application!

What we offer Our goal is to work together to create a transparent and inclusive work environment in which everyone feels welcome and appreciated. Our organisation is always evolving and we need your ideas for improvement and innovation to take us further. We want to devote attention to your personal development. You can expect an enjoyable job within the socially relevant world of education and research. The University's challenging and international work environment is located just steps away from Leiden’s lively city centre or the bustling city centre of The Hague. We also want to work with you to devote attention to your health and vitality, for example with the fun activities we organise through Healthy University.

We also offer:

• PHD: An employment contract for (38 hours per week) as a PhD candidate, initially for a period of 1 year, with the possibility of extension for 3 years after a positive evaluation. This contract falls under the CLA of Dutch Universities;
• A salary of a minimum of € 2,770 gross per month in the 1st year up to € 3,539 gross per month in the 4th year, based on a full-time appointment (38 hours) (scale P);
• A holiday allowance (8%), an end-of-year bonus (8,3%), and an attractive pension scheme at ABP;
• Flexible working hours: as a standard, you are entitled to a minimum of 29 leave days on the basis of a full-time working week of 38 hours; you can also save for extra leave, for example by working 40 hours a week, and in this way accrue an extra 96 leave hours, or exchange 96 leave hours for a 36-hour week.
• Lots of options when it comes to secondary employment conditions; we can, for example, discuss options for a sabbatical or paid parental leave. Within our terms of employment individual choices model, you can exchange leave days and/or salary for benefits such as an advantageous sports subscription or bicycle scheme, and we also offer child-care options;
• If your work allows it, hybrid working is possible within the Netherlands;
• A home-working allowance (day and internet allowance) and attention for good workplaces. The University will also provide you with a laptop and a mobile telephone (if applicable for the position).

For more information about employment conditions, see https://www.universiteitleiden.nl/werken-bij/sollicitatieprocedure-en-arbeidsvoorwaarden

What we find important Promoting an inclusive community is central to Leiden University’s values and vision. Leiden University aims to be an inclusive community in which all students and staff members feel valued and respected, and are able to develop to their full potential. Diversity in experiences and perspectives enriches our teaching and strengthens our research. High-quality education and research means inclusive education and research.

Want to apply or find out more? If you want to apply straight away, click the application button.

If you would like more information about what the job entails, please contact dr. Neeltje Blankenstein, Assistant Professor, via [email protected]

You can apply until June 20; applications will be processed immediately.

To help us get to know each other better, we follow a number of steps in the application procedure. For more information, see https://www.universiteitleiden.nl/werken-bij/sollicitatieprocedure-en-arbeidsvoorwaarden

• We believe mobility is very important. That is why we are also publishing this vacancy internally. In case of equal suitability, we will give priority to the internal candidate.
• A pre-employment screening (references, diplomas, certificate of good conduct (VOG)) may be part of the selection procedure.
• Acquisition in response to this vacancy is not appreciated. If you nevertheless choose to send us CVs, no rights can be derived from this. #LI-Hybrid

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Instructional Coaching, Graduate/Professional Certificate

The University of Wisconsin–Madison offers an online Instructional Coaching Certificate embedded within the Master of Science for Professional Educators (MSPE) Program. This program helps current and aspiring instructional coaches engage in reflective dialogue, use student evidence, and build meaningful relationships to enhance their coaching practices. The certificate is only available to those enrolled in the MSPE Program. 

The Certificate in Instructional Coaching is open to students in the Masters in Educational Psychology: Named Option in Professional Educators program. Contact the program director for application information ( [email protected] ).

In addition to the steps outlined above, all Graduate School students must utilize the Graduate Student Portal in MyUW to add, change, or discontinue any graduate/professional certificate. For the final step required to apply to this certificate, log in to MyUW, click on Graduate Student Portal, and then click on Add/Change Programs. Select the information for the graduate/professional certificate for which you are applying.

• Requirements

 Complete the following coursework for a total of 9 credits.

• Learning Outcomes
• Examine the philosophy and core practices of Instructional Coaching
• Plan and facilitate coaching cycles in a way that establishes a culture of collective efficacy in a school/district/organization.
• Analyze data (evidence) gathered from different assessments to better understand how data can be used as an effective instructional coaching tool.
• Articulate and refine instructional coaching beliefs by drawing on research and examining own practice.

Contact Information

Educational Psychology School of Education edpsych.education.wisc.edu

Lisa Hebgen, Director, Master of Science for Professional Educators [email protected] 608-574-0355 863E Educational Sciences Building 1025 W. Johnson St., Madison, WI 53706

Graduate School grad.wisc.edu

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