Interventional competence as a training axis for social workers in Chile
DOI:
https://doi.org/10.64492/9me7sr46Keywords:
epistemic competence, evidence-based practice, social work, research, professional trainingAbstract
Background: In Chile, higher education is organized into five levels according to the National Qualifications Framework. Objective: Within this framework, the present study focused on validating intervention skills as a central pillar in social worker training, responding to the urgent need to articulate theory and professional practice. Method: Using a mixed approach and the Delphi method, five experts analyzed the key attributes of this competence, ensuring its ethical coherence and relevance to Chilean social reality. Results: The findings consolidate a training model in which intervention competence is structured around three fundamental dimensions: epistemic, communicative-discursive, and ethical, promoting a professional profile capable of intervening with rigor, ethics, and critical capacity. Likewise, Evidence-Based Social Work is incorporated as a cross-cutting axis of the curriculum, strengthening decision-making based on rigorous analysis of reality. Conclusion: This proposal addresses the historical gaps between academic training and professional practice, while projecting an innovative model aligned with international standards that prepares social workers to face the complex and dynamic challenges of contemporary social intervention.
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