FAQ - Frequently Asked Questions

The easiest way is through the "Make an appointment" booking system on the site. If you have doubts about the choice of service, please contact us - we usually write back within 24 hours.

Please email or text us as soon as you know you need to cancel your appointment.

Yes, in selected cases consultation for parents and psychotherapy can take place online. The child's therapy is usually inpatient.

No. We are a private facility, but we issue invoices and possibly other documents that can be used for tax deduction or reimbursement.

Yes, we issue invoices and, if necessary, additional certificates or short summaries required by the insurer.

We work with some insurers, but the extent of reimbursement depends on the specific policy. In many cases, parents pay for the visits and then bill the insurer.

The diagnosis process usually involves an initial consultation, interview, observation or use of standard tools, and discussion of the results.

Bring your documents, opinions from the kindergarten/school and information about the support so far. Remember that the first visit generally takes place without the child, unless we have decided otherwise.

Depending on the package, the child spends several hours a day with us (usually 5-7 hours). During this time, we combine learning with therapy and work on functioning in everyday situations.

Not always. The frequency depends on the package chosen and the needs of the child. Both daily attendance and several days a week are possible.

Depending on the needs of the child, we offer, among other things:
speech therapy, sensory integration (SI), physiotherapy, support from a psychologist and educator, and behavioral therapy (ABA).

Yes, we work within the framework of homeschooling, which allows us to flexibly adapt the way the material is implemented to the child's abilities and pace. We have programs in Polish and English.

Mostly for children who have difficulties in the standard school system (e.g. overload, social difficulties, concentration, emotion regulation) and need a more individual approach.

Such a solution will benefit those who seek special education in English.

We regularly discuss progress, difficulties and goals. We also provide an app to monitor progress on a regular basis. We try to develop solutions that can also be implemented at home.

We can explain the process and indicate the next steps. We work with facilities that make homeschooling possible.

Yes, the program is flexible - the scope of support is matched to the child's current needs.

Most often we conduct 3 diagnostic meetings, but the exact number depends on the age, functioning and needs of the child.

Come well rested. Take your favorite toy/snack and documentation. If you have feedback from school/preschool, bring it with you.

In the summary discussion, we give conclusions and recommendations; a written report is prepared within two weeks of the last meeting.

Mostly for children on the autism spectrum, but also for children with behavioral, communication or social functioning difficulties.

Classes are conducted based on predetermined goals. Work can take place directly with the child, but also with the parent or teacher, with the aim of imparting the right ways to teach/respond.

Based on observation, interview with parents and assessment of the child's functioning. The goals are regularly updated.

Yes, we often combine ABA with speech therapy, sensory integration or psychological support, if needed.

For children with delayed speech development, articulation difficulties, language comprehension problems, and for children who do not develop speech or use alternative forms of communication.

Yes. In such cases, we focus on developing communication in the widest possible range, not just speech.

Yes, we introduce and develop AAC (e.g., gestures, symbols, communicators) if the child needs it. AAC does not replace speech - it supports and often facilitates the development of communication.

Yes, we provide specific instructions for working at home, so that the child can use the new skills outside of class as well. Parents can also participate in the sessions themselves (depending on their own preferences and the needs of the individual child).

Most often 1-2 times a week, but we determine the frequency individually.

Yes, we often combine speech therapy with ABA, sensory integration or psychological support - depending on the child's needs.

For children and adolescents who are experiencing, among other things, anxiety, depressed mood, relationship difficulties, problems with emotion regulation or challenging behavior.

We work mainly in the cognitive-behavioral current (CBT), adapting the way we work to the age and needs of the child. Our work is also subject to regular supervision, which allows us to maintain the high quality and safety of our interactions.

The first meeting is a consultative one with the parent - we discuss the difficulties, collect a history and determine the next steps together.

Mostly once a week, unless we agree otherwise.

It depends on the purpose and difficulty. In some cases a shorter work is enough, in others longer support is needed.

Yes, we also offer psychotherapy in English.

Yes, depending on the needs, we combine psychotherapy with other forms of therapy (e.g., speech therapy, ABA).

Psychotherapy (or therapy) is indicated when a child lacks specific skills or the difficulties are more general and affect different areas of functioning. If the difficulties are mainly limited to a specific environment (e.g., the home), it is often better to consult with the parents and make changes in the way they react and organize everyday situations.

If you are not sure what form of support will be best - write or call, we will help you choose the right solution.

When difficulties arise in behavior, emotions, relationships or learning, but also when you want to make sure your child's development is going well.

We talk about the application, collect a history and discuss the child's previous functioning. Based on this, we suggest next steps.

No. The consultation may conclude with a recommendation for further observation, specific changes in daily functioning or, if necessary, the initiation of action.

Depending on the situation, but the first meeting is held only with the parents.

Yes, it is a good idea to take all available documentation - it helps to better understand the situation and shortens the process of planning further actions.

Yes, we discuss specific recommendations that can be implemented at home or at school.

Yes, in many cases consultations for parents can take place online.

For children who have difficulties with peer relationships, understanding social rules, emotion regulation or group functioning (often ADHD, autism spectrum, among others).

TUS is a good choice when the child has difficulties mainly in group functioning - for example, in school, in relationships with peers, understanding social rules or cooperation.
Individual psychotherapy is more advisable when the difficulties relate to the child's emotions, behavior or functioning in a wider range, not only in a group, and require more tailored, individual work.

If you are not sure what form of support will be best - write or call, we will help you choose the right solution.

The classes are held in small groups and take the form of active work and play. We practice specific social situations so that the child can use the new skills in everyday life.

Groups are selected according to age, level of functioning and reported difficulties, so that children can work in as tailored an environment as possible.

Most often once a week. In some cases, more intensive forms of work are possible.

Yes, we provide information about the course of classes and instructions for work at home, if necessary.

It depends on the child. In some cases, TUS is sufficient or even recommended as the main form of support. In other situations, we recommend combining it with individual therapy to work through difficulties more quickly and effectively.

Depending on the stage of the group's work and the availability of places - sometimes this is possible after prior consultation.

For children with difficulties in motor development, reduced or increased muscle tone, coordination or fitness problems.

In such cases, special emphasis is placed on improving daily skills, such as walking, standing up, changing positions and general independence. The goal is to improve the child's functioning in his or her daily environment.

The classes are conducted in the form of active work and movement play. Exercises are selected to be engaging and doable by the child.

Frequency is determined individually - from single meetings per week to more regular support.

Yes, we provide simple exercises and tips for working at home to support the child's development outside of class as well. Parents can also attend sessions.

Yes, we often combine physiotherapy with sensory integration, speech therapy or other forms of support - depending on the child's needs.

No, a referral is not required.

For children who have difficulties with sensory regulation - such as hypersensitivity or sub-sensitivity to stimuli, problems with concentration, coordination or behavior.

The classes take the form of active motor play using specialized equipment. We select activities so that the child can gradually better regulate his reactions to stimuli.

E.g., avoidance or stimulus-seeking, difficulty concentrating, impulsivity, coordination problems or overreactions to sounds, touch or movement.

Most often 1-2 times a week, but we determine the frequency individually.

Yes, we provide guidance on daily situations and activities that can support the child's regulation outside of classes. The parent can also participate in the classes.

Yes, we often combine SI with other forms of support (e.g., speech therapy, physiotherapy, ABA), depending on the child's needs.