Educational psychology at the crossroads in South Africa

Abstract

AimsThis position paper aims to discuss the history of, and problems with, the Scope of Practice for educational psychologists in South Africa. It further aims to show that the Scope of Practice for educational psychologists must be reworked to allow for the delivery of contextually relevant services.MethodThe paper presents a conceptual argument and advocates for a scope of practice that more adequately defines the role and functions of South African educational psychologists.FindingsThe paper supports the Educational Psychology Association of South Africa’s insistence that official policy on the Scope of Practice for educational psychologists should be clear, relevant and rational. If necessary, legal action should be taken to accomplish this.LimitationsThe issues discussed are more pertinent to educational psychology in South Africa than internationally. Nevertheless, they have implications for the role of educational psychologists internationally.ConclusionsSouth African psychologists have had to contend with narrow understandings, blanket statements about their competence and a callous approach to the disruption of psychology practices. There is a need to reconsider the boundaries and identity of educational psychology in South Africa. This could have ramifications for the character of educational psychology internationally.