An investigation into the effects of psychopathological self-diagnosis on psychology students in South Africa

Abstract

South African psychology students undergo a module in psychopathology, which utilises the DSM-V as the nucleus of the subject, here students learn about mental disorders and the criteria that go along with it. The students are then equipped with the information needed to diagnose others and themselves. This study aimed to determine the effects of self-diagnosis on psychology students wellbeing, aiming to assess if having knowledge of mental disorders allowed susceptible students to inherit the symptomologies of the disorder being studied at the time. A sample of 8 students who completed the psychopathology module in South Africa were utilised in order to collect data, this was done by answering a questionnaire, adhering to a qualitative and explorative study. The data was analysed in an inductive manner, employing thematic analysis in order to reveal themes. Findings concluded students do partake in self-diagnosis however, students with a strong sense of identity did not take their diagnosis seriously whereas students who questioned themselves ended up displaying symptoms, leading them to believe they had the disorder. A second conclusion was that majority of the students believed they either had GAD or MDD, revealing that students were overwhelmed and burnt-out, leading them to that diagnosis.