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Psychology Computer Science Jobs in Connecticut (NOW HIRING)

XG Consultants Group

Jr. Investigative Analyst

Stamford, CT · On-site

$18 - $21/hr

English, Psychology, Sociology, Literature, History, Philosophy, Political Science, Communications ... The position involves computer-centric tasks requiring long stretches of data processing coupled ...

COMMUNITY RENEWAL TEAM INC

Clinician - Level 2

Hartford, CT · On-site

$55K - $72K/yr

Makes referrals to outside programs for medical and/or psychological intervention. * Collects urine ... Master's degree in social science required. Minimum Years of Experience: minimum 3 years related ...

Imh

Registered Nurse Intensive Care Unit

Bridgeport, CT · On-site

$35.22 - $53.29/hr

Performs appropriate assessment of physical, social, and psychological status (including cognitive ... Bachelor of Science in Nursing (BSN) is required as of the 's last update on 4/27/2025. Employees ...

Adelbrook Inc

LPN

Cromwell, CT · On-site

$26 - $35.50/hr

... Psychological Management Training (PMT). Apply training techniques appropriately to ensure the ... Basic computer and documentation system proficiency * Conflict resolution and empathetic, person ...

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Psychology Computer Science information

What is a psychology computer science?

A Psychology Computer Science job combines principles from psychology and computer science to study human behavior, design user-friendly technology, and develop AI systems that understand cognition. Professionals in this field work on areas such as human-computer interaction, artificial intelligence, cognitive modeling, and mental health technology. They apply psychological theories to improve user experiences, design adaptive systems, and analyze data related to human behavior. These roles are common in UX research, AI development, and neuroscience applications.

What are typical projects or responsibilities for professionals working in psychology computer science?

Psychology Computer Science professionals often work on projects that integrate behavioral research with computational modeling, such as developing user-centered software, building cognitive simulations, or analyzing large datasets from psychological studies. Daily tasks may include designing experiments, coding algorithms to process behavioral data, and collaborating with psychologists, data scientists, and software engineers. Many roles also involve testing and improving products for usability and accessibility, applying insights from human cognition. These responsibilities allow you to leverage both technical and psychological expertise to solve real-world problems involving human-computer interaction.

What are the key skills and qualifications needed to thrive in the psychology computer science position, and why are they important?

To thrive in Psychology Computer Science, you need a strong background in both psychological theories and computational methods, often supported by a relevant degree such as cognitive science, psychology, computer science, or a combination thereof. Familiarity with data analysis tools (such as Python, R, MATLAB), machine learning frameworks, and experiment design software is typically required. Critical thinking, effective communication, and collaboration skills are especially valuable for bridging interdisciplinary teams and interpreting complex data. These competencies enable professionals to design, analyze, and implement technology solutions informed by human behavior and mental processes.

Is psychology and computer science a good combination?

Psychology and computer science is a strong combination for roles such as user experience designer, data analyst, or artificial intelligence researcher, as it combines understanding human behavior with technical skills. Professionals often use programming languages, data analysis tools, and psychological theories to develop user-centered technologies and improve human-computer interactions.

What can I do with psychology and computer science?

A career combining psychology and computer science includes roles such as user experience (UX) designer, human-computer interaction specialist, data analyst, or cognitive systems developer. These jobs often require skills in programming, data analysis, and understanding human behavior, and may involve working with tools like Python, R, or usability testing software.

What jobs can I go straight into with a psychology computer science degree?

Graduates with a psychology computer science degree can pursue roles such as data analyst, user experience (UX) designer, research assistant, or software developer, often leveraging skills in programming, data analysis, and understanding human behavior. These positions typically require proficiency in programming languages, statistical tools, and knowledge of human-computer interaction, and may involve working in tech companies, research institutions, or healthcare settings.

What are popular job titles related to Psychology Computer Science jobs in Connecticut?

For Psychology Computer Science jobs in Connecticut, the most frequently searched job titles are:

What job categories do people searching Psychology Computer Science jobs in Connecticut look for?

The top searched job categories for Psychology Computer Science jobs in Connecticut are:

Psychology Computer Science jobs near you
Infographic showing various Psychology Computer Science job openings in Connecticut as of September 2026, with employment types broken down into 1% As Needed, 79% Full Time, 13% Part Time, 1% Temporary, 5% Contract, and 1% Nights. Highlights an 81% Physical, 1% Hybrid, and 18% Remote job distribution.

Behavior Counselor - Kennedy High School

Waterbury, CT • On-site

Waterbury Public Schools
Education Programs Administration • 1 - 5K employees
Learn more about Waterbury Public Schoolsexternal

$21.72 - $28.77/hr

Full-time

Re-posted 25 days ago

Job description

Position Type:
Student Support Services/Behavior Counselor
Date Posted:
7/16/2026
Location:
Kennedy High School
Date Available:
Immediately After Hire
Closing Date:
Until Position is Filled
Waterbury Public Schools
JOB CLASSIFICATION DESCRIPTION
JOB CLASSIFICATION TITLE:
Behavior Counselor
DEPARTMENT:
Student Support Services
INCUMBENT NAME:
Grant Funded
BARGAINING UNIT CLASSIFICATION:
Non-Union*
REPORTS TO:
Receives general direction from a Principal or other administrative official of a higher grade.
FLSA DESIGNATION:
Non-Exempt. 10 months; 35 hours per week
$21.72-$28.77 per hour. Note: This is a union, grant funded position that exists as long as grant funds are available.
PART I - SUMMARY OF CLASSIFICATION
This class is accountable for providing behavioral resources and intervention programs.
Guidelines for Class Use: This job classification focuses on responding to repeated Level 1 Behaviors and Level 2 Behaviors and on implementing a positive behavior management system in order to improve student behavior and enhance academic skills. The management of the behavior system includes, but is not limited to, collecting and tracking data pertaining to students and school wide patterns, training staff in de-escalation strategies, implementation of positive behavior plans/climate plans and general climate improvement.
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
A. EDUCATION AND EXPERIENCE:
General Experience:
Five (5) years working with behavioral resources and intervention of adolescents in a high school environment.
Special Requirement:
Certification in Physical Management Training procedures.
Substitutions Allowed:
  1. An Associate's Degree from an accredited college or university in education, behavioral science, human services, psychology, or closely related field may be substituted for two (2) years of the General Experience.
  2. College training in education, behavioral science, human services, psychology or closely related field may be substituted for the General Experience on the basis of fifteen (15) semester hours equaling one half (1/2) year of experience to a maximum of four (4) years for a Bachelor's degree.

B. CREDENTIALS:
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
Incumbents in this class may be required to possess and retain a current Motor Vehicle Class D Driver's License.
D. CONTINUING EDUCATION REQUIREMENTS:
E. KNOWLEDGE, SKILLS AND ABILITIES:
  • Knowledge of applicable local, state, and federal rules, regulations and laws;
  • Knowledge of behavioral modification strategies;
  • Knowledge of biological, cognitive and social-emotional development of adolescents stages;
  • Knowledge of child development;
  • Knowledge of current best practices, laws, including due process and Individuals with Disabilities Education Act (IDEA), and interventions regarding the education of special needs students;
  • Knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;
  • Knowledge of educational testing;
  • Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
  • Knowledge of puberty, cognition, morality, identity, relationships, school, work and culture of adolescents;
  • Knowledge of relevant Board of Education policies and District administrative procedures;
  • Knowledge of specific disabilities and familiarity with common children's mental health disorders, as well as specific strategies/interventions to use in the classroom or other school setting;
  • Considerable interpersonal skills;
  • Critical thinking and problem solving skills;
  • Excellent organizational skills;
  • Oral and written communications skills;
  • Skill in interpersonal relations, especially regarding working as a member of a team;
  • Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Intervention (SRBI);
  • Ability to express ideas clearly;
  • Ability to engage youth;
  • Ability to facilitate group interaction;
  • Ability to mediate and resolve conflict;
  • Ability to utilize computer software;
  • Ability to utilize relevant assessment tools, and integrate the results of the assessments into the District truancy plan;
  • Ability to work with individuals from diverse backgrounds.

PART III - POSITION SUPERVISES:
May provide work direction to paraprofessionals.
PART IV - ESSENTIAL FUNCTIONS
The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.
  • Addresses negative student behaviors and assists students with altering their behavior;
  • Assists in implementing behavioral education plans;
  • Assists students in participating in general school activities and is responsible for safety and personal conduct of students;
  • Collaborates and coordinates with the building administrator the early intervention of behavioral issues and de-escalation of students in crisis;
  • Communicates policies and protocols to families and staff;
  • Encourages the improvement in student attitude and behavior, school atmosphere, academic performance and personal growth;
  • Explores ways to engage students to effect positive attitudes and control on behavior;
  • Facilitates in obtaining resources related to the flow of students removed from the class or school;
  • Implements the Safe School and Positive Climate Handbook;
  • Incorporates Positive Behavioral Interventions and Supports (PBIS) standards and framework into classroom and individual behavioral management strategies and recommendations;
  • Instills collective values and encourages behavior that is acceptable for the classroom and school environment;
  • Maintains logs and prepares timely accurate reports regarding incidents and progress to adjust behaviors;
  • Participates as a member of the school's interdisciplinary team;
  • Promotes and facilitates peer support groups;
  • Provides behavioral resources and intervention services to students;
  • Provides students with strategies and skills to meet expected behavioral and academic requirements;
  • Reviews and reports on referrals, bullying and other data;
  • Reviews and responds to Level 1 and Level 2 referrals;
  • Serves as a first responder to assist staff members with students' negative behaviors;
  • Uses disciplinary action to stimulate an opportunity to reflect and learn about consequences;
  • Works closely with all constituents to correct discipline problems as they occur;
  • Works with school staff and parent or guardian of student;
  • Performs related duties as required.

PART V - Working Conditions, Physical and Mental Requirements
Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. Incumbents in this class may be exposed to some risk of injury from assaultive or abusive students. A physical examination may be required.
Frequency: Place an "X" in each box that is appropriate to your job.
NEVER (N)
OCCASIONALLY (O)
FREQUENTLY (F)
CONSTANTLY (C)
0 % of Shift
1-33% of Shift
34-66% of Shift
67-100% of Shift
Working Conditions
N
O
F
C
Working Conditions
N
O
F
C
Physical Demands
Depth Perception
X
Standing
X
Color Distinction
X
Walking
X
Peripheral Vision
X
Sitting
X
Driving
X
Lifting
X
Physical Strength:
Carrying
X
Little Physical Effort (-10 lbs.)
X
Pushing
X
Light Work (-20 lbs.)
X
Pulling
X
Medium Work (20-50 lbs.)
X
Climbing
X
Heavy Work (50-100 lbs.)
X
Balancing
X
Very Heavy Work (100+ lbs.)
X
Stooping
X
Environmental Conditions
Kneeling
X
Cold (50 degrees F or less)
X
Crouching
X
Heat (90 degrees F or more)
X
Crawling
X
Temperature Changes
X
Reaching
X
Wetness
X
Handling
X
Humidity
X
Grasping
X
Extreme Noise or Vibration
X
Twisting
X
Exposure to Chemicals
X
Feeling
X
Exposure to Gases and Fumes
X
Talking
X
Exposure to Unpleasant Odors
X
Hearing
X
Exposure to bodily fluids
X
Repetitive Motion
X
Exposure to dampness
X
Hand/Eye/Foot Coordination
X
Confinement to Small or Restricting Area
X
Visual Acuity/Near
X
Mechanical Hazards
X
Visual Acuity/Far
X
Physical danger or abuse
X
The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified.
Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.

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