BETWEEN RECOGNITION AND PATHOLOGIZATION: CONTRIBUTIONS OF PSYCHOLOGICAL ASSESSMENT IN CHILDHOOD AND ADOLESCENCE

Abstract

This article analyzed the tension between the necessary recognition of neurodevelopmental disorders and the risk of pathologizing behavioral, emotional, and academic manifestations in childhood and adolescence. It examined how simplified diagnostic information, contemporary pressure for rapid answers, and symptom overlap may interfere with the understanding of ADHD, ASD, and specific learning disorder-related demands. The study was based on the hypothesis that Psychological Assessment, when contextualized and integrated with multidisciplinary practice, improves diagnostic formulation. A qualitative narrative review was conducted using 17 sources, including books, scientific articles, and official documents, analyzed through thematic axes and comparison among theoretical references. The findings showed that greater diagnostic visibility may expand access to care but may also encourage generalizations when isolated signs are treated as sufficient criteria; studies on social media and screen exposure further highlight the need to distinguish association, screening, and diagnosis. It was concluded that integrating developmental history, family and school contexts, psychological instruments, and multidisciplinary knowledge supports more consistent hypotheses and reduces the risk of labeling, inappropriate medicalization, and pathologization.