Professionals at Calma de Ser

Children

As mothers and as professionals, we wanted to create the child and adolescent space we ourselves would take our sons and daughters to if they ever needed it.

A place where every child can feel seen beyond their behaviour, supported with respect and understood with their developmental moment, their emotional world, their relationships and their environment in mind.

We support emotional difficulties, fears, changes in behaviour, self-esteem, regulation, learning, adaptation and family situations that may be affecting their well-being.

In processes with children, mothers, fathers or caregivers are always part of the support. Not because they are to blame for what is happening, but because a child’s well-being cannot be understood in isolation.

Children grow within relationships, routines and contexts that influence how they feel and how they express their distress. That is why we also need to listen to the adults who care for them and offer them guidance to support with more clarity, security and resources.

The process is adapted to each case. Some sessions will be with the child and others with their mothers, fathers or caregivers, depending on what the process needs at each moment.

Learn about child psychology →

Educational psychology support

We support children and adolescents with difficulties in learning, attention, organisation, planning, reading and writing, comprehension or study habits.

Educational psychology support is especially important for profiles with ADHD, learning disorders and difficulties in reading and writing, because it allows specific work on the functions that interfere with everyday school life.

It is not just about “doing homework” or repeating content. The aim is to understand how each child or adolescent learns, detect which processes are making learning difficult and offer strategies adapted to the way they function.

We work on aspects such as sustained attention, executive functions, planning, organisation, working memory, reading and writing, and comprehension. We also attend to the emotional impact these difficulties can create: frustration, lack of motivation, insecurity or the feeling of not being capable.

The intervention is adapted to each person’s specific needs and, when necessary, is coordinated with the family, the school and other professionals.

The importance of this support lies in the fact that it does not only help improve academic performance. It also makes it possible to recover confidence, autonomy and a more secure relationship with learning.

Learn about educational psychology support →

Couples

We support couples going through crises, repeated conflicts, emotional distance, communication difficulties, loss of trust, changes in intimacy or desire, accumulated wounds and doubts about how to go on.

Often the problem is not only what is being argued about, but the cycle the couple has become trapped in. One person insists, demands or tries to get closer, while the other protects themselves, closes off or pulls away. Both can end up feeling alone, misunderstood or unimportant within the relationship.

In therapy we do not seek to decide who is right or who is doing worse. We help to understand what dynamic has been created, what emotions and needs are hidden behind the reproaches or the silences, and what wounds are activated when conflict appears.

The process can help to restore communication, repair the damage, rebuild trust and meet again from a more conscious place. It also makes it possible to review intimacy, parenting, living together, families of origin or life projects.

Other times, therapy helps to make decisions with more clarity and respect, including when the decision is to separate. The aim is not to stay together at any cost, but to understand each other and decide how you want to relate in a less reactive and more honest way.

Learn about couples therapy →

Neuropsychology

Neuropsychology helps to understand how processes such as attention, memory, learning, language, executive functions and other abilities that influence everyday life work.

We carry out assessments in childhood, adolescence, adulthood and older age when questions arise about development, learning, neurodivergence, cognitive functioning or possible changes related to a neurological condition.

The assessment does not consist only of carrying out tests or obtaining a label. We integrate the results with the developmental history, the context, the difficulties observed and the concerns of each person or family.

This process makes it possible to understand what is happening, identify strengths and needs and offer clearer guidance on the supports that may be useful.

At the end, we hold a feedback session and, where appropriate, prepare a report with recommendations applicable to daily life and to the educational, family or work environment.

Putting a name to a difficulty does not define the person. It can help them understand themselves better, reduce uncertainty and find resources better adjusted to their particular way of functioning.

Learn about neuropsychological assessment →