The skill, pedagogical handling of school conflicts for the successful performance of the educational psychologist professional

Abstract

The violence phenomenon has begun to be increasingly detected in our educational centers. Although the preparation level and sustained quality work of many educational psychologists when dealing with school conflicts and their incidence as tutors in the initial formation of the students of the Pedagogy-Psychology program is recognized, it is necessary to work on a professional competence assumed from the current complexities that arise with conflicts in the school setting. This need demands that the future specialist in Pedagogy-Psychology adopt a dynamic and creative attitude in relation to these conflicts so that the professional can project and develop processes, methods,  procedures, strategies and methodologies for an adequate and positive performance. In this research, Fuentes’s criterion (2011) regarding the formation of competences and Forgas’s assessments (2003) are assumed. According to these authors, a professional competence is the result of the essential and generalized integration of a complex set of knowledge, skills and professional values, which are made evident through an efficient professional performance in the solution of the problems of their profession, being able to even solve those not predetermined.