person
Dr. Peter L. S. Shibuya, PHD
School Psychologist in Tucson, Arizona
NPI 1265559231

Peter L. S. Shibuya is a School Psychologist based in Tucson, AZ and is specialized in School. Peter L. S. Shibuya practices in Tucson, AZ and has the professional credentials of PHD. The NPI Number for Peter L. S. Shibuya is 1265559231 and holds a License No. (Arizona).

The current practice location address for Peter L. S. Shibuya is 5174 N Via De La Lanza, Tucson, AZ and can be reached out via phone at 520-405-3456.

Location: 5174 N Via De La Lanza, Tucson, AZ, 85750-7077
person
Provider Profile Details
NPI Number
1265559231
Provider Name
Peter L. S. Shibuya
Credential
PHD
Provider Entity Type
Individual
Gender
Male
Address
5174 N Via De La Lanza, Tucson, AZ, 85750-7077
Phone Number
520-405-3456
Fax Number
Provider Enumeration Date
03/23/2007
Last Update Date
03/09/2024
institution
Provider Business Practice Location Address Details
Address
5174 N Via De La Lanza
City
State
Zip
85750-7077
Phone Number
520-405-3456
Fax Number
person
Provider Business Mailing Address Details
Address
5174 N Via De La Lanza
City
State
Zip
85750-7077
Phone Number
520-405-3456
Fax Number
person
Provider's Taxonomy Details 1
Type
Behavioral Health & Social Service Providers
Classification
Psychologist
Speciality
School
Taxonomy
License No.
(Arizona)
Definition
A psychologist whose specialty is concerned with the science and practice of psychology with children, youth, families; learners of all ages; and the schooling process. The basic education and training of school psychologists prepares them to provide a range of psychological diagnosis, assessment, intervention, prevention, health promotion, and program development and evaluation services with a special focus on the developmental processes of children and youth within the context of schools, families and other systems. School psychologists are prepared to intervene at the individual and system level, and develop, implement, and evaluate preventive programs. In these efforts, they conduct ecologically valid assessments and intervene to promote positive learning environments within which children and youth from diverse backgrounds to ensure that all have equal access to effective educational and psychological services that promote healthy development
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