Psychology for adolescents

We often meet adolescents who, at first, do not want to come.

It is understandable: they do not know the professional or the centre, they may feel embarrassed or distrustful, or it may feel like a change they did not choose.

That is why we usually recommend that families try to agree on a first session. Not as a commitment to continue, but as a chance to meet the therapist, see how they feel in the space and decide afterwards with more information.

It is important to listen to their refusal and not present therapy as a punishment or a way to correct them.

At the same time, when the distress worries us, we adults also have the responsibility to offer care that they may not yet be able to value or ask for themselves.

We do not always want to go to an appointment or face something that unsettles us, but that does not mean we cannot need help. The idea is to support them with respect, explain why the situation worries you and make it easier for them to have a first experience before deciding how to continue.

No. The first assessment appointment takes place only with the mothers, fathers or caregivers, without the adolescent present.

It can be in person or online and lasts 25 minutes.

This meeting lets us understand the situation, advise you on the kind of support and choose the professional who can best support them.

In this way we take care of their entry into the process: they do not have to go through two different professionals or explain several times what is happening to them, but meet directly the therapist or professional with whom they will start.

No. For therapy to work, the adolescent needs to feel they have a private, confidential space of their own.

That does not mean the family is left out of the process. There will be sessions for mothers, fathers or caregivers to help you better understand what is happening, offer you guidance and give you tools to support your son or daughter in a more attuned way.

The professional will share with the family whatever is necessary to take care of the process, guide the support or act in a situation of risk.

From the start, the limits of confidentiality and how the adolescent’s individual space will be combined with the family work will be clearly explained.

Yes. Confidentiality has limits when there is a situation of risk for the adolescent or for other people.

If the therapist detects a risk of serious self-harm, suicidal ideation, violence, abuse or another situation that compromises their safety, it will be necessary to inform the caregivers and activate the necessary resources.

Whenever possible, the professional will first talk with the adolescent to explain what information must be shared and why.

The aim is not to break their trust, but to protect them and help them understand that asking for support is also part of taking care.

Yes. The form and frequency will depend on the age and the needs of each case.

There will be times when the professional needs to meet you to better understand the situation, offer you guidance, review how the process is developing or help you respond to a specific difficulty.

These sessions are part of the treatment. They are not only spaces to receive information, but to help you gain tools and review how you can support them.

At the same time, we will protect the private, confidential space the adolescent needs in order to trust the therapy.

In parenting guidance for adolescence, the focus is mainly on understanding your son’s or daughter’s needs and offering tools to the caregivers.

In parenting guidance with a relational and couple perspective, we also work on how worry, differences in parenting and the way you face this stage are affecting your relationship.

You do not need to know in advance which one fits best. We can guide you at the first appointment.

Psychopedagogical support focuses mainly on difficulties related to learning, attention, organisation, planning, reading, writing, comprehension or executive functions.

Therapy for adolescents addresses emotional distress, self-esteem, relationships, behaviour, identity and the situations that are affecting their well-being.

In some cases, both kinds of support can complement each other. The first assessment will help us guide you.

It is not always easy to tell before a first assessment.

When the difficulty relates mainly to emotional distress, behaviour, self-esteem or relationships, we can propose a therapeutic process.

If the focus is on learning, attention, organisation or academic autonomy, psychopedagogical support may be a better fit.

When a deeper understanding of their cognitive, attentional, academic or developmental profile is needed, we can recommend a neuropsychological assessment.

In some cases, these kinds of support can complement each other.

It happens often.

You may be worried about their studies, their isolation or their behaviour, while they may want to talk about a relationship, how they feel about themselves or the pressure they are under.

During the first sessions, the therapist will gather the different views and help build goals that make sense for the process.

It is not about imposing one side’s goals on the other, but about finding a direction of work that takes care of the adolescent and takes the family’s concerns into account.

They do not need to be able to tell everything from day one.

Trust is built little by little. The therapist can start by getting to know them, understanding how they experience the situation and creating a space where they do not feel pressured or judged.

Sometimes silence, anger or difficulty talking are also part of what needs to be understood.

The professional will not force them to explain something they are not yet ready for, but will look for ways to get closer and build a relationship from which they can begin to express themselves.

Adolescence involves emotional, relational and behavioural changes.

Asking for guidance may be advisable when the distress is intense, lasts over time or starts to affect rest, school, relationships, eating, family life or the way they see themselves.

It is also advisable to seek help when risk behaviours, intense withdrawal, self-harm, problematic substance use or talk of wanting to disappear or not wanting to live appear.

You do not need to wait until the situation is serious to ask for help.

Try to stay calm, even if it is hard, and approach them without judging, punishing or demanding an immediate explanation.

You can tell them that you have seen their suffering and that you want to help. Self-harm is usually a way of regulating very intense emotional distress, but it is a risk behaviour and needs a professional assessment.

It is also important to ask whether they have thought about dying or hurting themselves more seriously. Asking directly does not cause suicidal behaviour; it helps understand the risk better and opens a space for them to talk.

When there is immediate risk, injuries that require medical care, a suicide plan, access to the means to carry it out, or you cannot guarantee their safety, you must go to the emergency department or call 061 or 112. Outpatient therapy does not replace urgent medical care.

Yes. As part of the process, we always hold a coordination session with the school to learn how the adolescent is doing in that context and encourage consistent support between the family, the school and the therapy or psychopedagogical support.

If later on we consider that further coordination may be needed, we will discuss it first with the mothers, fathers or caregivers.

When useful, we can also coordinate with doctors, psychiatry or other services that are supporting them, always with the appropriate consent.

Even if custody belongs to only one of the parents, what we must take into account is who holds parental authority.

When parental authority is shared, we need the consent of both parents before starting the therapeutic process, the psychopedagogical support or the assessment with the minor.

If one of the parents does not agree, we cannot start until there is an agreement between both or a court ruling that authorises the support or assigns this decision to one of them.

If there is a special circumstance or a previous court ruling, we will need to review the relevant documents before deciding how to proceed.