This paper reflects the author's journey into an area of psychology which is not dominant in Educational Psychology discourse, namely psychodynamic psychology. Two psychodynamic mechanisms, namely splitting and projection are explained, and then the author describes and critiques how these mechanisms have proved useful in his practice. Two case studies are presented to illustrate how a reflective stance guided by psychodynamic concepts was fruitful in analysing and, sometimes, removing emotional obstacles in the author's practice. Finally a hypothesis is formulated to explain the apparent lack of educational psychologists' interest in psychodynamic psychology.