“Abilities” and “Competences” to be developed in the psychologists’ training: a contribution of the behavior analysis for curriculum guidelines exam

Abstract

In any profession, the quality of the professionals’ intervention is related to the learning developed in the process of his/her professional training. In Psychology, the National Curriculum Guidelines comprise a set of rules to determine the psychologists’ training in the country. Examining the present propositions of this document seems to be a starting point for the identification of the limits and possibilities of the future psychologists’ training. The “competence” and “ability” concepts were examined in the light of the existing knowledge about the concept of “behavior”. These terms, both in the literature and in the Curriculum Guidelines, may have several different connotations or be imprecise. Besides, these propositions that guide the learning development are commonly explained through generic and vague expressions. The concepts of behavior and decomposition of complex behaviors, as well as the relationship among knowledge, behavior, social needs, possibilities of performance, teaching objectives, competences and abilities need further clarification. This is the only way that courses coordinators, teachers and others who are involved in the education process will be able to plan and coordinate the learning processes that will develop the necessary competencies in Psychology.

Keywords: curricular guidelines; higher education; the psychologist’s professional behaviors; knowledge and training in psychology; the psychologist’s competences.