Public policy, professional epistemology, and mental health: challenges for psychologist training

Abstract

The approval of the Organic Law on Mental Health (2024) in Ecuador poses new challenges for the training of psychologists, as it requires professional skills related to public policy, community intervention, and intersectoral work. This article analyzes the perceptions of psychology students and professionals regarding their preparedness to respond to these demands, as well as the epistemological tensions that emerge between predominantly clinical training and the frameworks for action defined by the new mental health model. The study adopts a quantitative, descriptive, and cross-sectional approach, with a sample of 450 participants nationwide. A structured questionnaire was used to assess four dimensions: academic training, ethical disposition, intersectoral work, and rights-based approach. The results show a significant gap between university training and the demands of the field, especially with regard to public policy, community work, and rights-based approach. Although most participants express an ethical and professional disposition toward socially committed practice, they recognize training gaps in articulating their role with current regulations. The findings are discussed in relation to contemporary epistemological frameworks, proposing lines of action to strengthen the professional profile of psychologists in public health contexts.