Abstract
Preterm births present significant neurodevelopmental and psychosocial challenges
for both infants and their caregivers. In South Africa, while medical advancements
have enhanced survival rates, the long-term developmental and psychological needs
of preterm infants remain underexplored. This study examines the perspectives of five
registered Educational Psychologists regarding their potential role in Neonatal
Intensive Care Units (NICU). Semi-structured interviews were conducted using a
generic qualitative research design, and the content was analysed and grouped under
predetermined themes. The findings indicate that Educational Psychologists possess
expertise in neurodevelopment, learning theory, and parental support, which can be
effectively applied within NICU settings. Key themes emphasise the importance of
early intervention, parent education, and a multidisciplinary approach to neonatal care.
However, the absence of formal recognition for Educational Psychologists in NICUs
by the Health Professions Council of South Africa (HPCSA) presents a barrier to
implementation. This study underscores the need for policy changes to integrate
psychological services in neonatal care, thereby enhancing developmental outcomes
for preterm infants. Further research is recommended to establish formal guidelines
for the role of Educational Psychologists in NICU settings.