Johnston Kim L, Gullifer Judith
School of Psychological Sciences, Monash University, Clayton, Australia.
Aust J Psychol. 2025 Jun 2;77(1):2511882. doi: 10.1080/00049530.2025.2511882. eCollection 2025.
To conduct a preliminary survey of staff involved in teaching accredited psychology units at Australian tertiary institutions about their inclusion of lived experience in education.
Academics were informed about the study by Heads of School/Directors of Education. Thirty-two educators across undergraduate and postgraduate psychology courses completed an online survey. Content analysis was used to identify recurring themes and patterns in the data.
Over 50% of the respondents were using their own or others' lived experience in their curriculum, with the primary reason being to enrich learning. The main barriers reported were resource constraints, perceived relevance, and work-safety concerns. Key enablers were identified as resourcing, leadership support, and increasing acceptability of lived experience. Almost two thirds of respondents self-identified as having personal lived experience.
This study provides an initial snapshot of the current state of lived experience inclusion in Australian psychology tertiary education. The findings are of importance for our discipline to maintain consistency with other disciplines and ensure we are preparing graduates to effectively contribute to a workforce which values consumer and community expertise.
对澳大利亚高等院校中参与教授经认证的心理学课程单元的工作人员就其在教育中纳入生活经历的情况进行初步调查。
学院院长/教育主任将该研究告知各位学者。来自本科和研究生心理学课程的32名教育工作者完成了一项在线调查。采用内容分析法来识别数据中反复出现的主题和模式。
超过50%的受访者在其课程中使用了自己或他人的生活经历，主要原因是丰富学习内容。报告的主要障碍包括资源限制、感知到的相关性以及工作安全问题。关键促进因素被确定为资源配备、领导支持以及提高生活经历的可接受性。近三分之二的受访者自我认定有个人生活经历。
本研究提供了澳大利亚心理学高等教育中纳入生活经历现状的初步概况。这些发现对于我们学科与其他学科保持一致并确保我们培养的毕业生能够有效地为重视消费者和社区专业知识的劳动力队伍做出贡献具有重要意义。
