J-1 Visa Clinical Psychologist Jobs
Clinical Psychologist positions in the U.S. are available to qualified professionals through J-1 visa sponsorship under the Research Scholar, Specialist, or Exchange Visitor program categories. Designated sponsor organizations issue your DS-2019, while the hiring institution serves as your host site. No lottery or annual cap applies.
Find J-1 Visa Clinical Psychologist JobsOverview
Showing 5 of 7+ Clinical Psychologist jobs
See all Clinical Psychologist Jobs
Sign up for free to unlock all listings, filter by visa type, and get alerts for new Clinical Psychologist roles.
Get Access To All JobsDays per Year: 197
Min: $55,117
Mid: $66,389
JOB DESCRIPTION
JOB TITLE: Intern - School Psychologist
REPORTS TO: Coordinator-Assessment
WAGE: Exempt
PAY GRADE: AI 1
PRIMARY PURPOSE:
The Licensed Specialist in School Psychology - Intern, under the direction of the Special Education Assessment Coordinator, is responsible for culturally-relevant, ethical evidence-based evaluation and assessment practices that align and support the district maintenance of compliance with the statutory requirements of IDEA and the state accountability systems for student identification under Child Find and student progress.
All employees of Spring ISD are expected to act with integrity, support organizational goals, communicate in a clear and respectful manner, demonstrate the ability to inspire, grow and motivate others, utilize feedback, drive for results, and champion the needs of our students, employees and district while driving continuous improvement.
QUALIFICATIONS
Required:
Masters in School Psychology from an accredited college or university
1 years’ school psychology practicum experience under the supervision of a Licensed Specialist in School Psychology and accredited University program
Preferred:
Academic training from a NASP accredited program
Field experience in evaluations for Emotional Disturbance, Autism, and Other Health Impairment
Evaluation skills in the areas of cognitive, academic and adaptive behavior assessment
Field experience with functional behavioral assessments
Field experience with counseling practices
Teaching experience
* Fluent in Spanish
SPECIAL KNOWLEDGE/SKILLS:
Knowledge of psychoeducational evaluation
Knowledge of psychological evaluation
Ability to work with diverse populations
Skill in consultation with teachers and parents
Ability to work well under pressure
Knowledge of special needs of students specific to behavior
Knowledge of special needs of students exhibiting an Emotional Disturbance
Willingness to learn, receive professional feedback and respond to request
General knowledge of curriculum and instruction and appropriate accommodations and modifications for students with disabilities in the general education curriculum
Strong organizational, communication, and interpersonal skills
MAJOR RESPONSIBILITIES:
Must engage in timely data-based decision-making while utilizing assessment methods for identifying strengths and needs; developing effective interventions, services, and programs with supervision support;
Participates as a member of the Admission, Review, and Dismissal/Individual Educational Plan Committee for special education placement of and programming for students.
Assesses referred students under IDEA to determine the factors influencing behavior and emotion as it relates to educational performance, cultural relevance, ethics, TEA disability conditions, legal standards within federal and state timelines.
Assists in gathering, review, distribution and analysis of psychological data from outside professionals and vice versa.
Collects and interprets data in order to make recommendations to support student academic progress.
Conduct and/or assist with Functional Behavior Assessment.
Conduct and/or assist with development of student Behavior Intervention Plan.
Functions as ARD committee member to formulate appropriate educational and behavioral goals for students.
Assists in the transmittal of psychological information to outside professional individuals and agencies.
Clearly communicate assessment findings and recommendations to students, parents, teachers and staff.
Provides counseling supports and/or psychological services if recommended by the ARD committee
Must effectively demonstrate the skills needed to consult and collaborate with staff, parents, leaders and students.
Interprets and applies appraisal and assessment data as it relates to the students’ performance.
Must understand the biological, cultural, and social influences that impact the academic skills, learning and developmental processes of students and the need for evidence-based curricula and instructional strategies.
Assist and support the staff development for general and special education staff, administrators, parents, students and other related staff regarding related field areas, behavior, social-emotional, autism.
Assist to Promote Safe and Supportive Schools via best practices for crisis management, resilience, socialization and adaptive skills to enhance mental and behavioral health.
Assist in school-wide supports that promote learning
Conduct formal and informal observations of students for consultation and evaluation
Family, School, and Community Collaboration and the promotion of Equitable Practices for Diverse Student Populations
+ Participate in child referral teams, and community learning activities promoting culture and learning.
+ Use of culturally-relevant assessment practices and tools, recommendations utilizing a culturally responsive approach.
Other duties as assigned
WORKING CONDITIONS:
The usual and customary methods of performing the job’s functions require the following physical demands: physical mobility, standing, prolonged sitting, some lifting, carrying, pushing, and/or pulling, reaching/repetitive hand motions, and the ability to work with frequent interruptions. May be required to lift or position students with physical disabilities; support behavior through physical restraint; and assist non-ambulatory students. Exposure to biological hazards. Mental demands: Ability to maintain emotional control under stress; ability to solve problems and deal with a variety of situations; ability to interpret a variety of data, ability to be effective in both oral and written communication. Travel within the district as required.
The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.
Days per Year: 197
Min: $55,117
Mid: $66,389
JOB DESCRIPTION
JOB TITLE: Intern - School Psychologist
REPORTS TO: Coordinator-Assessment
WAGE: Exempt
PAY GRADE: AI 1
PRIMARY PURPOSE:
The Licensed Specialist in School Psychology - Intern, under the direction of the Special Education Assessment Coordinator, is responsible for culturally-relevant, ethical evidence-based evaluation and assessment practices that align and support the district maintenance of compliance with the statutory requirements of IDEA and the state accountability systems for student identification under Child Find and student progress.
All employees of Spring ISD are expected to act with integrity, support organizational goals, communicate in a clear and respectful manner, demonstrate the ability to inspire, grow and motivate others, utilize feedback, drive for results, and champion the needs of our students, employees and district while driving continuous improvement.
QUALIFICATIONS
Required:
Masters in School Psychology from an accredited college or university
1 years’ school psychology practicum experience under the supervision of a Licensed Specialist in School Psychology and accredited University program
Preferred:
Academic training from a NASP accredited program
Field experience in evaluations for Emotional Disturbance, Autism, and Other Health Impairment
Evaluation skills in the areas of cognitive, academic and adaptive behavior assessment
Field experience with functional behavioral assessments
Field experience with counseling practices
Teaching experience
* Fluent in Spanish
SPECIAL KNOWLEDGE/SKILLS:
Knowledge of psychoeducational evaluation
Knowledge of psychological evaluation
Ability to work with diverse populations
Skill in consultation with teachers and parents
Ability to work well under pressure
Knowledge of special needs of students specific to behavior
Knowledge of special needs of students exhibiting an Emotional Disturbance
Willingness to learn, receive professional feedback and respond to request
General knowledge of curriculum and instruction and appropriate accommodations and modifications for students with disabilities in the general education curriculum
Strong organizational, communication, and interpersonal skills
MAJOR RESPONSIBILITIES:
Must engage in timely data-based decision-making while utilizing assessment methods for identifying strengths and needs; developing effective interventions, services, and programs with supervision support;
Participates as a member of the Admission, Review, and Dismissal/Individual Educational Plan Committee for special education placement of and programming for students.
Assesses referred students under IDEA to determine the factors influencing behavior and emotion as it relates to educational performance, cultural relevance, ethics, TEA disability conditions, legal standards within federal and state timelines.
Assists in gathering, review, distribution and analysis of psychological data from outside professionals and vice versa.
Collects and interprets data in order to make recommendations to support student academic progress.
Conduct and/or assist with Functional Behavior Assessment.
Conduct and/or assist with development of student Behavior Intervention Plan.
Functions as ARD committee member to formulate appropriate educational and behavioral goals for students.
Assists in the transmittal of psychological information to outside professional individuals and agencies.
Clearly communicate assessment findings and recommendations to students, parents, teachers and staff.
Provides counseling supports and/or psychological services if recommended by the ARD committee
Must effectively demonstrate the skills needed to consult and collaborate with staff, parents, leaders and students.
Interprets and applies appraisal and assessment data as it relates to the students’ performance.
Must understand the biological, cultural, and social influences that impact the academic skills, learning and developmental processes of students and the need for evidence-based curricula and instructional strategies.
Assist and support the staff development for general and special education staff, administrators, parents, students and other related staff regarding related field areas, behavior, social-emotional, autism.
Assist to Promote Safe and Supportive Schools via best practices for crisis management, resilience, socialization and adaptive skills to enhance mental and behavioral health.
Assist in school-wide supports that promote learning
Conduct formal and informal observations of students for consultation and evaluation
Family, School, and Community Collaboration and the promotion of Equitable Practices for Diverse Student Populations
+ Participate in child referral teams, and community learning activities promoting culture and learning.
+ Use of culturally-relevant assessment practices and tools, recommendations utilizing a culturally responsive approach.
Other duties as assigned
WORKING CONDITIONS:
The usual and customary methods of performing the job’s functions require the following physical demands: physical mobility, standing, prolonged sitting, some lifting, carrying, pushing, and/or pulling, reaching/repetitive hand motions, and the ability to work with frequent interruptions. May be required to lift or position students with physical disabilities; support behavior through physical restraint; and assist non-ambulatory students. Exposure to biological hazards. Mental demands: Ability to maintain emotional control under stress; ability to solve problems and deal with a variety of situations; ability to interpret a variety of data, ability to be effective in both oral and written communication. Travel within the district as required.
The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.
See all J-1 Visa Clinical Psychologist Jobs
Sign up for free to unlock all listings, filter by visa type, and get alerts for new J-1 Visa Clinical Psychologist Jobs.
Get Access To All JobsTips for Finding J-1 Visa Sponsorship in Clinical Psychologist
Verify your credentials meet U.S. licensure standards
State psychology boards typically require a doctorate from a regionally accredited program and supervised postdoctoral hours. Confirm your foreign degree equivalency through a NACES-approved evaluation service before applying to host institutions, since credential gaps can stall DS-2019 issuance.
Target host institutions with active exchange programs
University psychology departments, VA medical centers, and federally funded research institutes most commonly hold existing agreements with State Department-designated sponsors. Search Migrate Mate to surface Clinical Psychologist roles at employers already structured for J-1 visa exchange visitors.
Identify which J-1 category fits your career stage
Postdoctoral researchers and faculty-track candidates typically qualify under Research Scholar. Practicing clinicians seeking skills-based training fit the Specialist category. Your designated sponsor, not your host employer, makes this classification and issues the corresponding DS-2019.
Assess the two-year home residency requirement early
Research Scholar and Specialist categories often trigger the two-year home-country residency requirement under INA Section 212(e), particularly when your exchange is government-financed. Determine your exposure before accepting an offer, since it affects future H-1B visa or green card eligibility.
Confirm your host employer will execute a training plan
Designated sponsors require a signed Training or Exchange Visitor Program plan detailing your supervised clinical or research activities, objectives, and evaluation schedule. Clarify with your prospective host whether their HR and legal teams have completed this documentation before, as first-time host sites face longer onboarding timelines.
Understand the 30-day grace period after your program ends
Your J-1 status expires at the program end date on your DS-2019. You have a 30-day grace period for departure or status change, not continued employment. Build this window into your transition planning, especially if pursuing licensure in a new state between positions.
Clinical Psychologist J-1 Visa: Frequently Asked Questions
Which J-1 program category applies to Clinical Psychologists?
It depends on your career stage and the nature of your U.S. placement. Postdoctoral researchers and psychology faculty typically enter under the Research Scholar category. Clinicians pursuing advanced supervised training in a specific modality, such as neuropsychological assessment or DBT, generally fit the Specialist category. Your designated sponsor organization, not your host employer, determines the correct classification and issues your DS-2019.
Who actually sponsors my J-1 visa as a Clinical Psychologist?
The visa sponsor is a U.S. Department of State-designated organization, such as IIE, CIEE, Cultural Vistas, or a university's own designated sponsorship office. Your hiring institution, such as a hospital system or research center, is the host site. The host employs you, but the designated sponsor is legally responsible for issuing your DS-2019, monitoring your program, and reporting to the State Department throughout your exchange.
Does the J-1 visa have a cap or lottery for Clinical Psychologists?
No. Unlike the H-1B, the J-1 visa has no annual numerical cap and no lottery. Clinical Psychologists can apply and begin their exchange program at any point in the year, subject only to their host institution's timeline, the designated sponsor's processing schedule, and consular appointment availability at the relevant U.S. embassy or consulate.
How do I find U.S. employers open to J-1 Clinical Psychologist placements?
Most general job boards don't filter by visa category, making it difficult to identify host sites already structured for J-1 exchange visitors. Migrate Mate lets you search for Clinical Psychologist roles at U.S. employers that align with J-1 sponsorship, so you can focus your applications on institutions where the exchange visitor pathway is already understood and supported.
Can the two-year home residency requirement affect my long-term U.S. plans?
Yes, and it's one of the most consequential factors for Clinical Psychologists on J-1 status. If your exchange is funded by your home government or the U.S. government, or if your field appears on the Exchange Visitor Skills List for your country, you'll likely be subject to the requirement under INA Section 212(e). This bars you from changing to H-1B or permanent resident status until you've returned home for two years or obtained a waiver.