Lived experience, experiential expertise, and self-disclosure among psychology students in Dutch universities

Lived experience and experiential knowledge are increasingly acknowledged as valuable concepts in the context of psychology, particularly in supporting the therapeutic relationship between therapist and patient. This study examined how university students in the Netherlands value their own lived experiences as a source of knowledge within their education, reflecting the potential for integrating experiential knowledge and developing expertise, an area that is currently underexplored in Dutch universities. It also investigated whether these students anticipate the importance of experiential expertise as a unique skill set in their future professional careers. The research question was “What is the relationship between the anticipated value of experiential expertise for psychology students’ future professions and the value they attribute to their own lived experiences as a source of knowledge during their university education, and how does the degree of self-disclosure to peers...Show moreLived experience and experiential knowledge are increasingly acknowledged as valuable concepts in the context of psychology, particularly in supporting the therapeutic relationship between therapist and patient. This study examined how university students in the Netherlands value their own lived experiences as a source of knowledge within their education, reflecting the potential for integrating experiential knowledge and developing expertise, an area that is currently underexplored in Dutch universities. It also investigated whether these students anticipate the importance of experiential expertise as a unique skill set in their future professional careers. The research question was “What is the relationship between the anticipated value of experiential expertise for psychology students’ future professions and the value they attribute to their own lived experiences as a source of knowledge during their university education, and how does the degree of self-disclosure to peers influence this relationship?” Data from cross-sectional survey responses of 89 psychology students from Dutch universities were analyzed. Of the participants, 87.6% were female, and the average age was 23.3 (SD = 4.37). Contrary to expectations, the hypotheses were not supported. However, students generally reported a high perceived value of lived experience as a source of knowledge and anticipated value of experiential expertise. Levels of self-disclosure to peers were relatively lower, potentially reflecting concerns about stigma or judgment when sharing personal experiences. These findings highlight the value students place on lived experiences, pointing to opportunities for universities to support self-disclosure and foster the development of experiential expertise in psychology education.Show less

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Lived experience, experiential expertise, and self-disclosure among psychology students in Dutch universities