What kind of training? For what kind of psychologist?

Abstract

We will present a theoretical and methodological model of academic psychological training. In our view, the main goal of psychological training is to promote the competence underlying professional know how.

Professional systems base their image on their capacity both to develop the client’s own commitment and to manage the demands of society and the representation people have of the role of the psychologist. The degree in Psychology has to be anchored to the profession and its development, to the geographical area and its context, namely to the way this area is culturally and symbolically interpreted (Cfr. Carli & Paniccia, 2003), since this interpretation involves constraints and opportunities. 
 
For instance the social representation of psychology in the context of the small town in southern Italy (Lecce)  where we work mainly involves the request to intervene in individual cases. 
This kind of request is dangerous, for it is not in line with the requirements of the job market, particularly insofar as the intervention is seen within a normative logic (the psychologist has to bridge the gap between what individuals are and what they should be according to social expectations). This kind of representation of Psychology does not help to develop the commitment of schools, social and health services, and other agencies engaged with issues not concerning single individuals.
The acknowledgement of this critical state (from the point of view of employment) goes parallel with the identification of the resources (models and methods of intervention) that Psychology has at its disposal in order to reorganize the professional function in terms of service, that is in order to sustain its users (whoever they are, individuals as well as groups and institutions) to achieve their goals. (Circolo del Cedro, 1991, 1992; Carli & Paniccia, 2003; Montesarchio & Venuleo, 2009). 
In the present paper, first we will suggest some considerations about the issue of theproduct of psychology and  the social expectation people have in regard to psychology; then we will suggest what kind of skills psychologists need to address the social demand concerning their activities (Morozzo della Rocca & Ruggeri, 1997). Last but not least, we will suggest some interpretative and methodological tools and criteria by means of which the psychology degree can work as  a professionalizing training.