ABSTRACT The work analyses mental models of activity displayed by Psychologists who work at educational contexts through narrations about their practice facing problems of violence at school. The research studies what kind of problems they name violence, where are located and if they can search the history and analyse variety of perspectives. In the other hand, how agents think have acted, who decided what actions for what, if there has been a chance to investigate or to help solving, towards whom intervention was directed, which instruments were used and results obtained. Categories of socio-cultural framework (Leontiev-Engestrom theory of activity) are linked to contextualist perspective of mental models of activity (Rodrigo). Questionnaires about Situation-Problems of Violence in Professional Intervention at Educational Contexts were administered to sixty psycho-educational professionals that work at different schools in two main cities of Argentine, in the frame of specific posgraduate courses. Data were analysed with Multidimensional Matrix for Psychologists Professionalisation. Strengths, tensions and critical knots were related with: psychologists career, historic role of schooling and human development in impoverished and turbulent social contexts. Work points out reframing of: the relationship between violence and challenges for inclusive education; the importance of emotionally holding environments for education through meaningful learning; social justice and equality worth for exchanging experiences and knowledge with multivocality; the problem of educating diversity of people with one method, one direction and rhythm and the same goals for everybody; how psychologists can collaborate with teachers in inclusive solutions for behavior-and-learning problems; the former role of Educational Psychologists linked with assessment of special educational needs children by using IQ tests; the splitting between cognition and emotion, learning and life, reducing interpersonal/ institutional problems into individual mind questions since the origins of modern Psychology. To analyse their models of activity into social networks becomes a useful tool to re-conceptualize agents experience from, in and for action (Schon). It allows psychologists to deconstruct implicit conceptions that support practice, but also what practice anticipates of new, opening understanding and competence.