School psychologist jobs in Jacksonville, NC - 156 jobs

The School Psychologist works to support students through avariety of mental health and developmental issues and aids in qualifyingstudents for additional support services. The School Psychologist is responsible for providing on-sitepsychological services to students under the jurisdiction of the state anddistrict. Minimum Requirements: + Must maintain current State licensures and/or certificationsin state of assignment + Experience in pediatric and adolescent population ispreferred + Master's degree in psychology preferred + Complies with all relevant professional standards ofpractice + Current CPR if applicable + TB questionnaire, PPD or chest x-ray if applicable + Current Health certificate (per contract or stateregulation) + Must meet all federal, state and local requirements + Must be at least 18 years of age ?? Why Choose Amergis Educational Staffing? ?? At Amergis, we believe your career should be more thanjust a job-it should be a purpose-driven journey. Whether you're activelysearching or just exploring your options, we're here to support you every stepof the way. ? What Sets Us Apart? ? Starting Pay of $9,000-$9,750, we pay weekly! ? A nationwide network of 100+ dedicated teams connecting you withmeaningful opportunities ? Personalized recruiter support that puts your goals first ? A mission-driven culture focused on empowering clinicians, educatorsand transforming student lives ? Flexible roles to match your lifestyle-in-person, virtual, travel,and more ? Competitive pay ? Weekly pay to keep your finances on track We're not just an education staffing agency-we're yourcareer partner in making a real impact in classrooms and communities across thecountry. ?? Ready to make a difference? Let's talk! ?? Apply now ?? Call us at ************** ?? Email: ****************** Benefits At Amergis, we firmly believe that our employees are the heartbeat of our organization and we are happy to offer the following benefits: + Competitive pay & weekly paychecks + Health, dental, vision, and life insurance + 401(k) savings plan + Awards and recognition programs *Benefit eligibility is dependent on employment status. About Amergis Amergis, formerly known as Maxim Healthcare Staffing, has served our clients and communities by connecting people to the work that matters since 1988. We provide meaningful opportunities to our extensive network of healthcare and school-based professionals, ready to work in any hospital, government facility, or school. Through partnership and innovation, Amergis creates unmatched staffing experiences to deliver the best workforce solutions. Amergis is an equal opportunity/affirmative action employer. All qualified applicants will receive consideration for employment without regard to sex, gender identity, sexual orientation, race, color, religion, national origin, disability, protected Veteran status, age, or any other characteristic protected by law.

HealthPro Pediatrics has a great School Psychologist opportunity in Jacksonville, NC! * Full Time (W2 with FULL BENEFITS) * Hourly rates between $54-60/hour based on experience * Monday to Friday schedule! * Generous PTO accrual to utilize during school breaks or whenever you need! * This is a W-2 position with comprehensive benefits that stay active through the whole year, not just when school is in session! Why Choose HealthPro Pediatrics? * Meaningful Impact: Play a pivotal role in the lives of children and their families by helping them overcome challenges and achieve milestones in speech, physical, occupational, or ABA therapy. * Growth Opportunities: Enjoy continuous learning and development opportunities tailored to support your professional growth. * Collaborative Culture: Thrive in a supportive environment where teamwork, respect, and open communication are at the heart of everything we do. * Commitment to Excellence: Join a team recognized for clinical expertise and commitment to delivering high-quality care and outcomes. * Competitive Benefits Package: Enjoy competitive compensation along with a comprehensive benefits package designed with YOU in mind! Join Us in Making a Difference At HealthPRO Pediatrics, A division of HealthPro Heritage, we are more than just a team-we are a family dedicated to empowering children, supporting families, and fostering growth. As a leader in pediatric therapy, we provide a purpose-driven environment where your skills and compassion truly make a difference. Responsibilities * Consult and collaborate with School staff and families in regards to students' psychological needs * Conduct initial screenings as well as comprehensive evaluations in the area of social and emotional well-being to determine students' need for services or need of dismissal from services * Participate in the IEP process in developing present levels of performance, goals and objectives, and treatment recommendations for students qualifying for Psychological services * Provide Psychology sessions through the use of current best practices based on prescribed services in the IEP * Maintain all documentation required by the district and NASP's code of ethics including, but not limited to, daily notes, monthly summaries, and annual IEP's Qualifications * Must hold ESA from the state of residence office of Superintendent of Public Instruction or * NCSP Certificate issued after December 31, 1991 by the National School Psychology Certification Board. * Assumes responsibility for ongoing continuing education and professional development HealthPRO Heritage and its subsidiaries provide equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics. In addition to federal law requirements, HealthPRO Heritage and its subsidiaries comply with applicable state and local laws governing nondiscrimination in employment in every location in which the company facilities. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training.

Reports to: Superintendent, Level II or Level III School Psychologist, Director, or Associate or Assistant Superintendent. Supervises: May supervise professional, paraprofessional, and clerical staff. Purposes: To facilitate learning and to promote the cognitive, social, and personal development of all students. Major Functions: Assessment and Interpretation : Identifies and assesses the learning, development, and adjustment characteristics and needs of individuals and groups, as well as the environmental factors that affect learning and adjustment. Uses assessment data about the student and his/her environment in developing appropriate interventions and programs Direct Intervention for Students : Provides interventions to students to support the teaching process and to maximize learning and adjustment. Consultation and Training : Provides consultation to parents, teachers, other school personnel, and community agencies to enhance the learning and adjustment of students. Program Development : Assists in the planning, development, and evaluation of programs to meet identified learning and adjustment needs. School Psychology Program Implement : Delivers a planned and coordinated program of psychological services. Professional Practice and Development : Applies ethics and standards of professional practice in the delivery of school psychological services and observes relevant laws and policies that govern practice. Participates organizations and continually seeks to improve professional knowledge and skill. Communication and Relationship Skills : Communicates effectively with students, parents, and school staff.

This is a regular 10-month contract with full benefits Please click attachment in blue for full Job Description. Salary: School Psychologist Pay Scale plus local Board Hard to Fill supplement. (See chart below) Contact: Joanna Souza, Director: ********************* Base Supplement Schedule | Hard to Fill (HTF) Schedule Years of Experience Monthly Annual Monthly Annual 0-4 $700 $7,000 $900 $9,000 5-9 $750 $7,500 $950 $9,500 10-14 $850 $8,500 $1,050 $10,500 15-19 $900 $9,000 $1,100 $11,000 20-24 $950 $9,500 $1,150 $11,500 25+ $1,000 $10,000 $1,200 $12,000

NATURE OF WORK Under general supervision, provides special services to students identified in accordance with state and federal regulations. Work involves facilitating learning and to promote the cognitive, social and personal development of all students. DUTIES AND RESPONSIBILITIES Identifies and assesses the learning, development, and adjustment characteristics and needs of individuals and groups, as well as the environment factors that affect learning and adjustment. Uses assessment data about the student and his/her environment(s) in developing appropriate interventions and programs. Provides interventions to students to support the teaching process and to maximize learning and adjustment. Provides consultation to parents, teachers, other school personnel, and community agencies to enhance the learning and adjustment of students. Assists in the planning, development, and evaluation of programs to meet identified learning and adjustment needs. Delivers a planned and coordinated program of psychological services. Applies ethics and standards of professional practice in the delivery of school psychological services and observes relevant laws and policies that govern practice. Participates in professional organizations and continually seeks to improve professional knowledge and skill. Communicates effectively with students, parents and school staff. Completes random moment in time studies as required by MAC program guidelines. Performs other related work as required. MINIMUM TRAINING AND EXPERIENCE Advanced degree in psychology. Must be licensed in North Carolina. ESSENTIAL JOB FUNCTIONS Must be able to use a variety of equipment and classroom tools such as computers, copiers, calculators, pencils, scissors, equipment for children, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics of data, people or things. Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from superiors. Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc. using prescribed format. Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables. Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages including medical, legal and counseling terminology. Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations. Requires the ability to talk and hear. KNOWLEDGE, SKILLS AND ABILITIES Ability to assess student needs. Ability to provide direct intervention for students.. Ability to consult with parents, teachers and the community to enhance the learning of students. Ability to assist in program development. Ability to maintain a plan and coordinate a program of psychological services. Ability to communicate effectively. REPORTS TO: Director of Exceptional Children FSLA STATUS: Exempt DISCLAIMER The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.

Student Support Services/Psychologist ');

We are looking for a full-time Psychologist for a terrific school! This district is full of a terrific team of educators, grateful parents, and children who are in desperate need of your life-giving excellence!

School Psychologist (1.0 FTE) Collaborates, problem solves, intervenes, and evaluates to support the whole child within a Multi-Tiered System of Support (MTSS). Uses evidence and/or research-based interventions to overcome barriers to student success. Evaluates and analyzes data to support student growth across the tiers. MINIMUM QUALIFICATION: KNOWLEDGE, SKILLS, AND ABILITIES: Considerable knowledge of the National Association of School Psychologists' Model for Comprehensive and Integrated School Psychological Services and the NC Professional School Psychology Standards; Considerable knowledge of Multi-Tiered System of Supports (MTSS) framework for service delivery including universal screening, progress monitoring, problem solving process, and Implementation Science; Considerable knowledge of school environments, child development and curriculum and instruction; Considerable knowledge of state and federal policies and regulations related to special education; Considerable knowledge of Microsoft Office specifically Word, Excel, and PowerPoint; and Google Apps; Effective consultation skills; Experience with a variety of formal and informal student assessment measures when considering all areas of suspected disabilities; Effective critical thinking and problem-solving skills; Ability to reflect on practice and engage in continuous improvement; Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback; Ability to establish and maintain effective working relationships with school system staff, students, parents, mental health professionals, external agencies. EDUCATION, TRAINING, AND EXPERIENCE: Advanced sixth-year level degree in School Psychology. CERTIFICATION AND LICENSE REQUIREMENTS: Must hold or be eligible for a North Carolina professional educator's license in school psychology; Must hold and maintain a valid motor vehicle operator's license according to the State of North Carolina requirements. PREFERRED QUALIFICATIONS: Experience that incorporates comprehensive and integrated school psychological services; Experience providing crisis and suicide prevention and intervention; Demonstrated skills to design and deliver professional development; Understanding Section 504/Americans with Disabilities Act (ADA) policies; Nationally Certified School Psychologist (NCSP) credential. ESSENTIAL DUTIES AND RESPONSIBILITIES: Collaborates with district and school level staff to deliver a MTSS that provides high quality instruction and intervention matched to student need across tiers. Provides services to schools including direct and indirect support of universal screenings, use of databased problem-solving, data-based decision making, development of academic and behavioral interventions, progress monitoring, and interpretation of data to various stakeholders. Consults with school system staff, families, community members, private agencies and others individually or through team meetings regarding cognitive, academic, social and behavioral performance/needs of individuals and groups of students. Administers relevant assessments, as needed, to provide additional data and understanding regarding a student's response to intervention. Administers and provides written reports of comprehensive psychoeducational assessments to address areas of suspected disability when required, including review of records, interviews with stakeholders, observations of students, and direct testing. Promotes a respectful environment for diverse populations by using knowledge of school environments, child development, curriculum, and instruction to improve student achievement. Addresses and promotes student safety through intervention and crisis response to schools, suicide screenings and threat assessments. Provides mental health and social-emotional learning within a MTSS. Provides professional development to stakeholders on pertinent topics; participates in professional learning activities. Engages in professional growth that is linked to professional goals and district/school improvement plans and strategic plans. Perform other related duties as assigned. LEGAL, ETHICAL, AND PROFESSIONAL PRACTICE School psychologists provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills. WORKING CONDITIONS: PHYSICAL ENVIRONMENT Must be able to use a variety of office equipment such as computers, copiers, and scanners. Be able to frequently lift, carry, push, pull or otherwise move objects up to twenty-five pounds. The work frequently requires driving automotive equipment. Due to the amount of time spent standing and/or walking, physical requirements are consistent with those for medium work. WORK ENVIRONMENT Must be able to work in an office and school environment, and come into direct contact with school system staff, students, parents, mental health professionals, and external agencies.

TITLE (Oracle title) PSYCHOLOGIST WORKING TITLE Preschool Evaluation Team School Psychologist SCHOOL/DEPARTMENT Counseling and Student Services PAY GRADE Psychologist Salary Schedule FLSA STATUS Exempt ELIGIBILITY FOR EMPLOYMENT CONTRACT Yes WORK WEEK SCHEDULE Monday-Friday (occasional evenings and weekends) Position is available for a Hybrid Telework workweek POSITION PURPOSE: Provides evaluation and consultation services as part of a multidisciplinary evaluation team established in Preschool Programs. Consults with school system staff, families, community members, private agencies, and others individually or through team meetings regarding cognitive, academic, social, and behavioral performance/needs of individuals and groups of students. Conducts relevant assessments, as needed, to provide additional data and understanding regarding a child's developmental needs. Administers and provides written reports of comprehensive psychoeducational assessments to address areas of suspected disability, when required (review of records, interviews with stakeholders, observations of students, and direct testing.) MINIMUM QUALIFICATIONS: KNOWLEDGE, SKILLS, AND ABILITIES (KSAs) Considerable knowledge of the National Association of School Psychologists' Model for Comprehensive and Integrated School Psychological Services and the NC Professional School Psychology Standards; Considerable knowledge of Microsoft Office, specifically Word, Excel, Power Point; Google Apps; Knowledge of state and federal policies and regulations related to special education; Knowledge of a variety of formal and informal student assessment measures when considering all areas of suspected disabilities; Knowledge of school environments, child development, and curriculum and instruction; Effective consultation skills; Effective critical thinking and problem-solving skills; Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback; Ability to reflect on practice and engage in continuous improvement; Ability to establish and maintain effective working relationships with school system staff, students, parents, mental health professionals, external agencies. EDUCATION, TRAINING, AND EXPERIENCE Advanced sixth-year level degree in School Psychology; Experience in assessment of preschool children. CERTIFICATION AND LICENSE REQUIREMENTS Must hold or be eligible for a North Carolina professional educator's license in School Psychology. PREFERRED QUALIFICATIONS: Experience in evaluating characteristics of Autism and other Developmental Delays in young children (2 years-5 years old); NC Traumatic Brain Injury Certification; Training in or Experience with Trans-disciplinary Play Based Assessment. ESSENTIAL DUTIES AND RESPONSIBILITIES: Consults with school system staff, families, community members, private agencies, and others individually or through team meetings regarding cognitive, academic, social and behavioral performance/needs of individuals and groups of students. Conducts relevant assessments, as needed, to provide additional data and understanding regarding a child's developmental needs. Administers and provides written reports of comprehensive psychoeducational assessments to address areas of suspected disability, when required (review of records, interviews with stakeholders, observations of students, and direct testing.) Takes initiative to promote a respectful environment for diverse populations, uses knowledge of school environments, child development, curriculum, and instruction to improve student achievement. Provides professional development to stakeholders on pertinent topics. Participates in professional learning activities. Engages in professional growth that is linked to professional goals and district/school improvement plans and strategic plans. Performs other related duties, as assigned. WORK ENVIRONMENT/PHYSICAL REQUIREMENTS This job operates in a professional office environment and has a noise level of mostly low to moderate. This role routinely uses standard office equipment such as computers, scanners, and copiers. The position, at times, must be able to come into direct contact with school system staff, external funding agencies, attorneys, parents, students, and the community. Work is considered light physical work, requiring the exertion of up to ten pounds of force. EFFECTIVE DATE: 10/2025 DISCLAIMER: The above statements are intended to describe the general purpose and responsibilities assigned to this position. They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills required by the employees assigned to this position. This description may be revised by HR and approved at any time.

Title: Special Operations Psychometrist (Camp Lejeune / Sneads Ferry, NC) OFFERS RELOCATION. IS ELIGIBLE FOR THE KBR INTERNAL RECRUITING INCENTIVE PROGRAM. Belong. Connect. Grow. with KBR! KBR is a company of innovators, thinkers, creators, explorers, volunteers, and dreamers; but we all share one goal: to improve the world responsibly and safely. We maintain a highly qualified workforce to help care for service people and astronauts across the world. We attract the best minds because our expertise thrives on creativity, resourcefulness, and collaboration. That is how we supply our clients with cutting-edge solutions and services. We are seeking a stellar Psychometrist who will perform assigned assessment procedures under the direct supervision of a credentialed privileged psychologist, operational psychologist, or neuropsychologist. At KBR we maintain a highly qualified workforce to help care for service people and astronauts - Could this be you? Essential Duties & Responsibilities: * Utilize therapeutic assessment and interview skills to elicit accurate and concise account of the patient's condition. * Screen patients to determine presenting problems and priority of appointment. * Perform basic assessment procedures, including initial screening evaluation and standardized neuropsychological, intelligence, and personality testing. * Conduct Assessment and Selection in large group settings as well as on an individual basis. * Assist credentialed providers with identifying mental health diagnosis and treatment strategies, as well as providing patient education. * Understand suitability requirements for the different units across the SOCOM enterprise. * Assist in providing specialized treatment and rehabilitation of brain injured and mental health patients. * Observe, monitor, report, and record patient interaction during assessment sessions. * Institute precautionary measures to prevent patient injuries due to suicide, homicide, or elopement. * Coordinate with other military agencies and MTFs regarding specialized care, treatment, and administrative functions. * Contact military or community agencies to obtain collateral information. * Explain and interpret neuropsychological services and procedures to access care to patients and commands. * Assist in or arrange for patient referral to other facilities for alternate level of care. * Other duties as assigned. Required Education/Experience/Skills/Training: * This position requires U.S. Citizenship. * This position requires a Secret Clearance or Top Secret Clearance, or the ability to obtain a clearance. * This position requires a bachelor's degree from a formal program in psychology, sociology, or in a behavioral science related field from an accredited college or university. * Must be certified by the Board of Certified Psychometrists (BCP); this may be waived if the candidate has one (1) full year of full-time experience under the supervision of an operational psychologist. * Must possess and maintain current certification by the Board of Certified Psychometrists (BCP) or shall obtain the certification within the first year of employment. * This position requires a minimum of one (1) year of full-time work experience during the preceding three (3) years in the performance of psychological and/or neuropsychological testing and test scoring. * Fluent oral and written communication skills in English. * Must have and maintain current certification in Basic Cardiac Life Support (BCLS) by the American Heart Association as required for credentialing at servicing medical treatment facilities; front and back documentation of such training is required upon hire for credentialing. Desired Education, Experience, Skills or Training: * Previous military background/experience. Standard Company Requirements: * Must comply with Safety, Health and Environmental plan, policies and procedures. * Must comply with the Quality Assurance plan, policies and procedures. * Must maintain regular and acceptable attendance. * Responsible for completing all required training. * Perform other assignments and duties, as required. #HPKBR Belong, Connect and Grow at KBR At KBR, we are passionate about our people and our Zero Harm culture. These inform all that we do and are at the heart of our commitment to, and ongoing journey toward being a People First company. That commitment is central to our team of team's philosophy and fosters an environment where everyone can Belong, Connect and Grow. We Deliver - Together. KBR is an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, disability, sex, sexual orientation, gender identity or expression, age, national origin, veteran status, genetic information, union status and/or beliefs, or any other characteristic protected by federal, state, or local law.

#010010) Exceptional Children Department Licensure While serving in this role, the individual must hold a current North Carolina Professional Educators license for his/her area of assignment. Must hold or be eligible to hold a North Carolina Professional Educators license as a School Psychologist (K-12). If you wish to apply, please complete the North Carolina Department of Public Instruction online application at ***************************************** Current employees must select internal candidate, attach letter of interest and resume' on the vacancy at the above website. General Statement of Job: The school psychologist facilitates learning and promotes the cognitive, social, and personal development of all students. The role of the school psychologist is to provide psychological services to and collaborate with educators, administrators, families, and other mental health professionals to create safe, healthy, and supportive learning environments for all students. The school psychologist reports to the Exceptional Children's Program Director. Specific Duties and Responsibilities: Major Function: Assessment and Interpretation Identifies and assesses the learning, development, and adjustment characteristics and needs of individuals and groups. Assists in early identification of students' learning and adjustment problems. Conducts assessments appropriate to the focus of concern and according to prevailing professional standards. Conducts assessments with consideration of the characteristics of the student or group of students (including ethnic, cultural, socio-economic, and handicapping consideration(s). Identifies and assesses the environmental factors that affect learning and adjustment. Assists in identifying factors in the learning environment that may affect the student and assessing their degree of impact. Uses assessment data about the student and his/her environment(s) in developing appropriate interventions and programs Integrates data from assessment procedures and develops hypotheses relative to (1) instructional and educational programming and (2) program eligibility and placement. Assists in planning, developing, and assessing interventions and programs. Major Function: Direct Interventions for Students Provides interventions to students to support the teaching process and to maximize learning and adjustment Teaches students how to develop effective learning strategies and personal and social skills. Counsels students on educational and personal adjustment issues. Evaluates effectiveness of individual and group interventions and modifies interventions based on data collected. Provides crisis intervention services on an emergency basis. Major Function: Consultation and Training Provides consultation to parents, teachers, other school personnel, and community agencies to enhance the learning and adjustment of students. Demonstrates knowledge of consultation modes and processes. Consults with teachers, other school staff, and parents about ways to facilitate learning and adjustment for individuals or groups of students. Consults with teachers and other school staff on classroom, school, or system needs. Helps provide liaison and coordination between the school system and other relevant agencies to facilitate services for students and families. Interprets educational policies, programs, and procedures related to psychological services. Provides information, and/or education in the application of learning theory, child development, and other psychological principles to school personnel and parents. Plans, implements, and assesses the effectiveness of interventions, professional development activities, and/or programs. Major Function: Program Development Assists in the planning, development, and evaluation of programs to meet identified learning and adjustment needs. Conducts and/or assists in conducting formal and informal needs assessment to determine program characteristics and needs. Works with others to develop programs and program strategies to maximize learning for students. Assists in planning for the evaluation of programs. Assists school personnel in analyzing, interpreting, and disseminating results of program evaluations. Major Function: School Psychology Program Implementation Delivers a planned and coordinated program of psychological services. Assists in the development of a comprehensive program of services to all students. Adheres to established program goals, priorities, and objectives. Plans, maintains, and/or participates in a system of accountability for services provided. Major Function: Professional Practice and Development Applies ethics and standards of professional practice in the delivery of school psychological services and observes relevant laws and policies that govern practice. Delivers services consistent with the National Association of School Psychologists (NASP) and the American Psychological Association (APA) ethical principles and professional standards of practice. Observes federal, state, and local policies and regulations in the delivery of school psychological services. Works to ensure students' rights and welfare in the school and community. Participates in professional organizations and continually seeks to improve professional knowledge and skill. Engages in continuing professional development by assessing Major Function: Communication and Relationship Skills Communicates effectively with students, parents, and school staff. Effectively communicates knowledge and ideas orally to individuals and groups Effectively communicates knowledge and ideas in writing. Maintains effective interpersonal relationships and communication in the professional setting. Additional Job Functions or Assigned Tasks: Supervises the psychological practice and performance of the School Psychology Intern as Field Supervisor in conjunction with the University Supervisor. Provides consultation services to the Exceptional Children's Program Director, the Exceptional Children's Coordinators, the Program Compliance Specialists, the Reading and Intervention Specialist, Behavior Support personnel, Student Success Teams, and other school system personnel as requested. Navigates, enters data, and produces reports using the North Carolina Comprehensive Exceptional Children Accountability System (CECAS). Navigates, enters data, and produces reports using the mClass System of Wireless Generation (i.e. DIBELS, Reading 3D, and mClass Math). Performs other duties as assigned by the Exceptional Children's Director. Minimum Training and Experience: Master of Arts and Certificate of Advance Studies in School Psychology from an accredited institution. Must hold or be eligible to hold licensure by the North Carolina State Department of Public Instruction. Exemplary leadership and interpersonal skills. Exemplary organizational skills. Minimum Qualifications or Standards Required to Perform Essential Job Functions: Must be knowledgeable of psychometrics and psychological best practices. Must be knowledgeable of pedagogy and learning theory. Must be knowledgeable of Exceptional Children's law and IDEA ‘04 Must be knowledgeable of Exceptional Children's paperwork per state procedures Must be knowledgeable of Exceptional Children's best practices. DISCLAIMER The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.

Job Description We are seeking a licensed Clinical Psychologist or School Psychologist to provide essential psychological services, with a strong emphasis on diagnostic testing and evaluation, to level II Residential youth in North Carolina. This role focuses on conducting comprehensive diagnostic assessments, psychological interventions, and diagnosing residents with intellectual and developmental disabilities (IDD), including autism spectrum disorder (ASD), in a residential setting that offers 24-hour care to promote independence, skill development, and community integration. Diagnostic testing will include intellectual functioning assessments evaluating cognitive abilities such as verbal and nonverbal reasoning, memory, and processing speed; personality assessments examining traits, emotional functioning, and behavioral patterns; behavioral assessments observing and evaluating behavior in various settings, including natural environments; and norm-referenced measures using standardized tests to compare an individual's performance against a larger group. Services must align with evidence-based practices, North Carolina General Statutes (including Chapter 122C for Mental Health, Developmental Disabilities, and Substance Abuse Services; G.S. 90-270 for the Psychology Practice Act; and G.S. 58-3-192 for ASD coverage), and North Carolina Medicaid Clinical Coverage Policies, particularly Policy 8C (Outpatient Behavioral Health Services Provided by Direct-Enrolled Providers) and Policy 8F (Research-Based Behavioral Health Treatment for Autism Spectrum Disorder). The position emphasizes culturally competent, age-appropriate care in natural environments, with a focus on comprehensive diagnostic assessments, individualized treatment plans, and collaboration with interdisciplinary teams. As a direct-enrolled Medicaid provider, the psychologist will ensure all services are medically necessary, supported by DSM-5 diagnoses, and compliant with ethical standards from the North Carolina Psychology Board and the American Psychological Association. For beneficiaries under 21, services may qualify under Early and Periodic Screening, Diagnostic, and Treatment (EPSDT) provisions if they ameliorate defects or conditions. Recent updates to behavioral health policies effective January 1, 2025, have removed certain utilization management requirements for parity compliance, but core service delivery standards remain. Essential Duties and Responsibilities - Child Treatment & Development: Conduct comprehensive diagnostic assessments and diagnostic testing using standardized, culturally appropriate tools (e.g., CPT codes 96130-96133 for psychological evaluation, 96136-96139 for test administration and scoring) to assess cognitive, psychological, and functional impairments, informing treatment plans and ASD/IDD diagnoses per Policy 8C and 8F requirements. This includes: Intellectual functioning assessments to evaluate cognitive abilities, including verbal and nonverbal reasoning, memory, and processing speed. Personality assessments to examine personality traits, emotional functioning, and behavioral patterns. Behavioral assessments involving observation and evaluation of a person's behavior in various settings, including natural environments within the group home. Utilization of norm-referenced measures, such as standardized tests, to compare an individual's performance against a larger normative group for accurate diagnosis and intervention planning. Provide psychological interventions such as individual, group, and family psychotherapy (e.g., CPT codes for psychotherapy services), crisis intervention (e.g., psychotherapy for crisis under Policy 8C), and behavioral strategies to reduce symptoms, improve functioning in social, educational, and occupational domains, and support habilitation goals in the group home setting. Perform diagnosing for ASD and other IDD conditions, ensuring diagnoses are based on DSM-5 criteria, scientifically validated tools, and documented evidence of functional impairment; collaborate with physicians or other licensed professionals as needed. Develop and oversee individualized treatment or habilitation plans, incorporating diagnostic findings, environmental adaptations, and skill-building techniques (e.g., social skills instruction, video modeling) while ensuring generalization across residential routines like meals, recreation, and daily living. Collect and analyze data on resident outcomes using objective measures, maintain accurate records compliant with 10A NCAC 27G standards, HIPAA, and Medicaid documentation requirements (e.g., service notes supporting medical necessity and billed CPT/HCPCS codes). Participate in crisis response, commitment examinations (as an eligible psychologist under Chapter 122C), and interdisciplinary team meetings with physicians, ABA therapists, occupational therapists, and social workers to ensure cohesive, least-restrictive care. Adhere to client rights under Chapter 122C, including dignity, privacy, informed consent for treatment (or advance instructions if incapable), and freedom from abuse; obtain necessary permissions for interventions in shared spaces and promote client self-determination. Ensure services are provided in the group home or other natural settings (e.g., community access sites with approval), Engage in ongoing professional development, cultural competency training, and quality assurance activities to maintain compliance with state and federal regulations, including recent parity updates removing quantitative and non-quantitative treatment limitations. Other duties as assigned. Qualifications To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Education/Experience Doctoral degree (Ph.D., Psy.D., or Ed.D.) in clinical psychology, school psychology, or a related field from an accredited program. At least two years of post-licensure clinical experience working with individuals with IDD or ASD in residential or outpatient settings, including extensive diagnostic testing; familiarity with Level II group home operations (licensed by the North Carolina Division of Health Service Regulation) preferred. Experience in commitment examinations, capacity determinations, and substance abuse assessments under Chapter 122C is a plus. Direct enrollment as a Medicaid provider with a National Provider Identifier (NPI) and Medicaid Provider Number (MPN) Required Skills/Abilities Must have the ability to respond effectively within and cope with an environment that can be extremely stressful on the mind and body. All potential job candidates must pass a drug screening test, TB, and an extensive background check. Proficiency in DSM-5 diagnosing, psychological testing (e.g., intellectual, personality, behavioral, and norm-referenced assessments), evidence-based interventions (e.g., CBT, behavioral therapy), and ethical guidelines. Strong understanding of North Carolina statutes (e.g., Chapter 122C for facility operations, client rights, and involuntary commitments; G.S. 90-270 for scope of practice), Clinical Coverage Policies 8C (for outpatient therapy and testing) and 8F (for RB-BHT diagnosis and supervision), and Medicaid enrollment standards. Expertise in cultural humility, crisis de-escalation, and promoting independence for residents with moderate to severe needs. Certificates, Licenses, Registrations A valid NC driver's license, at least three years of driving with a driver's license and clean driving record are required. Must hold a current license as a Psychologist (LP) or Licensed Psychological Associate (LPA) from the North Carolina Psychology Board; school psychologists must have credentials allowing clinical practice in non-school settings (e.g., NC Department of Public Instruction licensure with eligibility for health services provider certification). For ASD/IDD services, must qualify as a Licensed Qualified Autism Service Provider (LQASP) under Policy 8F. Note: Supervision for LPAs follows current requirements under G.S. 90-270.139, with amendments for independent practice after specified experience effective October 1, 2025, per Session Law 2025-37. Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Will frequently perform a wide variety of physical tasks such as standing, walking, running, stooping, bending, climbing stairs, and lifting of individuals, which requires strength, coordination, endurance, and agility. In addition, there may be occasional contact with hostile individuals, and incumbents may be subjected to physical and verbal abuse while restraining children and adolescents.

School Psychologists Needed! >Virtual or In-Person LPA Required Apply Here: *********************** VARIOUS LOCATIONS THROUGHOUT MOST OF NORTH CAROLINA - POSTED AND UNPOSTED UPCOMING OPPORTUNITIES Virtual Opportunities are available for select school districts, but in person is preferred. >PK through 12-multiple openings >Sign-on Bonus available for select positions Requirements: Master's or Doctorate degree in psychology NC Psychology Board license NC School Psychologist license preferred (may be waived for certain districts Kinetic offers a range of incentives to its employees: Generous compensation and benefits Long-term job stability Mentoring for new professionals Excellent administrative support Annual supplies stipend Opportunities for continuing education, growth, and advancement Discover what it means to be a part of Team Kinetic: Kinetic Culture Video Glassdoor Indeed (Kinetic received a high work well-being score of 88 via a third-party survey by Indeed.com! Facebook Full-Time Benefits Paid Holidays (10), Paid Vacation Days (10), Paid Sick Leave (48 hours) Medical, Dental, Life, Vision, AD&D Insurance Plans Long-Term and Short-Term Disability Insurance (covers maternity leave*) AFLAC insurance available Retirement: 401k and/or Roth IRA; company matches and no waiting period for vesting Malpractice Insurance Continuing Education Direct Deposit / Financial Services Package 12-month pay plan available for school employees *terms apply Choose a path that aligns with your values, interests, skills, and aspirations. It is a journey of self-discovery and exploration. Kinetic has a multidisciplinary team approach!

School Psychologist Reports to: Director/Assistant Director of Exceptional Children, Lead Psychologist Terms of Employment: 10 months Pay Range: NC Salary Schedule (commesurate with experience) plus local supplement FLSA Status: Exempt Nature of Work To facilitate the learning and development of student by promoting their cognitive, emotional, behavioral, and social development. Education and Experience A master's degree or higher from an accredited college or university Such alternatives to the above qualifications as the Board may find appropriate and acceptable. Certification and Licensure Requirements (if applicable): Valid license to practice as a school psychologist (Level II or III) Must pass and qualify for work in Pre-K (NCDHHS Background Check) Essential Functions/Typical Tasks Conduct assessments appropriate to the focus of concern and according to prevailing professional standards Uses assessment data to make recommendations relative to instructional strategies and program eligibility Assists in planning and developing interventions, programs, and/or services base on the identified needs of students Counsels students on education and personal adjustment issues on a priority basis, as time permits, and assists with crisis intervention counseling Consults with teachers, other school staff, and parents about ways to facilitate learning and adjustment for individuals or groups of students Helps provide liaison and coordination between the school system and other relevant agencies to facilitate services for students and families Plans and implements in-service programs for staff and/or parents, as needed Delivers services consistent with the National Association of School Psychologists (NASP) and the American Psychologist Association (APA) principles and professional standards of practice. Observes federal, state, and local policies and regulations in the delivery of school psychological services Works to ensure students' rights and welfare in the school and community Engages in continuing professional development by assessing one's own needs and seeking ways to address needs Physical ability (able to exert p to 20 pounds of force occasionally) and dexterity to perform the duties and responsibilities of the job Position is contingent on finishing all required duties and may involve minimal extended employment beyond the school year Knowledge, Skills, and Abilities Experience and knowledge of students needs at different ages, educational and developmental levels Working knowledge of educational practices, processes, and techniques Willingness to become familiar with Craven County School Districts educational policies and rules as well as federal and state laws, regulations, policies, and rules Skill in communicating verbally, and written, through translation and interpretation Skill in establishing and maintaining effective working relations with others Maintain confidential student information Participates in staff development opportunities by the District Participates in CPI certification yearly Physical Requirements The work is primarily sedentary. It requires the ability to communicate effectively using speech, vision and hearing. The work requires the use of hands for simple grasping and fine manipulations. The work at times requires bending, squatting, reaching, with the ability to lift, carry, push or pull light weights. The work requires activities involving driving automotive equipment. Special Requirements NA *In compliance with Federal Law, Craven County Schools administers all education programs, employment activities and admissions without discrimination against any person on the basis of sex, race, color, religion, national origin, age and disability.

We are seeking a licensed Clinical Psychologist or School Psychologist to provide essential psychological services, with a strong emphasis on diagnostic testing and evaluation, to level II Residential youth in North Carolina. This role focuses on conducting comprehensive diagnostic assessments, psychological interventions, and diagnosing residents with intellectual and developmental disabilities (IDD), including autism spectrum disorder (ASD), in a residential setting that offers 24-hour care to promote independence, skill development, and community integration. Diagnostic testing will include intellectual functioning assessments evaluating cognitive abilities such as verbal and nonverbal reasoning, memory, and processing speed; personality assessments examining traits, emotional functioning, and behavioral patterns; behavioral assessments observing and evaluating behavior in various settings, including natural environments; and norm-referenced measures using standardized tests to compare an individual's performance against a larger group. Services must align with evidence-based practices, North Carolina General Statutes (including Chapter 122C for Mental Health, Developmental Disabilities, and Substance Abuse Services; G.S. 90-270 for the Psychology Practice Act; and G.S. 58-3-192 for ASD coverage), and North Carolina Medicaid Clinical Coverage Policies, particularly Policy 8C (Outpatient Behavioral Health Services Provided by Direct-Enrolled Providers) and Policy 8F (Research-Based Behavioral Health Treatment for Autism Spectrum Disorder). The position emphasizes culturally competent, age-appropriate care in natural environments, with a focus on comprehensive diagnostic assessments, individualized treatment plans, and collaboration with interdisciplinary teams. As a direct-enrolled Medicaid provider, the psychologist will ensure all services are medically necessary, supported by DSM-5 diagnoses, and compliant with ethical standards from the North Carolina Psychology Board and the American Psychological Association. For beneficiaries under 21, services may qualify under Early and Periodic Screening, Diagnostic, and Treatment (EPSDT) provisions if they ameliorate defects or conditions. Recent updates to behavioral health policies effective January 1, 2025, have removed certain utilization management requirements for parity compliance, but core service delivery standards remain. Essential Duties and Responsibilities - Child Treatment & Development: Conduct comprehensive diagnostic assessments and diagnostic testing using standardized, culturally appropriate tools (e.g., CPT codes 96130-96133 for psychological evaluation, 96136-96139 for test administration and scoring) to assess cognitive, psychological, and functional impairments, informing treatment plans and ASD/IDD diagnoses per Policy 8C and 8F requirements. This includes: Intellectual functioning assessments to evaluate cognitive abilities, including verbal and nonverbal reasoning, memory, and processing speed. Personality assessments to examine personality traits, emotional functioning, and behavioral patterns. Behavioral assessments involving observation and evaluation of a person's behavior in various settings, including natural environments within the group home. Utilization of norm-referenced measures, such as standardized tests, to compare an individual's performance against a larger normative group for accurate diagnosis and intervention planning. Provide psychological interventions such as individual, group, and family psychotherapy (e.g., CPT codes for psychotherapy services), crisis intervention (e.g., psychotherapy for crisis under Policy 8C), and behavioral strategies to reduce symptoms, improve functioning in social, educational, and occupational domains, and support habilitation goals in the group home setting. Perform diagnosing for ASD and other IDD conditions, ensuring diagnoses are based on DSM-5 criteria, scientifically validated tools, and documented evidence of functional impairment; collaborate with physicians or other licensed professionals as needed. Develop and oversee individualized treatment or habilitation plans, incorporating diagnostic findings, environmental adaptations, and skill-building techniques (e.g., social skills instruction, video modeling) while ensuring generalization across residential routines like meals, recreation, and daily living. Collect and analyze data on resident outcomes using objective measures, maintain accurate records compliant with 10A NCAC 27G standards, HIPAA, and Medicaid documentation requirements (e.g., service notes supporting medical necessity and billed CPT/HCPCS codes). Participate in crisis response, commitment examinations (as an eligible psychologist under Chapter 122C), and interdisciplinary team meetings with physicians, ABA therapists, occupational therapists, and social workers to ensure cohesive, least-restrictive care. Adhere to client rights under Chapter 122C, including dignity, privacy, informed consent for treatment (or advance instructions if incapable), and freedom from abuse; obtain necessary permissions for interventions in shared spaces and promote client self-determination. Ensure services are provided in the group home or other natural settings (e.g., community access sites with approval), Engage in ongoing professional development, cultural competency training, and quality assurance activities to maintain compliance with state and federal regulations, including recent parity updates removing quantitative and non-quantitative treatment limitations. Other duties as assigned. Qualifications To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Education/Experience Doctoral degree (Ph.D., Psy.D., or Ed.D.) in clinical psychology, school psychology, or a related field from an accredited program. At least two years of post-licensure clinical experience working with individuals with IDD or ASD in residential or outpatient settings, including extensive diagnostic testing; familiarity with Level II group home operations (licensed by the North Carolina Division of Health Service Regulation) preferred. Experience in commitment examinations, capacity determinations, and substance abuse assessments under Chapter 122C is a plus. Direct enrollment as a Medicaid provider with a National Provider Identifier (NPI) and Medicaid Provider Number (MPN) Required Skills/Abilities Must have the ability to respond effectively within and cope with an environment that can be extremely stressful on the mind and body. All potential job candidates must pass a drug screening test, TB, and an extensive background check. Proficiency in DSM-5 diagnosing, psychological testing (e.g., intellectual, personality, behavioral, and norm-referenced assessments), evidence-based interventions (e.g., CBT, behavioral therapy), and ethical guidelines. Strong understanding of North Carolina statutes (e.g., Chapter 122C for facility operations, client rights, and involuntary commitments; G.S. 90-270 for scope of practice), Clinical Coverage Policies 8C (for outpatient therapy and testing) and 8F (for RB-BHT diagnosis and supervision), and Medicaid enrollment standards. Expertise in cultural humility, crisis de-escalation, and promoting independence for residents with moderate to severe needs. Certificates, Licenses, Registrations A valid NC driver's license, at least three years of driving with a driver's license and clean driving record are required. Must hold a current license as a Psychologist (LP) or Licensed Psychological Associate (LPA) from the North Carolina Psychology Board; school psychologists must have credentials allowing clinical practice in non-school settings (e.g., NC Department of Public Instruction licensure with eligibility for health services provider certification). For ASD/IDD services, must qualify as a Licensed Qualified Autism Service Provider (LQASP) under Policy 8F. Note: Supervision for LPAs follows current requirements under G.S. 90-270.139, with amendments for independent practice after specified experience effective October 1, 2025, per Session Law 2025-37. Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Will frequently perform a wide variety of physical tasks such as standing, walking, running, stooping, bending, climbing stairs, and lifting of individuals, which requires strength, coordination, endurance, and agility. In addition, there may be occasional contact with hostile individuals, and incumbents may be subjected to physical and verbal abuse while restraining children and adolescents.

Qualifications: Advanced Degree Nature of Work School psychologists help students succeed academically, socially, and emotionally. They collaborate with educators, administrators, families, and other mental health professionals to create safe, healthy, and supportive learning environments for all students and strengthen connections between home and school. Essential Job Functions: Practice in ways that meet all appropriate ethical, professional, and legal standards. Understand and apply federal, state, and local policies and regulations in the delivery of school psychological services. Maintain confidentiality of student records and information. Use technology in ways that are consistent with ethical and responsible professional practice. Recognize issues of diversity that affect routine interactions with other people and organizations. Modify or adapt routine practice to effectively meet these diverse needs. Demonstrate sensitivity and skills needed to work with families, students, and staff from diverse cultures and backgrounds. Establish and maintain expertise in using technology such as data management, report writing, web pages, literature reviews, and data analysis. Use spreadsheets or other software programs to organize and graphically display data and monitor progress when appropriate for use at the system, building, and individual student level. Evaluate and synthesize a cumulative body of research findings as a foundation for effective service delivery. Collect, analyze, and interpret program evaluation data in applied settings. Evaluate the effectiveness of school-based intervention plans. Understand the organization of schools and systems change to provide leadership in developing and implementing early intervention and prevention programs. Demonstrate knowledge and leadership when assisting in the development of school policy and impacts student learning and safety. Demonstrate knowledge of school and classroom climates and use such knowledge to assist in developing school improvement plans and classroom intervention. Use empirically supported strategies to design, implement, and evaluate effective policies. Employ practices that promote home, school, and community partnerships and enhance learning and mental health goals for students. Identify diverse cultural issues, situations, and other factors that influence family, school, and community interactions and address such issues when developing and providing services. Demonstrate knowledge regarding the social, affective, and adaptive domains of child development. Identify and apply sound principles of behavior change within these domains to assist in designing and implementing prevention and intervention programs. Help schools develop challenging, but achievable, cognitive and academic goals for all students. Collaborate with others to develop appropriate cognitive and academic goals for students with different abilities, disabilities, strengths, needs, and develop interventions to achieve these goals. Implement appropriate and alternative ways to monitor and assess the effectiveness of interventions and individual student progress toward goals. Assess students' cognitive abilities using a variety of instruments and techniques that are appropriate for the individual student. Provide leadership in developing a safe, caring, and inviting school with a sense of community where contributions of all persons are valued, where there are high expectations of excellence for all students, and where home-school-agency partnerships are valued. Demonstrate expertise in collecting, managing, and interpreting various types of individual and group data. Apply sound principles of data-based decision making to all aspects of practice (e.g., designing interventions, monitoring student progress, consulting with school administrators, and disseminating intervention research findings within the school setting). Demonstrate strong interpersonal skills and the ability to work, communicate, and collaborate effectively with teachers, other school staff, and families as part of a team within the school setting. Ensure that students and families know about community services and programs and assist them in accessing these, as appropriate. Participate in planning and implementing prevention programs to address the social and affective needs of students (e.g, programs to address bullying, school violence, and school safety). Have knowledge of universal screening, as well as early reading and math literacy. Participate in designing prevention and intervention methods to address programs that influence student learning. Provide direct services to individuals or groups of students (e.g., counseling, crisis interventions, mentoring, and individual safety plans, when appropriate). Consult and confer with teachers, staff, and families about strategies to facilitate the social and affective adjustment of students. Participate in planning and/or implementation of school or system-level crisis response. Identify resources and coordinate service with other professionals and/or agencies to address student's behavioral, affective, or social needs. Performs other duties and responsibilities as assigned by supervisor.

Battelle delivers when others can't. We conduct research and development, manage national laboratories, design and manufacture products and deliver critical services for our clients-whether they are a multi-national corporation, a small start-up or a government agency. We recognize and appreciate the value and contributions of individuals from a wide range of backgrounds and experiences and welcome all qualified individuals to apply. **Job Summary** The Health Research and Analytics (HRA) business line is seeking a highly motivated, full-time **Neuropsychologist** to join our team in support of our government customer, U.S. Special Operations Command. This position will play a critical role in advancing the Preservation of the Forces and Family (POTFF) program, which is dedicated to optimizing and sustaining the mission readiness, longevity, and performance of Special Operations Forces (SOF). Through integrated and holistic human performance initiatives, POTFF strengthens both the Forces and their families, ensuring comprehensive support for those who serve. As a Neuropsychologist, you will contribute to impactful research and analytics that drive evidence-based decision-making and enhance the effectiveness of these vital programs. This is an exciting opportunity to make a meaningful difference in the lives of SOF personnel and their families while working in a dynamic, mission-driven environment. This position plays a key role in supporting the psychological health and operational readiness of military personnel. The Neuropsychologist provides expert evaluation and consultation services, contributes to the development and implementation of clinical programs, and collaborates with multidisciplinary teams to advance patient care. The role also supports organizational goals through leadership, training, and ongoing quality improvement initiatives within the clinical setting. **Responsibilities** + Administer and score neuropsychological test batteries, including cognitive and personality assessments, for SOF personnel + Perform assessments using interviews, formal psychological testing, and consultations as appropriate + Select and apply established diagnostic evaluation procedures + Gather case history and problem-related information for evaluation and diagnosis + Interpret the validity and significance of collected data, prepare written notes integrating behavioral observations and test results, make recommendations for further action + Maintain accurate and current notes in patient medical records and produce evaluation and treatment reports as required + Oversee clinic psychometrists and mental health technicians in their daily testing functions + Administer routine or standardized neuropsychological tests and use standardized procedures to score tests + Record data in appropriate files or records and tabulate test results + Complete all encounter documentation within 72 hours + Observe and record patients' behavior during testing in appropriate records + Utilize computer software and databases to enter, retrieve, and update patient assessment data + Write neuropsychological reports for referring providers, integrating neuropsychological data, neuro-imaging findings, laboratory data, medical and psychiatric history, and presenting complaints + Monitor supply of neuropsychological testing materials and coordinate ordering with supervising Neuropsychologist and responsible noncommissioned officer + Provide basic training in neuropsychological test administration, scoring, and interview techniques for military and civilian trainees + Consult with medical personnel, legal authorities, military commanders, and school districts as required + Provide psychological evaluations for military schools and programs + Offer consultation and support program development regarding patient compliance with medical treatment + Assist and participate in special event informational seminars + Conduct command-directed mental health evaluations in accordance with DoD Directive 6490.4 + Conduct neuropsychological evaluations for Medical Evaluation Board (MEB), Temporary Disability Retirement List (TDRL) status review, Physical Evaluation Board (PEB), and clinical consultations from various medical departments + Support assessment activities for military service members undergoing selection for Special Operations organizations and programs + Assume additional administrative or clinical duties as needed to support organizational operations and compliance with JC standards, including managing schedules, reviewing consultations, monitoring appointment utilization, ensuring patient access to care, and conducting mandatory clinical training **Key Qualifications** + Doctoral degree in psychology, meeting the qualifications for the specialty of psychologist with 5 years of experience + Completion of post-doctoral training in neuropsychology through a clinical neuropsychology residency or fellowship of one year or more + At least two years of experience practicing as a neuropsychologist within the past five years + Eligibility to apply for, or possession of, ABPP board certification in Clinical Neuropsychology + Willingness and ability to conduct neuropsychological assessments in both outpatient and inpatient settings + Specialized knowledge of neuropsychological testing procedures, laboratory management, and research design + Current, full, active, and unrestricted license to practice as a psychologist in any U.S. State, the District of Columbia, Guam, Puerto Rico, or U.S. Virgin Islands + Current certification in Basic Cardiac Life Support (BCLS) from the American Heart Association, with documentation provided + Ability to communicate effectively orally and written + Ability to obtain and maintain a U.S. government security clearance **Preferred Qualifications** + ABPP board certification in Clinical Neuropsychology + At least two years of experience working as a Neuropsychologist or Neuropsychology Fellow in a Department of Defense (DoD) setting **Benefits: Live an Extraordinary Life** We care about your well-being, not just on the job. Battelle offers comprehensive and competitive benefits to help you live your best life. + **Balance life through a compressed work schedule** : Most of our team follows a flexible, compressed work schedule that allows for every other Friday off-giving you a dedicated day to accomplish things in your personal life without using vacation time. + **Enjoy enhanced work flexibility, including a hybrid arrangement:** You have options for where and when you work. Our Together with Flexibility model allows you to work 60% in-office and 40% remote, with Monday and Tuesday as common in-office days, dependent on team and position needs. + **Take time to recharge** : You get paid time off to support work-life balance and keep motivated. + **Prioritize wellness** : Stay healthy with medical, dental, and vision coverage with wellness incentives and benefits plus a variety of optional supplemental benefits. + **Better together** : Coverage for partners, gender-affirming care and health support, and family formation support. + **Build your financial future** : Build financial stability with an industry-leading 401(k) retirement savings plan. For most employees, we put in 5 percent whether you contribute or not, and match your contributions on top of that. + **Advance your education** : Tuition assistance is available to pursue higher education. **A Work Environment Where You Succeed** For brilliant minds in science, technology, engineering and business operations, Battelle is the place to do the greatest good by solving humanity's most pressing challenges and creating a safer, healthier and more secure world. You will have the opportunity to thrive in a culture that inspires you to: + Apply your talent to challenging and meaningful projects + Receive select funding to pursue ideas in scientific and technological discovery + Partner with world-class experts in a collaborative environment + Nurture and develop the next generation of scientific leaders + Give back to and improve our communities **Vaccinations & Safety Protocols** _Battelle may require employees, based on job duties, work location, and/or its clients' requirements to follow certain safety protocols and to be vaccinated against a variety of viruses, bacteria, and diseases as a condition of employment and continued employment and to provide documentation that they are fully vaccinated. If applicable, Battelle will provide reasonable accommodations based on a qualified disability or medical condition through the Americans with Disabilities Act or the Rehabilitation Act or for a sincerely held religious belief under Title VII of the Civil Rights Act of 1964 (and related state laws)._ _Battelle is an equal opportunity employer. We provide employment and opportunities for advancement, compensation, training, and growth according to individual merit, without regard to race, color, religion, sex (including pregnancy), national origin, sexual orientation, gender identity or expression, marital status, age, genetic information, disability, veteran-status veteran or military status, or any other characteristic protected under applicable Federal, state, or local law. Our goal is for each staff member to have the opportunity to grow to the limits of their abilities and to achieve personal and organizational objectives. We will support positive programs for equal treatment of all staff and full utilization of all qualified employees at all levels within Battelle._ The above statements are intended to describe the nature and level of work being performed by people assigned to this job. They are not intended to be an exhaustive list of all responsibilities, activities and skills required of staff members. **No statement herein is intended to imply any authorities to commit Battelle unless special written permission is granted by Battelle's Legal Department.** For more information about our other openings, please visit ************************

The School Psychologist works to support students through avariety of mental health and developmental issues and aid in qualifyingstudents for additional support services. The School Psychologist is responsible for providing on-sitepsychological services to students under the jurisdiction of the state anddistrict. Minimum Requirements: + Must maintain current State licensures and/or certificationsin state of assignment + Experience in pediatric and adolescent population ispreferred + Master's degree in psychology preferred + Current CPR if applicable + TB Questionnaire, PPD or chest x-ray if applicable + Current Health certificate (per contract or stateregulation) + Must meet all federal, state and local requirements + Must be at least 18 years of age Benefits At Amergis, we firmly believe that our employees are the heartbeat of our organization and we are happy to offer the following benefits: + Competitive pay & weekly paychecks + Health, dental, vision, and life insurance + 401(k) savings plan + Awards and recognition programs *Benefit eligibility is dependent on employment status. About Amergis Amergis, formerly known as Maxim Healthcare Staffing, has served our clients and communities by connecting people to the work that matters since 1988. We provide meaningful opportunities to our extensive network of healthcare and school-based professionals, ready to work in any hospital, government facility, or school. Through partnership and innovation, Amergis creates unmatched staffing experiences to deliver the best workforce solutions. Amergis is an equal opportunity/affirmative action employer. All qualified applicants will receive consideration for employment without regard to sex, gender identity, sexual orientation, race, color, religion, national origin, disability, protected Veteran status, age, or any other characteristic protected by law.

We are seeking a licensed Clinical Psychologist or School Psychologist to provide essential psychological services, with a strong emphasis on diagnostic testing and evaluation, to level II Residential youth in North Carolina. This role focuses on conducting comprehensive diagnostic assessments, psychological interventions, and diagnosing residents with intellectual and developmental disabilities (IDD), including autism spectrum disorder (ASD), in a residential setting that offers 24-hour care to promote independence, skill development, and community integration. Diagnostic testing will include intellectual functioning assessments evaluating cognitive abilities such as verbal and nonverbal reasoning, memory, and processing speed; personality assessments examining traits, emotional functioning, and behavioral patterns; behavioral assessments observing and evaluating behavior in various settings, including natural environments; and norm-referenced measures using standardized tests to compare an individual's performance against a larger group. Services must align with evidence-based practices, North Carolina General Statutes (including Chapter 122C for Mental Health, Developmental Disabilities, and Substance Abuse Services; G.S. 90-270 for the Psychology Practice Act; and G.S. 58-3-192 for ASD coverage), and North Carolina Medicaid Clinical Coverage Policies, particularly Policy 8C (Outpatient Behavioral Health Services Provided by Direct-Enrolled Providers) and Policy 8F (Research-Based Behavioral Health Treatment for Autism Spectrum Disorder). The position emphasizes culturally competent, age-appropriate care in natural environments, with a focus on comprehensive diagnostic assessments, individualized treatment plans, and collaboration with interdisciplinary teams. As a direct-enrolled Medicaid provider, the psychologist will ensure all services are medically necessary, supported by DSM-5 diagnoses, and compliant with ethical standards from the North Carolina Psychology Board and the American Psychological Association. For beneficiaries under 21, services may qualify under Early and Periodic Screening, Diagnostic, and Treatment (EPSDT) provisions if they ameliorate defects or conditions. Recent updates to behavioral health policies effective January 1, 2025, have removed certain utilization management requirements for parity compliance, but core service delivery standards remain. Essential Duties and Responsibilities - Child Treatment & Development: Conduct comprehensive diagnostic assessments and diagnostic testing using standardized, culturally appropriate tools (e.g., CPT codes 96130-96133 for psychological evaluation, 96136-96139 for test administration and scoring) to assess cognitive, psychological, and functional impairments, informing treatment plans and ASD/IDD diagnoses per Policy 8C and 8F requirements. This includes: Intellectual functioning assessments to evaluate cognitive abilities, including verbal and nonverbal reasoning, memory, and processing speed. Personality assessments to examine personality traits, emotional functioning, and behavioral patterns. Behavioral assessments involving observation and evaluation of a person's behavior in various settings, including natural environments within the group home. Utilization of norm-referenced measures, such as standardized tests, to compare an individual's performance against a larger normative group for accurate diagnosis and intervention planning. Provide psychological interventions such as individual, group, and family psychotherapy (e.g., CPT codes for psychotherapy services), crisis intervention (e.g., psychotherapy for crisis under Policy 8C), and behavioral strategies to reduce symptoms, improve functioning in social, educational, and occupational domains, and support habilitation goals in the group home setting. Perform diagnosing for ASD and other IDD conditions, ensuring diagnoses are based on DSM-5 criteria, scientifically validated tools, and documented evidence of functional impairment; collaborate with physicians or other licensed professionals as needed. Develop and oversee individualized treatment or habilitation plans, incorporating diagnostic findings, environmental adaptations, and skill-building techniques (e.g., social skills instruction, video modeling) while ensuring generalization across residential routines like meals, recreation, and daily living. Collect and analyze data on resident outcomes using objective measures, maintain accurate records compliant with 10A NCAC 27G standards, HIPAA, and Medicaid documentation requirements (e.g., service notes supporting medical necessity and billed CPT/HCPCS codes). Participate in crisis response, commitment examinations (as an eligible psychologist under Chapter 122C), and interdisciplinary team meetings with physicians, ABA therapists, occupational therapists, and social workers to ensure cohesive, least-restrictive care. Adhere to client rights under Chapter 122C, including dignity, privacy, informed consent for treatment (or advance instructions if incapable), and freedom from abuse; obtain necessary permissions for interventions in shared spaces and promote client self-determination. Ensure services are provided in the group home or other natural settings (e.g., community access sites with approval), Engage in ongoing professional development, cultural competency training, and quality assurance activities to maintain compliance with state and federal regulations, including recent parity updates removing quantitative and non-quantitative treatment limitations. Other duties as assigned. Qualifications To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Education/Experience Doctoral degree (Ph.D., Psy.D., or Ed.D.) in clinical psychology, school psychology, or a related field from an accredited program. At least two years of post-licensure clinical experience working with individuals with IDD or ASD in residential or outpatient settings, including extensive diagnostic testing; familiarity with Level II group home operations (licensed by the North Carolina Division of Health Service Regulation) preferred. Experience in commitment examinations, capacity determinations, and substance abuse assessments under Chapter 122C is a plus. Direct enrollment as a Medicaid provider with a National Provider Identifier (NPI) and Medicaid Provider Number (MPN) Required Skills/Abilities Must have the ability to respond effectively within and cope with an environment that can be extremely stressful on the mind and body. All potential job candidates must pass a drug screening test, TB, and an extensive background check. Proficiency in DSM-5 diagnosing, psychological testing (e.g., intellectual, personality, behavioral, and norm-referenced assessments), evidence-based interventions (e.g., CBT, behavioral therapy), and ethical guidelines. Strong understanding of North Carolina statutes (e.g., Chapter 122C for facility operations, client rights, and involuntary commitments; G.S. 90-270 for scope of practice), Clinical Coverage Policies 8C (for outpatient therapy and testing) and 8F (for RB-BHT diagnosis and supervision), and Medicaid enrollment standards. Expertise in cultural humility, crisis de-escalation, and promoting independence for residents with moderate to severe needs. Certificates, Licenses, Registrations A valid NC driver's license, at least three years of driving with a driver's license and clean driving record are required. Must hold a current license as a Psychologist (LP) or Licensed Psychological Associate (LPA) from the North Carolina Psychology Board; school psychologists must have credentials allowing clinical practice in non-school settings (e.g., NC Department of Public Instruction licensure with eligibility for health services provider certification). For ASD/IDD services, must qualify as a Licensed Qualified Autism Service Provider (LQASP) under Policy 8F. Note: Supervision for LPAs follows current requirements under G.S. 90-270.139, with amendments for independent practice after specified experience effective October 1, 2025, per Session Law 2025-37. Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Will frequently perform a wide variety of physical tasks such as standing, walking, running, stooping, bending, climbing stairs, and lifting of individuals, which requires strength, coordination, endurance, and agility. In addition, there may be occasional contact with hostile individuals, and incumbents may be subjected to physical and verbal abuse while restraining children and adolescents.