Of Spanish origin, Rocío has always had a strong interest in different cultures and ways of living. At 22, with a degree in Advertising and Public Relations (she was working in digital marketing), she set off on a journey to London eager to master the language and pursue her dream of becoming a Psychologist. Clearly, London won her over—her British adventure ultimately lasted 10 years.

Being an expatriate brought many challenges: initially not mastering the language meant feeling insecure while learning a different way of life—the transport system, supermarkets, making new friends… The climate was particularly difficult for her, as she loves outdoor sports. “Migrating means becoming a new version of yourself that fits into the new country, while balancing that new self with staying connected to your family and friends back home.”

From the United Kingdom, she brought back an admiration for the culture’s lack of judgment and respect for individuality. She will never forget the effect of being offered a cup of tea—it carries an unspoken message: I’m listening, let’s talk. Professionally, she appreciated the horizontal structure of the system, which values every team member’s talents and prioritizes day-to-day knowledge of each case over formal qualifications.

From the beginning of her psychology studies, she felt a special interest in working with children, adolescents, and families. During her degree, she worked as a teaching assistant in special needs schools for children with Autism and other developmental differences (Springhallow School). At the same time, she collaborated with Salusbury World, an NGO supporting refugee families from Syria, Palestine, Lebanon, and other countries, helping children through play. She also provided academic support and led recreational activities as a playworker in residential resources for homeless families through the charity Caris Families in Camden. She came to understand the power of nurturing creativity and child development through play. “At least during this hour, you get to be a child, leaving behind the difficulties of being a refugee child.”

She later completed her final dissertation researching early signs displayed through play in babies (up to 30 months old) that could indicate they were on the Autism Spectrum (ASD). The goal was early detection to enable early intervention. Her job at The Holmewood School, a special educational needs centre in London for students aged 8 to 18 diagnosed with ASD, allowed her to develop extensive experience in treating associated conditions such as ADHD (Attention Deficit Hyperactivity Disorder), anxiety disorders, depressive disorders, and sensory integration difficulties. She provided sessions aimed at promoting psychomotor, sensory, and cognitive development, as well as implementing adaptations within the school environment. She worked in the Occupational Therapy Department from a play- and movement- based approach and also cooked and baked with children who had food restrictions and hypersensitivity to smells and textures.

During this time, she continued working in cultural integration at the after-school club of Salusbury Primary School, in close contact with situations involving migration-related grief and adaptation difficulties in the host country.

After Brexit, she decided to return to Spain to complete her training with a Master’s Degree in General Health Psychology at the European University of Madrid. Returning meant going back to what was familiar yet no longer truly knowing it—feeling like an outsider, no longer fully from here nor there. Rocío has firsthand experience of the challenges of Re-entry Syndrome.

While studying, she worked as a psychologist for women, children, and families at the NGO Asociación Bienestar y Desarrollo, in a child protection program for minors in contexts of psychosocial risk, focusing on attachment and bonding work with their families of origin. Families from Pakistan, the Philippines, Thailand, Ukraine, Palestine, Colombia, Venezuela, and Paraguay required interventions adapted to their cultural particularities, always grounded in deep respect. She fell in love with working with families—understanding the dynamics that arise in relationships and becoming aware of them to prevent the transmission of intergenerational trauma.

During this period, she also facilitated activities and workshops linked to the European RECAP project, aimed at reducing the effects of loneliness, isolation, and hopelessness related to COVID-19 among adolescents. For Rocío, adolescents possess a unique strength. Redirecting their desire to challenge the status quo and channelling that change so it becomes a conscious decision rather than an impulsive reaction is, for her, an inspiring therapeutic task.

She chose to complete her clinical internship in early intervention, working 400 hours with babies and children with developmental delays, hearing loss, selective mutism, and behavioural difficulties. Assessing developmental progress is highly specialized work that requires seeing not only the child but also the family and their circumstances.

Throughout her career, she has never stopped training. Most recently, she completed an advanced certification in clinical trauma intervention, as the very definition of trauma—“a wound”—is present in each of us to a greater or lesser extent, with different consequences. Working with trauma in adults differs from working with children, and she sought training to support both populations.

Her commitment to child protection and the defence of children’s rights is one of her core purposes. Since 2024, she has participated in and coordinated the Working Group on the Prevention of Child Abuse and Sexual Abuse at the Official College of Psychologists of Madrid.

Rocío works from an integrative, person-centred perspective, offering a safe, respectful space tailored to individual needs. Her approach is grounded in understanding the emotional world and promotes personal development, self-esteem, and autonomy, creating an environment of trust where each process progresses collaboratively.

In the field of child psychology, she understands intervention as teamwork with the family, combining warmth and closeness with professionalism and rigor. She trusts in the therapeutic relationship as a driver of change, prioritizing empathy, unconditional acceptance, and active listening—not only to address difficulties such as anxiety or emotional and behavioural challenges, but also to strengthen inner resources and foster balanced growth.