Caracterización de los riesgos psicosociales intralaborales en jefes asistenciales de cinco clínicas nivel III de Santiago de Cali (Colombia) / Characterization of Psychosocial Risks at the Workplace of Heads of Five Clinical Care Level III Santiago de Cali (Colombia) / Caracterizado dos riscos psicossociais de caberas de saúde dos cinco hospitais de nivel III de Santiago de Cali (Colombia)

Objetivo: la investigación tuvo como objetivo identificar los factores de riesgo psicosociales intralaborales en trabajadores jefes con cargos asistenciales de cinco instituciones del sector salud que prestan servicios de alta complejidad (nivel III) de la ciudad de Cali. Metodología: el estudio, de tipo descriptivo, tuvo un diseño transversal. Se aplicó la forma A del Cuestionario de Factores de Riesgo Psicosocial Intralaboral (Ministerio de Protección Social, 2010) a una muestra de 156 trabajadores que tienen un cargo directamente relacionado con salud y un papel de jefes. Resultados: el personal asistencial con cargo de jefe de las cinco instituciones de salud nivel III presenta nivel de riesgo alto en los riesgos psicosociales intralaborales, concretamente en las dimensiones demandas del trabajo y liderazgo y relaciones sociales.

Objective: This research aimed to identify psychosocial risk factors at work, in workers with leadership positions of five health care institutions that provide high complexity services (level III) of the city of Cali, Colombia. Method: This was a non-experimental descriptive research, with a cross-sectional design. Participants were 156 workers involved in leadership positions, whose functions have a direct relation with taking care of patient's health. The Intralaboral Psychosocial Risk Factors Questionnaire - A Form (Ministerio de la Protección Social, 2010) was applied. Results: The total score of the Psychosocial Risk Factors assessment shows a high level of risk. The domains that show a higher risk are: Work Demands and Leadership and social relationships at work.

Objetivo: Identificar os fatores psicossociais em trabalhadores líderes de cuidados sob a acu-sacao de cinco instituicoes do setor de saúde que prestam servicos de alta complexidade (nivel III), nacida de Cali. Metodología: O estudo é descritivo, com um design de crossover. Forma foi aplicado ao Fator Intralaboral Questionário Psicossocial de Risco (Ministério da Protecao Social, 2010) a uma amostra de 156 trabalhadores que sao cobrados diretamente relacionados á saúde e ao papel dos chefes. Resultados: O estudo identificou riscos psicossociais nas cabe-cas, que sao caracterizadas por altos níveis na lideranca dimensoes e dos Assuntos Sociais e Demandas Trabalhistas.

Factores de riesgo psicosocial en una industria alimenticia de la ciudad de Cali / Psychosocial Risk Factors in a Food Industry in the City of Cali / Fatores de risco psicossocial na indústria alimentaria da cidade de Cali

Objetivo. El objetivo de esta investigación fue evaluar los factores de riesgo psicosocial intralaboral y extralaboral, así como las manifestaciones físicas y psicológicas ligadas al estrés en el trabajo, en trabajadores de una industria alimenticia en la ciudad de Cali (Colombia). Método. Para ello, se realizó una investigación descriptiva con diseño transversal. La información se recolectó a través del cuestionario de riesgos biopsicosociales asociados a la accidentalidad de Rentería, Fernández, Tenjo y Uribe (2008); adaptado por Zúñiga y Uribe (2009) a la totalidad de los trabajadores (43 sujetos, 72% mujeres y 28% hombres). Resultados. Los resultados evidenciaron manifestaciones físicas y psicológicas asociadas al estrés en los trabajadores y se presumieron exposiciones a factores de riesgo psicosocial, específicamente, en las dimensiones de condiciones de trabajo, disponibilidad de recursos, gestión de los líderes, alta carga laboral, ausencia de programas de capacitación y salud ocupacional. Conclusiones. Los principales hallazgos de este trabajo sugieren que es fundamental que diferentes instancias académicas, profesionales y legales atiendan la salud laboral de las pequeñas industrias alimenticias, pues sus trabajadores parecen estar expuestos a diferentes tipos de riesgo psicosocial y carecen de medidas de prevención entorno al estrés laboral.

Objective. This article presents the results of the assessment of psychosocial risk factors within and outside the working environment, and the physical and psychological manifestations associated with job stress, conducted at a food industry in the city of Cali, Colombia. Method. Descriptive, non-experimental and cross-sectional research was carried out. Information was collected by means of the accident-related bio-psychosocial risk instrument developed by Renteria, Fernandez, Tenjo and Uribe (2008) and adapted by Zúñiga and Uribe (2009), which was applied to all employees (43 subjects 72% female, and 28% male), consisting of operational and administrative staff. Results. The results indicated stress-related manifestations of a physical and psychological nature among the workers, and what was seen to be exposure to psycho-social risk factors, especially with regard to working conditions, availability of resources, management on the part of their superiors, a heavy workload, and a lack of training and occupational health programs. Conclusion. These results support the call for academic, legal and other related institutions to attend to the need for occupational health care in food industries, which have been neglected in comparison with other economic sectors in the country, such as health and education, possibly because the social impact they generate is not as visible as the other two.

Escopo. O escopo de esta pesquisa foi avaliar os fatores do risco psicossocial intraloboral e extraboral, assim como as manifestações físicas e psicológicas ligadas ao stress no trabalho, nos trabalhadores de uma indústria alimentaria na cidade de Cali (Colômbia). Metodologia. Para isto, foi feita uma pesquisa descritiva com desenho transversal. A informação foi coletada através do questionário de riscos biopsicossociais associados à acidentalidade de Renteria, Fernández, Tenjo e Uribe (2008), adaptado por Zúñiga e Uribe (2009) à totalidade dos trabalhadores da empresa (43 sujeitos, 72% mulheres e 28% homens). Resultados. Os resultados evidenciaram manifestações físicas e psicológicas associadas ao stress nos trabalhadores e presumiram exposições a fatores de risco psicossocial, especificamente, nas dimensões de condições de trabalho, disponibilidade de recursos, gestão dos líderes, alta carga laboral, ausência de programas de capacitação e saúde ocupacional. Conclusão. As principais descobertas de este trabalho sugerem que é fundamental que diferentes instancias acadêmicas, profissionais e legais atendam a saúde laboral das pequenas industrias alimentarias, pois seus trabalhadores parecem estar expostos a diferentes tipos de risco psicossocial e carecem de medidas de prevenção em torno ao stress laboral.

Construcción y validación de contenido de un diccionario de las competencias genéricas del psicólogo: Académicas, profesionales y laborales / Design and validation of contents for a dictionary of academic, professional, and work-related generic competencies for psychologist

El trabajo que se informa presenta los resultados finales del diseño y validación de contenido de un diccionario de competencias genéricas para el profesional en Psicología. Se hace un recuento de las diferentes definiciones dadas al concepto de competencia, desde el enfoque sociolingüístico de Hymes (1972) y del desempeño en el trabajo (McClelland, 1973). Se concluye que éstas integran el saber ser (automotivación, iniciativa y trabajo colaborativo con otros), el saber conocer (observar, explicar, comprender y analizar) y el saber hacer (desempeño basado en procedimientos y estrategias) (Braslavsky & Acosta, 2006; Cejas, 2003; Echeverría, 2002; Ibarra, 2000; Tobón, 2004). Se propone una clasificación teórica del concepto de competencia, retomando autores como Álvarez, Gómez y Ratto (2004), Peiró (2003) y Roe (2003), entre otros, la cual realiza una distinción entre competencias académicas, profesionales y laborales. Se utilizan los planteamientos de Montero y León (2005), así como los de Carretero y Pérez (2007), quienes proveen las herramientas y criterios metodológicos para la validación del diccionario de competencias mediante la evaluación de seis jueces expertos y la aplicación piloto de un instrumento a siete estudiantes y 16 egresados de la Carrera de Psicología. Los resultados de la investigación permitieron la creación de un diccionario de competencias para uso público, el cual constituye una herramienta oportuna para afrontar los retos, demandas y posibilidades para el desempeño del psicólogo, dados los cambios socioeconómicos, demográficos y culturales del Siglo XX1 que influyen sobre la formación y funciones del profesional.

The following article presents the final results of the design and content validation of a generic competencies dictionary for the trained psychologist. Different authors, such as Collazos and Garcia (1999), argue that the research and identification of competencies have helped to solve the weakness of traditional psychometric tests used to predict worker's productivity. Moreover, Peiró (2003) mentions that in defining the objectives to be achieved by education, it is required to determine the qualifications or competencies that should have a professional. However, in the field of Psychology, there is little research leading to the development of tools for identifying and evaluating competencies among students and professionals (ANECA, 2005; Castro Solano, 2004; González, 2007; Herrera, Restrepo & Uribe, 2008; Pérez-Santamarina & López, 2006; Ruiz, Jaraba & Romero, 2005; Uribe, Aristizábal, Barona & López, 2009). A theoretical overview of the concept of competency has been made, taking in to account different approaches, like the sociolinguistic (Hymes, 1972) and the job performance (McClelland, 1973). From the revised definitions and interpretations given to the concept of competence, it is concluded that they integrate self-knowledge (motivation, initiative, and teamwork with others), self-teaching (observation, explanation, comprehension, and analysis), and ‘know-how' (performance based on strategies and procedures) (Braslavsky & Acosta, 2006; Cejas, 2003; Echeverría, 2002; Ibarra, 2000; Tobón, 2004). Different classifications to the concept of competencies that have been applied to different contexts were also reviewed. For instance, Gordillo (2003) argues that competencies can be grouped into methodological, technical, social, and individual. Álvarez, Gómez, and Ratto (2004) classify them in technique and general competencies, similar to the one proposed by Ruiz, Jaraba, and Romero (2008) and the Agencia Nacional de Evaluación de la Calidad y Acreditación (ANECA, 2005), whoever divide them in general (or transverse) and specific competencies. For the purpose of this research and taking in to account these classifications, it is proposed for this work a distinction between academic, professional, and work-related generic competencies. The creation of the generic competencies dictionary for the trained psychologists followed the guidelines for instrumental studies as suggested by Montero and León (2005) and Carretero and Pérez (2007): the conceptual outline of the evaluation subject, and the design and qualitative evaluation of the items. In the content validation by expert evaluators, participated six professional psychologists with expertise in the fields of research methodology and Organizational Psychology, who are teachers of the Department of Social Sciences from a private university in Cali (Colombia). Subsequently, the pilot application of the instrument was attended by 23 people: 7 final year students of the Career of Psychology and 16 graduates of the same university. These research findings led to the creation of a generic competencies dictionary for public use, composed by 13 academic competencies, 12 professional competencies, and 10 work-related competencies. This dictionary is the result of a research aimed to identify the most significant competencies, as well as the definitions that fit these best, to ensure the recognition of crucial requirements in the field and their adequate implementation among psychologists. It is concluded that this dictionary is useful to understand standards and determine competencies that a professional psychologist must obtain from educational institutions, at least in the work and academic contexts where the research was conducted. It also constitutes a timely contribution to meet the challenges, demands, and possibilities of professional performance, given the socio-economic, demographic, and cultural changes of the 21st century, which impact the training and functions of a professional psychologist.

Definición y clasificación teórica de las competencias académicas, profesionales y laborales: Las competencias del psicólogo en Colombia / Definition and theoretical classication of academic, professional and work related competencies: The competencies of the Psychologist in Colombia

Actualmente, en Colombia, ha crecido el interés por la identificación y evaluación de las competencias como elemento de formación y posterior desarrollo profesional. Es de interés de este artículo, abordar el concepto de competencia a partir de múltiples definiciones y posturas teóricas del concepto, y que dan cuenta al lector acerca de la pluralidad que entrañan según sea su utilización. También se mostrarán diferentes clasificaciones que los estudiosos del constructo atribuyen a la competencia y, finalmente, se describirán algunos estudios y posiciones que se han desarrollado sobre las competencias del psicólogo profesional, con énfasis en el caso colombiano.

Nowadays, in Colombia, the interest to identify and assess competences has grown as an element of training and professional development. The aim of this article is to approach the concept competence from an educational view, showing several meanings and theoretical views of the concept with the idea to locate the reader on the plurality and multiplicity of its meanings depending on its use. The article will also show different classifications of the concept developed by various researchers. Finally, it describes the studies and positions that have been stated about professional psychologist's competences, focusing on the Colombian case.