UCL Psychology MSci student projects
A University College London blog
There is no question that homelessness is one of the UK’s biggest social problems, and with the current cost of living crisis, the number of individuals experiencing homeless is only set to rise. Therefore, now more than ever it is Continue reading Creative intervention: an alternative way to help the homeless?
Opioids are currently plagued by bad press – either related to the opioid epidemic at large, or the Sackler family themselves, better known as an “evil bunch”, according to one patient. Also, the NHS is currently in crisis, so it’s Continue reading Opioids are one of the most controversial drugs on the market – but what do patients think?
Working remotely during COVID-19 has taught us an important lesson: we don’t need to be in the office to get the work done. Around 60% of us want to work in a hybrid fashion – either from the office or Continue reading Hybrid meetings from researchers’ perspective: two sides of a coin
Remember the relief you felt when COVID-19 restrictions were lifted? Well, picture this: you’re out with your friends, but suddenly you can’t even walk for five minutes without feeling exhausted. Your heart is racing and you are breathing heavily. “my Continue reading Finding COMFORT through Mindfulness: A tool for coping with Long COVID?
Bridging the gap by GAPS: a spoken language measure for young deaf children When it comes to identifying spoken language difficulties in young deaf children, we have been missing a crucial tool. Unlike hearing children who have a plethora of appropriate Continue reading Breaking Stereotypes: Measuring Early Spoken Language Development in Young Deaf Children is More Accurate Than You Think
Why study coloured backgrounds and dyslexia? Imagine struggling to write a shopping list or enjoy a good book! Unfortunately, completing these everyday tasks is a challenge for many people. In fact, roughly 15% of the nation (Moats & Dakin, 2020) suffers from Continue reading The (in)effectiveness of yellow backgrounds in treating dyslexia.