Child therapy in El Masnou
Child and family psychology
We support children and families when emotional, behavioural, school or relationship difficulties appear.
A 25-minute first assessment with the caregivers, in person or online.
understanding what is happening in order to support better
When a child is not well, they cannot always explain in words what is happening to them.
Distress can appear through fears, anger, changes in behaviour, difficulties with sleep or food, withdrawal or refusal to go to school.
At Calma de SER we offer child therapy in El Masnou, psychological therapy for children adapted to the needs of each stage. We look beyond the behaviour to understand what it may be expressing and what the child needs. Sometimes a symptom is a way of adapting to, protecting themselves from or regulating a situation they find difficult.
That is why we adapt the psychological support to the child’s age and way of expressing themselves, using words, play, drawing, movement or the body.
We also offer psychological guidance for families and family support, because a child’s emotional well-being cannot be understood apart from their bonds, their family, school and context.
when child psychology can help
You can ask for guidance when you notice difficulties related to:
- Anxiety, fears and self-esteem. Childhood anxiety, fears, insecurity, self-demand, phobias, separation anxiety or situations the child avoids because they cause distress can affect their self-esteem.
- Emotions, impulsivity and behaviour. Difficulty recognising or expressing what they feel, problems with emotional regulation, tantrums, impulsivity, low tolerance of frustration or behavioural problems.
- Relationships and family life. Withdrawal, difficulties in social relationships, lack of social skills, frequent conflicts or behavioural problems that affect family life and the home.
- Life changes, separations and grief. Loss or grief in childhood, parental separation, family changes, moving house or experiences the child finds hard to understand and process.
- Sleep, eating and bodily expression. Nightmares, night terrors and other sleep problems in children, changes in eating, enuresis, encopresis, tics, headaches or other recurring physical complaints that call for a joint approach with the relevant health professionals.
- Attention, learning and school. Attention difficulties in children, organisation or planning, a drop in school performance, school difficulties or school refusal.
- Development and neurodivergence. Questions about emotional, social, cognitive or communicative development, as well as needs related to attention deficit, attention deficit hyperactivity disorder (ADHD), autism, giftedness or specific learning difficulties.
When you feel something is not right. Sometimes it is hard to identify a specific cause. If you notice emotional difficulties, a persistent change, or you feel your son or daughter needs help, a first assessment can help you make sense of what is happening.
how we work with children
Looking beyond what can be seen
A child’s behaviour always communicates something, even when they cannot yet put it into words. Understanding what lies behind it makes it possible to help the child without reducing their experience to the symptom.
A tantrum can speak of frustration or being overwhelmed; withdrawal, of a need to protect themselves; and a school difficulty may relate to learning, but also to self-esteem, anxiety or their surroundings.
That is why we do not focus only on removing the worrying behaviour. We try to understand what it expresses, what function it serves and what the child needs, in order to find, together with the family, safer ways of facing what they are going through.
We adapt the therapy to their age
We do not expect the child to adapt to the therapy. We adapt the therapy to the child.
The support takes into account their age, personality, way of relating and the developmental stage they are at.
In the sessions we may use play, drawing, stories, movement, creative materials and other forms of expression that let them show what they cannot yet explain directly.
We do not expect them to sit down and talk like an adult. We create a therapeutic language that can make sense to them.
Through play, a child can act out situations they cannot yet explain, take distance from what worries them, try out different responses and regulate their emotions.
That is why playing in therapy does not mean they are “just playing”. Play is one of the main languages of childhood and a way to understand, express and process what they are living.
The family is part of the process
Mothers, fathers and caregivers play an important role in child and family psychology.
There will be sessions to better understand the family situation, review how you are supporting the difficulty and offer you tools and emotional support suited to your son’s or daughter’s needs.
It is not about looking for mistakes or someone to blame. The aim is for what is worked on in therapy to carry over into daily life.
In some cases, especially in the early years, it may be more appropriate to work directly with the caregivers, without the child needing to start individual therapy.
Coordination with the school and other professionals
Therapy does not happen only inside the consulting room.
The family, the school and the professionals who support the child are part of the same network. That is why we always hold a coordination session with the school to share views and encourage consistent support.
If further coordination is needed later on, we will discuss it with the family first.
When useful, we can also coordinate with paediatrics, psychiatry, speech therapy or other professionals, always with the appropriate consent.
A clear and flexible work plan
During the first sessions we will build a shared understanding with the family of what is happening.
The professional will propose goals and a way of working that may combine:
- Sessions with the child.
- Sessions with the caregivers.
- Joint sessions.
- Coordination with their environment.
The plan will be reviewed and adapted as the process advances.
child therapy in person and online
Child psychology in El Masnou
You can have the sessions in person at our centre in El Masnou:
- Carrer Fontanills, 15 · 08320 El Masnou, Barcelona
- A 25-minute first assessment with the caregivers
Online child therapy
For children, the online format is used mainly for guidance and support sessions with the caregivers.
Direct therapeutic work with children under 16 takes place in person. From the age of 16, the online format may be considered depending on the maturity, needs and characteristics of each adolescent.
At the first assessment we will advise you on the most suitable format and on how to combine, when necessary, in-person sessions with online meetings with the family.
See online therapy →First appointment
first assessment appointment
The first appointment takes place with the mothers, fathers or caregivers, without the child present.
It can be in person or online, lasts 25 minutes and lets us learn:
- What worries you.
- Since when you have noticed it.
- How it is affecting their life.
- What support they have received so far.
- What kind of support they may need.
- Which professional and format may be the best fit.
If they need to start a process, we will choose the professional who can best support them. That way, they will meet directly the person with whom they will start therapy.
- 1. You book the assessment. You choose between in person or online and select the time.
- 2. You tell us what is happening. The first conversation takes place only with the caregivers.
- 3. We guide you. We assess whether they may need child therapy, family guidance, psychopedagogical support or an assessment.
If you are not yet sure whether to book
You can write to us on WhatsApp and ask with no obligation. We would rather answer a question than leave you with it.
Tell us what you need
You do not need to know which therapy or which professional to choose. We will help you find your way.
25 minutes · €36 · In person in El Masnou
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Couples therapy has its own process
It does not start with the first assessment appointment: the first step is different. On its page we explain how it works, and you can book directly.
Family therapy has its own process
It does not start with the first assessment appointment: the first step is different. On its page we explain how it works, and you can book directly.
Neuropsychology has its own process
It does not start with the first assessment appointment: the first step is different. On its page we explain how it works, and you can book directly.
how to explain it to them
We recommend explaining it in advance, using simple words.
You can tell them they will meet a professional who helps children and families when something worries them, is hard or makes them feel bad.
You can also tell them in advance:
- Where the session will take place.
- Who will go with them.
- How long it will last.
- That they will be able to talk, play, draw or express themselves in other ways.
- That they will get to know the professional and the space little by little.
You do not need to convince them that they will like it. What matters is to convey calm and not present therapy as a punishment or a way to correct them.
other kinds of support for children and families
Parenting guidance
In some cases it may be enough to work with the caregivers to understand the child’s needs and find new ways of supporting them.
Discover parenting guidance →
Educational psychology support
When the main focus is on attention, organisation, reading, writing, comprehension or executive functions, psychopedagogical support may be recommended.
Discover educational psychology support →
Child neuropsychological assessment
When a deeper understanding of their cognitive, attentional, academic or developmental profile is needed, we can consider a child neuropsychological assessment.
Discover neuropsychological assessment →
- Therapist
Beatriz Velazco Brao
Registered Health Psychologist · Child and adolescent psychology · Parenting guidance · Neurodivergence
- Languages
- Spanish · Catalan
- Format
- In person in El Masnou · Online
- Therapist
Patricia Cuairan Martínez
Registered Health Psychologist · Integrative psychotherapy with adults, children, adolescents and families · Coordinator of the first assessment sessions
- Languages
- Spanish · Catalan
- Format
- In person in El Masnou · Online
- Therapist
Dámaris Rey Álvarez
Psychologist · Child, adolescent and adult psychology · Neurodivergence · Parenting guidance
- Languages
- English · Catalan · Spanish
- Format
- In person in El Masnou · Online
frequently asked questions
Is the first appointment with the child?
No. The first assessment appointment takes place only with the mothers, fathers or caregivers, without the child present.
It can be in person or online and lets us understand the situation, guide you and choose the professional who can best support them.
In this way we take care of their entry into the process and avoid them having to go through two different professionals.
Does my son or daughter always need to do therapy?
No.
In some cases, especially in early childhood, it may be more appropriate to work through the mothers, fathers or caregivers, without starting a direct intervention with the child.
Changes in how you understand them, respond to their needs and organise the family environment may be enough to support their well-being.
At the first appointment we will assess which approach may be most suitable.
What if my son or daughter does not want to come?
It is understandable that they may show reluctance at first.
They do not know the professional or the space, and may feel fear, embarrassment or distrust, or think that going to therapy means there is something wrong with them.
Often this reluctance has to do with uncertainty. That is why it can help to explain in advance where they will go, who they will meet, what they will be able to do during the session and when it will take place.
We usually recommend that families try to agree on a first session to meet the therapist and see how the child feels, without presenting it from the start as a commitment to continue.
It is important to listen to their resistance 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 ask for or value themselves.
What are the sessions like? Will my son or daughter be left alone?
The aim is for the child to feel safe and comfortable in the space.
Some children feel ready to stay alone with the professional from the start. Others need one of their caregivers to be present for part of the session or during the first meetings.
We do not force a separation they are not yet ready for. The therapist will assess how to support this moment and advise you on the best way to help the bond form.
My son or daughter says they only play in therapy. Is that normal?
Yes.
Play is one of the main languages of childhood and an important therapeutic tool.
Through play, a child can act out situations they cannot yet explain, express emotions, take distance from what worries them, try out different responses and find new ways of facing what they are living.
That is why playing in therapy does not mean they are “just playing”. The professional observes, supports and intervenes through that language, together with other resources adapted to their age.
Will the therapist tell us everything that happens in the sessions?
The child needs to feel they have a safe space of their own, adapted to their age.
That does not mean the family is left out. There will be sessions for mothers, fathers or caregivers to help you better understand what is happening and offer you tools to support them.
The professional will share with you the information needed to take care of the process, guide the support or act in a situation of risk.
From the start we will explain how the individual space will be combined with the family work and what the limits of confidentiality are.
Do mothers, fathers or caregivers take part in the process?
Yes. The family is part of the support.
The frequency and format of the sessions with the adults will depend on the child’s age, the difficulty and the needs of the process.
The aim is for you to better understand what they are going through, know the goals of the support and have resources to help them outside the consulting room too.
How will we know what is being worked on in therapy?
During the first sessions, the professional will gather information and build an understanding of what is happening.
Based on this assessment, they will explain the proposed intervention, the goals and the way of working.
The plan will be flexible and reviewed as the process advances. You can raise questions and talk with the professional whenever you need to better understand what is being worked on and how you can support from home.
What is the difference between the two kinds of parenting guidance?
In parenting guidance, the focus is mainly on understanding the child’s needs and offering tools to the caregivers.
In parenting guidance with a relational and couple perspective, we also work on how motherhood, fatherhood, mental load and differences in parenting are affecting the bond between you.
You do not need to know in advance which one fits best. We can guide you at the first appointment.
What is the difference between psychopedagogical support and child therapy?
Psychopedagogical support focuses mainly on difficulties related to learning, attention, planning, reading, writing, comprehension or executive functions.
Child therapy addresses emotional distress, behaviour, self-esteem, bonds and the situations that are affecting the child’s well-being.
In some cases, both kinds of support can complement each other. The first assessment will help us guide you.
Do you always coordinate with the school?
Yes. As part of the child’s therapeutic process, we always hold a coordination session with the school.
This session helps us learn how the child is doing in the school context and encourages a shared view between the family, the school and the professional.
If more coordination is required, we will discuss it first with the mothers, fathers or caregivers.
How do we know whether they need therapy, psychopedagogical support or a neuropsychological assessment?
It is not always easy to tell before a first assessment.
When the difficulty relates mainly to emotional distress, behaviour or bonds, we can propose a therapeutic process.
If the focus is on learning, attention, organisation or school 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.
If we are separated and one parent does not agree, can they start?
Even if custody belongs to 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 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 allows the support to begin or assigns that decision to one of them.
If there is any special circumstance or a previous ruling, we will need to review the relevant documents before deciding how to proceed.
you do not need to wait until the difficulty is very intense, nor arrive with a diagnosis
First assessment appointment
A first 25-minute meeting to hear your situation, answer your questions and point you towards the right kind of support.
In-person therapy
Discover in-person psychological care at Calma de Ser in El Masnou.
Online therapy
Find out how online therapy works and which ages and types of support it is available for.