Description
Teach courses in psychology, such as child, clinical, and developmental psychology, and psychological counseling. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research.
Interests
- Social
- Investigative
Work Values
- Achievement
- Independence
- Recognition
Work Styles
- Achievement/Effort
- Dependability
- Independence
- Persistence
- Initiative
Tasks
- Prepare and deliver lectures to undergraduate or graduate students on topics such as abnormal psychology, cognitive processes, and work motivation.
- Initiate, facilitate, and moderate classroom discussions.
- Evaluate and grade students' class work, laboratory work, assignments, and papers.
- Keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional conferences.
- Compile, administer, and grade examinations, or assign this work to others.
Work Activities
- Training and Teaching Others
- Interpreting the Meaning of Information for Others
- Establishing and Maintaining Interpersonal Relationships
- Updating and Using Relevant Knowledge
- Working with Computers
Detailed Work Activities
- Training and Teaching Others - Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
- Interpreting the Meaning of Information for Others - Translating or explaining what information means and how it can be used.
- Establishing and Maintaining Interpersonal Relationships - Developing constructive and cooperative working relationships with others, and maintaining them over time.
- Updating and Using Relevant Knowledge - Keeping up-to-date technically and applying new knowledge to your job.
- Working with Computers - Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
- Coaching and Developing Others - Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
- Communicating with Supervisors, Peers, or Subordinates - Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
- Getting Information - Observing, receiving, and otherwise obtaining information from all relevant sources.
- Making Decisions and Solving Problems - Analyzing information and evaluating results to choose the best solution and solve problems.
- Judging the Qualities of Objects, Services, or People - Assessing the value, importance, or quality of things or people.
Technology Skills
- Analytical or scientific software
- Computer based training software
- Word processing software
- Data base user interface and query software
- Information retrieval or search software
Skills
- Learning Strategies
- Instructing
- Reading Comprehension
- Speaking
- Active Listening
Knowledge
- Psychology
- English Language
- Education and Training
- Sociology and Anthropology
- Mathematics
Most Common Education Level
The “Most Common Education Level” refers to the level of education held by the majority of workers in a given occupation. For example, if the highest percentage of workers in a role have an Associate’s Degree, that suggests this is the typical educational requirement. Knowing this helps you plan how many years of education you may need to pursue that career.
Certificates
Certificate name
Academic Certification in NeurofeedbackCertifying Organization
Biofeedback Certification International Alliance
Type
Core
Certificate name
Academic Certification in BiofeedbackCertifying Organization
Biofeedback Certification International Alliance
Type
Core
Certificate name
LIUNA Instructor CertificationCertifying Organization
LIUNA Training & Education
Type
Core
Income Percentile
The income percentiles show how earnings are distributed within a profession. The 10th percentile means that 10% of workers earned less than that amount. The median (50th percentile) indicates that half of workers earned more, and half earned less. The 90th percentile reflects what the top 10% of earners in the field make.
| Income Percentile | Income |
|---|---|
| Low (10%) | $NaN |
| Median (50%) | $NaN |
| High (90%) | $NaN |
Income by Experience
This table shows how income typically grows with experience—from entry level (0–2 years), to mid-level (3–7 years), to senior level (8+ years).
| Experience | Income |
|---|---|
| Entry Level | $50,000 |
| Mid Level | $100,000 |
| Senior Level | $150,000 |
Employability
There are currently 51,100 jobs in this career path. Over the next 10 years, that number is expected to increase to 53,600 positions, reflecting a projected growth of 5%.
The Projected Job Growth figure refers to the expected increase or decrease in employment within a specific career field over a certain period of time.
Projected Job Growth of 5%
The career information and data on this site incorporates information from O*NET Web Services by the U.S. Department of Labor, Employment and Training Administration (USDOL/ETA), with ONET® being a registered trademark of USDOL/ETA. Used under the CC BY 4.0 license. O*NET® is a trademark of USDOL/ETA; CareerOneStop, sponsored by the U.S. Department of Labor, Employment and Training Administration (DOLETA) and the Minnesota Department of Employment and Economic Development (DEED); and the U.S. Bureau of Labor Statistics (BLS).
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