J-1 Visa Psychologist Jobs
Psychologist roles in the United States are accessible to international professionals through the J-1 visa under the Research Scholar, Specialist, or Trainee program category, depending on your career stage. Positions at universities, research hospitals, and behavioral health centers regularly offer J-1 sponsorship through State Department-designated organizations that issue your DS-2019.
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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 Psychologist Jobs
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Get Access To All JobsTips for Finding J-1 Visa Sponsorship in Psychologist
Match your J-1 category before applying
Your career stage determines your J-1 visa program category. Current graduate students typically qualify as Interns, early-career psychologists fit the Trainee category, and doctoral or postdoctoral researchers usually fall under Research Scholar. Applying to roles that match the wrong category can derail your DS-2019 issuance.
Verify your credentials transfer to U.S. licensing
State psychology licensing boards require foreign-trained applicants to submit degree equivalency evaluations. Request a credential evaluation from a NACES-approved body before you begin interviewing, so you can confirm licensure eligibility to prospective host employers upfront.
Search Migrate Mate for J-1 compatible roles
Not every psychology opening will accommodate a J-1 exchange visitor. Use Migrate Mate to filter for employers and research institutions that have a documented track record of hosting international psychologists, which narrows your search to realistic opportunities faster.
Confirm whether the 2-year home residency rule applies
Psychologist roles funded by a government agency or tied to a government skills list may trigger the two-year home-country residency requirement. Ask the designated sponsor organization issuing your DS-2019 to confirm your requirement status before accepting an offer, since it affects future visa changes.
Ask host employers about their designated sponsor relationship
Your employer is the host, not the visa sponsor. During interviews, ask directly which State Department-designated organization they work with to issue DS-2019 forms. Hosts without an existing sponsor relationship will need to establish one, which adds weeks to your start timeline.
Prepare a structured training plan document early
Trainee and Intern category applicants must submit a detailed training plan signed by both the host employer and the designated sponsor. Outline your supervised clinical or research objectives, schedule, and evaluation method before the offer stage so this document doesn't delay your DS-2019 issuance.
Psychologist J-1 Visa: Frequently Asked Questions
Which J-1 program category fits a psychologist role?
It depends on your career stage. Graduate students completing a practicum or internship placement typically qualify under the Intern category. Early-career licensed psychologists seeking supervised clinical or applied training usually fall under Trainee. Doctoral-level researchers joining a university lab or behavioral health research program most often qualify as Research Scholars. Each category has distinct eligibility requirements and maximum duration limits, so confirm the right fit with the designated sponsor organization before your host employer extends a formal offer.
Who actually sponsors my J-1 visa as a psychologist?
The visa sponsor is a U.S. Department of State-designated organization, such as IIE, Cultural Vistas, or a university with its own designation, not your employer. The employer is your host, responsible for providing the work or training environment. The designated sponsor issues your DS-2019, monitors program compliance, and serves as your official point of contact with the State Department throughout the exchange.
Does the two-year home residency requirement apply to psychology roles?
Possibly. The two-year home-country residency requirement applies when your exchange program is funded by your home government, the U.S. government, or when your occupation appears on your home country's skills list. Psychology is classified as a health-related field in several countries, which triggers the requirement more frequently than in other disciplines. Confirm your status with the designated sponsor issuing your DS-2019 before accepting an offer, since the requirement affects your ability to change to H-1B visa or apply for a green card afterward.
How do I find psychology employers that work with J-1 exchange visitors?
Use Migrate Mate to search for psychologist roles at employers with a history of hosting J-1 exchange visitors. Many research hospitals, university counseling centers, and behavioral health institutes regularly host international psychologists, but they don't always advertise that capability in job postings. Filtering by J-1 compatibility saves you from investing time in applications at organizations that have no existing sponsor relationship.
Can I work as a licensed clinical psychologist on a J-1 Trainee visa?
The J-1 Trainee category is designed for structured learning and supervised skill development, not independent licensed practice. If your role involves providing billable clinical services as a fully licensed practitioner without supervision, it may not meet the training program definition required for the Trainee category. Research Scholar is typically more appropriate for licensed psychologists engaged in clinical research. Discuss the exact scope of your proposed role with the designated sponsor before assuming a category fits.