Psychological literacy is promoted by the American Psychological Association (APA) as the integrative outcome of undergraduate psychology programmes. Its purported benefits are impressive, and almost no pitfalls are anticipated. However, the nature of this outcome and its effects are unclear. This participatory qualitative survey describes the positive and negative repercussions of increased psychological literacy in the daily lives of 83 second-year undergraduate psychology students, from their perspective. The reflexive thematic analysis indicates that, according to the participants’ answers, their psychological literacy develops through an integrative and iterative process that goes beyond basic knowledge to include skill development and identity transformation. Students report that this process makes them strong, open, relationally adept and able to help (Theme 1), but comes with significant challenges, such as becoming stuck in analysis (Theme 2) and facing relationship complications (Theme 3). This indicates a need to develop teaching methods that enhance undergraduate students’ natural integrative learning efforts and support them through the associated developmental challenges.
Dominique Mailloux (2026) studied this question.