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Rebecca Fogarty
School Psychologist in Windsor, Illinois
NPI 1932731429

Rebecca Fogarty is a School Psychologist based in Windsor, IL and is specialized in School. Rebecca Fogarty practices in Windsor, IL. The NPI Number for Rebecca Fogarty is 1932731429 and holds a License No. (Illinois).

The current practice location address for Rebecca Fogarty is 1424 Minnesota Ave, Windsor, IL and can be reached out via phone at 217-459-2636.

Location: 1424 Minnesota Ave, Windsor, IL, 61957-1010
Profile Details Legacy Identifiers Practice Address Mailing Address Primary Taxonomy
person
Provider Profile Details
NPI Number
1932731429
Provider Name
Rebecca Fogarty
Credential
Provider Entity Type
Individual
Gender
Female
Address
1424 Minnesota Ave, Windsor, IL, 61957-1010
Phone Number
217-459-2636
Fax Number
Provider Enumeration Date
02/12/2020
Last Update Date
03/10/2024
institution
Provider Business Practice Location Address Details
Address
1424 Minnesota Ave
City
Windsor
State
Illinois
Zip
61957-1010
Phone Number
217-459-2636
Fax Number
person
Provider Business Mailing Address Details
Address
1424 Minnesota Ave
City
Windsor
State
Illinois
Zip
61957-1010
Phone Number
217-459-2636
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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