J-1 Visa Counseling Psychologist Jobs
Counseling Psychologist roles in the U.S. typically fall under the J-1 visa Research Scholar or Specialist program category, depending on your career stage and host institution. Securing J-1 sponsorship requires a designated State Department sponsor to issue your DS-2019, your hiring institution serves as the host, not the sponsor.
Find J-1 Visa Counseling Psychologist JobsOverview
Showing 5 of 7+ Counseling Psychologist jobs
See all Counseling Psychologist Jobs
Sign up for free to unlock all listings, filter by visa type, and get alerts for new Counseling 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 Counseling Psychologist Jobs
Sign up for free to unlock all listings, filter by visa type, and get alerts for new J-1 Visa Counseling Psychologist Jobs.
Get Access To All JobsTips for Finding J-1 Visa Sponsorship in Counseling Psychologist
Verify your licensure transfers across state lines
Psychologist licensure is state-issued and not automatically portable. Confirm that your home-country credentials and supervised hours satisfy the host state's licensing board requirements before accepting a position, since unlicensed practice invalidates your J-1 host placement.
Target host institutions with existing sponsor agreements
Universities, hospital systems, and VA medical centers frequently hold active agreements with designated sponsors like IIE or Cultural Vistas. Applying to these employers shortens the DS-2019 issuance timeline because the compliance framework is already in place.
Use Migrate Mate to filter roles by sponsorship alignment
Counseling Psychologist openings that align with J-1 Research Scholar or Specialist categories are scattered across employer types. Migrate Mate lets you surface positions at institutions with documented exchange visitor history, so you're not guessing which employers can host you.
Assemble your credentials packet before outreach begins
Designated sponsors require proof of your degree equivalency, supervised clinical hours, and English proficiency before issuing a DS-2019. Gather credential evaluation reports, licensure documentation, and reference letters so you can respond to sponsor requests within days, not weeks.
Clarify whether your role triggers the two-year home residency requirement
J-1 Research Scholar and Specialist categories often carry the two-year home residency requirement, particularly when your home government or a U.S. agency funded your training. Confirm your waiver eligibility with your designated sponsor before signing any host agreement.
Negotiate a training plan that matches your program category
Your designated sponsor issues the DS-2019 based on a documented training plan that matches your J-1 category. Work with your host institution's HR or international office to draft objectives specific to counseling psychology, since a generic plan risks sponsor rejection or USCIS scrutiny.
Counseling Psychologist J-1 Visa: Frequently Asked Questions
Which J-1 program category fits a Counseling Psychologist role?
Most Counseling Psychologists enter on the Research Scholar or Specialist category, depending on the role. Research Scholar applies if you're conducting academic research or teaching at a university. Specialist fits professionals with expertise in counseling psychology who are gaining structured training at a host organization. Neither category covers clinical internships still tied to a degree program, which fall under Intern or Graduate Medical Education pathways for physicians.
Who actually sponsors my J-1 visa as a Counseling Psychologist?
The visa sponsor is a U.S. Department of State-designated organization, not your hiring employer. Organizations like IIE or Cultural Vistas issue your DS-2019 and are legally responsible for monitoring your exchange program. Your host institution, whether a university counseling center or a hospital, is where you work but holds a different compliance role than the designated sponsor.
How do I find Counseling Psychologist positions that align with J-1 sponsorship?
Most standard job listings don't specify J-1 compatibility, so generic searches return many dead ends. Migrate Mate is built to surface U.S. employer roles with demonstrated exchange visitor history, which helps you identify counseling psychology positions at institutions already set up to host J-1 participants, before you invest time in an application.
Does the two-year home residency requirement apply to Counseling Psychologists on J-1?
It depends on your specific situation. The two-year home residency requirement applies if your J-1 program was funded by your home government, a U.S. government agency, or if your home country's government has designated your skill area as needed. Counseling psychology often appears on those lists. Your designated sponsor will note any 212(e) obligation on your DS-2019, and you can pursue a waiver through channels like a No Objection Statement or a Conrad 30-type state agency request if applicable.
Can a Counseling Psychologist on J-1 bring a spouse or dependents to the U.S.?
Yes. Your spouse and unmarried children under 21 can accompany you on J-2 status, which your designated sponsor adds to the DS-2019 packet. J-2 dependents are eligible to apply for work authorization through USCIS independently of your own J-1 activities, provided the income isn't needed to support the J-1 exchange visitor. Your host institution's international office typically coordinates the dependent documentation with the sponsor.