Fear of the dark, of going to sleep alone, nightmares, night terrors, of being alone, of being separated from their parents, of something bad happening to their parents, of going to school, etc. THERAPEUTIC APPROACH Childhood: Teaching the child to recognize and identify their feelings of fear (emotional thermometer). Managing the intensity of fear through activities proposed within the family setting. Adolescence: Perceiving feelings of fear from an observer's perspective, fostering tolerance and acceptance. From this distance, learning to live with fear.

(Tantrums, outbursts of anger, aggression, etc.) - Provide parents with a repertoire of responses (guidelines and educational strategies) that will allow them to help their children gradually regulate their emotions autonomously. THERAPEUTIC APPROACH - LEARNING TO FEEL GOOD. Provide tools (through stories or role-playing, etc.) that teach children and adolescents to recognize their emotions, understand them, and regulate their intensity. - Learn to establish relationships with people in their environment (parents, peers, etc.). Acquire or expand their repertoire of social and communication skills.

THERAPEUTIC APPROACH - Providing parents with a repertoire of responses (guidelines and educational strategies) that teach the infant personal self-control. - Acquisition of habits and routines that help the infant gain autonomy and self-confidence.

Difficulty organizing tasks, lack of planning. Agitation - Facilitate educational guidelines and ways to organize family life that contribute to regulating relationships between children, adolescents, and their parents. THERAPEUTIC APPROACH - Acquisition of attentional skills through practice exercises. - Learning to "surf" the force of impulse from a detached observer's perspective, demonstrating open-mindedness. This means receiving information from both internal and external sources and evaluating its validity/suitability. - Development of metacognitive skills (becoming aware of what one knows and how one has learned it, learning to plan, direct, and regulate one's learning, recognizing strengths and weaknesses, reviewing academic and personal performance through error detection, etc.). - Understanding the mind of the other person, the writer or speaker. Stretching cognitive competence through reading comprehension strategies.

Difficulty following rules, dismissive, defiant, and argumentative with adults. THERAPEUTIC APPROACH - Facilitate educational guidelines and ways to organize family life that contribute to regulating relationships between children, adolescents, and their parents. - Acquire negotiation skills that allow for the joint development of educational agreements. - Identify reaction patterns that do not resolve or help in coping with a problematic situation: disagreement, frustrated desires, etc. - Develop an inner language (inner speech) that helps the adolescent recognize their thoughts, feelings, and actions, thus directing their behavior in a more adaptive/functional way.

Mood swings, sadness, irritability, aggression, eating and sleeping problems, poor school performance. THERAPEUTIC APPROACH - Develop an inner dialogue that allows us to move away from the old way of perceiving both what happens to us internally and externally. Expand the repertoire of meanings we use to make sense of the things that happen in our lives. - "Surf" through distressing experiences with an open mind, showing acceptance and compassion. - Create a repertoire of situations that cause suffering and old ways of coping with them in order to create new, more effective ones.

Sibling rivalry, jealousy, parent-child relationship problems. THERAPEUTIC APPROACH - Facilitating and training communication skills to resolve difficulties associated with family life. "Words hurt, but they also heal." - Re-establishing a loving bond among family members that is strong and unconditional. - Defining each member's role, assigning them a unique and meaningful one.

Social skills deficit. THERAPEUTIC APPROACH - Identify and foster strengths. Promote a sense of self-efficacy (Empowerment). - Learn to manage insecurity, fear of ridicule, uncertainty, etc., in interactions with peers. - Acquire communication skills that facilitate initiating and maintaining contact with others.

- Difficulty in reading processes: fluency, speed, and comprehension. - Difficulty in written and mathematical expression. Low academic performance, inadequate strategies for assimilating and retrieving content (memorization). THERAPEUTIC APPROACH - Development of metacognitive skills (becoming aware of what one knows and how one has learned it, learning to plan, direct, and regulate one's learning, recognizing one's strengths and weaknesses, reviewing academic performance through error detection, etc.) - Stretching cognitive competence through reading comprehension strategies.