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

It can be seen that issues around categorisation are salient and resonate strongly within the
EP community. Not only do these issues inform and influence the role of EPs but they also
result in somewhat distressing emotions in EPs.
4.9 Tensions around social responsibility
During the data collection process it was noted that EPs felt a burden of responsibility as
practitioners. In addition, it was noted that EPs felt that it was expected of them both by the
interviewer and society to take responsibility for making a difference and assisting the
disadvantaged. This was noted in a number of instances and ways of fulfilling such
responsibilities were noted. In addition however, limitations to achieving high standards of
humanitarian work were also noted.
4.9.1 Desire to make a difference
In describing their work, it was clear that EPs felt the need to make some kind of difference
in the lives of those individuals they work with. Not only was this a goal in their work, but in
some instances it was apparent that this need in fact steered their career choices. Participant 5
expresses this need.
P5:1 enjoy working in the more privileged schools, because (laughs) because
you can see results. You can actually see a person that it is being helped, but I
mean, that's not, that's helleva elitist, that's not what we should be doing.
Indeed, Participant 5 illustrates another dimension of the imperative to make a difference. In
her final comment she alludes to the idea that personal and public expectations of EPs is to
make a difference.
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