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Mrs. Charissa Taylor, MACAS
School Psychologist in Syracuse, New York
NPI 1619305463

Charissa Taylor is a School Psychologist based in Syracuse, NY and is specialized in School. Charissa Taylor practices in Syracuse, NY and has the professional credentials of MACAS. The NPI Number for Charissa Taylor is 1619305463 and holds a License No. 623623121 (New York).

The current practice location address for Charissa Taylor is 215 Bassett St, Syracuse, NY and can be reached out via phone at 315-472-4404.

Location: 215 Bassett St, Syracuse, NY, 13210-2113
Profile Details Legacy Identifiers Practice Address Mailing Address Primary Taxonomy
person
Provider Profile Details
NPI Number
1619305463
Provider Name
Charissa Taylor
Credential
MACAS
Provider Entity Type
Individual
Gender
Female
Address
215 Bassett St, Syracuse, NY, 13210-2113
Phone Number
315-472-4404
Fax Number
Provider Enumeration Date
10/14/2013
Last Update Date
03/09/2024
institution
Provider Business Practice Location Address Details
Address
215 Bassett St
City
Syracuse
State
New York
Zip
13210-2113
Phone Number
315-472-4404
Fax Number
person
Provider Business Mailing Address Details
Address
215 Bassett St
City
Syracuse
State
New York
Zip
13210-2113
Phone Number
315-472-4404
Fax Number
person
Provider's Taxonomy Details 1
Type
Behavioral Health & Social Service Providers
Classification
Psychologist
Speciality
School
Taxonomy
103TS0200X
License No.
623623121 (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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