The concept of competence from interbehavioral psychology and its implications in education

Abstract

It is recognized that under the term "psychology" coexists a plurality of disciplines, each with different paradigms. In addition, "psychology" fulfills two functions that require different criteria, categories, and modes of operation of knowledge. On the one hand, psychology as a scientific discipline and on the other as a profession. There is no knowledge transfer interface linking basic psychology with applied psychology (Ribes, 1987, 2006). The training of psychologists is made difficult by the divergence of criteria regarding their goals, object of study, vocation for knowledge versus application of psychological knowledge. The concept of competence can become an instrument to specify, from each particular psychology and in education in its implications, the psychologist's field of action and the requirements for his or her academic training. In this study, from the perspective of interbehavioral psychology (Ribes and López, 2005, Ribes, 2010), it is assumed that competence constitutes the functional organization of skills to meet a type of criterion, the purpose of this paper is to define the term competence from the perspective of interbehavioral psychology, the methodology for this definition included a conceptual analysis of the concept from the framework of Interbehaviorism proposed by Ribes and López Valadez (1985