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Kelly Thorpe
School Psychologist in Spanish Fork, Utah
NPI 1871237735

Kelly Thorpe is a School Psychologist based in Spanish Fork, UT and is specialized in School. Kelly Thorpe practices in Spanish Fork, UT. The NPI Number for Kelly Thorpe is 1871237735 and holds a License No. (Utah).

The current practice location address for Kelly Thorpe is 350 S Main St, Spanish Fork, UT and can be reached out via phone at 801-354-7416.

Location: 350 S Main St, Spanish Fork, UT, 84660-2408
Profile Details Legacy Identifiers Practice Address Mailing Address Primary Taxonomy
person
Provider Profile Details
NPI Number
1871237735
Provider Name
Kelly Thorpe
Credential
Provider Entity Type
Individual
Gender
Female
Address
350 S Main St, Spanish Fork, UT, 84660-2408
Phone Number
801-354-7416
Fax Number
Provider Enumeration Date
04/26/2022
Last Update Date
03/10/2024
institution
Provider Business Practice Location Address Details
Address
350 S Main St
City
Spanish Fork
State
Utah
Zip
84660-2408
Phone Number
801-354-7416
Fax Number
person
Provider Business Mailing Address Details
Address
350 S Main St
City
Spanish Fork
State
Utah
Zip
84660-2408
Phone Number
801-354-7416
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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