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

ecomes evident that obtaining a professional identity specifically as an EP is a complex
process. As noted by Webster et al. (2000), EPs, particularly fledgling professionals, are not
taken particularly seriously, either by members of their own profession, or those of others.
With the training and development of competent educational psychology professionals being
an ongoing process (Webster et al., 2000), it is clear to note that development of one's
identity within the profession is difficult. Despite this point however, little literature appears
to explore the EP's professional identity.
2.7 Conclusion
It is argued above that in 1994 South Africa emerged from a past characterised by many
inequalities. These impacted many sectors, including education. Since the end of apartheid,
numerous shifts have occurred, in governance, policy, education and psychology. It is these
changes that call into question the role of the EP. Given the shifts that have occurred in the
field as well as the models of educational psychology represented globally, it is interesting to
note the varied roles taken on by EPs on an international level. Given these factors it is useful
to consider the role of EPs in the Pietermaritzburg context, specifically in relation to the
challenges that they face. The aims of this research are therefore to explore EPs perceptions
of their role in relation to education, policy, literature and their training. In addition, the study
aims to unpack the challenges experienced in practice and the shifts that educational
psychology as a profession has experienced in recent years.