[Core] [62% incumbents] Compile and interpret students' test results, along with information from teachers and parents, to diagnose conditions and to help assess eligibility for special services.
  DWAs: Collect information about clients. | Assess educational needs of students.

[Core] [62% incumbents] Maintain student records, including special education reports, confidential records, records of services provided, and behavioral data.
  DWAs: Maintain records, documents, or other files. | Maintain student records.

[Core] [62% incumbents] Report any pertinent information to the proper authorities in cases of child endangerment, neglect, or abuse.
  DWAs: Coordinate with external parties to exchange information. | Collaborate with law enforcement or security agencies to share information.

[Core] [62% incumbents] Select, administer, and score psychological tests.
  DWAs: Administer standardized physical or psychological tests.

[Core] [62% incumbents] Interpret test results and prepare psychological reports for teachers, administrators, and parents.
  DWAs: Interpret research or operational data. | Prepare scientific or technical reports or presentations.

[Core] [62% incumbents] Assess an individual child's needs, limitations, and potential, using observation, review of school records, and consultation with parents and school personnel.
  DWAs: Collect information from people through observation, interviews, or surveys.

[Core] [62% incumbents] Develop individualized educational plans in collaboration with teachers and other staff members.
  DWAs: Design psychological or educational treatment procedures or programs.

[Core] [62% incumbents] Counsel children and families to help solve conflicts and problems in learning and adjustment.
  DWAs: Counsel clients on mental health or personal achievement.

[Core] [62% incumbents] Provide consultation to parents, teachers, administrators, and others on topics such as learning styles and behavior modification techniques.
  DWAs: Advise others on educational matters.

[Core] [62% incumbents] Collaborate with other educational professionals to develop teaching strategies and school programs.
  DWAs: Coordinate cross-disciplinary research programs.

[Core] [62% incumbents] Promote an understanding of child development and its relationship to learning and behavior.
  DWAs: Advise others on educational matters.

[Core] [62% incumbents] Attend workshops, seminars, or professional meetings to remain informed of new developments in school psychology.
  DWAs: Attend conferences or workshops to maintain professional knowledge.

[Core] [62% incumbents] Refer students and their families to appropriate community agencies for medical, vocational, or social services.
  DWAs: Advise others on healthcare matters.

[Core] [62% incumbents] Serve as a resource to help families and schools deal with crises, such as separation and loss.
  DWAs: Counsel clients on mental health or personal achievement.

[Core] [62% incumbents] Initiate and direct efforts to foster tolerance, understanding, and appreciation of diversity in school communities.
  DWAs: Develop educational programs.

[Core] [62% incumbents] Provide educational programs on topics such as classroom management, teaching strategies, or parenting skills.
  DWAs: Develop educational programs.

[Supplemental] [62% incumbents] Conduct research to generate new knowledge that can be used to address learning and behavior issues.
  DWAs: Observe individuals' activities to gather information or compile evidence. | Research topics in area of expertise.

[Core] [61% incumbents] Collect and analyze data to evaluate the effectiveness of academic programs and other services, such as behavioral management systems.
  DWAs: Conduct scientific research of organizational behavior or processes.

[Core] [61% incumbents] Design classes and programs to meet the needs of special students.
  DWAs: Develop educational programs.

--- SKILLS ---
  Active Listening (imp:4.38 lvl:4.50) — Giving full attention to what other people are saying, taking time to understand
  Reading Comprehension (imp:4.25 lvl:4.75) — Understanding written sentences and paragraphs in work-related documents.
  Speaking (imp:4.25 lvl:4.25) — Talking to others to convey information effectively.
  Writing (imp:4.00 lvl:4.12) — Communicating effectively in writing as appropriate for the needs of the audienc
  Critical Thinking (imp:4.00 lvl:4.12) — Using logic and reasoning to identify the strengths and weaknesses of alternativ
  Monitoring (imp:4.00 lvl:4.00) — Monitoring/Assessing performance of yourself, other individuals, or organization
  Active Learning (imp:3.62 lvl:3.88) — Understanding the implications of new information for both current and future pr
  Learning Strategies (imp:3.50 lvl:3.88) — Selecting and using training/instructional methods and procedures appropriate fo
  Mathematics (imp:2.75 lvl:2.38) — Using mathematics to solve problems.
  Science (imp:2.00 lvl:1.75) — Using scientific rules and methods to solve problems.

--- KNOWLEDGE ---
  Psychology (imp:4.89 lvl:6.38) — Knowledge of human behavior and performance; individual differences in ability, 
  Therapy and Counseling (imp:4.52 lvl:6.09) — Knowledge of principles, methods, and procedures for diagnosis, treatment, and r
  Education and Training (imp:4.43 lvl:5.42) — Knowledge of principles and methods for curriculum and training design, teaching
  Sociology and Anthropology (imp:4.27 lvl:5.10) — Knowledge of group behavior and dynamics, societal trends and influences, human 
  Customer and Personal Service (imp:4.07 lvl:5.66) — Knowledge of principles and processes for providing customer and personal servic
  Administrative (imp:4.03 lvl:4.64) — Knowledge of administrative and office procedures and systems such as word proce
  Mathematics (imp:3.67 lvl:4.32) — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their appl
  Law and Government (imp:3.25 lvl:3.48) — Knowledge of laws, legal codes, court procedures, precedents, government regulat
  Computers and Electronics (imp:3.19 lvl:3.68) — Knowledge of circuit boards, processors, chips, electronic equipment, and comput
  English Language (imp:3.10 lvl:3.79) — Knowledge of the structure and content of the English language including the mea
  Administration and Management (imp:2.98 lvl:2.10) — Knowledge of business and management principles involved in strategic planning, 
  Public Safety and Security (imp:2.68 lvl:2.15) — Knowledge of relevant equipment, policies, procedures, and strategies to promote
  Personnel and Human Resources (imp:2.28 lvl:1.96) — Knowledge of principles and procedures for personnel recruitment, selection, tra
  Communications and Media (imp:2.25 lvl:2.46) — Knowledge of media production, communication, and dissemination techniques and m
  Medicine and Dentistry (imp:2.12 lvl:1.80) — Knowledge of the information and techniques needed to diagnose and treat human i
  Philosophy and Theology (imp:2.09 lvl:2.54) — Knowledge of different philosophical systems and religions. This includes their 
  Biology (imp:1.79 lvl:1.44) — Knowledge of plant and animal organisms, their tissues, cells, functions, interd
  Production and Processing (imp:1.72) — Knowledge of raw materials, production processes, quality control, costs, and ot
  Telecommunications (imp:1.67) — Knowledge of transmission, broadcasting, switching, control, and operation of te
  Sales and Marketing (imp:1.62 lvl:0.96) — Knowledge of principles and methods for showing, promoting, and selling products
  Design (imp:1.61 lvl:1.20) — Knowledge of design techniques, tools, and principles involved in production of 
  Foreign Language (imp:1.53) — Knowledge of the structure and content of a foreign (non-English) language inclu
  Mechanical (imp:1.49 lvl:0.81) — Knowledge of machines and tools, including their designs, uses, repair, and main
  Transportation (imp:1.42 lvl:0.84) — Knowledge of principles and methods for moving people or goods by air, rail, sea
  Geography (imp:1.39 lvl:1.10) — Knowledge of principles and methods for describing the features of land, sea, an
  Engineering and Technology (imp:1.34 lvl:0.74) — Knowledge of the practical application of engineering science and technology. Th
  Chemistry (imp:1.34) — Knowledge of the chemical composition, structure, and properties of substances a
  Fine Arts (imp:1.29) — Knowledge of the theory and techniques required to compose, produce, and perform
  Economics and Accounting (imp:1.28) — Knowledge of economic and accounting principles and practices, the financial mar
  History and Archeology (imp:1.25) — Knowledge of historical events and their causes, indicators, and effects on civi
  Building and Construction (imp:1.23) — Knowledge of materials, methods, and the tools involved in the construction or r
  Food Production (imp:1.22) — Knowledge of techniques and equipment for planting, growing, and harvesting food
  Physics (imp:1.22) — Knowledge and prediction of physical principles, laws, their interrelationships,

--- ABILITIES ---
  Oral Comprehension (imp:4.38 lvl:4.88) — The ability to listen to and understand information and ideas presented through 
  Oral Expression (imp:4.38 lvl:4.75) — The ability to communicate information and ideas in speaking so others will unde
  Written Comprehension (imp:4.12 lvl:4.88) — The ability to read and understand information and ideas presented in writing.
  Deductive Reasoning (imp:4.12 lvl:4.12) — The ability to apply general rules to specific problems to produce answers that 
  Written Expression (imp:4.00 lvl:4.75) — The ability to communicate information and ideas in writing so others will under
  Problem Sensitivity (imp:4.00 lvl:4.25) — The ability to tell when something is wrong or is likely to go wrong. It does no
  Inductive Reasoning (imp:4.00 lvl:4.38) — The ability to combine pieces of information to form general rules or conclusion
  Speech Clarity (imp:4.00 lvl:4.00) — The ability to speak clearly so others can understand you.
  Speech Recognition (imp:3.88 lvl:4.00) — The ability to identify and understand the speech of another person.
  Near Vision (imp:3.62 lvl:3.62) — The ability to see details at close range (within a few feet of the observer).
  Information Ordering (imp:3.38 lvl:3.50) — The ability to arrange things or actions in a certain order or pattern according
  Category Flexibility (imp:3.25 lvl:3.38) — The ability to generate or use different sets of rules for combining or grouping
  Fluency of Ideas (imp:3.12 lvl:3.38) — The ability to come up with a number of ideas about a topic (the number of ideas
  Originality (imp:3.00 lvl:3.50) — The ability to come up with unusual or clever ideas about a given topic or situa
  Flexibility of Closure (imp:3.00 lvl:3.12) — The ability to identify or detect a known pattern (a figure, object, word, or so
  Selective Attention (imp:3.00 lvl:2.88) — The ability to concentrate on a task over a period of time without being distrac
  Mathematical Reasoning (imp:2.88 lvl:3.12) — The ability to choose the right mathematical methods or formulas to solve a prob
  Perceptual Speed (imp:2.88 lvl:2.88) — The ability to quickly and accurately compare similarities and differences among
  Time Sharing (imp:2.88 lvl:2.88) — The ability to shift back and forth between two or more activities or sources of
  Number Facility (imp:2.75 lvl:3.00) — The ability to add, subtract, multiply, or divide quickly and correctly.
  Memorization (imp:2.75 lvl:2.62) — The ability to remember information such as words, numbers, pictures, and proced
  Far Vision (imp:2.75 lvl:2.75) — The ability to see details at a distance.
  Visualization (imp:2.50 lvl:2.25) — The ability to imagine how something will look after it is moved around or when 
  Speed of Closure (imp:2.25 lvl:2.38) — The ability to quickly make sense of, combine, and organize information into mea
  Finger Dexterity (imp:1.88 lvl:1.75) — The ability to make precisely coordinated movements of the fingers of one or bot
  Trunk Strength (imp:1.88 lvl:1.38) — The ability to use your abdominal and lower back muscles to support part of the 
  Hearing Sensitivity (imp:1.88 lvl:1.50) — The ability to detect or tell the differences between sounds that vary in pitch 
  Auditory Attention (imp:1.88 lvl:1.62) — The ability to focus on a single source of sound in the presence of other distra
  Visual Color Discrimination (imp:1.75 lvl:1.38) — The ability to match or detect differences between colors, including shades of c
  Wrist-Finger Speed (imp:1.38 lvl:0.50) — The ability to make fast, simple, repeated movements of the fingers, hands, and 
  Spatial Orientation (imp:1.25 lvl:0.25) — The ability to know your location in relation to the environment or to know wher
  Arm-Hand Steadiness (imp:1.00) — The ability to keep your hand and arm steady while moving your arm or while hold
  Manual Dexterity (imp:1.00) — The ability to quickly move your hand, your hand together with your arm, or your
  Control Precision (imp:1.00) — The ability to quickly and repeatedly adjust the controls of a machine or a vehi
  Multilimb Coordination (imp:1.00) — The ability to coordinate two or more limbs (for example, two arms, two legs, or
  Response Orientation (imp:1.00) — The ability to choose quickly between two or more movements in response to two o
  Rate Control (imp:1.00) — The ability to time your movements or the movement of a piece of equipment in an
  Reaction Time (imp:1.00) — The ability to quickly respond (with the hand, finger, or foot) to a signal (sou
  Speed of Limb Movement (imp:1.00) — The ability to quickly move the arms and legs.
  Static Strength (imp:1.00) — The ability to exert maximum muscle force to lift, push, pull, or carry objects.
  Explosive Strength (imp:1.00) — The ability to use short bursts of muscle force to propel oneself (as in jumping
  Dynamic Strength (imp:1.00) — The ability to exert muscle force repeatedly or continuously over time. This inv
  Stamina (imp:1.00) — The ability to exert yourself physically over long periods of time without getti
  Extent Flexibility (imp:1.00) — The ability to bend, stretch, twist, or reach with your body, arms, and/or legs.
  Dynamic Flexibility (imp:1.00) — The ability to quickly and repeatedly bend, stretch, twist, or reach out with yo
  Gross Body Coordination (imp:1.00) — The ability to coordinate the movement of your arms, legs, and torso together wh
  Gross Body Equilibrium (imp:1.00) — The ability to keep or regain your body balance or stay upright when in an unsta
  Night Vision (imp:1.00) — The ability to see under low-light conditions.
  Peripheral Vision (imp:1.00) — The ability to see objects or movement of objects to one's side when the eyes ar
  Depth Perception (imp:1.00) — The ability to judge which of several objects is closer or farther away from you
  Glare Sensitivity (imp:1.00) — The ability to see objects in the presence of a glare or bright lighting.
  Sound Localization (imp:1.00) — The ability to tell the direction from which a sound originated.

--- WORK ACTIVITIES ---
  Getting Information (imp:4.53 lvl:3.74) — Observing, receiving, and otherwise obtaining information from all relevant sour
  Communicating with Supervisors, Peers, or Subordinates (imp:4.21 lvl:5.05) — Providing information to supervisors, co-workers, and subordinates by telephone,
  Establishing and Maintaining Interpersonal Relationships (imp:4.19 lvl:5.29) — Developing constructive and cooperative working relationships with others, and m
  Monitoring Processes, Materials, or Surroundings (imp:4.15 lvl:3.28) — Monitoring and reviewing information from materials, events, or the environment,
  Identifying Objects, Actions, and Events (imp:3.95 lvl:3.52) — Identifying information by categorizing, estimating, recognizing differences or 
  Making Decisions and Solving Problems (imp:3.83 lvl:4.26) — Analyzing information and evaluating results to choose the best solution and sol
  Interpreting the Meaning of Information for Others (imp:3.76 lvl:4.30) — Translating or explaining what information means and how it can be used.
  Organizing, Planning, and Prioritizing Work (imp:3.73 lvl:4.82) — Developing specific goals and plans to prioritize, organize, and accomplish your
  Analyzing Data or Information (imp:3.68 lvl:4.25) — Identifying the underlying principles, reasons, or facts of information by break
  Communicating with People Outside the Organization (imp:3.60 lvl:4.31) — Communicating with people outside the organization, representing the organizatio
  Updating and Using Relevant Knowledge (imp:3.49 lvl:4.03) — Keeping up-to-date technically and applying new knowledge to your job.
  Assisting and Caring for Others (imp:3.48 lvl:3.93) — Providing personal assistance, medical attention, emotional support, or other pe
  Providing Consultation and Advice to Others (imp:3.38 lvl:3.84) — Providing guidance and expert advice to management or other groups on technical,
  Developing and Building Teams (imp:3.29 lvl:3.50) — Encouraging and building mutual trust, respect, and cooperation among team membe
  Thinking Creatively (imp:3.28 lvl:3.48) — Developing, designing, or creating new applications, ideas, relationships, syste
  Training and Teaching Others (imp:3.26 lvl:3.34) — Identifying the educational needs of others, developing formal educational or tr
  Resolving Conflicts and Negotiating with Others (imp:3.18 lvl:3.50) — Handling complaints, settling disputes, and resolving grievances and conflicts, 
  Working with Computers (imp:3.13 lvl:2.36) — Using computers and computer systems (including hardware and software) to progra
  Performing Administrative Activities (imp:3.05 lvl:3.50) — Performing day-to-day administrative tasks such as maintaining information files
  Documenting/Recording Information (imp:3.04 lvl:3.43) — Entering, transcribing, recording, storing, or maintaining information in writte
  Coaching and Developing Others (imp:3.02 lvl:3.47) — Identifying the developmental needs of others and coaching, mentoring, or otherw
  Coordinating the Work and Activities of Others (imp:2.89 lvl:3.25) — Getting members of a group to work together to accomplish tasks.
  Evaluating Information to Determine Compliance with Standards (imp:2.83 lvl:2.81) — Using relevant information and individual judgment to determine whether events o
  Processing Information (imp:2.73 lvl:3.26) — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying
  Developing Objectives and Strategies (imp:2.67 lvl:2.65) — Establishing long-range objectives and specifying the strategies and actions to 
  Scheduling Work and Activities (imp:2.66 lvl:3.08) — Scheduling events, programs, and activities, as well as the work of others.
  Guiding, Directing, and Motivating Subordinates (imp:2.53 lvl:3.00) — Providing guidance and direction to subordinates, including setting performance 
  Judging the Qualities of Objects, Services, or People (imp:2.21 lvl:1.56) — Assessing the value, importance, or quality of things or people.
  Performing for or Working Directly with the Public (imp:2.06 lvl:1.74) — Performing for people or dealing directly with the public. This includes serving
  Monitoring and Controlling Resources (imp:1.93 lvl:1.32) — Monitoring and controlling resources and overseeing the spending of money.
  Selling or Influencing Others (imp:1.80 lvl:1.46) — Convincing others to buy merchandise/goods or to otherwise change their minds or
  Staffing Organizational Units (imp:1.75 lvl:1.03) — Recruiting, interviewing, selecting, hiring, and promoting employees in an organ
  Estimating the Quantifiable Characteristics of Products, Events, or Information (imp:1.57 lvl:1.36) — Estimating sizes, distances, and quantities; or determining time, costs, resourc
  Inspecting Equipment, Structures, or Materials (imp:1.54) — Inspecting equipment, structures, or materials to identify the cause of errors o
  Operating Vehicles, Mechanized Devices, or Equipment (imp:1.38) — Running, maneuvering, navigating, or driving vehicles or mechanized equipment, s
  Handling and Moving Objects (imp:1.27) — Using hands and arms in handling, installing, positioning, and moving materials,
  Controlling Machines and Processes (imp:1.24) — Using either control mechanisms or direct physical activity to operate machines 
  Performing General Physical Activities (imp:1.13) — Performing general physical activities includes doing activities that require co
  Drafting, Laying Out, and Specifying Technical Devices, Parts, and Equipment (imp:1.12) — Providing documentation, detailed instructions, drawings, or specifications to t
  Repairing and Maintaining Mechanical Equipment (imp:1.12) — Servicing, repairing, adjusting, and testing machines, devices, moving parts, an
  Repairing and Maintaining Electronic Equipment (imp:1.12) — Servicing, repairing, calibrating, regulating, fine-tuning, or testing machines,

--- WORK STYLES ---
  Intellectual Curiosity (imp:10.00) — A tendency to seek out and acquire new work-related knowledge and obtain a deep 
  Cooperation (imp:9.00) — A tendency to be pleasant, helpful, and willing to assist others at work.
  Achievement Orientation (imp:8.00) — A tendency to establish and maintain personally challenging work-related goals, 
  Social Orientation (imp:7.00) — A tendency to seek out, enjoy, and be energized by social interaction at work.
  Self-Control (imp:6.00) — A tendency to remain calm and composed and to manage emotions effectively in res
  Stress Tolerance (imp:5.00) — A tendency to cope and function effectively in stressful situations at work.
  Empathy (imp:4.00) — A tendency to show concern for others and be sensitive to others' needs and feel
  Adaptability (imp:3.00) — A tendency to be open to and comfortable with change, new experiences, or ideas 
  Empathy (imp:2.97) — A tendency to show concern for others and be sensitive to others' needs and feel
  Cooperation (imp:2.69) — A tendency to be pleasant, helpful, and willing to assist others at work.
  Dependability (imp:2.65) — A tendency to be reliable, responsible, and consistent in meeting work-related o
  Attention to Detail (imp:2.57) — A tendency to be detail-oriented, organized, and thorough in completing work.
  Sincerity (imp:2.53) — A tendency to be genuine and sincere in interactions with others at work, withou
  Integrity (imp:2.47) — A tendency to be honest and ethical at work.
  Social Orientation (imp:2.33) — A tendency to seek out, enjoy, and be energized by social interaction at work.
  Self-Control (imp:2.26) — A tendency to remain calm and composed and to manage emotions effectively in res
  Stress Tolerance (imp:2.24) — A tendency to cope and function effectively in stressful situations at work.
  Intellectual Curiosity (imp:2.20) — A tendency to seek out and acquire new work-related knowledge and obtain a deep 
  Optimism (imp:2.18) — A tendency to exhibit a positive attitude and positive emotions at work, even un
  Adaptability (imp:2.13) — A tendency to be open to and comfortable with change, new experiences, or ideas 
  Achievement Orientation (imp:2.04) — A tendency to establish and maintain personally challenging work-related goals, 
  Optimism (imp:2.00) — A tendency to exhibit a positive attitude and positive emotions at work, even un
  Perseverance (imp:1.97) — A tendency to exhibit determination and resolve to perform or complete tasks in 
  Cautiousness (imp:1.82) — A tendency to be careful, deliberate, and risk-avoidant when making work-related
  Initiative (imp:1.79) — A tendency to be proactive and take on extra responsibilities and tasks that may
  Self-Confidence (imp:1.66) — A tendency to believe in one's work-related capabilities and ability to control 
  Tolerance for Ambiguity (imp:1.60) — A tendency to be comfortable with ambiguity and uncertainty at work.
  Innovation (imp:1.36) — A tendency to be inventive, to be imaginative, and to adopt new perspectives on 
  Humility (imp:1.35) — A tendency to be modest and humble when interacting with others at work.
  Leadership Orientation (imp:1.26) — A tendency to lead, take charge, offer opinions, and provide direction at work.
  Sincerity (imp:1.00) — A tendency to be genuine and sincere in interactions with others at work, withou
  Innovation () — A tendency to be inventive, to be imaginative, and to adopt new perspectives on 
  Tolerance for Ambiguity () — A tendency to be comfortable with ambiguity and uncertainty at work.
  Initiative () — A tendency to be proactive and take on extra responsibilities and tasks that may
  Self-Confidence () — A tendency to believe in one's work-related capabilities and ability to control 
  Perseverance () — A tendency to exhibit determination and resolve to perform or complete tasks in 
  Leadership Orientation () — A tendency to lead, take charge, offer opinions, and provide direction at work.
  Humility () — A tendency to be modest and humble when interacting with others at work.
  Cautiousness () — A tendency to be careful, deliberate, and risk-avoidant when making work-related
  Attention to Detail () — A tendency to be detail-oriented, organized, and thorough in completing work.
  Dependability () — A tendency to be reliable, responsible, and consistent in meeting work-related o
  Integrity () — A tendency to be honest and ethical at work.

--- TRANSFERABLE SKILLS ---
  Social Perceptiveness (imp:4.00 lvl:5.00) — Being aware of others' reactions and understanding why they react as they do.
  Judgment and Decision Making (imp:3.88 lvl:4.00) — Considering the relative costs and benefits of potential actions to choose the m
  Service Orientation (imp:3.75 lvl:3.88) — Actively looking for ways to help people.
  Complex Problem Solving (imp:3.75 lvl:4.00) — Identifying complex problems and reviewing related information to develop and ev
  Coordination (imp:3.62 lvl:3.62) — Adjusting actions in relation to others' actions.
  Persuasion (imp:3.50 lvl:3.50) — Persuading others to change their minds or behavior.
  Negotiation (imp:3.38 lvl:3.38) — Bringing others together and trying to reconcile differences.
  Time Management (imp:3.38 lvl:3.62) — Managing one's own time and the time of others.
  Instructing (imp:3.25 lvl:3.50) — Teaching others how to do something.
  Systems Analysis (imp:3.12 lvl:3.38) — Determining how a system should work and how changes in conditions, operations, 
  Systems Evaluation (imp:3.12 lvl:3.50) — Identifying measures or indicators of system performance and the actions needed 
  Management of Personnel Resources (imp:2.75 lvl:2.88) — Motivating, developing, and directing people as they work, identifying the best 
  Operations Analysis (imp:1.75 lvl:1.12) — Analyzing needs and product requirements to create a design.
  Programming (imp:1.75 lvl:0.75) — Writing computer programs for various purposes.
  Operations Monitoring (imp:1.75 lvl:0.88) — Watching gauges, dials, or other indicators to make sure a machine is working pr
  Technology Design (imp:1.62 lvl:0.62) — Generating or adapting equipment and technology to serve user needs.
  Quality Control Analysis (imp:1.38 lvl:0.38) — Conducting tests and inspections of products, services, or processes to evaluate
  Equipment Selection (imp:1.00) — Determining the kind of tools and equipment needed to do a job.
  Installation (imp:1.00) — Installing equipment, machines, wiring, or programs to meet specifications.
  Operation and Control (imp:1.00) — Controlling operations of equipment or systems.
  Equipment Maintenance (imp:1.00) — Performing routine maintenance on equipment and determining when and what kind o
  Troubleshooting (imp:1.00) — Determining causes of operating errors and deciding what to do about it.
  Repairing (imp:1.00) — Repairing machines or systems using the needed tools.
  Management of Financial Resources (imp:1.00) — Determining how money will be spent to get the work done, and accounting for the
  Management of Material Resources (imp:1.00) — Obtaining and seeing to the appropriate use of equipment, facilities, and materi

--- NATIONAL WAGES ---
  total_employment : 63,940
  annual_median    : $95,990
  annual_pct10     : $63,070
  annual_pct25     : $77,470
  annual_pct75     : $120,310
  annual_pct90     : $142,330
  annual_mean      : $99,160
  hourly_median    : $46.15

--- GEOGRAPHIC DISPERSION ---
  highest_state    : California ($127,780)
  lowest_state     : Mississippi ($61,070)
  dispersion_ratio : 2.092x

--- TOP STATES BY WAGE (52 total) ---
  Educational Services                     emp:   57,630  median: $  94,510
  Health Care and Social Assistance        emp:    4,180  median: $ 135,910
  Administrative and Support and Waste Management and Remediation Services emp:    1,160  median: $ 108,430
  Federal, State, and Local Government, excluding State and Local Government Schools and Hospitals and the U.S. Postal Service (OEWS Designation) emp:      750  median: $ 104,030
  Management of Companies and Enterprises  emp:      150  median: $  78,280

--- TOP INDUSTRIES BY EMPLOYMENT (5 total) ---
  Educational Services                     emp:   57,630  median: $  94,510
  Health Care and Social Assistance        emp:    4,180  median: $ 135,910
  Administrative and Support and Waste Management and Remediation Services emp:    1,160  median: $ 108,430
  Federal, State, and Local Government, excluding State and Local Government Schools and Hospitals and the U.S. Postal Service (OEWS Designation) emp:      750  median: $ 104,030
  Management of Companies and Enterprises  emp:      150  median: $  78,280

exact_match_status : found
matched_title      : Psychologist
match_score        : 0.7500
wikidata_qid       : Q212980
word_count         : 4,390
wikipedia_url      : https://en.wikipedia.org/wiki/Psychologist
license            : CC BY-SA 4.0
fetched_at         : 2026-06-02T20:50:52.437281Z

--- WIKIPEDIA FULL TEXT ---
A psychologist is a professional who practices psychology and studies mental states, perceptual, cognitive, emotional, and social processes and behavior. Their work often involves the experimentation, observation, and interpretation of how individuals relate to each other and to their environments.
Psychologists usually acquire a bachelor's degree in psychology, followed by a master's degree or doctorate in psychology. Unlike psychiatrists and psychiatric nurse-practitioners, psychologists usually cannot prescribe medication, but depending on the jurisdiction, some psychologists with additional training can be licensed to prescribe medications; qualification requirements may be different from a bachelor's degree and master's degree.
Psychologists receive extensive training in psychological testing, communication techniques, scoring, interpretation, and reporting, while psychiatrists are not usually trained in psychological testing. Psychologists are also trained in, and often specialize in, one or more psychotherapies to improve symptoms of many mental disorders, including but not limited to treatment for anxiety, depression, post-traumatic stress disorder, schizophrenia, bipolar disorder, personality disorders and eating disorders. Treatment from psychologists can be individual or in groups. Cognitive behavioral therapy is a commonly used, well studied and high efficacy psychotherapy practiced by psychologists. Psychologists can work with a range of institutions and people, such as schools, prisons, in a private clinic, in a workplace, or with a sports team.
Applied psychology applies theory to solve problems in human and animal behavior. Applied fields include clinical psychology, counseling psychology, sport psychology, forensic psychology, industrial and organizational psychology, community psychology, health psychology and school psychology. Licensing and regulations can vary by state and profession.


== Australia ==
In Australia, the psychology profession, and the use of the title "psychologist", is regulated by an Act of Parliament, the Health Practitioner Regulation (Administrative Arrangements) National Law Act 2008, following an agreement between state and territorial governments. Under this national law, registration of psychologists is administered by the Psychology Board of Australia (PsyBA). Before July 2010, the professional registration of psychologists was governed by various state and territorial Psychology Registration Boards. The Australian Psychology Accreditation Council (APAC) oversees education standards for the profession.
The minimum requirements for general registration in psychology, including the right to use the title "psychologist", are an APAC approved four-year degree in psychology followed by either a two-year master's program or two years of practice supervised by a registered psychologist. However, the Australian Health Practitioner Regulation Agency (AHPRA) is currently in the process of phasing out the 4 + 2 internship pathway. Once the 4 + 2 pathway is phased out, a master's degree or PhD will be required to become a psychologist in Australia. This is because of concerns about public safety, and to reduce the burden of training on employers. There is also a '5 + 1' registration pathway, including a four-year APAC approved degree followed by one year of postgraduate study and one year of supervised practice. Endorsement within a specific area of practice requires additional qualifications. These notations are not "specialist" titles (Western Australian psychologists could use "specialist" in their titles during a three-year transitional period from 17 October 2010 to 17 October 2013).
Membership with the Australian Psychological Society (APS) differs from registration as a psychologist. The standard route to full membership (MAPS) of the APS usually requires four years of APAC-accredited undergraduate study, plus a master's or doctorate in psychology from an accredited institution. An alternate route is available for academics and practitioners who have gained appropriate experience and made a substantial contribution to the field of psychology.
Restrictions apply to all individuals using the title "psychologist" in all states and territories of Australia. However, the terms "psychotherapist", "social worker", and "counselor" are currently self-regulated, with several organizations campaigning for government regulation.


== Belgium ==
Since 1933, the title "psychologist" has been protected by law in Belgium. It can only be used by people who are on the National Government Commission list. The minimum requirement is the completion of five years of university training in psychology (master's degree or equivalent). The title of "psychotherapist" is not legally protected. As of 2016, Belgian law recognizes the clinical psychologist as an autonomous health profession. It reserves the practice of psychotherapy to medical doctors, clinical psychologists and clinical orthopedagogists.


== Canada ==
A professional in the U.S. or Canada must hold a graduate degree in psychology (MA, Psy.D., Ed.D., or Ph.D.), or have a provincial license to use the title "psychologist".
Provincial regulators include:

Alberta: College of Alberta Psychologists
British Columbia: College of Psychologists of British Columbia
Manitoba: Psychological Association of Manitoba
Newfoundland and Labrador: Newfoundland and Labrador Psychology Board
New Brunswick: College of Psychologists of New Brunswick
Northwest Territories: Office of the Registrar, Northwest Territories (NWT) Professional Licensing
Nova Scotia: Nova Scotia Board of Examiners in Psychology
Nunavut: Registrar, Professional Licensing Kugluktuk
Ontario: College of Psychologists of Ontario
Prince Edward Island: Prince Edward Island Psychologists Registration Board
Quebec: Order of Psychologists of Quebec
Saskatchewan: Saskatchewan College of Psychologists


== Dominican Republic ==
A professional psychologist in the Dominican Republic must have a suitable qualification and be a member of the Dominican College of Psychologists.


== Finland ==
In Finland, the title "psychologist" is protected by law. The restriction for psychologists (licensed professionals) is governed by National Supervisory Authority for Welfare and Health (Finland) (Valvira). It takes 330 ECTS-credits (about six years) to complete the university studies (master's degree). There are about 6,200 licensed psychologists in Finland.


== Germany ==
In Germany, the use of the title Diplom-Psychologe (Dipl.-Psych.) is restricted by law, and a practitioner is legally required to hold the corresponding academic title, which is comparable to a M.Sc. degree and requires at least five years of training at a university. Originally, a diploma degree in psychology awarded in Germany included the subject of clinical psychology. With the Bologna-reform, this degree was replaced by a master's degree. The academic degree of Diplom-Psychologe or M.Sc. (Psychologie) does not include a psychotherapeutic qualification, which requires three to five years of additional training. The psychotherapeutic training combines in-depth theoretical knowledge with supervised patient care and self-reflection units. After having completed the training requirements, psychologists take a state-run exam, which, upon successful completion (Approbation), confers the official title of "psychological psychotherapist" (Psychologischer Psychotherapeut). After many years of inter-professional political controversy, non-physician psychotherapy was given an adequate legal foundation through the creation of two new academic healthcare professions.


== Greece ==
Since 1979, the title "psychologist" has been protected by law in Greece. It can only be used by people who hold a relevant license or certificate, which is issued by the Greek authorities, to practice as a psychologist. The minimum requirement is the completion of university training in psychology at a G

--- SEMANTIC NEIGHBORS (5) ---

  Title: Mental health professional (similarity: 0.2609)
  URL: https://en.wikipedia.org/wiki/Mental_health_professional
  QID: Q6817473
  Extract: A mental health professional is a health care practitioner or social and human services provider who offers services for the purpose of improving an individual's mental health or to treat mental disorders. This broad category was developed as a name for community personnel who worked in the new comm

  Title: Donna Williams (similarity: 0.0588)
  URL: https://en.wikipedia.org/wiki/Donna_Williams
  QID: Q441389
  Extract: Donna Leanne Williams, also known by her married name Donna Leanne Samuel and as Polly Samuel, was an Australian writer, artist, singer-songwriter, screenwriter, and sculptor.

  Title: Autism Speaks (similarity: 0.1818)
  URL: https://en.wikipedia.org/wiki/Autism_Speaks
  QID: Q784658
  Extract: Autism Speaks Inc. is an American non-profit autism awareness organization and the largest autism research organization in the United States. It sponsors autism research and conducts awareness and outreach activities aimed at families, governments, and the public. It was founded in February 2005 by 

  Title: Autism Research Institute (similarity: 0.3111)
  URL: https://en.wikipedia.org/wiki/Autism_Research_Institute
  QID: Q4826009
  Extract: The Autism Research Institute (ARI) is an organization that created a controversial program, Defeat Autism Now! (DAN!), in 1995. ARI was founded in 1967 by Bernard Rimland.

  Title: Temple Grandin (similarity: 0.2353)
  URL: https://en.wikipedia.org/wiki/Temple_Grandin
  QID: Q232810
  Extract: Mary Temple Grandin is an American academic, inventor, and ethologist. She is a prominent proponent of the humane treatment of livestock for slaughter and the author of more than 60 scientific papers on animal behavior. Grandin is a consultant to the livestock industry, where she offers advice on an

model_pass1          : claude-sonnet-4-20250514
model_pass2          : claude-haiku-4-5-20251001
inference_confidence : high
confidence_notes     : Rich O*NET data with comprehensive task descriptions, clear education requirements, and robust BLS wage data provide strong foundation for analysis. Related occupations align logically with the role's interdisciplinary nature.
inferred_at          : 2026-06-03T15:52:35.467232+00:00
tokens_input         : 4,812
tokens_output        : 4,151
cost_usd             : $0.044570
wikipedia_used       : True
wikipedia_title      : Psychologist
wikipedia_note       : The Wikipedia match provides general psychology context but lacks specificity to the educational setting focus of school psychology practice. School psychologists represent a specialized application of psychological principles within educational environments.

--- PROSE FIELDS ---

ROLE SUMMARY:
School psychologists diagnose and implement interventions to address educational, behavioral, and developmental issues that impact student learning within school settings. They assess individual student needs through psychological testing, observation, and consultation with teachers and families. These professionals develop individualized educational plans and provide counseling services to help students overcome academic and behavioral challenges.

DAY IN THE LIFE:
School psychologists begin their day reviewing student referrals and compiling test results with information from teachers and parents to diagnose learning and behavioral conditions. They administer and score standardized psychological assessments, then interpret results to prepare detailed reports for educators, administrators, and families. Much of their time involves direct consultation with teachers to develop individualized educational plans and behavior modification strategies. They conduct counseling sessions with students and families to address conflicts and adjustment issues, while maintaining comprehensive student records including special education documentation. Their work frequently includes collaborating with multidisciplinary teams to design school-wide programs and providing expert consultation on learning styles and behavioral interventions.

WHO THRIVES:
Individuals who excel as school psychologists demonstrate exceptional intellectual curiosity combined with strong cooperative abilities, as evidenced by the top work styles data showing maximum importance ratings. They possess highly developed social orientation skills, enabling them to navigate complex relationships between students, families, teachers, and administrators effectively. These professionals must maintain remarkable self-control when dealing with sensitive situations involving child welfare concerns and challenging behavioral issues. The role attracts people with strong analytical minds who can synthesize complex psychological data while maintaining genuine empathy for students and families facing educational challenges.

CAREER ENTRY:
Entry into school psychology requires extensive preparation, with 53% holding post-master's certificates and 46.4% possessing master's degrees according to the education distribution data. Most programs require prior coursework in psychology, education, and child development, followed by supervised internship experiences in educational settings. Candidates must complete specialized training in psychological assessment, educational interventions, and child counseling before obtaining state licensure or certification.

CAREER TRAJECTORY:
School psychologists can advance to supervisory roles overseeing district-wide psychological services or specialize in areas like autism consultation and behavioral analysis as indicated by the job titles data. Career progression often leads to private practice, university teaching positions, or administrative roles in special education departments. Some professionals transition to clinical psychology settings or pursue doctoral degrees to become clinical neuropsychologists, expanding their scope beyond educational environments.

MARKET INTELLIGENCE:
The field employs 63,940 professionals nationally with a median annual salary of $95,990 according to BLS OEWS May 2025 data. Educational Services dominates employment with 57,630 positions, while Health Care and Social Assistance provides 4,180 additional opportunities. Geographic wage variation is significant, ranging from California's $127,780 to Mississippi's $61,070, representing a 2.09x difference that reflects both cost of living and demand variations. The concentration in educational settings suggests stable employment tied to public school funding and special education mandates.

AUTOMATION OUTLOOK:
School psychology roles face low automation risk due to their heavy reliance on human-centered activities like establishing interpersonal relationships and interpreting complex behavioral information. The core work activities of getting information through observation and communicating with stakeholders require emotional intelligence and contextual judgment that current technology cannot replicate effectively.

--- REASONED EDGES ---
  [knowledge_overlap] Clinical and Counseling Psychologists (19-3033.00) — confidence:high
    reasoning: Both roles share identical high-importance psychology knowledge (4.9 importance) and therapy/counseling expertise.
    data: Psychology knowledge 4.9 importance
    data: Therapy and Counseling knowledge 4.5 importance
  [task_similarity] Educational, Guidance, and Career Counselors and Advisors (21-1012.00) — confidence:high
    reasoning: Both roles involve counseling students and families while collaborating with educational professionals on student development.
    data: Counsel children and families task
    data: Education and Training knowledge 4.4 importance
  [career_pathway] Special Education Teachers, Secondary School (25-2058.00) — confidence:high
    reasoning: School psychologists develop individualized educational plans that special education teachers implement, creating natural collaboration pathways.
    data: Develop individualized educational plans task
    data: Educational Services employs 57,630
  [riasec_cluster] Child, Family, and School Social Workers (21-1021.00) — confidence:medium
    reasoning: Both roles share dominant Social orientation (S:6.77) and work in educational settings addressing student welfare.
    data: Social RIASEC code 6.77
    data: Report child endangerment task
  [skill_overlap] Mental Health Counselors (21-1014.00) — confidence:high
    reasoning: Both require identical active listening skills (4.4 importance) and social perceptiveness for client assessment.
    data: Active Listening 4.4 importance
    data: Social Perceptiveness 4.0 importance

--- NORMALIZER SIGNALS ---
  match_keywords   : ['school psychologist', 'educational psychologist', 'assessment specialist', 'behavior specialist', 'autism consultant', 'school psychology', 'educational assessment', 'behavioral intervention']
  exclude_keywords : ['clinical psychologist', 'private practice', 'hospital psychology', 'research psychologist', 'neuropsychologist']
  title_patterns   : ['School Psychologist', 'Educational Psychologist', 'Behavior Specialist', 'Assessment Specialist', 'Autism Consultant']
  common_variations: ['certified school psychologist', 'bilingual school psychologist', 'contract school psychologist', 'early intervention school psychologist', 'area school psychologist', 'consulting psychologist', 'behavioral analyst', 'challenging behavior consultant']

total_terms    : 40
top_words      : ['psychology', 'psychologists', 'clinical', 'psychologist', 'others', 'psychological', 'tendency', 'health', 'programs', 'research', 'educational', 'practice', 'mental', 'school', 'title', 'master', 'behavior', 'equipment', 'years', 'licensed']
source_layers  : onet_tasks | onet_dimensions | dwas | wikipedia | inference

TERM                    COUNT     FREQ  DOMINANT SOURCE      SOURCE BREAKDOWN
──────────────────────────────────────────────────────────────────────────────────────────
psychology                 88  0.01726  wikipedia            wikipedia:91%  inference:7%  onet_tasks:1%
psychologists              74  0.01452  wikipedia            wikipedia:93%  inference:7%
clinical                   62  0.01216  wikipedia            wikipedia:97%  inference:3%
psychologist               51  0.01001  wikipedia            wikipedia:100%
others                     43  0.00844  onet_dimensions      onet_dimensions:88%  dwas:7%  onet_tasks:2%
psychological              42  0.00824  wikipedia            wikipedia:74%  inference:14%  onet_tasks:5%
tendency                   42  0.00824  onet_dimensions      onet_dimensions:100%
health                     40  0.00785  wikipedia            wikipedia:90%  dwas:5%  onet_dimensions:2%
programs                   36  0.00706  wikipedia            wikipedia:58%  dwas:14%  onet_tasks:11%
research                   30  0.00589  wikipedia            wikipedia:80%  dwas:13%  onet_tasks:3%
educational                29  0.00569  inference            inference:38%  dwas:24%  wikipedia:21%
practice                   29  0.00569  wikipedia            wikipedia:93%  inference:7%
mental                     27  0.00530  wikipedia            wikipedia:89%  dwas:7%  onet_dimensions:4%
school                     26  0.00510  inference            inference:42%  wikipedia:38%  onet_tasks:19%
title                      26  0.00510  wikipedia            wikipedia:100%
master                     25  0.00490  wikipedia            wikipedia:92%  inference:8%
behavior                   23  0.00451  wikipedia            wikipedia:65%  onet_tasks:13%  onet_dimensions:13%
equipment                  23  0.00451  onet_dimensions      onet_dimensions:100%
years                      23  0.00451  wikipedia            wikipedia:100%
licensed                   22  0.00432  wikipedia            wikipedia:100%
states                     21  0.00412  wikipedia            wikipedia:100%
services                   20  0.00392  wikipedia            wikipedia:35%  onet_dimensions:30%  onet_tasks:20%
counseling                 18  0.00353  wikipedia            wikipedia:72%  inference:17%  onet_dimensions:11%
principles                 17  0.00333  onet_dimensions      onet_dimensions:94%  inference:6%
includes                   17  0.00333  onet_dimensions      onet_dimensions:71%  wikipedia:24%  inference:6%
behavioral                 15  0.00294  inference            inference:47%  wikipedia:33%  onet_tasks:13%
problems                   15  0.00294  onet_dimensions      onet_dimensions:60%  wikipedia:33%  onet_tasks:7%
law                        15  0.00294  wikipedia            wikipedia:87%  onet_dimensions:7%  dwas:7%
usually                    15  0.00294  wikipedia            wikipedia:100%
students                   14  0.00275  wikipedia            wikipedia:43%  inference:29%  onet_tasks:21%
social                     14  0.00275  wikipedia            wikipedia:43%  onet_dimensions:36%  inference:14%
activities                 14  0.00275  onet_dimensions      onet_dimensions:64%  wikipedia:14%  inference:14%
program                    14  0.00275  wikipedia            wikipedia:93%  onet_dimensions:7%
techniques                 13  0.00255  onet_dimensions      onet_dimensions:77%  wikipedia:15%  onet_tasks:8%
control                    13  0.00255  onet_dimensions      onet_dimensions:92%  inference:8%
practitioner               13  0.00255  wikipedia            wikipedia:100%
phd                        13  0.00255  wikipedia            wikipedia:100%
requires                   13  0.00255  wikipedia            wikipedia:92%  inference:8%
counselor                  13  0.00255  wikipedia            wikipedia:100%
needs                      12  0.00235  onet_dimensions      onet_dimensions:67%  onet_tasks:17%  dwas:8%