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The therapeutic approach is cognitive-behavioural. This is a relatively short-term therapeutic approach (between 15 and 25 sessions) focused on reducing or eliminating symptoms. The role of the therapist is a directive one, and the clients play an active role during the therapy, engaging in various actions designed to help them solve their problems and not just talk about them.

Within the cognitive-behavioural therapy, the client and the therapist have a collaborative relationship. Studies have shown that cognitive-behavioural therapy has very good results in various psychiatric disorders such as: depression, anxiety, phobias, panic attacks, obsessive-compulsive disorders, addictions (addiction to alcohol, drugs, gambling), disorders of sexual dynamics, hypochondriac disorders, personality disorders, eating disorders: bulimia nervosa and anorexia, etc.

Cognitive-behavioural psychotherapy can also be successfully used in post-traumatic stress disorder, couple life problems, psycho-somatic disorders, in the case of psychological crises in children, adolescents and the elderly.

For children and adolescents, specific intervention techniques are used to make them understand the problem for which they were brought into the cabinet. For the adolescent, the techniques of cognitive-behavioural therapy are relatively the same as those used for the adult, given that they have reached the stage of formal operations, but each type of client / patient demands therapeutic adjustment according to the problems addressed and his personality. For children, the basis of therapy is play and its various complementary therapeutic forms: play therapy, art therapy, psychodrama, etc. Patients with play therapy are generally children between the ages of 3 and 11, with persistent behavioural and emotional problems (for several months) and who intervene in their normal development – behavioural disorders (aggressive and self-aggressive behaviours, lying, running away, (theft), incontinence in the absence of medical conditions, sleep disorders and nightmares, anxiety, attention deficit, isolation, excessive shyness, inhibition, bizarre behaviours, communication and relationship problems (he has no friends, does not adapt to kindergarten / school), phobias, tics, school problems (learning difficulties, decreased school performance, absenteeism, dropout).

Solution-focused therapy is short-term, having the role of supporting the client in capitalizing and using personal resources to achieve the set goals. It is the duty of each therapist to provide the client with the necessary support to discover what is important, significant and tangible to their own lifestyle. In therapy, the client is not modelled according to the direction of each therapeutic orientation, but, on the contrary, it is the therapist who builds the therapy according to the unique reality of the client.

Short-term therapy is perhaps the most appropriate approach to the current context, in which events take place at an alert pace, and changes occur more frequent than expected. The lack of time, of the moment for introspection, the permanent effort to adapt to everything the new type of society means, are factors that sometimes lead to inefficient and dysfunctional behaviours, emotional imbalances, frustrations, neuroses, stress. The speed with which all these conducts are formed requires as much rapidity from the therapist in finding the right solutions that can lead the client to achieve the proposed objectives.

It includes:

• Administration and interpretation of the standardized assessment and psycho-diagnostic tools of a cognitive, affective-motivational development and of the child / adolescent personality
• Preparation of the psychological report
• Elaboration, implementation and evaluation of the prevention / psycho-educational intervention plan
• Investigating skills, values, professional interests and personality traits in order to optimize learning / career decisions

It includes:

• Formation of personal autonomy
• socializing
• Occupational therapy
• Cognitive stimulation
• Ludotherapy

The activities proposed in this therapy are also carried out by the teacher-educator (grades I-IV) and by the teacher-educator (grades V-X) with all the students of the class, in completing the program focused on teaching -learning-evaluation carried out by the psycho-pedagogical teacher; it is meant to be a corrective-recuperative therapy. These types of activities are part of a complex and integrative development program for children with mental disabilities. By their content, they predominantly refer to the area of ​​personal and social development, with the final aim of attaining the independence of the child with disabilities, as well as his integration in a constantly changing environment.

The purpose of couple and family therapies is to resolve or reduce pathogenic conflicts and anxiety in interpersonal relationships. Family members involved in such therapy also improve their perception and learn to focus their attention on the emotional needs of each family member.

At the end of the therapy the capacity of the individual members and the family as a whole to cope with the destructive forces inside and outside the system is strengthened and the values ​​and identity of the family are positively oriented towards ensuring the maturity and health of the family.