School Psychologists

Description

Career Cluster:

Education & Training

Investigate processes of learning and teaching and develop psychological principles and techniques applicable to educational problems.

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The data sources for the information displayed here include: O*NET™ 16.0.

School Psychologists

Education

Required Level of Education

• Master's Degree = 46.55%
• Post-Master's Certificate - awarded for completion of an organized program of study; designed for people who have completed a Master's degree, but do not meet the requirements of academic degrees at the doctoral level = 31.81%
• First Professional Degree - awarded for completion of a program that: requires at least 2 years of college work before entrance into the program, includes a total of at least 6 academic years of work to complete, and provides all remaining academic requirements to begin practice in a profession = 19.42%
• Bachelor's Degree = 2.22%

Related Work Experience

• Over 1 year, up to and including 2 years = 63.02%
• None = 28.82%
• Over 6 months, up to and including 1 year = 7.51%
• Over 2 years, up to and including 4 years = 0.65%

On-Site or In-Plant Training

• None = 32.64%
• Over 1 year, up to and including 2 years = 21.80%
• Over 6 months, up to and including 1 year = 17.23%
• Over 1 month, up to and including 3 months = 15.73%
• Up to and including 1 month = 12.60%

On-the-Job Training

• Anything beyond short demonstration, up to and including 1 month = 37.41%
• Over 6 months, up to and including 1 year = 28.23%
• None or short demonstration = 22.94%
• Over 1 year, up to and including 2 years = 11.42%

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The data sources for the information displayed here include: O*NET™ 16.0.

School Psychologists

Tasks

Core Tasks Include:

• Compile and interpret students' test results, along with information from teachers and parents, to diagnose conditions, and to help assess eligibility for special services.
• Report any pertinent information to the proper authorities in cases of child endangerment, neglect, or abuse.
• Assess an individual child's needs, limitations, and potential, using observation, review of school records, and consultation with parents and school personnel.
• Select, administer, and score psychological tests.
• Provide consultation to parents, teachers, administrators, and others on topics such as learning styles and behavior modification techniques.
• Promote an understanding of child development and its relationship to learning and behavior.
• Collaborate with other educational professionals to develop teaching strategies and school programs.
• Counsel children and families to help solve conflicts and problems in learning and adjustment.
• Develop individualized educational plans in collaboration with teachers and other staff members.
• Maintain student records, including special education reports, confidential records, records of services provided, and behavioral data.
• Serve as a resource to help families and schools deal with crises, such as separation and loss.
• Attend workshops, seminars, or professional meetings to remain informed of new developments in school psychology.
• Design classes and programs to meet the needs of special students.
• 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.
• Collect and analyze data to evaluate the effectiveness of academic programs and other services, such as behavioral management systems.
• 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.
• Interpret test results and prepare psychological reports for teachers, administrators, and parents.

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The data sources for the information displayed here include: O*NET™ 16.0.

School Psychologists

Tools and Technology

Tools Include:

• Scanners (Computer scanners)
• Desktop computers
• Notebook computers (Laptop computers)
• Special purpose telephones (Multi-line telephone systems)
• Overhead projectors
• Personal computers
• Personal digital assistant PDAs or organizers (Personal digital assistants PDA)
• Tablet computers

Technologies Include:

• Analytical or scientific software

• Testing software

• Computer based training software

• Instructional software

• Data base user interface and query software

• Centris Group IEP Direct
• Centris Group RTIm Direct
• Chalkware Education Solutions IEPPro
• Global Education Technologies EXCENT
• MediaNet Solutions e-IEP PRO
• Oasys software
• Psychsoft !Observe
• Smart Solutions IEP Anywhere
• Spectrum K12 School Solutions Encore
• SpED Forms
• SunGard Pentamation IEPplus
• Technical Perspectives CLASS IEP Program
• Vision Management Consulting IEP PlaNET
• Xperts iep.online

• Electronic mail software

• Email software

• Internet browser software

• Web browser software

• Office suite software

• Microsoft Office software

• Optical character reader OCR or scanning software

• Test scoring software

• Presentation software

• Presentation software

• Spreadsheet software

• Spreadsheet software

• Word processing software

• Ewing Solutions QuickWriter
• Word processing software

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The data sources for the information displayed here include: O*NET™ 16.0.

School Psychologists

Special Requirements

The Board of Psychology shall license, as school psychologists - limited, persons licensed by the Board of Education with an endorsement in psychology and a master’s degree in psychology. The Board of Psychology shall issue licenses to such persons without examination, upon review of credentials and payment of an application fee in accordance with regulations of the Board for school psychologists - limited.

Persons holding such licenses as school psychologists - limited shall practice solely in public school divisions; holding a license as a school psychologist - limited pursuant to this subsection shall not authorize such persons to practice outside the school setting or in any setting other than the public schools of the Commonwealth, unless such individuals are licensed by the Board of Psychology to offer to the public the services.

Requirements for licensure as a school psychologist - limited:

A. Every applicant for licensure as a school psychologist - limited shall submit to the board:

1. A copy of a current license issued by the Board of Education showing an endorsement in psychology.
2. An official transcript showing completion of a master’s degree in psychology.
3. A completed Employment Verification Form.
4. The application fee.

B. At the time of licensure renewal, school psychologists - limited shall be required to submit an updated Employment Verification Form if there has been a change in school district.


School Psychologist

LICENSURE BY EXAM:

A. The following must be submitted not less than 90 days prior to the date of the written examination:

a. A completed application, on forms provided by the board;
b. A completed residency agreement or documentation of having fulfilled the experience requirements
c. The application processing fee prescribed by the board;
d. Official transcripts documenting the graduate work completed and the degree awarded. Applicants who are graduates of institutions that are not regionally accredited shall submit documentation from an accrediting agency acceptable to the board that their education met the requirements
e. Verification of any other professional license or certificate ever held in another jurisdiction.

B. In addition to fulfillment of the education and experience requirements, each applicant for licensure by examination must achieve a passing score on the required examinations for School psychologist: State Practice Examination for School Psychology, Jurisprudence and Examination for Professional Practice in Psychology.


LICENSURE BY ENDORSEMENT:

Every applicant for licensure by endorsement shall submit in one package;
1. A completed application

2. The application processing fee

3. An affidavit of having read and agreed to comply with the current Standards of Practice and laws governing the practice of psychology in Virginia;

4. Verification of all other professional licenses or certificates ever held in any jurisdiction. In order to qualify for endorsement, the applicant shall have no history of disciplinary action, shall have not surrendered a license or certificate while under investigation and shall have no unresolved action against a license or certificate; and

5. Further documentation of one of the following:

a. A current listing in the National Register of Health Services Providers in Psychology;
b. Current diplomate status in good standing with the American Board of Professional Psychology in a category comparable to the one in which licensure is sought;
c. Twenty years of active licensure in a category comparable to the one in which licensure is sought, with an appropriate degree as required in this chapter documented by an official transcript; or
d. If less than 20 years of active licensure, documentation of current psychologist licensure in good standing obtained by standards substantially equivalent to the education, experience and examination requirements set forth in this chapter for the category in which licensure is sought as verified by a certified copy of the original application submitted directly from the out-of-state licensing agency or a copy of the regulations in effect at the time of initial licensure and the following:

(1) Documentation of post-licensure active practice for at least five of the last six years immediately preceding licensure application;
(2) Verification of a passing score on the Examination for Professional Practice of Psychology as established in Virginia for the year of that administration;
(3) Verification of passing score on other written and oral examinations or both as required by the jurisdiction which granted the license; and
(4) Official transcripts documenting the graduate work completed and the degree awarded in the category in which licensure is sought.

B. Notwithstanding the provisions of this section, the board may issue a license to any individual who qualifies for such a license pursuant to an agreement of reciprocity entered into by this board with a board of another jurisdiction or multiple jurisdictions.


Education requirements for school psychologists:

A. At least a master’s degree in school psychology, with a minimum of at least 60 semester credit hours or 90 quarter hours, from a college or university accredited by a regional accrediting agency, which was accredited by the APA, NCATE or NASP, or shall meet the requirements of subsection B of this section.

B. If the applicant does not hold a master’s degree in school psychology from a program accredited by the APA, NCATE or NASP, the applicant shall have a master’s degree from a psychology program which offers education and training to prepare individuals for the practice of school psychology as defined in §54. 1 - 3600 of the Code of Virginia and which meets the following criteria:

1. The program is within an institution of higher education accredited by an accrediting agency recognized by the United States Department of Education, or publicly recognized by the Association of Universities and Colleges of Canada as a member in good standing. Graduates of programs that are not within the United States or Canada must provide documentation from a credential evaluation service acceptable to the board which demonstrates that the program meets the requirements set forth in this chapter.

2. The program shall be recognizable as an organized entity within the institution.

3. The program shall be an integrated, organized sequence of study with an identifiable psychology faculty and a psychologist directly responsible for the program, and shall have an identifiable body of students who are matriculated in that program for a degree. The faculty shall be accessible to students and provide them with guidance and supervision. The faculty shall provide appropriate professional role models and engage in actions that promote the student’s acquisition of knowledge, skills and competencies consistent with the programs training goals.

4. The program shall encompass a minimum of two academic years of full-time graduate study or the equivalent thereof.

5. The program shall include a general core curriculum containing a minimum of three or more graduate semester hours or five or more graduate quarter hours in each of the following substantive content areas.

A. Psychological foundations (e.g., biological bases of behavior, human learning, social and cultural bases of behavior, child and adolescent development, individual differences).
B. Educational foundations (e.g., instructional design, organization and operation of schools).
C. Interventions/problem - solving (e.g., assessment, direct interventions, both individual and group, indirect interventions).
D. Statistics and research methodologies (e.g., research and evaluation methods, statistics, measurement).
E. Professional school psychology (e.g., history and foundations of school psychology, legal and ethical issues, professional issues and standards, alternative models for the delivery of school psychological services, emergent technologies, roles and functions of the school psychologist).

6. The program shall be committed to practicum experiences which shall include:

a. Orientation to the educational process;
b. Assessment for intervention;
c. Direct intervention, including counseling and behavior management; and
d. Indirect intervention, including consultation.


EXPERIENCE REQUIREMENTS:

A. Internship requirement.

Candidates for school psychologist licensure shall have successfully completed an internship accredited by the APA, APPIC or NASP or one that meets equivalent standards.

B. Residency requirement.

1. Successfully completed a one-year, full-time residency, or its equivalent in part-time experience for a period not to exceed three years, consisting of a minimum of 1,500 hours of supervised experience in the delivery of school psychology services acceptable to the board, or the applicant may request approval to begin a residency.

2. Supervised experience obtained in Virginia without prior written board approval will not be accepted toward licensure. Candidates shall not begin the residency until after completion of the required degree An individual who proposes to obtain supervised post-degree experience in Virginia shall, prior to the onset of such supervision, submit a supervisory contract along with the application package and pay the registration of supervision fee .

3. There shall be a minimum of two hours of individual supervision per week. Group supervision of up to five residents may be substituted for one of the two hours per week on the basis that two hours of group supervision equals one hour of individual supervision, but in no case shall the resident receive less than one hour of individual supervision per week.

4. Residents may not refer to or identify themselves as school psychologists; independently solicit clients; bill for services; or in any way represent themselves as licensed psychologists. Notwithstanding the above, this does not preclude supervisors or employing institutions for billing for the services of an appropriately identified resident. During the residency period they shall use their names, the initials of their degree, and the title, "Resident in Psychology”, in the licensure category in which licensure is sought.

5. Supervision shall be provided by a psychologist licensed to practice in the licensure category in which the resident is seeking licensure.

6. The supervisor shall not provide supervision for activities beyond the supervisor’s demonstrable areas of competence, nor for activities for which the applicant has not had appropriate education and training.

7. At the end of the residency training period, the supervisor or supervisors shall submit to the board a written evaluation of the applicant’s performance.


EXAMINATIONS:

A. An applicant for school psychologist licensure enrolled in an approved residency training program who has met all requirements for licensure except completion of that program shall be eligible to take the national and state written examinations.

B. A candidate approved by the board to sit for an examination shall take that examination within two years of the date of the initial board approval. If the candidate has not taken the examination by the end of the two-year period here prescribed, the applicant shall reapply according to the requirements of the regulations in effect at that time.

C. The board shall establish passing scores on the examinations.

D. Candidates who fail an examination may be reexamined once within a 12-month period without reapplying.

E. Candidates who fail any examination twice shall wait at least one year between the second failure and the next reexamination.


 

 

Required Fees:

 

	School psychologists	School psychologists (limited)
1. Registration of residency (per residency request)	$50	-
2. Add or change supervisor	$25	-
3. Application processing and initial licensure	$200	$85
4.  Annual renewal of active license	$140	$70
5.  Annual renewal of inactive license	$70	$35
6.  Late renewal	$50	$25
7.  Verification of license to another jurisdiction	$25	$25
8.  Duplicate license	$5	$5
9.  Additional or replacement wall certificate	$15	$15
10.  Returned check	$35	$35
11.  Reinstatement of a lapsed license	$270	$125
12.  Reinstatement following revocation or suspension	$500	$500

For More Information, Contact:

Virginia Department Of Health Professions
Board Of Psychology
6603 West Broad St., 5th Floor
Richmond, VA 23230-1712
Phone: 804.662.9913
TTY: 804.662.7197
Fax: 804.662.7250
http://www.dhp.virginia.gov/psychology/

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The data sources for the information displayed here include: Virginia Career VIEW Research.

School Psychologists

Additional Resources

For information on careers, educational requirements, financial assistance, and licensing in all fields of psychology, contact:

American Psychological Association
Research Office and Education in Psychology and Accreditation Offices
750 1st St. , NE
Washington, DC 20002
http://www.apa.org

For information on careers, educational requirements, certification, and licensing of school psychologists, contact:

National Association of School Psychologists
4030 East West Hwy.
Suite 402
Bethesda, MD 20814
http://www.nasponline.org

Information about State licensing requirements is available from:

Association of State and Provincial Psychology Boards
P.O. Box 241245
Montgomery, AL 36124-1245
http://www.asppb.org

Information on obtaining a position as a psychologist with the Federal Government is available from the Office of Personnel Management through a telephone-based system. Consult your telephone directory under U.S. Government for a local number or call (912) 757-3000; Federal Relay Service: (800) 877-8339 The first number is not tollfree and charges may result. Information also is available from the Internet site:
http://www.opm.gov/qualifications/Standards/IORs/gs1900/1980b.htm

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The data sources for the information displayed here include: Virginia Career VIEW Research.

School Psychologists

Knowledge

%	Subject	Description
99.50	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.
89.50	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.
89.00	English Language	Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
86.50	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.
74.00	Sociology and Anthropology	Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
63.75	Mathematics	Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
53.00	Computers and Electronics	Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.

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The data sources for the information displayed here include: O*NET™ 16.0.

School Psychologists

Skills

%	Subject	Description
84.50	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.
81.25	Reading Comprehension	Understanding written sentences and paragraphs in work related documents.
81.25	Social Perceptiveness	Being aware of others' reactions and understanding why they react as they do.
78.00	Writing	Communicating effectively in writing as appropriate for the needs of the audience.
78.00	Speaking	Talking to others to convey information effectively.
75.00	Monitoring	Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
75.00	Critical Thinking	Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
72.00	Active Learning	Understanding the implications of new information for both current and future problem-solving and decision-making.
72.00	Complex Problem Solving	Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
72.00	Judgment and Decision Making	Considering the relative costs and benefits of potential actions to choose the most appropriate one.
68.75	Time Management	Managing one's own time and the time of others.
68.75	Negotiation	Bringing others together and trying to reconcile differences.
65.50	Coordination	Adjusting actions in relation to others' actions.
65.50	Persuasion	Persuading others to change their minds or behavior.
65.50	Service Orientation	Actively looking for ways to help people.
65.50	Learning Strategies	Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
62.50	Instructing	Teaching others how to do something.
56.25	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.
56.25	Systems Analysis	Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes.
53.00	Management of Personnel Resources	Motivating, developing, and directing people as they work, identifying the best people for the job.

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The data sources for the information displayed here include: O*NET™ 16.0.

School Psychologists

Abilities

%	Subject	Description
87.50	Oral Comprehension	The ability to listen to and understand information and ideas presented through spoken words and sentences.
84.50	Written Comprehension	The ability to read and understand information and ideas presented in writing.
84.50	Oral Expression	The ability to communicate information and ideas in speaking so others will understand.
81.25	Written Expression	The ability to communicate information and ideas in writing so others will understand.
78.00	Speech Clarity	The ability to speak clearly so others can understand you.
75.00	Deductive Reasoning	The ability to apply general rules to specific problems to produce answers that make sense.
75.00	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.
72.00	Inductive Reasoning	The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
72.00	Speech Recognition	The ability to identify and understand the speech of another person.
68.75	Near Vision	The ability to see details at close range (within a few feet of the observer).
62.50	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).
59.50	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.
59.50	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).
56.25	Category Flexibility	The ability to generate or use different sets of rules for combining or grouping things in different ways.
56.25	Selective Attention	The ability to concentrate on a task over a period of time without being distracted.
50.00	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.
50.00	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).

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The data sources for the information displayed here include: O*NET™ 16.0.

School Psychologists

Work Activities

%	Subject	Description
92.00	Getting Information	Observing, receiving, and otherwise obtaining information from all relevant sources.
91.00	Establishing and Maintaining Interpersonal Relationships	Developing constructive and cooperative working relationships with others, and maintaining them over time.
91.00	Communicating with Supervisors, Peers, or Subordinates	Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
87.25	Documenting/Recording Information	Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
87.25	Making Decisions and Solving Problems	Analyzing information and evaluating results to choose the best solution and solve problems.
86.75	Interpreting the Meaning of Information for Others	Translating or explaining what information means and how it can be used.
85.00	Provide Consultation and Advice to Others	Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics.
84.50	Analyzing Data or Information	Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
83.00	Resolving Conflicts and Negotiating with Others	Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others.
82.25	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.
78.75	Interacting With Computers	Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
78.50	Updating and Using Relevant Knowledge	Keeping up-to-date technically and applying new knowledge to your job.
78.25	Processing Information	Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
78.00	Organizing, Planning, and Prioritizing Work	Developing specific goals and plans to prioritize, organize, and accomplish your work.
77.25	Assisting and Caring for Others	Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients.
74.25	Identifying Objects, Actions, and Events	Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
72.00	Thinking Creatively	Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
72.00	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.
69.50	Monitor Processes, Materials, or Surroundings	Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
69.50	Judging the Qualities of Things, Services, or People	Assessing the value, importance, or quality of things or people.
66.00	Training and Teaching Others	Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
66.00	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.
64.75	Scheduling Work and Activities	Scheduling events, programs, and activities, as well as the work of others.
64.50	Coaching and Developing Others	Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
61.50	Developing and Building Teams	Encouraging and building mutual trust, respect, and cooperation among team members.
54.25	Guiding, Directing, and Motivating Subordinates	Providing guidance and direction to subordinates, including setting performance standards and monitoring performance.
53.25	Developing Objectives and Strategies	Establishing long-range objectives and specifying the strategies and actions to achieve them.

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The data sources for the information displayed here include: O*NET™ 16.0.

School Psychologists

Work Styles

%	Subject	Description
96.00	Integrity	Job requires being honest and ethical.
96.00	Concern for Others	Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job.
94.50	Cooperation	Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude.
94.00	Dependability	Job requires being reliable, responsible, and dependable, and fulfilling obligations.
93.00	Self Control	Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
89.50	Attention to Detail	Job requires being careful about detail and thorough in completing work tasks.
88.25	Stress Tolerance	Job requires accepting criticism and dealing calmly and effectively with high stress situations.
85.50	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.
84.75	Leadership	Job requires a willingness to lead, take charge, and offer opinions and direction.
84.25	Analytical Thinking	Job requires analyzing information and using logic to address work-related issues and problems.
82.75	Initiative	Job requires a willingness to take on responsibilities and challenges.
81.75	Adaptability/Flexibility	Job requires being open to change (positive or negative) and to considerable variety in the workplace.
81.25	Achievement/Effort	Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.
79.50	Social Orientation	Job requires preferring to work with others rather than alone, and being personally connected with others on the job.
77.25	Persistence	Job requires persistence in the face of obstacles.
58.25	Innovation	Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems.

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The data sources for the information displayed here include: O*NET™ 16.0.

School Psychologists

Work Values

%	Subject	Description
100.00	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.
77.83	Independence	Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy.
72.17	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.
72.17	Recognition	Occupations that satisfy this work value offer advancement, potential for leadership, and are often considered prestigious. Corresponding needs are Advancement, Authority, Recognition and Social Status.
63.83	Working Conditions	Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions.

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The data sources for the information displayed here include: O*NET™ 16.0.

School Psychologists

Work Context

%	Subject	Description
99.80	Work With Work Group or Team	How important is it to work with others in a group or team in this job?
99.60	Face-to-Face Discussions	How often do you have to have face-to-face discussions with individuals or teams in this job?
97.60	Electronic Mail	How often do you use electronic mail in this job?
97.20	Telephone	How often do you have telephone conversations in this job?
93.00	Importance of Being Exact or Accurate	How important is being very exact or highly accurate in performing this job?
92.20	Impact of Decisions on Co-workers or Company Results	How do the decisions an employee makes impact the results of co-workers, clients or the company?
91.80	Contact With Others	How much does this job require the worker to be in contact with others (face-to-face, by telephone, or otherwise) in order to perform it?
89.40	Frequency of Decision Making	How frequently is the worker required to make decisions that affect other people, the financial resources, and/or the image and reputation of the organization?
87.40	Freedom to Make Decisions	How much decision making freedom, without supervision, does the job offer?
86.00	Coordinate or Lead Others	How important is it to coordinate or lead others in accomplishing work activities in this job?
85.00	Time Pressure	How often does this job require the worker to meet strict deadlines?
85.00	Letters and Memos	How often does the job require written letters and memos?
82.40	Deal With External Customers	How important is it to work with external customers or the public in this job?
81.00	Physical Proximity	To what extent does this job require the worker to perform job tasks in close physical proximity to other people?
80.40	Frequency of Conflict Situations	How often are there conflict situations the employee has to face in this job?
78.60	Structured versus Unstructured Work	To what extent is this job structured for the worker, rather than allowing the worker to determine tasks, priorities, and goals?
74.80	Spend Time Sitting	How much does this job require sitting?
71.00	Consequence of Error	How serious would the result usually be if the worker made a mistake that was not readily correctable?
69.80	Indoors, Environmentally Controlled	How often does this job require working indoors in environmentally controlled conditions?
66.00	Deal With Unpleasant or Angry People	How frequently does the worker have to deal with unpleasant, angry, or discourteous individuals as part of the job requirements?
58.80	Responsibility for Outcomes and Results	How responsible is the worker for work outcomes and results of other workers?
55.00	Level of Competition	To what extent does this job require the worker to compete or to be aware of competitive pressures?
52.00	Responsible for Others' Health and Safety	How much responsibility is there for the health and safety of others in this job?
51.60	Importance of Repeating Same Tasks	How important is repeating the same physical activities (e.g., key entry) or mental activities (e.g., checking entries in a ledger) over and over, without stopping, to performing this job?
50.80	Sounds, Noise Levels Are Distracting or Uncomfortable	How often does this job require working exposed to sounds and noise levels that are distracting or uncomfortable?

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The data sources for the information displayed here include: O*NET™ 16.0.

School Psychologists

Job Zone Five: Extensive Preparation Needed

• Overall 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.
• 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, sports medicine physicians, wildlife biologists, school psychologists, surgeons, treasurers, and controllers.
• 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).

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The data sources for the information displayed here include: O*NET™ 16.0.

School Psychologists

Earnings Benefits*

Region	Entry Level	Median	Experienced
United States	$39,020.00	$67,760.00	$88,650.00
Virginia	$35,910.00	$65,060.00	$85,560.00
Region	Entry Level	Median	Experienced
Bay Consortium	$38,029.00	$52,625.00	$63,167.00
Capital Region Workforce Partnership	$32,026.00	$54,290.00	$68,585.00
Central VA/Region2000	$33,605.00	$55,412.00	$68,290.00
Crater Area	$47,113.00	$74,032.00	$96,398.00
Greater Peninsula	$34,327.00	$63,917.00	$88,417.00
Hampton Roads	$34,397.00	$59,221.00	$78,431.00
New River/Mt. Rogers	$38,129.00	$61,614.00	$81,127.00
Northern Virginia and Alexandria/Arlington	$44,262.00	$71,378.00	$90,657.00
Piedmont Workforce	$51,590.00	$81,581.00	$94,259.00
Shenandoah Valley	$48,676.00	$66,706.00	$77,638.00
South Central	$38,211.00	$53,844.00	$63,162.00
Southwestern Virginia	$39,569.00	$52,905.00	$61,887.00
West Piedmont	$48,328.00	$66,551.00	$81,826.00
Western Virginia	$37,198.00	$54,948.00	$67,622.00

* Earnings Calculations:

 Regional Earnings:
   Entry = Annual mean of the lower 1/3 wage distribution;
   Experienced = Annual mean of the upper 2/3 wage distribution.

 National and State Earnings:
   Entry = Annual 10th percentile wage;
   Experienced = Annual 75th percentile wage.

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The data sources for the information displayed here include: US Department of Labor (BLS); Virginia Workforce Connection.

School Psychologists

Employment Projections

National	2012	2022	% Change
United States	145,100	161,500	+ 11.3%
State	2012	2022	% Change
Virginia	3,360	3,922	+ 16.7%
Region	2010	2020	% Change
Bay Consortium	No Data	No Data	No Data
Capital Region Workforce Partnership	523	682	+ 30.4%
Central VA/Region2000	No Data	No Data	No Data
Crater Area	129	162	+ 25.6%
Greater Peninsula	196	269	+ 37.2%
Hampton Roads	511	675	+ 32.1%
New River/Mt. Rogers	No Data	No Data	No Data
Northern Virginia and Alexandria/Arlington	1,144	1,500	+ 31.1%
Piedmont Workforce	169	222	+ 31.4%
Shenandoah Valley	226	290	+ 28.3%
South Central	No Data	No Data	No Data
Southwestern Virginia	No Data	No Data	No Data
West Piedmont	No Data	No Data	No Data
Western Virginia	116	130	+ 12.1%

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The data sources for the information displayed here include: US Department of Labor (BLS); Virginia Workforce Connection.

School Psychologists

Related Occupations

Related Occupations

• Educational, Guidance, School, and Vocational Counselors
• Directors, Religious Activities and Education
• Kindergarten Teachers, Except Special Education
• Elementary School Teachers, Except Special Education
• Instructional Coordinators
• Occupational Therapists

 

Careers in Professional Support Services Pathway:

• Clinical, Counseling, and School Psychologists
• School Psychologists
• Educational, Guidance, School, and Vocational Counselors
• Librarians
• Library Technicians
• Audio-Visual and Multimedia Collections Specialists
• Instructional Designers and Technologists

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The data sources for the information displayed here include: O*NET™ 16.0.

School Psychologists

View Videos

The following videos are available for this occupation:

• Education and Training (6.07 Mb)
• Clinical, Counseling, and School Psychologists (2.43 Mb)



Macromedia Flash is required for viewing the videos. If you do not have the Flash plugin, it is freely available for download.

En Español:

• Psychologists (2.5)



Quicktime 5 is required for viewing the Spanish videos. If you do not have the Quicktime plugin, it is freely available for download.

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The data sources for the information displayed here include: New York State Department of Labor; New Jersey Department of Labor; California Occupational Information Coordinating Committee.

School Psychologists

Military Training

The following military job classifications are available for this occupation:

• Psychology and Social Work
• Psychology, Clinical

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The data sources for the information displayed here include: Defense Manpower Data Center.

School Psychologists

Proficiency Ratings

These proficiencies are scored on a scale from 1 to 5 with 1 being not
important to the job and 5 being extremely important to the job.

Proficiency	Rating
Getting Information	4.5
Establishing and Maintaining Interpersonal Relationships	4.5
Communicating with Supervisors, Peers, or Subordinates	4.5
Documenting/Recording Information	4.5
Making Decisions and Solving Problems	4.5
Interpreting the Meaning of Information for Others	4.5
Provide Consultation and Advice to Others	4.5
Analyzing Data or Information	4.5
Resolving Conflicts and Negotiating with Others	4.5
Evaluating Information to Determine Compliance with Standards	4.5
Interacting With Computers	4.0
Updating and Using Relevant Knowledge	4.0
Processing Information	4.0
Organizing, Planning, and Prioritizing Work	4.0
Assisting and Caring for Others	4.0
Identifying Objects, Actions, and Events	4.0
Thinking Creatively	4.0
Communicating with Persons Outside Organization	4.0
Monitor Processes, Materials, or Surroundings	4.0
Judging the Qualities of Things, Services, or People	4.0
Training and Teaching Others	3.5
Performing for or Working Directly with the Public	3.5
Scheduling Work and Activities	3.5
Coaching and Developing Others	3.5
Developing and Building Teams	3.5
Guiding, Directing, and Motivating Subordinates	3.0
Developing Objectives and Strategies	3.0
Coordinating the Work and Activities of Others	3.0
Performing Administrative Activities	3.0
Selling or Influencing Others	2.5
Monitoring and Controlling Resources	2.0
Inspecting Equipment, Structures, or Material	2.0
Performing General Physical Activities	2.0
Estimating the Quantifiable Characteristics of Products, Events, or Information	2.0
Handling and Moving Objects	2.0
Staffing Organizational Units	2.0
Operating Vehicles, Mechanized Devices, or Equipment	1.5
Controlling Machines and Processes	1.0
Drafting, Laying Out, and Specifying Technical Devices, Parts, and Equipment	1.0
Repairing and Maintaining Electronic Equipment	1.0
Repairing and Maintaining Mechanical Equipment	1.0

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The data sources for the information displayed here include: O*NET™ 16.0.

School Psychologists

Titles

• Assessment Specialist
• Associate School Psychologist
• Behavior Specialist
• Behavioral Analyst
• Behavioral Specialist
• Bilingual School Psychologist
• Child Psychologist
• Child Psychometrist
• Child Study Team Director
• Consulting Psychologist
• Early Intervention School Psychologist
• Educational Diagnostician
• Guidance Counselor
• Preliminary School Psychologist
• Psychologist
• Psychometrist
• School Counselor
• School Psychological Examiner
• School Psychologist
• School Psychologist Assistant
• School Psychology Specialist
• School Psychometrist
• School Social Worker

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The data sources for the information displayed here include: O*NET™ 16.0.

School Psychologists

Related Schools

• Argosy University-Washington DC
• Averett University
• Bluefield College
• Bridgewater College
• Christopher Newport University
• College of William and Mary
• Eastern Mennonite University
• Emory & Henry College
• Ferrum College
• George Mason University
• Hampden-Sydney College
• Hampton University
• Hollins University
• Institute for the Psychological Sciences
• James Madison University
• Liberty University
• Longwood University
• Lynchburg College
• Mary Baldwin College
• Marymount University
• Norfolk State University
• Old Dominion University
• Radford University
• Randolph College
• Randolph-Macon College
• Regent University
• Roanoke College
• Shenandoah University
• South University–Richmond
• South University–Virginia Beach
• Sweet Briar College
• University of Mary Washington
• University of Richmond
• University of Virginia-Main Campus
• Virginia Commonwealth University
• Virginia Intermont College
• Virginia Military Institute
• Virginia Polytechnic Institute and State University
• Virginia State University
• Virginia Union University
• Virginia Wesleyan College
• Washington and Lee University

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The data sources for the information displayed here include: O*NET™ 16.0.