Serve as a resource to help families and schools deal with crises, such as separation and loss.

“Serve as a resource to help families and schools deal with crises, such as separation and loss.” is a core task performed by School Psychologists. Among the occupation's 19 rated tasks, workers place it 4th by importance (#16 most important). About 95% of workers say it is relevant to their job.

This is a single occupation-specific task statement from O*NET. The figures below describe how central the task is to the job and what independent studies measure about AI and this kind of work — not a prediction that the task will be automated.

Work activities this task rolls up to

O*NET groups concrete tasks into broader work activities shared across many occupations.

• Counsel others about personal matters. in Providing Consultation and Advice to Others

AI exposure

The OpenAI / Eloundou “GPTs are GPTs” study rates this task E0. No direct exposure — current language models give little or no time savings on this task.

Exposure measures whether a model could meaningfully speed the task up — it is an estimate of overlap with model capabilities, not a measure of whether the work will be done by software. The study's intermediate score (β) for this task is 0.00. Automation potential label: T1.

Other tasks in this occupation

• Compile and interpret students' test results, along with information from teachers and parents, to diagnose conditions and to help assess eligibility for special services. · importance 4.7
• Maintain student records, including special education reports, confidential records, records of services provided, and behavioral data. · importance 4.5
• Report any pertinent information to the proper authorities in cases of child endangerment, neglect, or abuse. · importance 4.5
• Select, administer, and score psychological tests. · importance 4.5
• Interpret test results and prepare psychological reports for teachers, administrators, and parents. · importance 4.4
• Assess an individual child's needs, limitations, and potential, using observation, review of school records, and consultation with parents and school personnel. · importance 4.4
• Develop individualized educational plans in collaboration with teachers and other staff members. · importance 4.4
• Counsel children and families to help solve conflicts and problems in learning and adjustment. · importance 4.3
• Collect and analyze data to evaluate the effectiveness of academic programs and other services, such as behavioral management systems. · importance 4.2
• Provide consultation to parents, teachers, administrators, and others on topics such as learning styles and behavior modification techniques. · importance 4.0
• Collaborate with other educational professionals to develop teaching strategies and school programs. · importance 4.0
• Promote an understanding of child development and its relationship to learning and behavior. · importance 3.9
• Design classes and programs to meet the needs of special students. · importance 3.9
• Attend workshops, seminars, or professional meetings to remain informed of new developments in school psychology. · importance 3.6

See all tasks on the School Psychologists page.

Sources for this page

Every figure above traces to a named public dataset and the exact release below — not hand-written opinion. See the full methodology for what each measure does and does not mean.

• O*NET 30.3 U.S. Department of Labor / National Center for O*NET Development
• “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130 OpenAI / academic

Data compiled June 2, 2026. Figures are estimates, not advice.

@misc{singulariki-task-5456,
  title  = {Serve as a resource to help families and schools deal with crises, such as separation and loss.},
  author = {{Singulariki}},
  year   = {2026},
  note   = {O*NET 30.3; “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130. Accessed June 7, 2026},
  url    = {https://singulariki.com/tasks/task-5456}
}