Competence in psychotherapy: From the conceptual ground to its realization

Abstract

The paper consists of two parts: critical theoretical analysis of competence approach reveals problematic aspects and leads to the conclusion what and why is in traditional behaviourist approach not productive for curricular strategies. Hager’s integrated version of competence approach, to which Tuning as a basic document of Bologna process refers, seems to be an alternative, but as a political compromise it turns out as inconsistent. The original Hager’s version turns out as consistent but it makes sense in certain areas (like exact sciences). From the analysis follow clear implications for psychotherapy and for humanistic oriented modalities in particular where original and creative solutions in the context of transition are needed. As a response to inappropriate and uncritically accepted competence approach a special attention is dedicated to a solution, which is a combination of objectives-driven and process-developmental curricular model and experiential learning, and offers the whole: from the conceptual ground of standards or curriculum to its realisation, which is demonstrated on the example.