Clinical Psychologist or School Psychologist

Summary:  

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:

1. Intellectual functioning assessments to evaluate cognitive abilities, including verbal and nonverbal reasoning, memory, and processing speed.
2. Personality assessments to examine personality traits, emotional functioning, and behavioral patterns.
3. Behavioral assessments involving observation and evaluation of a person's behavior in various settings, including natural environments within the group home.
4. 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.