Educational psychology professionals working in highly unequal societies require training that prepares them to resile professionally irrespective of on-going hardship and a lack of policy-level support. Educational psychology professionals who had participated in a school-based intervention study in a remote high school during their training at university-level were sampled to generate retrospective data on their work engagement experiences during the school-based training. A third of the population who had participated in school-based academic service-learning training (for whom current contact details were available) were purposively sampled (n = 38, female = 31, male = 7) to be representative of diversity (training objective, year group, home language, gender). Subsamples included academic service-learning educational psychology professionals (n = 22, female = 18, male = 4) and educational psychology research graduates (n = 16, female = 13, male = 3). Retrospective qualitative data sources include open-ended questions (verbatim transcriptions of audio-recorded interviews, electronically captured questionnaires), and long-term observation data (visual data and researcher journals) of school-based training. From thematic analysis it appeared that professionals recollect experiencing work engagement (positive emotions, involvement and dedication) during their training with minimal instances of student-related occupational distress ascribed to contextual and diversity constraints. Data was silent on work engagement from research graduates, with an instance of cynicism regarding long-term benefits to clients of short-term services. Academic service learning in a challenging education setting afforded educational psychology professionals training opportunities to be energized, absorbed in developing professional efficacy to address barriers, and empathetically committed to contribute professionally. Implications of training educational psychology professionals for work in transferable challenging school settings are discussed.Keywords: academic service learning; challenging education setting; educational psychology training; inequality; rural school; work engagement

中文翻译：

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培训教育心理学专业人士在南非不平等和创伤的背景下参与工作

在高度不平等的社会中工作的教育心理学专业人士需要接受培训，使他们能够在职业上保持适应力，而不管持续的困难和缺乏政策层面的支持。对在大学培训期间参加偏远高中校本干预研究的教育心理学专业人士进行抽样，以生成他们在校本培训期间工作参与经验的回顾性数据。参加过基于学校的学术服务学习培训（可获得当前联系方式）的三分之一人口被有目的地抽样（n = 38，女性 = 31，男性 = 7）以代表多样性（培训目标、年级、母语、性别）。子样本包括学术服务学习教育心理学专业人士（n = 22，女性 = 18，男性 = 4）和教育心理学研究毕业生（n = 16，女性 = 13，男性 = 3）。回顾性定性数据来源包括开放式问题（录音访谈的逐字转录、电子捕获的问卷）和校本培训的长期观察数据（视觉数据和研究人员期刊）。从主题分析看来，专业人士回忆起他们在培训期间经历的工作投入（积极情绪、参与和奉献），将与学生相关的职业困扰归因于情境和多样性限制的情况降至最低。数据对研究毕业生的工作投入保持沉默，有一个关于短期服务客户的长期利益的冷嘲热讽的例子。在具有挑战性的教育环境中进行学术服务学习为教育心理学专业人士提供了充满活力的培训机会，专注于发展专业效能以解决障碍，并富有同情心地致力于专业贡献。讨论了培训教育心理学专业人员在具有挑战性的学校环境中工作的意义。具有挑战性的教育环境；教育心理学培训；不等式; 农村学校；工作投入 专注于发展专业效能以解决障碍，并富有同情心地致力于专业贡献。讨论了培训教育心理学专业人员在具有挑战性的学校环境中工作的意义。具有挑战性的教育环境；教育心理学培训；不等式; 农村学校；工作投入 专注于发展专业效能以解决障碍，并富有同情心地致力于专业贡献。讨论了培训教育心理学专业人员在具有挑战性的学校环境中工作的意义。具有挑战性的教育环境；教育心理学培训；不等式; 农村学校；工作投入