Significados atribuidos por padres y madres de familia al rol del psicólogo en el apoyo al desarrollo emocional de estudiantes con trastornos del neurodesarrollo

Abstract

The aim of this research is to understand the meanings that parents attribute to the role of psychologists in supporting the emotional development of students with neurodevelopmental disorders, specifically Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD), in the educational context of the city of Quito during the 2025–2026 school year. The analysis is conducted from a qualitative psychosocial perspective, with a non-experimental and cross-sectional design, applying the phenomenological method to explore the experiences and perceptions of parents. The sample consisted of ten parents whose children receive institutional psychological support. The main technique for collecting information was the semi-structured interview, which facilitated the identification of categories regarding the role of the psychologist, emotional support, and the emotional development of students with neurodevelopmental disorders. The results show that the psychologist is perceived mainly as an emotional guide for the student, a family counselor, and a mediator between the family and the school. Likewise, it is highlighted that continuous psychological support contributes to strengthening emotional regulation, self-esteem, and the socio-emotional well-being of students. However, perceptions of inadequacy also emerge when interventions are discontinuous or limited. It is determined that psychologists are crucial for the emotional growth of students with neurodevelopmental disorders, provided there is constant monitoring and effective collaboration between the family, school, and professional.