Educational psychologists' perceptions of their role in the ...

educational services directly. It is therefore unsurprising that the experience of EPs is that
many individuals and indeed organisations requiring assistance cannot afford the fees
charged by EPs. With such a challenge to the practice desired by EPs, financial constraints
result in alterations to their roles. In the first instance, fees are frequently reduced by EPs.
Alternatively, the intensive, consultative work required in South African education
(Engelbrecht et al., 2002), cannot be undertaken by EPs on a full time basis as it is not
financially viable. This then contributes to the emergence of the role played by EPs.
It is clear that each of these four factors influence an EPs choice of role. However, as
illustrated, they do not stand in isolation from one another when influencing an emergent
role. Rather they interact with one another, thus moderating the ultimate affect that individual
factors will have on the outcome.
5.3.2 Contextual Factors
Various contextual factors feature in the ongoing process of role definition where EPs are
concerned. However, these are not static. Thus, when considering influencing factors for EPs
it is useful to note not only the current context but how it has shifted in recent years.
South African context
As noted in Chapter 2, psychology is necessarily embedded within a national context
(Vogelman et al., 1992). Depending upon the specific context serviced by EPs, their role will
vary. It is in the South African context that perhaps the most fundamental shift affecting EPs
is seen. With the integration of race groups (Chisholm & Kgobe, 1993), issues of language
and culture have emerged as affecting EPs. With this integration, legislation now enables
professionals to deal more with a varied demographic of learners. Not only this, but as
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