Autoeficacia percibida de las competencias profesionales en psicólogos clínicos

Abstract

Self-efficacy, understood as the belief in one's own ability to successfully carry out specific tasks, is a key factor in professional adjustment, particularly during the initial stages of clinical practice. This study approached self-efficacy from a cognitive-behavioral perspective, grounded in the theories of Aaron Beck and Albert Ellis, which emphasize the interaction between thoughts, emotions, and behaviors in shaping professional judgment, decision-making, and clinical confidence. The objective of this research was to understand the perceived self-efficacy of professional competencies among recently graduated clinical psychologists from the Technical University of Machala, exploring how they construct perceptions of their performance in essential functions such as assessment, intervention, and ethical decision-making. A qualitative-descriptive methodology with a phenomenological approach was used, allowing for an in-depth exploration of participants' experiences within their natural clinical work contexts. Data collection techniques included semi-structured interviews and non-participant observation. The sample consisted of four female psychologists who had graduated approximately one year prior, selected through purposive non-probability sampling. The results showed that professional self-efficacy is a dynamic phenomenon shaped by factors such as feedback, supervision, exposure to real cases, and the level of clinical self-reflection. Participants demonstrated a growing sense of competence, particularly in assessment and intervention, although they also expressed insecurities when facing highly complex emotional or technical situations. It is concluded that perceived self-efficacy develops progressively and is closely linked to professional support, supervised training, and reflective spaces on practice. This study offers a contextualized perspective on the strengths and needs of early-career clinical psychologists, emphasizing the importance of strengthening support networks, ethical supervision processes, and ongoing training in practical competencies.