Abstract
This paper presents part of an exploratory research project, which was concerned with the perspectives of educational psychologists (EPs) on professional educational psychology over the past 50 years. In particular, it has examined EPs' views through individual interviews as to what factors contribute to 'change', and what factors promote 'continuity' or ' status quo ' in educational psychology. For purposes of triangulation, an analysis of educational psychology literature was undertaken to examine divergent and convergent evidence for the interviewees' descriptive accounts. For reasons of space, only a brief outline of two aspects is presented: the impact of legislation, and construction and reconstruction of educational psychology. Empirical data were analysed by means of a qualitative data analysis, resulting in a number of 'external' and 'internal' change-promoting and change-constraining factors that could be verified in the literature. Potential implications for EP practice are discussed and suggestions are made for a different kind of educational psychology service delivery.
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