Can the psychopedagogue play the role of an educational psychologist? professionalization versus professional intrusion

Abstract

The purpose of this article is to briefly reflect the training and qualifications required by educational psychologists, based on existing quality standards at an international level. Educational psychologist’s role borders on other specialties such as clinical and social psychology and requires a solid theoretical and practical training to face it missions: addressing diversity (intellectual, sensory or motor disabilities), dissocial
behaviours, serious developmental, personality or behavior disorders, academic and professional guidance, integral development (cognitive, emotional, social), prevention (drug addiction, violence, school failure, etc.) and so on. Those areas of intervention involve a number of functions or roles that may not be carried out properly by those graduates or engineers that are educated by a course or specialization in
Educational Psychology, because the invertebration of the initial training deeply affects their professionalization. Hence the need to act
jointly Ministry of Education, universities, scientific and professional associations by setting the regulatory, training and professional framework so that professionalization would succeed versus intrusiveness in effectiveness, efficiency and functionality in the psycho-educational technical support services.