Child and adolescent psychiatry is a relatively recent discipline and the possibility to train in this specialty in Colombia is even more so. It is then
fundamental to know what we are doing, how and why we are doing it, and on what grounds we support our choice when performing our trade.
The articles compiled in this Revista Colombiana de Psiquiatría Supplement are a sample showing the plural origin of the models and the variety
of epistemic and action fields in which we move; we who in one way or another are linked to the children’s mental health.

As this is a Supplement dedicated the child psychiatry, we would like to highlight some circumstances that must be considered, because the future
of our actions depends in a high degree on what we make of them:

• Confusion between diagnosing and classifying: when sticking a label, corresponding to the place he, or she, ranks in a classification (one
in the whole), on a child, we move him away from his oneness and, at the same time, we—who should be able to help him—move away from
the gnosis (our knowledge of that particular individual). We don’t want to generate a misunderstanding: diagnosing is fundamental, but it is
not the same as classifying. The former refers to the person, it opens options, it offers opportunities to intervene clinically; the latter tends
to be the objective of the search for a common language with research purposes.