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Psychological consultation, child psychotherapy and psychological assessment for emotional, behavioural, developmental, school-related and family difficulties.
Children cannot always put into words what is troubling them. Psychological distress may manifest through behaviour, play, fears, physical complaints, changes in sleep, difficulties at school or in relationships with parents and peers.
Psychological work with children always takes into account the child's age and development, the family environment and the events the child is experiencing. The symptom is not viewed in isolation, and the aim is not simply to "correct" behaviour, but to understand what the child is experiencing and how they are trying to cope.
Parents are an important part of the process. Depending on the child's age and the nature of the difficulty, the work may include sessions with the child, consultations with the parents, or a combination of both.
Psychological consultation for a child
What is it?
Psychological consultation is appropriate when parents notice a change in the child's behaviour, mood, relationships or daily functioning and want to understand what may lie behind it.
The reason for seeking a psychologist is not always clearly defined. Sometimes the child has become more irritable, anxious or withdrawn. In other cases there are difficulties at school, conflicts, fears, physical complaints, or a sudden change following an event in the family.
In childhood, the same behaviour can have different meanings. For example, aggressiveness may be linked to anger, anxiety, insecurity, difficulty regulating emotions, or a situation that the child is not yet able to express in any other way.
Therefore, the first task is not to label the behaviour, but to understand the child within their specific context.
Led by: Prof. Monika Bogdanova
Who is it suitable for?
For children of school and pre-school age and their parents facing emotional, behavioural, social or adjustment difficulties.
When can it be helpful?
- with a sudden or prolonged change in behaviour;
- with anxiety and fears;
- with frequent outbursts or aggressiveness;
- with heightened sensitivity or tearfulness;
- with withdrawal and loss of interest;
- with difficulties in relationships with peers;
- with problems at school;
- with physical complaints without sufficient medical explanation;
- following a significant change or a difficult situation in the family.
What does the psychological work involve?
An initial conversation with the parents, a session with and observation of the child, and, if necessary, follow-up consultations, psychological assessment or psychotherapeutic work.
How does the first session proceed?
The format depends on the child's age and the reason for the consultation. Often a conversation with the parents is held first, in order to gather information about the child's development, the family and the current difficulty.
This is followed by a session with the child, in which the psychologist uses age-appropriate means – conversation, play, drawing or other forms of interaction.
Format and frequency
Format
With the child, with the parents, or combined, depending on the case.
Duration and frequency
This may be a single consultation, a brief period of follow-up, or the beginning of longer-term work.
Who conducts the consultations?
Psychologists and psychotherapists from the team with competence in working with children and families.
Important
A child's behaviour must be considered in relation to their age, development and situation. A single symptom is not sufficient for making a diagnosis.
Child psychotherapy
What is it?
Psychotherapy with children differs from psychotherapy with adults, because a child cannot always express their experiences directly through conversation.
Play, drawing, fantasy, stories and behaviour can become the means by which the child shows their inner world. In the therapeutic session, the specialist observes and gradually helps these experiences to be understood and to acquire meaning.
Child psychotherapy is not training in "correct behaviour". Its aim is for the child gradually to develop a better ability to recognise and regulate their feelings, to understand their relationships, and to find more adaptive ways of coping with internal and external difficulties.
Work with the parents is usually an essential part of the process, since the child's development cannot be separated from the relationships and environment in which they live.
Led by: Prof. Monika Bogdanova
Who is it suitable for?
For children with emotional, behavioural, adjustment or interpersonal difficulties requiring longer-term psychological work.
When can it be helpful?
- with persistent anxiety;
- with strong fears;
- with aggressiveness or frequent outbursts;
- with withdrawal and difficulties in contact;
- following a loss or a traumatic event;
- with difficulties following the parents' separation or divorce;
- with low self-esteem;
- with persistent problems in relationships;
- when short-term consultation is not sufficient.
What does the psychological work involve?
Regular sessions with the child and periodic sessions with the parents. The means used and the therapeutic approach are determined according to the child's age and development, and the psychotherapist's qualification.
How does the first session proceed?
The process usually begins with a consultation with the parents. Initial sessions with the child then follow, through which their needs and the possibility of psychotherapeutic work are assessed.
Format and frequency
Format
Individual work with the child, combined if necessary with parental consultations.
Duration and frequency
Psychotherapy requires regularity and may be medium-term or long-term. The frequency is determined according to the therapeutic approach and the child's needs.
Who conducts the psychotherapy?
Psychotherapists with qualification and experience in working with children.
Important
Parents are informed about the general course and aims of the work, but the content of the therapeutic sessions with the child is kept within the bounds of professional confidentiality, except where there is a risk to their safety.
Psychological assessment of child development
What is it?
Psychological assessment aims to build a more comprehensive picture of how the child develops and functions.
Cognitive abilities, attention, memory, language and social development, emotional functioning, behaviour and the capacity for adaptation may all be examined.
The assessment is not reduced to a single test or to a search solely for deficits. It is important to identify both the areas of difficulty and the child's strengths, as well as the ways in which they compensate for their difficulties.
The results obtained are interpreted together with information about the child's development, family environment, health status and school functioning.
Who is it suitable for?
For children about whom there are questions regarding development, learning, attention, behaviour, or emotional or social functioning.
When can it be helpful?
- with general concerns about development;
- with difficulties at school;
- with suspected attention problems;
- with difficulties in communication;
- with emotional and behavioural problems;
- when a more structured clinical assessment is needed;
- on the recommendation of another specialist.
What does the psychological work involve?
A conversation with the parents, observation of the child, and the use of appropriate psychological methods. If necessary, information may also be gathered from the school or childcare environment with the parents' consent.
How does the first session proceed?
It begins with clarifying the question that the assessment needs to answer. The necessary sessions with the child are then planned.
Format and frequency
Format
A parental session and individual sessions with the child.
Duration and frequency
The assessment usually requires more than one session, and its duration depends on the child's age and the purpose of the assessment.
Who conducts the assessment?
A psychologist with appropriate qualification in child psychodiagnostics.
Important
The results of psychological tests are not interpreted in isolation, and a single test on its own is not sufficient for a clinical diagnosis.
Assessment of attention and concentration
What is it?
Difficulties with attention can present in different ways. The child may be easily distracted, fail to finish tasks, lose belongings, make many mistakes, or have difficulty following instructions.
In other cases, motor restlessness, impulsivity, and the child's difficulty in waiting or regulating their behaviour are the predominant features.
Such manifestations do not automatically indicate attention deficit hyperactivity disorder. Concentration may be affected by anxiety, sleep problems, depressed mood, learning difficulties, family situation, somatic condition, or environmental factors.
Therefore, the assessment must be sufficiently broad and take into account the child's behaviour in different situations.
Who is it suitable for?
For children in whom parents or teachers observe persistent difficulties with attention, self-control or organisation.
When can it be helpful?
- with easy distractibility;
- with difficulty completing tasks;
- with frequent omissions and mistakes;
- with strong impulsivity;
- with motor restlessness;
- with difficulty following instructions;
- with problems with organisation;
- when the difficulties are observed in more than one setting.
What does the psychological work involve?
A clinical interview with the parents, psychological examination of attention and other cognitive functions, observation, and, if necessary, information from teachers or other significant adults.
How does the first session proceed?
First, it is clarified when and where the difficulties occur, since when they have been observed, and how they affect learning and daily life.
Format and frequency
Format
With the parents and individually with the child.
Duration and frequency
The assessment is usually conducted over several sessions.
Who conducts the assessment?
A psychologist with qualification in child psychodiagnostics.
Important
Making a medical diagnosis such as ADHD requires a comprehensive clinical evaluation and, if necessary, the involvement of a child psychiatrist or another medical specialist.
Assessment and support for learning difficulties
What is it?
When a child experiences difficulties with reading, writing, mathematics, or mastering the school curriculum, the cause is not always a lack of effort or motivation.
Learning depends on many abilities – attention, language, memory, visual-spatial processing, working pace, and the child's ability to organise information.
Persistent failure can gradually have an emotional impact as well. The child may begin to believe that they are "not clever", become afraid of school, or refuse tasks in order to avoid experiencing failure again.
Therefore, the assessment must consider both the way the child learns and the psychological impact of the difficulties.
Who is it suitable for?
For children with persistent difficulties in acquiring school skills, or a significant discrepancy between the effort invested and the results achieved.
When can it be helpful?
- in cases of significant difficulties with reading;
- in cases of persistent writing errors;
- in cases of difficulties with mathematical operations;
- in cases of a very slow pace of work;
- when the child has difficulty remembering what has been learnt;
- in cases of avoidance of school tasks;
- in cases of strong anxiety around learning and being tested.
What does the psychological work involve?
Assessment of cognitive and emotional functioning and, where necessary, referral to a speech and language therapist, special educator or other specialist.
How does the first meeting proceed?
The child’s learning history, the specific difficulties and information from the school are discussed. The psychological assessment is then planned.
Format and frequency
Format
With parents and individually with the child.
Duration and frequency
The assessment may require several sessions.
Who conducts the assessment?
A psychologist with appropriate qualifications.
Important
Poor school performance on its own does not necessarily indicate the presence of a specific learning disorder.
Support for anxiety and fears
What is it?
Fear is a natural part of child development. At different ages, fears may arise regarding the dark, separation, unfamiliar situations, illness, death, failure or rejection.
Psychological help may be needed when anxiety is excessive for the child’s age, persists for a long time or begins to restrict the child’s life.
Anxiety is not always expressed in words such as “I’m scared”. The child may become irritable, refuse to go to school, experience stomach or headaches, constantly seek reassurance from parents, or avoid certain situations.
Avoidance temporarily reduces anxiety, but often gradually maintains and expands it.
Who is it suitable for?
For children with pronounced fears, anxiety or avoidant behaviour.
When can it be helpful?
- in cases of persistent fears;
- in cases of separation anxiety;
- in cases of school refusal;
- in cases of fear of social situations;
- in cases of strong anxiety around performance and grades;
- in cases of physical symptoms related to tension;
- when constant reassurance is needed;
- when anxiety restricts activities normal for the child’s age.
What does the psychological work involve?
Assessment of anxiety and individual work with the child, as well as counselling of parents on how they can support the child without inadvertently maintaining the avoidance.
How does the first meeting proceed?
The fears, the situations in which they arise, the way the child reacts, and the behaviour of the adults around them are discussed.
Format and frequency
Format
Individual work with the child and parental consultations.
Duration and frequency
Determined according to the nature and intensity of the anxiety.
Who conducts the consultations?
A psychologist or psychotherapist experienced in working with children.
Important
In cases of severe and sudden physical symptoms, an appropriate medical assessment must first be carried out.
Support for aggressive or difficult behaviour
What is it?
Aggressive or defiant behaviour is often the reason adults seek out a psychologist, but the behaviour is only the visible part of the problem.
A child may hit, shout, refuse to follow rules or enter into constant conflicts when they find it difficult to recognise and regulate strong emotions. Behind the behaviour there may be anxiety, anger, insecurity, jealousy, difficulties with impulsivity, experienced stress or relationship problems.
The aim of the psychological work is not simply to make the child “more obedient”. It is important to understand the function of the behaviour while simultaneously helping the child and the adults to build clear and safe boundaries.
Who is it suitable for?
For children with frequent outbursts, aggressiveness, strong defiance or other persistent behavioural difficulties.
When can it be helpful?
- in cases of physical or verbal aggression;
- in cases of frequent strong outbursts;
- in cases of constant conflicts with adults;
- in cases of destructive behaviour;
- in cases of serious difficulties observing boundaries;
- in cases of problems with peers;
- when the behaviour disrupts family or school functioning.
What does the psychological work involve?
Assessment of the child and the context of the behaviour, individual work and parental counselling. Where necessary, family work or interaction with the school may be recommended.
How does the first meeting proceed?
The specific situations in which the behaviour occurs, what precedes it and how the adults react are discussed.
Format and frequency
Format
With the child and the parents, depending on the specific case.
Duration and frequency
Determined individually.
Who conducts the consultations?
Psychologists and psychotherapists with competence in working with children and parents.
Important
In cases of serious risk that the child may harm themselves or another person, an immediate assessment by an appropriate medical specialist is required.
Support for withdrawal and social isolation
What is it?
Some children are by nature quieter and prefer fewer social contacts. This in itself is not a problem.
What matters more is the change – when a child who used to communicate freely begins to withdraw, avoid friends or lose interest in their activities.
Withdrawal may be related to anxiety, low self-esteem, bullying, depressive experiences, conflicts or other difficulties that the child does not talk about directly.
The psychological work aims to understand what lies behind the isolation, without forcing the child to become “more sociable”.
Who is it suitable for?
For children with pronounced or increasing social withdrawal.
When can it be helpful?
- in cases of a sudden change in social behaviour;
- when the child has no friendships or is losing them;
- in cases of refusal of social activities;
- in cases of strong fear of others’ judgement;
- in cases of low mood;
- in cases of suspected bullying;
- when the child appears lonely and suffers because of it.
What does the psychological work involve?
Assessment of emotional functioning, relationships and the causes of the withdrawal, followed by individual work according to the identified needs.
How does the first meeting proceed?
A conversation is held with the parents and a meeting with the child, without the child being pressured to talk about topics they are not yet ready for.
Format and frequency
Format
Individually with the child and, where necessary, parental meetings.
Duration and frequency
Determined individually.
Who conducts the consultations?
A psychologist or psychotherapist experienced in working with children.
Important
Prolonged social withdrawal may be a sign of various psychological or psychiatric conditions, and additional assessment is recommended where necessary.
Support for school difficulties
What is it?
School difficulties can take many forms – declining performance, refusal to learn, fear of being tested, conflicts with teachers, frequent absences or an outright refusal to attend school.
Sometimes the cause is related to learning and concentration, and at other times to anxiety, relationships with peers, bullying, excessive expectations or family events.
A school problem cannot always be solved simply through more studying or stricter control. When there is a psychological difficulty behind it, pressure can further increase the tension.
Who is it suitable for?
For children with significant difficulties related to school attendance, learning or relationships within the school environment.
When can it be helpful?
In cases of a sharp drop in performance, strong fear of school, refusal to attend classes, frequent physical complaints before school, conflicts, concentration problems or significant anxiety around assessment.
What does the psychological work involve?
Exploration of possible causes – emotional, cognitive, social and family-related – and development of appropriate follow-up support.
How does the first meeting proceed?
The development of the problem, the child’s reactions and information from the school are discussed. Where necessary and with consent, work may be coordinated with school specialists.
Format and frequency
Format
Work with the child and the parents.
Duration and frequency
Depending on the nature of the problem.
Who conducts the consultations?
A specialist from the team with competence in child development and psychological functioning.
Important
School difficulties can have various causes and should not be presumed in advance to be a lack of motivation.
Support for bullying
What is it?
Bullying is not an ordinary conflict between children. It involves systematic humiliation, isolation, threats, physical aggression or online behaviour in which there is an imbalance of power.
Children do not always report directly what is happening. There may be refusal to attend school, lost belongings, physical complaints, sleep disturbances, anxiety or sudden withdrawal.
It is especially important that the child is not made to bear sole responsibility for “coping” with a situation that requires intervention from adults as well.
Who is it suitable for?
For children experiencing bullying at school, online or in another social environment.
When can it be helpful?
In cases of physical, verbal or online bullying, social exclusion, fear of school, significant decline in self-esteem or changes in behaviour following conflict with peers.
What does the psychological work involve?
Support for the child, assessment of the psychological consequences, work with the parents and, where necessary, discussion of an appropriate way to engage with the school or other responsible adults.
How does the first meeting proceed?
The child’s safety and the current situation are assessed first. The psychological consequences and possible next steps are then discussed.
Format and frequency
Format
Individual work with the child and consultations with the parents.
Duration and frequency
Depending on the nature and consequences of the experience.
Who conducts the consultations?
Psychologists or psychotherapists experienced in working with children.
Important
When bullying continues, psychological work with the child alone is not sufficient. It is necessary for the adults and institutions responsible for the environment to take action to ensure the child’s safety.
Support following parental separation or divorce
What is it?
Parental separation changes the child’s world even when the adults believe the conflict between them has ended.
The child may worry about where they will live, when they will see the other parent, and whether they are somehow to blame for the separation. In cases of strong conflict between the adults, the child may find themselves caught between them and feel they must choose a side.
Reactions may include anger, sadness, anxiety, regressive behaviour, school difficulties or physical complaints.
The psychological work aims to help the child maintain their relationship with both parents and not be burdened with conflicts and responsibilities that belong to the adults.
Who is it suitable for?
For children and parents before, during or after a separation or divorce.
When can it be helpful?
In cases of strong emotional reactions, changes in behaviour, conflictual separation, refusal of contact with one parent, feelings of guilt in the child or significant difficulties with adaptation.
What does the psychological work involve?
Individual support for the child, parental consultations and, where appropriate, family work.
How does the first meeting proceed?
Initially, the family situation and the way in which the separation has been explained to the child are clarified.
Format and frequency
Format
With the child and/or the parents, depending on the situation.
Duration and frequency
Determined individually.
Who conducts the consultations?
A specialist with competence in child and family psychology.
Important
The psychologist should not be used as a means in a conflict between parents or as a substitute for a court expert assessment in a dispute over parental rights.
Support in the loss of a loved one
What is it?
Children grieve, but the way in which they understand death and loss depends on their age and development.
Younger children may repeatedly ask the same questions or quickly shift between sadness and play. Older children may begin to understand the irreversibility of death and experience fears for their own safety or that of their loved ones.
Children's grief does not always look like sadness. It may be expressed through irritability, aggressiveness, bodily complaints, sleep disturbances or school problems.
The aim is for the child to receive honest, age-appropriate information and a safe space for their feelings and questions.
Who is it suitable for?
For children after the death of a parent, a brother or sister, a grandmother or grandfather, or another significant person.
When can it be helpful?
In cases of a significant change in behaviour following the loss, strong anxiety, guilt, sleep disturbances, refusal to talk about what has happened, school problems, or when the family does not know how to talk to the child about death.
What does the psychological work involve?
Individual work with the child and support for the parents or caregiving adults in the process of grieving.
How does the first meeting proceed?
The circumstances surrounding the loss are discussed, along with what the child knows and what has been explained so far.
Format and frequency
Format
With the child and a parent or other caregiving adult, depending on age and situation.
Duration and frequency
Determined individually and not bound to a predetermined "grieving period".
Who conducts the consultations?
A psychologist or psychotherapist with competence in child psychology and working with loss.
Important
Grief is a natural reaction to loss, and not every strong reaction from the child represents a mental disorder.
Support in cases of severe or chronic illness in the child
What is it?
A severe or chronic illness can change a large part of the child's life – the daily routine, school attendance, relationships with friends, the sense of being different and the attitude towards their own body.
Medical procedures may be associated with fear, pain and loss of control. Sometimes the child understands much more about their condition than adults assume, but does not ask questions in order not to worry the parents.
Parents, too, may find themselves in a difficult position – simultaneously providing care, making medical decisions and trying to maintain as normal a life as possible.
Psychological support is aimed at the child and the family and at the way in which the illness fits into their development, relationships and daily life.
Who is it suitable for?
For children with severe, prolonged or chronic physical illnesses and their families.
When can it be helpful?
In cases of fear of procedures, difficult adaptation to the diagnosis, changes in the body, prolonged absences from school, social isolation, anxiety or tension within the family.
What does the psychological work involve?
Work with the child and the parents, adapted to age, medical condition and specific psychological needs.
How does the first meeting proceed?
The diagnosis and treatment are discussed to the extent necessary for the psychological work, along with the way in which the child understands and experiences their condition.
Format and frequency
Format
Individually with the child, parental or family meetings.
Duration and frequency
Aligned with the medical treatment and the family's needs.
Who conducts the consultations?
Specialists with competence in child psychology and psychological work in cases of physical illness.
Important
Psychological support complements and does not replace medical diagnosis and treatment.
Support when a parent or another loved one is seriously ill
What is it?
When a parent or another loved one is seriously ill, the child lives in an environment that may be filled with changes, absences, medical conversations and anxiety.
Adults often try to protect the child through silence. The child, however, usually senses that something significant is happening. Without an appropriate explanation, they may create their own version of events or even conclude that they are to blame for what is happening.
Information needs to be honest, but adapted to the child's age and the actual situation. The child should not be burdened with details they cannot bear, but neither should they be left alone with their fears.
Who is it suitable for?
For children whose parents or other significant loved ones have been diagnosed with a severe or life-threatening illness.
When can it be helpful?
- after the parent's diagnosis is made;
- in the event of hospitalisation;
- in the event of a significant change in physical condition;
- when the child begins to ask questions;
- in cases of anxiety or changes in behaviour;
- when the adults do not know what and how to tell the child.
What does the psychological work involve?
Consultation for the parents on how to conduct the conversation and, where necessary, individual work with the child.
How does the first meeting proceed?
Usually, a meeting is first held with the adults in order to clarify the medical situation, the information the child already has and the specific family circumstances.
Format and frequency
Format
Parental consultation, individual work with the child or a family meeting.
Duration and frequency
According to how the situation develops and the needs of the child.
Who conducts the consultations?
Specialists with competence in child psychology, family work and psychological support in cases of severe illness.
Important
There is no single universal formula for talking to a child. The approach depends on their age, development, family relationships and the actual medical situation.
Support in adoption and foster care
What is it?
Adoption and foster care raise specific questions for the child and the adults, related to belonging, attachment, separation, loss, identity and trust in relationships.
Children who have experienced early separation, relocations or insufficiently stable care may react in ways that appear contradictory. A child may strongly seek closeness while simultaneously rejecting it, may test boundaries, or may find it difficult to believe that the new relationship is stable.
These reactions should not be understood solely as "bad behaviour". Sometimes they are part of the way the child tries to protect themselves after experienced losses and insecurity.
As the child grows, questions may also arise about their origin, their biological family, the reasons for the separation and their own identity. It is important for adults to have a space in which to think about how to support these processes.
Who is it suitable for?
For adopted children, children in foster care, adoptive parents, foster parents and families in a period of preparation or adaptation.
When can it be helpful?
- in cases of difficult adaptation in the new family;
- in cases of difficulties with attachment and trust;
- in cases of strongly challenging behaviour;
- in cases of fear of renewed abandonment;
- in cases of questions about biological origin;
- when there is a need for a conversation about the adoption;
- in the transition from foster care to adoption;
- in cases of significant difficulties between the child and the caregiving adults.
What does the psychological work involve?
Individual work with the child, parental consultations and, where necessary, family work, tailored to the child's history and their experiences of separation and belonging.
How does the first meeting proceed?
Usually, a conversation is first held with the adults about the child's history, the current situation and the specific difficulties. Particular care is taken with information about the child's origin and previous care.
Format and frequency
Format
With the child, with the parents, or as family work, depending on the specific case.
Duration and frequency
From consultative work to longer-term psychotherapeutic support.
Who conducts the consultations?
Specialists with competence in child psychology, attachment, adoption, foster care and family work.
Important
The history of adoption or foster care is part of the child's history, but it should not automatically become the explanation for every difficulty they face. The psychological work considers the specific child, their development, relationships and current life environment.