Objective:

This paper aims at exploring the needs and potentials of community action as a component of educational psychologists’ education.

Methods:

The authoress rely on theoretical methods to review documents, and interviewing 37 educational psychologists working at Cienfuegos province, and seven university professor responsible of postgraduate courses given to the them.

Results:

The findings include the identification of needs and potentials of the educational psychologists’ formative process, as well as the appreciation of the social function as basic component of these process. Giving priority to the specific social function of educational psychologists enables them to face and contextualized the complexity of professional performance. Likewise, the study reveals educational psychologists’ perceptions related to professional qualifications and the need of permanent updating.

Conclusions:

Educational psychologists’ social role of is a component of its education, taking into account its impact in the educative process allows to face complex problems in professional performance. Exploring its actual state favors the quality of graduates’ outcomes.

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