Análisis Curricular para el Fortalecimiento de las Competencias Profesionales a Través del Desarrollo de las Competencias Emocionales, en los Estudiantes de Psicología.

Abstract

The objective of this doctoral research was to make contributions to the curriculum of Psychology programs for the development of emotional competencies, allowing the appropriation of professional competencies, seeking the necessary skills to responsibly assume the challenge of attending human beings in the different fields of application of Psychology. Different studies have shown that students enter higher education with deficiencies in basic competencies and additionally in emotional competencies, which becomes a barrier in their training process, in learning and in the development of professional skills, in Psychology specifically, it prevents important processes such as the identification of problems, the generation of alternative solutions to problems, difficulties in teamwork and facilitates the transfer process that affects the configuration of clinical therapy. The problem statement and the state of the question establish the tension between professional competencies and emotional competencies. The conceptual review presents a theoretical approach to the central categories such as curriculum, professional competencies and emotional competencies. The methodology for the development of this research was of a qualitative hermeneutic type; among the techniques used were documentary analysis, interviews and data triangulation, taking as the study population 5 universities in Colombia that have program accreditation for 6 to 8 years and 6 psychologists interviewed have experience in the training of psychologists and are knowledgeable in the field of psychology at national and international level. In conclusion, neither in the curricula nor in the curricular documents are emotional competencies explicitly included, however, they try to be included in the concept of integral education. Additionally, the leading role of the teacher in the development of the emotional competencies of their students is identified. For this, it is necessary that they themselves have undergone a process of training and personal development. The role of managers in intermediation with associations such as COLPSIC and ASCOFAPSI is decisive to establish a dialogic relationship that provides feedback to the curriculum from the needs of the productive sector, but above all that guarantees suitable professionals to address the problems of this professional field. Finally, the most representative product of this thesis is a model for the implementation of a program for the development of emotional competencies that transversalizes the basic and professional training cycles, includes three actors of the educational process and proposes activities and moments of intervention for each of them.