When a child cannot explain how they feel, they often show it
Psychological assessment and support adapted to the child's age, with family involvement and coordination when needed.
When distress persists or interferes with development
It is helpful to consider intensity, duration, change from the child's usual way of being and the impact at home, school, in relationships, sleep, eating or play.
Fears, anxiety and sadness
Intense worries, separation fears, physical symptoms, frequent crying, irritability or loss of interest.
Tantrums, aggression and boundaries
Persistent disobedience, outbursts, lying, opposition or conflict that damages family life.
Learning and performance
Low motivation, feeling blocked, academic difficulties, school refusal or the need to assess possible learning difficulties.
Social skills and bullying
Isolation, rejection, difficulty making friends, repeated conflict or bullying experiences.
Attention, impulsivity and development
Restlessness, impulsivity, attention, communication or adaptation difficulties requiring careful assessment.
Separation, grief and adjustment
Parental separation, loss, changes of home or school, illness or complex family situations.
When should you seek help?
Explore by area: these are informational signs for parents, not a diagnosis. Only a professional assessment can confirm what is going on.
Sleep-related signs
- Persistent difficulty falling asleep or frequent waking.
- Recurring nightmares or night terrors.
- Intense fear of sleeping alone that does not improve over time.
- Daytime tiredness or irritability related to rest.
An isolated episode is usually not a cause for concern. If it continues for several weeks and affects daily life, an assessment may help.
Behaviour-related signs
- Very intense or frequent tantrums for their age.
- Marked difficulty following rules or limits at home or elsewhere.
- Sudden behaviour changes without an apparent cause.
- Aggressive behaviour towards other children, adults or themselves.
Many behaviours are part of normal development. Pay attention to intensity, frequency and whether it interferes with family or social life.
Emotion-related signs
- Persistent sadness or loss of interest in activities they used to enjoy.
- Intense fears that limit their daily life.
- Unusual social withdrawal or isolation.
- Difficulty expressing or regulating what they feel.
Children express distress differently from adults, often through the body or behaviour, not only through words.
School-related signs
- Sudden or persistent refusal to go to school.
- Noticeable drop in performance without a clear cause.
- Difficulties relating to peers or frequent complaints of teasing.
- Frequent physical complaints (stomach ache, headache) with no medical cause before school.
School often reflects well how a child is doing overall. Teachers are often a good source of complementary information.
The child is not the problem: they are part of a system we also support
Intervention combines assessment, age-appropriate sessions, caregiver guidance and coordination with other professionals when useful and authorised.
Request guidance →We gather developmental, family and school history and current concerns.
We use conversation, observation, play and age-appropriate tasks.
We explain what has been observed and agree a clear proposal.
We work with the child and family, reviewing progress and needs.
Before intervening, we need to understand
Children's behaviour can serve different functions. The same tantrum, school difficulty or fear may require different responses depending on age, context and what maintains it.
Developmental history, sleep, eating, health and recent changes.
Routines, boundaries, communication, relationships and stressful situations.
Learning, adjustment, behaviour, friendships and possible bullying.
Change is easier to sustain when the environment learns too
The family does not participate to find someone to blame. It participates to understand, adjust responses and create conditions that support the child's development.
Understand before correcting
We explain what may be influencing the behaviour and which responses are usually helpful.
Routines, boundaries and reinforcement
We design realistic strategies that can be applied consistently at home.
Communication and emotional safety
We help families listen, validate, repair conflict and strengthen connection.
Immediate risk, violence or suspected abuse require urgent action
The clinic is not an emergency service. In immediate danger, call 112 or go to emergency services. If there are suicidal statements or self-harming behaviours, Spain's free, immediate and confidential Line 024 can also be contacted.