puts the child at the center of the process of neuropsychological evaluation, emphasizing that diagnosis is not a mechanical procedure limited to the classification of deficiencies or the identification of disorders. Rather, it is a comprehensive concept that combines ethical and humanistic aspects. Within the framework of this concept, the child is considered as a whole being with unique abilities and potential, deserving of respect for his dignity and personal life. Diagnostics is understood as a tool to identify strengths and acquired skills, as well as to identify difficulties and problems that the child faces. This approach provides a balanced view of the child, helping neuropsychologists, clinicians, educators, and parents develop therapeutic and educational intervention programs that take into account individual characteristics and effectively use the child’s potential, rather than focusing solely on shortcomings or weaknesses. This concept also strengthens the interactive relationship between the child and the neuropsychologist, encouraging the child to self-understand and actively participate in the intervention process. This contributes to the full development of the child, ensures respect for his rights, strengthens his self-esteem and expands opportunities.