|Dr. Fabiola Neto
||Dr Neto is an Italian-Brazilian with extensive experience and training as a Clinical Psychologist and PhD Psychology Researcher. Her main interest is the intersection of child education and child mental health, especially for the provision of Special Needs Education. Her work is underpinned by child-centred principles. She completed her PhD in University College Dublin in the Department of Child and Adolescent Psychiatry in the UCD School of Medicine in collaboration with UCD School of Psychology. Her PhD examined ADHD in children. Dr Neto has been sharing her clinical and research expertise in the training of Montessori teachers as a Psychology lecturer and Head of Research in St Nicholas Montessori College.|
BA (QQI Level 8)
ECTS = 180
2 semesters per year
Mode of Study
Part time (Blended)
P/T and Mature applicants – via Direct
Recognition of Prior Learning and Experience is available for advanced entry
Blended (Part Time)
Cork available pending viable cohort
€ 4,990 per year (P/T), (€1000 discount for Year 1, i.e. €3,990)
Instalment plans available
SUSI grant available
Tax rebate (20%) eligible
The B.A. in Psychology offers a broad introduction to the field of Psychology and its major sub-disciplines. Over 3 years (or 4 year part-time) learners engage with the core areas in psychology including developmental, social, and cognitive psychology, abnormal psychology and psychotherapy and neuropsychology. A significant component of the programme is also dedicated to equipping learners with a strong capability in research methods, culminating in an independent research project.
The B.A. (Hons) in Psychology has been approved for validation by QQI. SNMCI is in the process of seeking accreditation from the Psychological Society Ireland.
For academic year 20/21, Entry for Stage 1 on the Full Time Course is via direct application to the College.
For academic year 21/22, Entry for Stage 1 on the Full Time Course is through CAO Application (Course Code NM802)
All part-time applications are via direct application to the College.
As this is the first year of presentation there will be no Advanced Entry and we will only be accepting learners in to Year 1 of the programme. However, prospective students may seek exemptions from individual Stage 1 modules based on a direct RPL application.
For further information contact email@example.com Please state the name and location of the course you are seeking information on in the subject of the email.
Applications from interntational learners are very welcome. Please register your interest and we will be in touch with next steps.
Applicants to this programme must meet normal QQI requirements for entry to a level 8 programme as follows:
- Level 8: H5 or above in 2 higher level subjects AND a minimum of 4 O6s at ordinary level which must include maths and English.
Applicants may apply under Recognition of Prior Learning (RPL), and Recognition of Prior Experiential Learning, (RPEL), and are considered on a case by case basis. Applicants wishing to apply to the course using RPL and or RPEL must inform the College at the time of application. Further details on the requirements and processes for RPL and RPEL can be found on this website on the RPL Page.
PROGRAMME MODULES BY STAGE
Please note that these modules are subject to change as part of the finalisation of the validation process with QQI.
MODULE 101: Biological Bases of Human Behaviour
This module provides an introduction to biological psychology, to
allow learners to gain knowledge of key structures in the brain and
nervous system and of how the brain and nervous system
influence human thoughts, feelings and behaviour. The biological
basis of human behaviour is a core component in the field of
psychology. Knowledge of the neurophysiology of the nervous
system and how it affects and is affected by behaviour and the
environment in which that behaviour takes place, provides
learners with a fundamental starting point to understanding
human behaviour. In the sense that all behaviour is initiated in the
central nervous system, this module underpins all subsequent
modules in this programme.
MODULE 102: Developmental and Social Psychology
This module enables learners to demonstrate knowledge of the
theory, concepts and ideas underpinning developmental and
social psychology. An introduction to theories and research in
developmental and social psychology, covering selected aspects of
perceptual, motor and cognitive development, issues of social
influence, social thinking and social and emotional development,
in childhood, adolescence and adulthood, will underpin all aspects
of the programme. An understanding of developmental and social
psychology will allow learners to become more aware of thoughts,
feelings and behaviours; more aware of themselves and others.
MODULE 103: Cognitive Psychology 1
This module is an introduction to the core ideas in modern
Cognitive Psychology. It provides an insight into human cognitive
processes including acquisition, storage and processing of
information, thinking, working memory, long-term memory,
perception and language. Cognitive Psychology is a core area
within the scientific study of Psychology. This module is the first in
a continuum in the area of Cognitive Psychology and presents the
foundations of cognition. Here learners will also engage with
evidence-based research to promote critical thinking skills
necessary in the study of psychology
MODULE 104: Personality and Individual Differences 1
This module examines the range of psychological theory and
research on individual differences in personality and intelligence.
The module introduces learners to the approaches of
psychoanalytic theorists and behaviourists, as well as the
phenomenological and social-cognitive approaches to the study of
personality. The study of personality and intelligence is core to
the study of psychology and this is a fundamental module to the
programme. The content of this module supports and
complements many other modules. It adds to the knowledge
breadth of the learners and enhances their critical thinking skills.
MODULE 105: Introduction to Research Methods and Ethics
This module is an introduction to the scientific method used in
psychology and provides the basis for presenting and
understanding research as the scientific approach of psychologists
and other social scientists. Research Methods and Ethics is a
fundamental area of study in Psychology. This module enables
learners to develop the core skills necessary to understand
research design and ethical issues when conducting their own
research projects in later advanced research modules: 205:
Statistics and Psychological Laboratories in Year 2 and 304:
Independent Research Project in Year 3
MODULE 106: Historical and Philosophical Foundations of Psychology
This module will introduce learners to the idea that while
philosophers and psychologists have explored many of the same
ideas throughout the course of history, they have explored the
nature of the mind in different ways. Through this module the
learners will acquire knowledge of the history of psychology, and
will understand the similarities and differences between the
philosophical and the psychological thinkers and their major ideas,
that have reoccurred throughout history, such as the mind-body
problem and the relation between self and world. Learners will be
introduced to the history of Psychology, its foundations in
scientific and philosophical tradition and its impact on
contemporary society and culture.
MODULE 107: Academic and Professional Development (APD) 1
This module will introduce learners to the personal and
professional skills and attitudes required to pursue an academic
qualification in psychology. It will equip learners with the core
skills, attitudes and strategies associated with meaningful study.
The module will also introduce learners to logic and scientific
thinking and allow them to build and apply critical thinking skills.
Understanding the requirements for successful study and gaining
competence and confidence in the often hidden aspects of
learning will enable learners to focus fully on the specific content
and requirements of other programme modules. Skills developed
here will enable learners to approach each academic aspect of the
programme skilfully, methodically, and with confidence.
MODULE 108: Montessori Education Across Life Span
This module provides a foundation in the key elements of
Montessori philosophy and learners will examine the application
of Montessori theory to all ages. The module examines the goals
of Montessori philosophy across what she described as ‘planes of
human development’. Montessori education focuses on personal
development and encourages mature, creative and socially adept
children. Some of her best insights about children and education
have only recently found a corresponding theoretical perspective
in the field of human development. The study of Montessori
philosophy complements many core aspects of psychology and
this module allows learners to make connections and to interlink
the disciplines of psychology and education.
MODULE 201: Adulthood and Ageing
This module introduces the developmental milestones associated
with early, middle, and late adulthood. Learners will investigate
the physical, cognitive, and socioemotional changes that occur
across a lifespan from birth to death. A wide range of topics
relevant to the psychology of ageing will be discussed, including
memory, social relationships, identity and personality, health,
successful aging, death and dying. The benefits of Montessori
methodology for Dementia and Ageing will be briefly discussed.
Psychology of Aging is important to many features of daily life,
from workplace and the family, to public policy matters. It is
complex, and new questions are continually raised about how
behaviour changes with age.
MODULE 202: Social Psychology
|Social psychology, which studies people behaviours with a special
attention to our relationships and how we affect one another, is a
fundamental field within the discipline of psychology and as such
is a core aspect of the programme. This module builds on module
102: Developmental and Social Psychology by allowing learners to
advance their knowledge of social psychology. It engages learners
with debates, issues and different schools within social psychology
and current critiques of the discipline. It is expected that learners’
understanding of the core area of social psychology will advance
and that social psychology will become ‘relevant ‘to learners
allowing them to make connections to everyday life and to see the
application of psychology to a variety of areas in our everyday
MODULE 203: Cognitive Psychology 2
Learners will explore different theories of intelligence, cognition
and approaches to learning, problem solving, creativity and
contemporary approaches to learning and knowledge. Learners
will also investigate the relationship between emotion and
cognition. The philosophical influences on cognitive psychology
will be woven throughout. This module represents a natural
progression from module 103: Cognitive Psychology 1. It will allow
learners to expand on previous learning and to integrate
knowledge across modules.
MODULE 204: Personality and Individual Differences 2
This module will give learners a deeper insight into the ways in
which theory and research methods in personality, intelligence,
and individual differences have developed, sometimes in
competition and sometimes in cooperation. It offers learners the
opportunity to integrate knowledge on the major perspectives of
personality and to see how these perspectives may be applied to a
range of experimental, physiological, clinical, educational,
criminological and industrial psychological issues. The module will
also look at psychological measurement and the strengths and
limitations of psychometric measures including the design and
application of such measures.
MODULE 205: Statistics and Psychological Laboratories
Statistics and Psychological Laboratories advances the skills and
knowledge gained in module 105: Introduction to Research
Methods and Ethics. This module will enable learners to conduct
empirical psychological research in a laboratory setting and to
collect and analyse data using a range of statistical tests. An
understanding of how to collect, analyse and interpret
quantitative data is a core objective.
MODULE 206: Educational Psychology
Psychology has a fundamental role in the field of education.
This module introduces learners to the field of educational
psychology. It provides learners with knowledge of theoretical
frameworks and psychological constructs as they apply to
education and the complementary aspects of teaching and
learning. The module will encourage learners to view
education as a lifelong process and learners will gain an
insight into current debates, literature and research in the
area of teaching and learning. Learners will challenge,
formalise and build on their prior knowledge of psychology,
relating it to the area of teaching and learning. They will
encounter the key psychological concepts, perspectives and
practices relating to two major complementary aspects of
educational practice: teaching and learning. They will look at
concrete issues involved in effective and inclusive teaching
and learning in schools and consider how psychological
concepts can be used as a basis for inclusive teaching, learning
and assessment strategies, informed by an understanding of
individual learner needs
MODULE 207: Academic and Professional Development (APD) 2
The module offers the opportunity for deeper engagement with
the academic and critical thinking skills needed to progress across
the programme. It builds on module 107: APD 1. In particular
learners will develop their critical thinking skills and be
encouraged to put forward logical, evidence-based arguments and
to evaluate and critique others’ academic writing on the same
basis. Leaners will build on their existing knowledge of the
conventions of academic writing and develop their ability to
deliver an academic presentation. Learners at this stage are
expected to be proactive in the mastery of academic skills
necessary for success.
MODULE 208: Arts Education and Creativity
Research indicates that ‘creativity’ needs to be seen as a
capacity of human intelligence, rather than a subject or
event and that creativity should be stressed as a universal
capability (Prentice, 2000; Robson, 2012). This module will
inspire learners to view creativity, not only as artistic
creativity but also, for example, as critical thinking, creative
investigation and problem solving. Learners will reflect on
the ‘pedagogy of the arts’ and examine the potential of ‘arts
education’ to contribute to a wider range of creative life
skills, necessary for children in the 21 st century. The module will enable learners to recognise, cultivate and apply creative
thinking in their chosen area of study and to consider
character traits related to creativity, e.g. persistence,
curiosity, self- regulation and intrinsic motivation. This links
to the Applied Montessori Education strand of the
programme by looking more closely at the potential of ‘arts
education’ to contribute to a wider range of creative life
skills, necessary for children in the 21 st century. The
symbiotic relationship between creativity and critical
thinking is also an important concept where creativity is
disciplined by critical thinking and critical thinking is
expanded through recognition of its creative function.
MODULE 301: Neuropsychology
This module builds on module 101: The Biological Bases of
Behaviour to further explore the psychological functions of
different brain areas. The module will support learners to discuss
and think critically about the relationship between behaviour and
brain function through the study of classic studies in
neuropsychology. The Biological basis of human behaviour are a
core component in the field of psychology and Neuropsychology
represents a fundamental application of this core component.
Neuropsychology also builds on other core modules in the
Psychology curriculum including cognitive psychology, individual
difference, developmental psychology and research methods. In
the sense that all behaviour is initiated in the central nervous
system, this module synthesises all previous modules in this
MODULE 302: Mental Health and Psychopathology
Knowledge of psychology is essential for teachers. The overall aim of this module is to address psychology as it relates to teaching and learning. Learners will investigate theories of cognition, learning and behaviour and evaluate how these theories influence teaching and learning. Learners will investigate how we gain information about the world, how it is stored and processed, how we solve problems, think and formulate language.
Mental Health and psychopathology describes the study of mental
illness or mental distress or the manifestation of behaviours and
experiences which may be indicative of mental illness or
psychological impairment. It is an area of study relevant to all
wishing to pursue careers in psychology. This module will
introduce learners the field of abnormal psychology and the
multiple factors involved in mental health. The module will offer
learners different approaches to explaining mental health and
wellbeing. It will further develop learners’ understanding of the
human brain and mind, by providing an opportunity to study what
happens when things go wrong (psychopathology).
MODULE 303: Independent Research Project
This capstone module is an integrative and culminating module,
allowing learners to engage in independent research, showcasing
the skills and knowledge they have acquired across their
programme of study. Learners will produce a piece of research
demonstrating mastery of key skills in psychological research and
the attainment of graduate attributes. A capstone module is
closely linked to a learner’s personal and professional
development and conducting an empirical research project is a
fundamental aspect of any psychology degree. It is also a core condition for potential PSI accreditation. This module stresses the
application of the core modules of the programme and facilitates
professional skills such as critical thinking, problem solving,
creative thinking, communication, research, media literacy,
teamwork, planning, self-sufficiency, goal setting i.e. skills for
professional life. It facilitates personal growth in that learners
having completed their capstone module will have a sense of
achievement and can confidently progress to further study or
MODULE 304: Counselling and Applied Psychological Therapies
This module will introduce learners to applied psychology in the
area of counselling and applied psychological therapy. It will cover
an introduction to counselling/ psychotherapeutic practice,
including the conditions which facilitate the therapeutic
relationship and the techniques that cross different models of
psychotherapy. The module aims to be practical in nature and will
emphasise the applications of each approach through the study of
real case scenarios/ case studies. The content will allow learners
to link knowledge across modules e.g. to modules 104 and 204:
Personality and Individual Differences 1&2 and modules 210 and
302: Adulthood and Ageing and Mental Health and
Psychopathology. It will provide the basis to progress to a higher
qualification degree in counselling and applied psychological
MODULE 305: Academic and Professional Development (APD) 3
Beyond knowledge of psychological theory and practice,
graduates in psychology who hope to practice in any of a range of
settings, whether clinical, community, organisational or private,
must develop a range of dispositions and skills conducive to best
ethical and professional practice. This module will allow learners
to improve their communication and reasoning skills and allow
them to see themselves as self-regulated, self-reflective life-long
learners. It will support learners in the development of a
professional identity through the introduction of a range of
practical and professional skills and attitudes relevant to possible
future study and work in the field of psychology. The module will
stress the importance of professional teamwork and legal and
MODULE 306: Special Education: Inclusion and Diversity
Building on the knowledge gained in the core areas of psychology,
learners will explore key concepts in the study and practice of
Special Needs Education, a core component in the health, care
and education of human beings and an applied area in psychology.
This module links both Montessori philosophy and psychology to
special needs education. It addresses the principles and issues
relating to the inclusion of children with special needs and will
enable learners to recognise, through the exploration and analysis
of evidence based research, the complex processes involved in
responding to and supporting the diverse needs of people with
special educational needs.
|Dr. Ana Paula Camargo
||Dr Ana Paula Camargo is a lecturer in Social Psychology and Creative Arts, with extensive experience in Teaching, Psychotherapy and Research. With Postgraduate in Art Therapy and MBA completed in Singapore, she also has a Masters and PhD in Child and Adolescent Health. She worked as an Assistant Professor in Graduate and Postgraduate programs in Brazil and completed a Postdoctoral Research at the Child and Adolescent Psychiatry in UCD. She has extensive experience as a lecturer in Graduate and Postgraduate programs teaching several disciplines such as Counselling, Research Methods, Human Psychology, Philosophy for Psychology students, Creativity, and Art therapy. She also has experience coordinating Post Graduate courses in Art Therapy. For about four years working as a professor in Brazil, she also supervised several students to develop research projects in undergraduate and postgraduate programs.|
|Ella Tuohy (PhD candidate)
||Ella Tuohy is a PhD candidate in the School of Psychology, Faculty of Science and Health,
Dublin City University (DCU). Her research centres on Adolescent Communication and Negotiation of Self-management Responsibilities for Type 1 Diabetes with Parents. She has been a Psychology lecturer, tutor and demonstrator at DCU and has extensive experience in supporting student research projects. Previously Ella worked as an Assistant Psychologist at Headway Acquired Brain Injury Services and as an Educational Support Worker.
|Angela Hickey (PhD Candidate)
||Angela is in the final write up stage of her Phd in the School of Psychology at Trinity Collee Dublin, having previosuly completed a Master’s in Cognitive Science at UCD. Angela is also qualified as a Montessori teacher (3 to 6 years) and has worked in early years settings. Her Phd thesis is The effects of training adolescents in a peer-to-peer motivational interviewing intervention to reduce health risk behaviors in low SES community youth groups. Angela has significant experience of working as a Psychology tutor and also as a Psychology research assistant.|
|Dr. Siobhan Doyle
||Dr. Doyle is a lecturer in St Nicholas Montessori College of Ireland and a Visiting Teaching Fellow in UCD. Siobhan is an active participant in the UCD P4C programme (Philosophy for Children) and is a co-coordinator of the annual Irish Young Philosopher Awards, and a member of the judging panel since its inauguration in 2018.|
Full time fees = € 5,990 per year
Part time (Blended) fees = € 4,990 per year (€1,000 discount applies for Year 1, i.e. €3,990)
International students who require a study visa to reside in Ireland are subject to higher fees as follows:
Full time fees = €6,990 per year
Newly enrolling students must pay a €500 deposit to secure a place. The deposit will be deducted from the first year’s fees.
Instalment plans are available.
The College is a member of the SUSI grant scheme. The Psychology programme is included in the SUSI grant scheme from the start of the 21/22 academic year.
Income tax credit at the marginal rate of 20% is also available for Irish tax payers for all fees over the disregard amount of €3,000 (FT) anf €1,500 (PT).
Total Fees = €5,990
Disregard = €3,000
Tax credit = €2,990 x 20% = €598
Net Fees = €5,990 = €598 = €5,392
Each person’s tax situation is different. Please consult revenue’s website for further information.
What is Psychology?
Psychology is the scientific study of the mind and how it dictates and influences our behaviour, from communication and memory to thought and emotion. It’s about understanding what makes people tick and how this understanding can help us address many of the problems and issues in society today.
Frequently Asked Questions
What are my career opportunities?
For graduates seeking a career which might build on the skills and knowledge gained during their studies, the good news is that psychology graduates are in high demand both in Ireland and further afield. Graduates with Psychology degrees can be found working in such diverse areas as marketing, human resources, consultancy, academia, finance, health and wellbeing and others.
In the U.K. the British Psychological Society 13 reports in a survey of nearly 2,400 Psychology graduates from 2009 to 2015 that 12 months after graduation, almost 87% of respondents were in full-time employment
or postgraduate study. Within two years of graduation, this had risen to over 91% and peaks at over 93% at seven years post-graduation.
There are few degrees that have better employment and career outcomes than Psychology.
Why St Nicholas Montessori College?
We are accredited by QQI and we are a founder member of the Higher Education College Association (HECA). We have been delivering education programmes since 1970 and all of our programmes our underpinned by our application of Montessori philosophy and methodology which values the unique learning potential of every human being. Our College is compact and accessible, offering learners a true sense of belonging and community in the heart of Dun Laoghaire and Cork.
Why a Bachelor of Arts?
Psychology degrees can be provided under both the Bachelor of Arts and the Bachelor of Science award stems.
We have chosen to offer a Bachelor of Arts which best reflects the focus on the application of psychology to the field of education, which is a theme which runs through the programme.
Is this course recognized by the Psychological Society of Ireland?
SNMCI is in the process of seeking accreditation from the Psychological Society Ireland.
Can I apply for Advanced Entry or Exemptions in this course?
Not for entry to 20/21. As the programme is in the first year of presentation, we will only be offering Stage 1 of the programme. As a result there is no Stage 2 in which to gain advanced entry to. For subsequent years, advanced entry will be possible for applicants with certificates at Level 6 NFQ or above who will be able to apply via the RPL Application found on the Application Form. Single module exemptions are also possible. Please review the information on the RPL page to find out more.
Can I apply for a SUSI grant for this programme?
I've applied, now where can I find more information on the area?
For more information on the surrounding area like accommodation, facilities, local life and more please see our community page!