ISSN: 2763-5724 / Vol. 06 - n 03 - ano 2026

THE FATHER FIGURE AS AN AGENT OF TRANSFORMATION IN THE

EDUCATION AND DEVELOPMENT OF ATYPICAL CHILDREN

Quelen Cristiane Fragoso Santos1

Abstract: T h is a r t i cl e d i s c u s s e s t h e i m p o r t a n c e of t h e f a t h e r fi g u r e a s a p owe r f u l a g e n t of t r a n s fo r m a t io n

in the development and education of atypical children. Based on a theoretical and scientifi c review, the

study seeks to understand the emotional, cognitive, and social impacts of an active father’s presence

in the context of Autism Spectrum Disorder (ASD), ADHD, and other neurodivergent profi les.

do Imigrante (FAVENI, 2022). Atualmente, cursa pós-graduação em Saúde Mental pela Academia

Brasileira de Saúde Funcional Integrativa, mestranda em Psicologia Clínica e da Saúde pela FUNI-

foco no cuidado integrativo e humanizado da saúde mental.

INTRODUCTION

Historically, the paternal role has been associated with instrumental and disciplinary

functions, while the mother has been assigned to the function of care and affection. However, the

a profound infl uence on child development, especially in children with atypical development. Paternal

involvement, by integrating the affective bond, active presence and cognitive stimulation, constitutes

interaction is associated with greater emotional regulation, better socio-affective performance, and

better sensory integration in atypical children (Feldman, 2017). According to longitudinal studies by

Cabrera et al. (2018), parents who actively participate in daily care contribute to the increase of neural

plasticity and the child’s adaptive capacity. In addition, theories of social cognition highlight that the

father fi gure introduces new patterns of stimulation, challenges, and experiences that complement the

emotional and behavioral repertoire.

THE FATHER FIGURE AND THE PROCESS OF EMOTIONAL CO-REGULATION

The concept of emotional co-regulation, widely studied by Siegel (2020) and Schore

(2019), refers to the ability of caregivers to help the child regulate their emotional states through

safe and responsive presence. In the context of atypical children, this co-regulation becomes even

ferent domains of development throughout life.” (CABRERA, 2020, p. 134).

ISSN: 2763-5724 / Vol. 06 - n 03 - ano 2026

THE PATERNAL FUNCTION IN EDUCATION AND IN STIMULATING AUTONOMY

In addition to the emotional dimension, the father fi gure acts as a mediator in the process of

building autonomy. Parental engagement in educational and structured play activities promotes the

development of executive function, sustained attention, and inhibitory control, aspects that are often

challenging in children with ASD and ADHD. Studies by Yogman et al. (2016) show that children

who experience playful interactions with their parents demonstrate greater cognitive fl exibility and

better problem-solving skills. Thus, the father fi gure contributes to the formation of a richer and more

balanced learning environment.

IMPLICATIONS FOR INTEGRATIVE NEUROPSYCHOLOGY AND CLINICAL PRACTI-

occupies the role of active agent in the process of neuropsychological and emotional rehabilitation.

CONCLUSION

The father fi gure is an essential pillar in the integral development of the atypical child.

Their active participation in creation, education, and therapeutic processes directly impacts behavior,

emotional regulation, and learning. Recognizing and fostering the role of the father as an agent of

REFERENCES

CABRERA, N.; FITZGERALD, H. E.; BRADLEY, R. H. The Role of Fathers in Child Development.

CABRERA, Natasha J. Father involvement, father-child relationship, and attachment in the early years.

FELDMAN, R. The Neurobiology of Human Attachments. Trends in Cognitive Sciences, v. 21, n. 2,