Psychological research implies studying behavior and mental phenomena; remarkably, during their training, most psychology students have learned to study these domains in other people. At the same time, their excitement about the discipline typically originates from some form of personal experience that may even extend to a certain level of individual expertise that could be better harvested in the curriculum.
In two studies, we developed guidelines for students to systematically study behavior and mental phenomena within themselves to harvest this personal expertise/potential. This approach allowed them to study psychological themes in a more applied context, to systematically scrutinize their own inner world and to develop methodological skills that they may use in various psychological contexts in a later professional setting. After conducting such self-enquiry projects, students were interviewed on outcomes and benefits.
These included an increase in attention to internal variables and one’s own needs, an increased capacity for validation of internal experiences and a reflection on inner potentials and challenges. The self-exploration also opened new perspectives on the themes covered in the respective modules.
The results are discussed in the context of a phenomenology-based approach to teaching and recommendations for implementing such self-enquiry guidelines in other teaching settings are provided.
