is a key approach in the field of neuropsychological interventions, which goes beyond the traditional view, which considers the child only as a passive recipient of therapeutic influences or an investigator of adult instructions. This approach emphasizes the active and most important role of the child in the treatment process, since he is considered as an active subject, consciously and voluntarily participating in the process of learning and psychoneurological compensation. The child is given the opportunity to choose activities that match his interests, participate in decision-making related to treatment, and express his needs and emotions during sessions. This involvement is not limited to the practical aspect; It also includes a psychological dimension, thanks to which the child acquires a sense of control and responsibility for his development, which strengthens his self-confidence and motivates him to overcome difficulties with greater resilience. Moreover, the child’s participation in the therapeutic process opens the way to the use of his intrinsic motivation and makes learning more effective and sustainable, since what is formed through active participation is deeper. In this sense, neuropsychological treatment becomes a joint process of the specialist, the child and his family, based on dialogue, interaction and joint experimentation. It is aimed at achieving a balance between compensation for deficits and the development of opportunities, while preserving the dignity of the child and his status as an active participant in the formation of the development trajectory.