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Tara Jean Hogan
School Psychologist in Clinton, New York
NPI 1447024294

Tara Jean Hogan is a School Psychologist based in Clinton, NY and is specialized in School. Tara Jean Hogan practices in Clinton, NY. The NPI Number for Tara Jean Hogan is 1447024294 and holds a License No. (New York).

The current practice location address for Tara Jean Hogan is 19 Robinson Rd, Clinton, NY and can be reached out via phone at 315-853-6090.

Location: 19 Robinson Rd, Clinton, NY, 13323-1418
Profile Details Legacy Identifiers Practice Address Mailing Address Primary Taxonomy
person
Provider Profile Details
NPI Number
1447024294
Provider Name
Tara Jean Hogan
Credential
Provider Entity Type
Individual
Gender
Female
Address
19 Robinson Rd, Clinton, NY, 13323-1418
Phone Number
315-853-6090
Fax Number
Provider Enumeration Date
11/13/2023
Last Update Date
03/10/2024
institution
Provider Business Practice Location Address Details
Address
19 Robinson Rd
City
Clinton
State
New York
Zip
13323-1418
Phone Number
315-853-6090
Fax Number
person
Provider Business Mailing Address Details
Address
19 Robinson Rd
City
Clinton
State
New York
Zip
13323-1418
Phone Number
315-853-6090
Fax Number
person
Provider's Taxonomy Details 1
Type
Behavioral Health & Social Service Providers
Classification
Psychologist
Speciality
School
Taxonomy
103TS0200X
License No.
(New York)
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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