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Jillian Aguis, MSED
School Psychologist in New York, New York
NPI 1871885822

Jillian Aguis is a School Psychologist based in Astoria, NY and is specialized in School. Jillian Aguis practices in New York, NY and has the professional credentials of MSED. The NPI Number for Jillian Aguis is 1871885822 and holds a License No. 1213244 (New York).

The current practice location address for Jillian Aguis is 122 E 23Rd St, New York, NY and can be reached out via phone at 212-677-7400.

Location: 122 E 23Rd St, New York, NY, 11102-1920
Profile Details Legacy Identifiers Practice Address Mailing Address Primary Taxonomy
person
Provider Profile Details
NPI Number
1871885822
Provider Name
Jillian Aguis
Credential
MSED
Provider Entity Type
Individual
Gender
Female
Address
122 E 23Rd St, New York, NY, 11102-1920
Phone Number
212-677-7400
Fax Number
Provider Enumeration Date
05/10/2011
Last Update Date
03/09/2024
institution
Provider Business Practice Location Address Details
Address
122 E 23Rd St
City
New York
State
New York
Zip
10010-4516
Phone Number
212-677-7400
Fax Number
person
Provider Business Mailing Address Details
Address
122 E 23Rd St
City
New York
State
New York
Zip
10010-4516
Phone Number
212-677-7400
Fax Number
person
Provider's Taxonomy Details 1
Type
Behavioral Health & Social Service Providers
Classification
Psychologist
Speciality
School
Taxonomy
103TS0200X
License No.
1213244 (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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