Psicologos Escolares
Educación y FormaciónExposición a la IA
- Fuente de datos: BLSPublicado: 2026-08
Muy alto· relativa
BajoCuatro bandas relativasMuy altoValor por grupo ocupacional
Escala, base y fuente
Cuatro bandas relativas (Bajo / Moderado / Alto / Muy alto)
831 ocupaciones detalladas de la tabla de proyecciones de empleo de BLS. El valor se asigna por código de la National Employment Matrix (NEM), de modo que las ocupaciones que comparten un código NEM reciben la misma banda
- Fuente de datos: AnthropicPublicado: 2026-03
0.047
0.000Rango de los valores aquí recogidos0.745Escala, base y fuente
Índice de exposición observada, 0–1 tal como se publica
Mapeado sobre tareas de O*NET
- Fuente de datos: ILOPublicado: 2025
0.39
0.09Rango de los valores aquí recogidos0.70Valor por grupo ocupacional
Escala, base y fuente
Índice de exposición a la IA generativa, 0–1 tal como se publica
Grupo primario de la CIUO-08 — todas las ocupaciones con ese código reciben este valor
Calculado por este sitio, no publicado por la OIT: de las 1012 ocupaciones que este sitio vincula al conjunto de datos de la OIT, un 44% alcanza o supera este valor.
Qué tipo de cifra publica esta fuente
La categoría de BLS es un rango relativo, no un nivel absoluto, y tampoco es una medición de primera mano: agrupa en cuatro bandas los rangos percentiles de la ocupación en varios estudios publicados. No es una previsión de empleo ni de salarios, no es una probabilidad de adopción y no distingue entre automatización y aumento.
Task-level exposure
Solo tareas expuestas| Task | Claude.aiRaw / share % | APIRaw / share % |
|---|---|---|
Interact with clients to assist them in gaining insight, defining goals, and planning action to achieve effective personal, social, educational, and vocational development and adjustment.19-3031 | 0.386335.8 | 0.166450.3 |
Provide occupational, educational, and other information to individuals so that they can make educational and vocational plans.19-3031 | 0.292927.1 | 0.035910.8 |
Discuss the treatment of problems with clients.19-3031 | 0.160014.8 | 0.065919.9 |
Advise clients on how they could be helped by counseling.19-3031 | 0.04634.3 | 0.00822.5 |
Identify psychological, emotional, or behavioral issues and diagnose disorders, using information obtained from interviews, tests, records, and reference materials.19-3031 | 0.03323.1 | 0.00290.9 |
Counsel individuals and groups regarding problems, such as stress, substance abuse, and family situations, to modify behavior or to improve personal, social, and vocational adjustment.19-3031 | 0.02832.6 | 0.00361.1 |
Analyze data such as interview notes, test results, and reference manuals to identify symptoms and to diagnose the nature of clients' problems.19-3031 | 0.02041.9 | 0.00471.4 |
Collect and analyze data to evaluate the effectiveness of academic programs and other services, such as behavioral management systems.19-3031 | 0.01791.7 | 0.01634.9 |
Collect information about individuals or clients, using interviews, case histories, observational techniques, and other assessment methods.19-3031 | 0.01561.4 | 0.00782.4 |
Provide psychological or administrative services and advice to private firms and community agencies regarding mental health programs or individual cases.19-3031 | 0.01371.3 | 0.00210.6 |
| Not observed on any surface — 29 task(s) — These tasks have no row in the source for this release. The 0 in the share row is a display-stage composition ratio; absence is what the — in the raw row states. | ||
Compile and interpret students' test results, along with information from teachers and parents, to diagnose conditions and to help assess eligibility for special services. | —0 | —0 |
Select, administer, and score psychological tests. | —0 | —0 |
Provide consultation to parents, teachers, administrators, and others on topics such as learning styles and behavior modification techniques. | —0 | —0 |
Promote an understanding of child development and its relationship to learning and behavior. | —0 | —0 |
Collaborate with other educational professionals to develop teaching strategies and school programs. | —0 | —0 |
Counsel children and families to help solve conflicts and problems in learning and adjustment. | —0 | —0 |
Develop individualized educational plans in collaboration with teachers and other staff members. | —0 | —0 |
Maintain student records, including special education reports, confidential records, records of services provided, and behavioral data. | —0 | —0 |
Serve as a resource to help families and schools deal with crises, such as separation and loss. | —0 | —0 |
Attend workshops, seminars, or professional meetings to remain informed of new developments in school psychology. | —0 | —0 |
Design classes and programs to meet the needs of special students. | —0 | —0 |
Refer students and their families to appropriate community agencies for medical, vocational, or social services. | —0 | —0 |
Initiate and direct efforts to foster tolerance, understanding, and appreciation of diversity in school communities. | —0 | —0 |
Use a variety of treatment methods, such as psychotherapy, hypnosis, behavior modification, stress reduction therapy, psychodrama, and play therapy. | —0 | —0 |
Write reports on clients and maintain required paperwork. | —0 | —0 |
Maintain current knowledge of relevant research. | —0 | —0 |
Observe individuals at play, in group interactions, or in other contexts to detect indications of mental deficiency, abnormal behavior, or maladjustment. | —0 | —0 |
Refer clients to other specialists, institutions, or support services as necessary. | —0 | —0 |
Consult with or provide consultation to other doctors, therapists, or clinicians regarding patient care. | —0 | —0 |
Develop, direct, and participate in training programs for staff and students. | —0 | —0 |
Direct, coordinate, and evaluate activities of staff and interns engaged in patient assessment and treatment. | —0 | —0 |
Plan and develop accredited psychological service programs in psychiatric centers or hospitals, in collaboration with psychiatrists and other professional staff. | —0 | —0 |
Evaluate the results of counseling methods to determine the reliability and validity of treatments. | —0 | —0 |
Refer clients to specialists or to other institutions for noncounseling treatment of problems. | —0 | —0 |
Select, administer, and interpret psychological tests to assess intelligence, aptitudes, abilities, or interests. | —0 | —0 |
Document patient information including session notes, progress notes, recommendations, and treatment plans. | —0 | —0 |
Supervise interns, clinicians in training, and other counselors. | —0 | —0 |
Provide consulting services, including educational programs, outreach programs, and prevention talks to schools, social service agencies, businesses, and the general public. | —0 | —0 |
Conduct research to develop or improve diagnostic or therapeutic counseling techniques. | —0 | —0 |
Values in this tab are predicted labels, not observations. Eloundou et al. (2023) published two rating regimes — human raters and GPT-4 — and the β shown here is derived from the GPT-4 rater basis alone; the same task can take a different value under the other regime. The unit and the meaning differ from the observed shares (%) in the other tabs, so do not place them on the same axis.
| Task | βE1 + 0.5 × E2 |
|---|---|
Compile and interpret students' test results, along with information from teachers and parents, to diagnose conditions and to help assess eligibility for special services.O*NET Task ID 5446 | 0.5 |
Assess an individual child's needs, limitations, and potential, using observation, review of school records, and consultation with parents and school personnel.O*NET Task ID 5448 | 0.5 |
Select, administer, and score psychological tests.O*NET Task ID 5449 | 0.5 |
Provide consultation to parents, teachers, administrators, and others on topics such as learning styles and behavior modification techniques.O*NET Task ID 5450 | 0.5 |
Promote an understanding of child development and its relationship to learning and behavior.O*NET Task ID 5451 | 0.5 |
Collaborate with other educational professionals to develop teaching strategies and school programs.O*NET Task ID 5452 | 0.5 |
Develop individualized educational plans in collaboration with teachers and other staff members.O*NET Task ID 5454 | 0.5 |
Maintain student records, including special education reports, confidential records, records of services provided, and behavioral data.O*NET Task ID 5455 | 0.5 |
Attend workshops, seminars, or professional meetings to remain informed of new developments in school psychology.O*NET Task ID 5457 | 0.5 |
Design classes and programs to meet the needs of special students.O*NET Task ID 5458 | 0.5 |
Report any pertinent information to the proper authorities in cases of child endangerment, neglect, or abuse.O*NET Task ID 5447 | 0.0 |
Counsel children and families to help solve conflicts and problems in learning and adjustment.O*NET Task ID 5453 | 0.0 |
Serve as a resource to help families and schools deal with crises, such as separation and loss.O*NET Task ID 5456 | 0.0 |
Initiate and direct efforts to foster tolerance, understanding, and appreciation of diversity in school communities.O*NET Task ID 5460 | 0.0 |
β = E1 + 0.5 × E2 · E1 = tasks where direct LLM access alone cuts time by at least 50%, E2 = tasks where software built on top of an LLM cuts time by at least 50%. Values take only 0 / 0.5 / 1.0.
Data sources & licenses — O*NET®, Anthropic Economic Index, Eloundou et al. (2023): see full notices on the Credits page