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Gitana Pierre
School Psychologist in Brooklyn, New York
NPI 1548963150

Gitana Pierre is a School Psychologist based in Brooklyn, NY and is specialized in School. Gitana Pierre practices in Brooklyn, NY. The NPI Number for Gitana Pierre is 1548963150 and holds a License No. (New York).

The current practice location address for Gitana Pierre is 1623 Kings Hwy, Brooklyn, NY and can be reached out via phone at 929-273-7601.

Location: 1623 Kings Hwy, Brooklyn, NY, 11229-1209
Profile Details Legacy Identifiers Practice Address Mailing Address Primary Taxonomy
person
Provider Profile Details
NPI Number
1548963150
Provider Name
Gitana Pierre
Credential
Provider Entity Type
Individual
Gender
Female
Address
1623 Kings Hwy, Brooklyn, NY, 11229-1209
Phone Number
929-273-7601
Fax Number
Provider Enumeration Date
03/23/2023
Last Update Date
03/10/2024
institution
Provider Business Practice Location Address Details
Address
1623 Kings Hwy
City
Brooklyn
State
New York
Zip
11229-1209
Phone Number
929-273-7601
Fax Number
person
Provider Business Mailing Address Details
Address
1623 Kings Hwy
City
Brooklyn
State
New York
Zip
11229-1209
Phone Number
929-273-7601
Fax Number
person
Provider's Taxonomy Details 1
Type
Behavioral Health & Social Service Providers
Classification
Psychologist
Speciality
School
Taxonomy
103TS0200X
License No.
()
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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