Summary Report for:
19-3031.01 - School Psychologists
Investigate processes of learning and teaching and develop psychological principles and techniques applicable to educational problems.
Sample of reported job titles: Bilingual School Psychologist, Child Study Team Director, Consulting Psychologist, Early Intervention School Psychologist, Psychologist, School Psychologist, School Psychometrist
Tasks | Technology Skills | Tools Used | Knowledge | Skills | Abilities | Work Activities | Detailed Work Activities | Work Context | Job Zone | Education | Credentials | Interests | Work Styles | Work Values | Related Occupations | Wages & Employment | Job Openings | Additional Information
- Compile and interpret students' test results, along with information from teachers and parents, to diagnose conditions and to help assess eligibility for special services.
- Select, administer, and score psychological tests.
- Interpret test results and prepare psychological reports for teachers, administrators, and parents.
- Counsel children and families to help solve conflicts and problems in learning and adjustment.
- Provide consultation to parents, teachers, administrators, and others on topics such as learning styles and behavior modification techniques.
- Report any pertinent information to the proper authorities in cases of child endangerment, neglect, or abuse.
- Maintain student records, including special education reports, confidential records, records of services provided, and behavioral data.
- Assess an individual child's needs, limitations, and potential, using observation, review of school records, and consultation with parents and school personnel.
- Collect and analyze data to evaluate the effectiveness of academic programs and other services, such as behavioral management systems.
- Promote an understanding of child development and its relationship to learning and behavior.
- Develop individualized educational plans in collaboration with teachers and other staff members.
- Attend workshops, seminars, or professional meetings to remain informed of new developments in school psychology.
- Serve as a resource to help families and schools deal with crises, such as separation and loss.
- Collaborate with other educational professionals to develop teaching strategies and school programs.
- Refer students and their families to appropriate community agencies for medical, vocational, or social services.
- Initiate and direct efforts to foster tolerance, understanding, and appreciation of diversity in school communities.
- Design classes and programs to meet the needs of special students.
- Provide educational programs on topics such as classroom management, teaching strategies, or parenting skills.
- Conduct research to generate new knowledge that can be used to address learning and behavior issues.
- Analytical or scientific software — Testing software
- Computer based training software — Instructional software
- Data base user interface and query software — Centris Group IEP Direct; Global Education Technologies EXCENT; PowerSchool Group PowerSchool SIS; Vision Management Consulting IEP PlaNET (see all 15 examples)
- Electronic mail software — Email software
- Internet browser software — Web browser software
- Office suite software — Microsoft Office
- Optical character reader OCR or scanning software — Test scoring software
- Presentation software — Microsoft PowerPoint
- Spreadsheet software — Microsoft Excel
- Word processing software — Ewing Solutions QuickWriter; Microsoft Word
Hot Technology — a technology requirement frequently included in employer job postings.
- Psychology — Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.
- Therapy and Counseling — Knowledge of principles, methods, and procedures for diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and for career counseling and guidance.
- English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
- Education and Training — Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
- Sociology and Anthropology — Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
- Mathematics — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
- Computers and Electronics — Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
- Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
- Reading Comprehension — Understanding written sentences and paragraphs in work related documents.
- Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do.
- Speaking — Talking to others to convey information effectively.
- Writing — Communicating effectively in writing as appropriate for the needs of the audience.
- Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
- Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
- Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making.
- Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
- Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one.
- Negotiation — Bringing others together and trying to reconcile differences.
- Time Management — Managing one's own time and the time of others.
- Coordination — Adjusting actions in relation to others' actions.
- Learning Strategies — Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
- Persuasion — Persuading others to change their minds or behavior.
- Service Orientation — Actively looking for ways to help people.
- Instructing — Teaching others how to do something.
- Systems Analysis — Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes.
- Systems Evaluation — Identifying measures or indicators of system performance and the actions needed to improve or correct performance, relative to the goals of the system.
- Management of Personnel Resources — Motivating, developing, and directing people as they work, identifying the best people for the job.
- Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences.
- Oral Expression — The ability to communicate information and ideas in speaking so others will understand.
- Written Comprehension — The ability to read and understand information and ideas presented in writing.
- Written Expression — The ability to communicate information and ideas in writing so others will understand.
- Speech Clarity — The ability to speak clearly so others can understand you.
- Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense.
- Problem Sensitivity — The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
- Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
- Speech Recognition — The ability to identify and understand the speech of another person.
- Near Vision — The ability to see details at close range (within a few feet of the observer).
- Information Ordering — The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
- Fluency of Ideas — The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).
- Originality — The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
- Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways.
- Selective Attention — The ability to concentrate on a task over a period of time without being distracted.
- Flexibility of Closure — The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material.
- Time Sharing — The ability to shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources).
- Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources.
- Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
- Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time.
- Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
- Interpreting the Meaning of Information for Others — Translating or explaining what information means and how it can be used.
- Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems.
- Analyzing Data or Information — Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
- Provide Consultation and Advice to Others — Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics.
- Resolving Conflicts and Negotiating with Others — Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others.
- Evaluating Information to Determine Compliance with Standards — Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
- Interacting With Computers — Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
- Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job.
- Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work.
- Processing Information — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
- Assisting and Caring for Others — Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients.
- Identifying Objects, Actions, and Events — Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
- Communicating with Persons Outside Organization — Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
- Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
- Judging the Qualities of Things, Services, or People — Assessing the value, importance, or quality of things or people.
- Monitor Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
- Performing for or Working Directly with the Public — Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests.
- Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
- Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
- Scheduling Work and Activities — Scheduling events, programs, and activities, as well as the work of others.
- Developing and Building Teams — Encouraging and building mutual trust, respect, and cooperation among team members.
- Guiding, Directing, and Motivating Subordinates — Providing guidance and direction to subordinates, including setting performance standards and monitoring performance.
- Developing Objectives and Strategies — Establishing long-range objectives and specifying the strategies and actions to achieve them.
Detailed Work Activities
- Administer standardized physical or psychological tests.
- Interpret research or operational data.
- Prepare scientific or technical reports or presentations.
- Advise others on educational matters.
- Counsel clients on mental health or personal achievement.
- Collect information from people through observation, interviews, or surveys.
- Conduct scientific research of organizational behavior or processes.
- Design psychological or educational treatment procedures or programs.
- Attend conferences or workshops to maintain professional knowledge.
- Coordinate cross-disciplinary research programs.
- Develop educational programs.
- Advise others on healthcare matters.
- Face-to-Face Discussions — 98% responded “Every day.”
- Work With Work Group or Team — 99% responded “Extremely important.”
- Electronic Mail — 88% responded “Every day.”
- Telephone — 86% responded “Every day.”
- Importance of Being Exact or Accurate — 77% responded “Extremely important.”
- Contact With Others — 68% responded “Constant contact with others.”
- Impact of Decisions on Co-workers or Company Results — 63% responded “Very important results.”
- Frequency of Decision Making — 56% responded “Every day.”
- Freedom to Make Decisions — 37% responded “Some freedom.”
- Coordinate or Lead Others — 52% responded “Extremely important.”
- Letters and Memos — 61% responded “Once a week or more but not every day.”
- Time Pressure — 48% responded “Every day.”
- Deal With External Customers — 49% responded “Extremely important.”
- Frequency of Conflict Situations — 55% responded “Every day.”
- Physical Proximity — 70% responded “Moderately close (at arm's length).”
- Structured versus Unstructured Work — 52% responded “Some freedom.”
- Spend Time Sitting — 45% responded “About half the time.”
- Consequence of Error — 59% responded “Serious.”
- Indoors, Environmentally Controlled — 62% responded “Every day.”
- Deal With Unpleasant or Angry People — 40% responded “Once a month or more but not every week.”
|Title||Job Zone Five: Extensive Preparation Needed|
|Education||Most of these occupations require graduate school. For example, they may require a master's degree, and some require a Ph.D., M.D., or J.D. (law degree).|
|Related Experience||Extensive skill, knowledge, and experience are needed for these occupations. Many require more than five years of experience. For example, surgeons must complete four years of college and an additional five to seven years of specialized medical training to be able to do their job.|
|Job Training||Employees may need some on-the-job training, but most of these occupations assume that the person will already have the required skills, knowledge, work-related experience, and/or training.|
|Job Zone Examples||These occupations often involve coordinating, training, supervising, or managing the activities of others to accomplish goals. Very advanced communication and organizational skills are required. Examples include librarians, lawyers, astronomers, biologists, clergy, surgeons, and veterinarians.|
|SVP Range||(8.0 and above)|
Interest code: IS
- Investigative — Investigative occupations frequently involve working with ideas, and require an extensive amount of thinking. These occupations can involve searching for facts and figuring out problems mentally.
- Social — Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others.
- Concern for Others — Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job.
- Integrity — Job requires being honest and ethical.
- Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude.
- Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations.
- Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
- Attention to Detail — Job requires being careful about detail and thorough in completing work tasks.
- Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations.
- Independence — Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done.
- Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction.
- Analytical Thinking — Job requires analyzing information and using logic to address work-related issues and problems.
- Initiative — Job requires a willingness to take on responsibilities and challenges.
- Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace.
- Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.
- Social Orientation — Job requires preferring to work with others rather than alone, and being personally connected with others on the job.
- Persistence — Job requires persistence in the face of obstacles.
- Innovation — Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems.
- Relationships — Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment. Corresponding needs are Co-workers, Moral Values and Social Service.
- Independence — Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy.
- Achievement — Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement.
Wages & Employment Trends
Median wages data collected from Clinical, Counseling, and School Psychologists.
Employment data collected from Clinical, Counseling, and School Psychologists.
Industry data collected from Clinical, Counseling, and School Psychologists.
|Median wages (2015)||$33.93 hourly, $70,580 annual|
|Employment (2014)||155,000 employees|
|Projected growth (2014-2024)||Much faster than average (14% or higher)|
|Projected job openings (2014-2024)||63,800|
|Top industries (2014)|
Source: Bureau of Labor Statistics 2015 wage data and 2014-2024 employment projections . "Projected growth" represents the estimated change in total employment over the projections period (2014-2024). "Projected job openings" represent openings due to growth and replacement.
Job Openings on the Web
Sources of Additional Information
Disclaimer: Sources are listed to provide additional information on related jobs, specialties, and/or industries. Links to non-DOL Internet sites are provided for your convenience and do not constitute an endorsement.
- Psychologists . Bureau of Labor Statistics, U.S. Department of Labor. Occupational Outlook Handbook, 2016-17 Edition.