Fears and insecurities at the beginning of the professional practice of psychology
DOI:
https://doi.org/10.70478/Keywords:
Professional identity, Supersvised internships , Job placement , University training, Applied psychologyAbstract
Introduction: The completion of the Psychology degree marks the beginning of a decisive stage, in which students face the transition to a professional practice transition that demands technical competencies, ethical responsibility, and
relational skills. Method: This qualitative study explores the fears and insecurities that emerge during this transition, based on a sample of 450 students enrolled in a course linked to the Supersvised Internships at the Universitat Oberta de Catalunya. Results: Through thematic content analysis, three categories were identified: professional role, professional interaction, and job placement. The results show that students’ insecurities are related to a perceived lack of competencies, emotional regulation difficulties, fear of malpractice, and uncertainty about career opportunities. Furthermore, the study highlights structural tensions associated with the precariousness of the labor market, the pressure to specialize, and the lack of career guidance. Finally, a decalogue of practical tools is proposed to support students’ professional development, along with recommendations to strengthen holistic training, clinical supervision, and the construction of professional identity. Conclusion: The study concludes with a call for a more proactive institutional approach to prepare students to practice with competence, ethics, and personal well-being.
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