学校心理学家
教育与培训AI暴露度
- 数据来源: BLS发布时间: 2026-08
很高· 相对
低四级相对区间很高职业群单位数值
尺度 · 母数 · 来源
四级相对类别（低 / 中等 / 高 / 很高）
以BLS就业预测表中831个细分职业为基数。取值按 NEM（全国就业矩阵）代码给定，因此共用同一 NEM 代码的职业得到相同分档
- 数据来源: Anthropic发布时间: 2026-03
0.047
0.000此处所载数值的范围0.745尺度 · 母数 · 来源
- 数据来源: ILO发布时间: 2025
0.39
0.09此处所载数值的范围0.70职业群单位数值
尺度 · 母数 · 来源
生成式AI暴露度指数，按发布原值0–1
ISCO-08职业小类单位 — 共用同一代码的职业取值相同
本站计算，并非国际劳工组织发布的数值。在本站与 ILO 数据集相连的 1,012 个职业中，达到或高于此值的占 44%。
该来源发布的是什么性质的数值
BLS的类别是相对排位而非绝对水平，也不是一手测量：它把多项已发表研究给出的职业百分位排名归并为四个等级。它不是就业或工资预测，不是采用概率，也不区分自动化与增强。
Task-level exposure
仅显示有暴露的工作| Task | Claude.aiRaw / share % | APIRaw / share % |
|---|---|---|
Provide occupational, educational, and other information to individuals so that they can make educational and vocational plans.19-3031 | 0.267530.8 | 0.049814.2 |
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 | 0.200623.1 | 0.121134.6 |
Discuss the treatment of problems with clients.19-3031 | 0.145116.7 | 0.093926.9 |
Advise clients on how they could be helped by counseling.19-3031 | 0.05686.5 | 0.01955.6 |
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 | 0.04585.3 | 0.00922.6 |
Analyze data such as interview notes, test results, and reference manuals to identify symptoms and to diagnose the nature of clients' problems.19-3031 | 0.02783.2 | 0.00842.4 |
Collect and analyze data to evaluate the effectiveness of academic programs and other services, such as behavioral management systems.19-3031 | 0.01872.1 | 0.01644.7 |
Consult reference material, such as textbooks, manuals, and journals, to identify symptoms, make diagnoses, and develop approaches to treatment.19-3031 | 0.01591.8 | —0 |
Provide psychological or administrative services and advice to private firms and community agencies regarding mental health programs or individual cases.19-3031 | 0.01541.8 | —0 |
Identify psychological, emotional, or behavioral issues and diagnose disorders, using information obtained from interviews, tests, records, and reference materials.19-3031 | 0.01511.7 | 0.00170.5 |
| Not observed on any surface — 28 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 |
Assess an individual child's needs, limitations, and potential, using observation, review of school records, and consultation with parents and school personnel. | —0 | —0 |
Select, administer, and score psychological tests. | —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 |
Interpret test results and prepare psychological reports for teachers, administrators, and parents. | —0 | —0 |
Obtain and study medical, psychological, social, and family histories by interviewing individuals, couples, or families and by reviewing records. | —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 |
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 |
Develop therapeutic and treatment plans based on clients' interests, abilities, and needs. | —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 |
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