Attuned to Colour – An Introduction to Clinical Art Therapy Practice
The aim of the training is to introduce participants to the fundamentals of the clinical application of visual art therapy through experiential and theoretical blocks.
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The Six-Part and Six-Picture Story Methods and Seven-Step Analysis
Aim of the Training is for participants to learn the Six-Part Story Method (6PSM) developed by Professor Mooli Lahad and its associated Seven-Step Analysis framework, as well as the Six-Picture Story Method associated with Erika Pap and Erzsébet Komáromi.
Learn More
MBT-A in Practice – Online Training
Aim of the Training is to refresh participants’ existing knowledge of Mentalization-Based Treatment for Adolescents (MBT-A) and provide practical tools for therapeutic work with adolescents, their parents and families.
Learn More
Rorschach Assessment in Children – Online Training
Aim of the Training is to introduce participants to the specific features of using the Rorschach test with children and adolescents.
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Mentalization-Based Treatment for Families (MBT-F) – In-Person Training
MBT-F (Mentalization-Based Treatment for Families) is a mentalization-based approach developed by the Anna Freud Centre that addresses the difficulties of children and adolescents by strengthening mentalizing capacity within the family.
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AI in Psychological Practice – In-Person Training
The objective of our AI in Psychological Practice in-person training is to provide participants with structured conceptual foundations and immediately applicable practical skills for the conscious and secure implementation of artificial intelligence.
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AI Literacy for Psychologists – Online Training
The aim of this training is to provide participants with confident and legally sound foundations for the everyday application of artificial intelligence in psychological practice.
Learn MoreAttuned to Colour – An Introduction to Clinical Art Therapy
Training Programme
Course code: SE-SZTOK/2026.I./00245 (FAR: B/2025/001635)
Semester: Second semester of 2026
Training type: Elective
Organiser: Pro Juventa Foundation for the Mental Well-being of Young People
Partner: MURMO Centre for Specialist Psychology and Art Therapy
University: Semmelweis University Centre for Specialist and Continuing Education
Status: Accredited programme
Dates: 3–4 October 2026 (Saturday–Sunday), 6 November 2026 (Friday)
Duration: 3 days, 18 course hours
Venue: MURMO, 2/c Győri Road, 2nd floor, Door 3, Budapest
Accreditation points: 36 points
Participation fee: HUF 90,000
Application deadline: 25 September 2026
Contact person: Annamária Szabó
Application: kepzes@murmo.hu
Target audience: Applied health psychology specialists, child and adolescent psychiatrists, clinical psychologists and neuropsychologists
Aim of the Training
Aim of the Training is to introduce participants to the foundations of the clinical application of visual art therapy through experiential and theoretical blocks. During the three-day programme, participants gain insight into the diagnostic and therapeutic use of art therapy tools, experience ways of combining verbal and non-verbal modalities, and develop practical skills for leading art therapy groups. Following the training, participants will have the opportunity to take part in supervision.
Detailed Lecture Topics
Day 1 – 3 October 2026 (Saturday)
Lecture 1 (9:30–11:00 a.m.)
Group formation, arrival, and related art-making techniques
Lecturers: Erika Pap – Clinical Psychologist, Symbol Therapist and MBT-A Therapist Erzsébet Katalin Komáromi – Art Therapist and Applied Artist
Content:
Launching an art therapy group involves its own distinctive dynamics and therapeutic opportunities. The first session is crucial for creating a safe space, laying the foundations for group cohesion, and introducing participants to the creative process.
During the session, we explore methods for starting a group and techniques connected to arrival and joining. The “Business Card” technique creates an opportunity for introduction and self-expression, while the question “Where have you come from, and what have you brought with you?” supports awareness of presence. The session is experiential, allowing participants to experience directly how the creative process influences joining the group.
Lecture 2 (11:30–13:00 p.m.)
Art Therapy Methods in Clinical Assessment – Experiential Session
Content:
Art therapy creations can provide diagnostic information about a client’s emotional state, relationship patterns, and cognitive organisation. During this experiential module, participants will explore how creative work can offer insight into psychological functioning.
During the session, we try the “Spots” technique, which functions as a projective method. Completing and interpreting prepared or applied spots provides insight into perceptual patterns and associative thinking. Reflection focuses on the experience of becoming immersed in the creative process.
Lecture 3 (13:30–15:00 p.m.)
Art Therapy Methods in Clinical Assessment – Clinical Case Study
Content:
During the theoretical module, we will examine the diagnostic value of art therapy creations through the analysis of clinical cases. We will explore how signs of anxiety, depression, traumatic experiences, and relationship difficulties may be reflected in creative work.
Participants will be introduced to the basic principles of interpreting creative work, including the analysis of formal features—such as line quality, use of space, colour, and pressure—as well as content elements, including symbols, figures, and narratives. We emphasise the importance of interpreting artworks within their context and the risks of overinterpretation.
Lecture 4 (16:30–17:15 p.m.)
From Art Therapy Processes to Art Psychotherapy
Content:
Understanding the distinction between art therapy and art psychotherapy is fundamental to clinical practice. The lecture explores the continuum from activity-based creative work to in-depth psychotherapeutic treatment.
We will examine when and how art therapy can be used as a standalone modality and when it is more appropriate to combine it with other therapeutic approaches. We will also explore differences in the therapeutic framework, setting, and the therapist’s role across the various forms of practice.
Day 2 – 4 October 2026 (Sunday)
Lecture 5 (9:30–11:00 a.m.)
Comprehensive Art Therapy Methods in Clinical Practice – Experiential Session
Content:
The complex art therapy approach integrates multiple sensory channels and forms of expression. During the experiential session, participants will explore the “Shared Image, Individual Narrative” technique, in which collaborative art-making is followed by individual storytelling.
The technique offers opportunities to observe projective processes, explore group dynamics, and allow individual narratives to unfold. During the reflection, the group completes the story together, thereby modelling the process of therapeutic storytelling.
Techniques presented:
- State Image and Self-Image: Visual representation of the current emotional state and self-image
- Beadwork Technique: A two-person creative exercise that reflects relationship dynamics.
- Relationship Network: Visual mapping of the individual’s social relationships.
- Free Drawing: An unstructured creative opportunity for exploring individual themes.
- Battle of Opposites: A team-based art game.
Lecture 6 (12:00–13:30 p.m.)
Possibilities and Challenges of Integrating Verbal and Non-Verbal Therapeutic Methods
Content:
The unique strength of art therapy lies in its ability to bridge non-verbal expression and verbal processing. During the lecture, we will explore how creative work enables the expression of experiences that cannot easily be put into words, and how verbal reflection supports the process of integration.
We will explore the challenges involved in integrating the two modalities: when it is helpful to verbalise, when it is important to preserve space for silence, how to avoid overinterpretation, and how to support clients in creating their own meaning. Particular attention will be given to adapting forms of reflection according to the group setting and the individual therapeutic process.
Lecture 7 (14:00–14:45 p.m.)
Play – Visual Expression of Messages – Discussion
Content:
Integrating playful elements into art therapy enhances spontaneity and reduces performance anxiety. During the session, we will explore the “Battle of Opposites” and “Creating an Image of Desire” techniques.
The “Battle of Opposites” technique provides an opportunity to externalise and visually represent inner conflicts. Creating an “Image of Desire” is a future-oriented, resource-focused therapeutic tool. During the reflection, we explore what the image communicates to its creator, what mood it evokes within the group, and how it relates to the present.
Lecture 8 (15:00–16:30)
Structuring Art Therapy Groups in Theory and Practice
Content:
Planning and facilitating an art therapy group requires specialised competencies. During the lecture, we will review the key considerations involved in developing the group structure: group size, an open or closed format, the frequency and duration of sessions, and whether the group follows a thematic or freely structured approach.
At the conclusion of the two intensive experiential days, we will process the experiences of the training through the “Setting the Table” technique. The reflection will focus on the question: “What will each participant take away with them?”
Day 3 – 6 November 2026 (Friday)
Lecture 9 (16:45–18:45)
Case Discussion and Closing Session
Content:
During the closing session, participants will present the questions, experiences and cases that arose while applying the methodologies introduced during the training in their own clinical practice. This supervision-style discussion provides an opportunity for participants to receive feedback from both the course leaders and fellow group members.
The discussion will focus on the following questions: Which techniques did the participants try between the two training sessions? What difficulties did they encounter while applying them? How did the clients respond to the new methods? What adaptations were needed to accommodate the specific characteristics of the clinical population or setting?
During the joint reflection, we will examine successful interventions and challenging situations, and explore possible solutions together. The group case discussion models the form of collegial support that is essential for sustaining art therapy practice over the long term.
To conclude the training, we will process the experiences of the three days using the “Setting the Table” technique. Participants will express both visually and verbally what they are taking away from the training: the new knowledge and techniques they have gained, any shifts in perspective, and the questions they would like to explore further in the future.
The Six-Part and Six-Picture Story Methods and Seven-Step Analysis
Course code: Accreditation in progress
Semester: First semester of 2027
Training type: Elective
Organiser: Pro Juventa Foundation for the Mental Well-being of Young People
Partner: MURMO Centre for Specialist Psychology and Art Therapy
University: Semmelweis University Centre for Specialist and Continuing Education
Status: Accreditation in progress
Dates: March 2027 – 2 training days; April 2027 – 2 training days
Duration: 4 days, 32 course hours
Venue: MURMO, 2/c Győri Road, 2nd floor, Door 3, Budapest
Accreditation points: Accreditation in progress
Participation fee: HUF 130,000
Application deadline: 1 February 2027
Contact person: Annamária Szabó
Application: kepzes@murmo.hu
Target audience: Applied health psychology specialists, child and adolescent psychiatrists, clinical addiction psychology specialists, clinical psychologists and psychologists.
Aim of the Training
The aim of the training is for participants to learn the Six-Part Story Method (6PSM) developed by Professor Mooli Lahad and the associated Seven-Step Analysis framework, as well as the Six-Picture Story Method associated with Erika Pap and Erzsébet Komáromi. Originally developed to assess coping strategies and resilience, the method is now widely used in clinical diagnostics, therapeutic work and trauma processing. Across the four-day training, participants learn individual and group applications through experiential and theoretical blocks, become familiar with the BASIC Ph resilience model and develop skills for use in child psychiatric and clinical work.Detailed Lecture Topics
Day 1 – March 2027, exact date to be confirmed
Lecture 1 (9:30–11:00 a.m.)
The Six-Part Story Method (6PSM) in Individual Practice – Experiential Session Lecturers: Erika Pap – clinical psychologist, symbol therapist and MBT therapist; and Erzsébet Katalin Komáromi – art therapist and applied artist Content: In the experiential block, participants go through the process of creating a Six-Part Story themselves. Following the standard instructions, each person creates a six-part story in visual form. This is followed by group reflection, in which participants can share their experiences of the creative process. The emphasis is not on interpretation but on experiencing the method and observing personal resonances.Lecture 2 (11:30–13:00 p.m.)
Introduction to the Six-Part Story Method – Lecture Content: The Six-Part Story Method (6PSM) was developed in the 1980s by Israeli psychologist Mooli Lahad, originally to explore coping with stressful situations. The method draws on the Jungian fairy-tale interpretation work of Marie-Louise von Franz, who identified six archetypal elements in fairy tales and dreams. The client creates a new fictional story around six structured elements: a main character (not necessarily human), a task or mission, helping factors, obstacles, a turning point and an ending. During creation, unconscious patterns, coping strategies and ways of relating to the world can appear in metaphorical form. The lecture reviews the historical background, theoretical foundations and clinical framework of the method, including how 6PSM differs from other projective procedures and how it fits within narrative therapeutic approaches.Lecture 3 (13:30–15:00 p.m.)
Methodology for the Individual Application of the Six-Part Story Method in Clinical Assessment and Therapeutic Groups – Experiential Session Content: Continuing the experiential block, participants explore visual-art applications of the Six-Part Story. The method can be created not only as a drawing but also through painting, collage or mixed media. We examine how the choice of medium influences the unfolding story and projective content. The visual approach can provide access to preverbal experiences and material that is difficult to express in words. Participants try different visual variations and reflect together on the differences between the techniques.Lecture 4 (15:15–16:45)
Tools and Methodological Requirements Content: The session reviews the technical requirements of the method, including choices of paper size and type and drawing materials such as pencils, pastels and paint. We explore how to create a safe creative setting, which instructions support engagement and how to manage technical blocks. Documentation methods are also covered, including recording stories and artworks, making audio recordings and producing transcripts. Participants receive practical guidance for introducing the method into their own working environment.Day 2 – March 2027, exact date to be confirmed
Lecture 5 (9:30–11:00 a.m.)
Art Therapy Applications of the Six-Image Story Method in Group Settings – Experiential Session Lecturers: Erika Pap – clinical psychologist, symbol therapist and MBT therapist; and Erzsébet Katalin Komáromi – art therapist and applied artist Content: Group application offers distinctive dynamics and therapeutic possibilities. In the experiential block, participants experience how the Six-Picture Story works in a group through parallel creation, shared reflection and the process of sharing stories. In a group setting, the method functions not only as an individual diagnostic and therapeutic tool but also as a way of exploring group dynamics and interpersonal patterns. Participants can observe how stories resonate with one another, which collective themes emerge and how the presence of the group affects the creative process.Lecture 6 (11:30–13:00)
Art Therapy Applications of the Six-Image Story Method in Group Settings – Experiential Session (Continued) Content: In the second part of the experiential block, we focus on the reflection phase of the group Six-Picture Story and methods of therapeutic processing. Participants learn techniques for sharing and jointly reflecting on stories in a group. We examine how reflection can be facilitated while the creator retains control over interpretation and group feedback enriches understanding. We also consider the therapist’s role in balancing supportive presence with avoiding excessive intervention.Lecture 7 (14:00–15:30)
Therapeutic Factors of Theatre Therapy and Psychodrama in the Application of the Method Content: The Six-Picture Story Method naturally connects with drama-therapy and psychodrama approaches. A story can be processed not only visually but dramatically as well: giving voice to characters, acting out scenes and role reversal can all deepen the therapeutic effect. The session reviews core concepts of drama therapy and psychodrama and explores how they can be integrated into Six-Picture Story work. Techniques such as embodiment, distancing and role-play can all be used in processing the stories.Lecture 8 (15:45–17:15)
BASIC Ph – A Multimodal Model of Resilience and Coping Content: The BASIC Ph model was developed by Mooli Lahad and Ofra Ayalon as an integrative framework for understanding resilience and coping strategies. It identifies six coping channels: Belief, Affect, Social, Imagination, Cognition and Physical. The core idea is that everyone has internal resources that can be mobilised under stress. One diagnostic value of the Six-Picture Story is that elements in the story can help identify the client’s preferred coping channels. The session introduces the model’s theoretical background, research evidence and clinical applications.Day 3 – April 2027, exact date to be confirmed
Lecture 9 (9:30–11:00)
Storytelling and Healing Fairy-Tale Therapy – Opportunities and Challenges in Integrating the Methods Lecturers: Erika Pap – clinical psychologist, symbol therapist and MBT therapist; and Erzsébet Katalin Komáromi – art therapist and applied artist Content: The Six-Picture Story Method and therapeutic storytelling both draw on narrative approaches but work with different emphases. While tale therapy often uses existing stories, 6PSM is based on creating a new, individual story. We examine how the approaches can be combined in clinical practice: when existing tales may be useful, when individual story creation is preferable, and how the methods can support one another. Links with bibliotherapy and narrative therapy are also discussed.Lecture 10 (11:30–13:00)
Theoretical Framework and Practical Significance of the Seven-Step Analysis Content: Seven-Step Analysis provides a structured framework for interpreting the Six-Picture Story. The steps are: (1) characterising the protagonist, (2) examining environment and context, (3) the nature of the task or mission, (4) identifying helping factors, (5) exploring obstacles, (6) analysing the turning point and coping strategy, and (7) evaluating the ending and outcome. We review each step in detail, examine how coping patterns, relational schemas and world-view are reflected in the story, and discuss common interpretive pitfalls and ways to avoid overinterpretation.Lecture 11 (14:00–15:30)
Clinical Case Analysis with Video Demonstration Content: To deepen theoretical understanding, we study clinical applications of the Six-Picture Story Method through video recordings. The cases represent different age groups and diagnostic questions. Participants can observe the therapist’s instructional style, the client’s creative process and the dynamics of the reflection phase. We analyse the material together and compare patterns across cases.Lecture 12 (16:00–17:30)
The Six-Image Story Method in Child Psychiatric Rehabilitation Content: Child psychiatric work creates specific challenges and opportunities for the Six-Picture Story Method. The method can be particularly useful when verbal expression is limited or a direct approach evokes resistance. We examine applications across child psychiatric populations, including anxiety and mood disorders, behavioural difficulties, trauma and developmental disorders, with attention to developmental level and the involvement of parents.Day 4 – April 2027, exact date to be confirmed
Lecture 13 (9:30–11:00)
Exercises and Case Studies in Applying the Six-Image Story Method and the Seven-Step Analysis I. Lecturers: Erika Pap – clinical psychologist, symbol therapist and MBT therapist; and Erzsébet Katalin Komáromi – art therapist and applied artist Content: On the final day, participants deepen practical application skills through case analysis. In the first block, written stories and their accompanying drawings are analysed together using the Seven-Step Analysis framework. In small groups, participants interpret cases independently and then compare their analyses in a shared discussion. This process develops interpretive skills and raises awareness of potential subjective bias.Lecture 14 (11:30–13:00)
Exercises and Case Studies in Applying the Six-Image Story Method and the Seven-Step Analysis II. Content: The second practical block focuses on analysing visual artworks. We examine what additional information may be carried by colour use, spatial organisation, depiction of figures and line quality. Participants practise integrating verbal story material with visual drawings and consider what to do when the two conflict and how such incongruence can be used therapeutically.Lecture 15 (14:00–15:30)
Adapting the Method to Different Therapeutic Settings: From Children to Adults Content: The Six-Picture Story Method can be flexibly adapted to different age groups and clinical populations. We review key adaptation principles and necessary modifications. With children, this may involve simplifying instructions, integrating playful elements and considering parental presence. With adolescents, the focus is on respecting autonomy and managing resistance. With adults, the method can be combined with verbal therapeutic techniques; with older clients, links with reminiscence therapy may be relevant.Lecture 16 (16:00–17:30)
Summary of the Training and Opportunities for Further Professional Development Content: In the closing block, participants present questions, experiences and cases arising from applying the methods in their own clinical practice. The supervision-style discussion provides an opportunity for feedback and shared reflection. We summarise the knowledge and skills acquired during the training and review opportunities for further professional development, including advanced training, supervision groups and professional communities. Participants receive a reading list and practical guidance for independent use of the method.Training Methodology
The training combines experiential sessions, theoretical lectures, video analyses, case studies and small-group exercises. The experiential sessions allow participants to experience the method personally, which is essential for its authentic therapeutic application. The theoretical sessions address the research evidence and the framework for clinical practice.MBT-A in Practice
Course code: SE-SZTOK/2026.I./00247 (FAR: B/2025/001635)
Semester: Second semester of 2026
Training type: Elective – Distance learning
Organiser: Pro Juventa Foundation for the Mental Well-being of Young People
Partner: MURMO Centre for Specialist Psychology and Art Therapy
University: Semmelweis University Centre for Specialist and Continuing Education
Status: Accredited programme
Date: 4 November 2026 (Wednesday)
Duration: 1 day, 8 training hours
Venue: MURMO, 2/c Győri Road, 2nd floor, Door 3, Budapest
Accreditation points: 16 points
Participation fee: HUF 55,000
Application deadline: 1 October 2026
Contact person: Annamária Szabó
Application: kepzes@murmo.hu
Lecturers:
Eszter Susenka – clinical psychologist, psychotherapist in training and MBT therapist
Erika Pap – clinical psychologist, symbol therapist and MBT-A therapist
Target audience: Applied health psychology specialists, clinical psychologists and psychotherapists.
Aim of the Training
The aim of the training is to refresh participants’ existing knowledge of Mentalization-Based Treatment for Adolescents (MBT-A) and provide practical tools for therapeutic work with adolescents, their parents and families. During the day, participants explore the principles of the mentalizing approach, the developmental characteristics of adolescence and the role of epistemic trust in the therapeutic relationship. The training is also recommended for clinicians who would like to become familiar with the methodology. After the training, a peer-supervision group and an MBT-A therapist training group will be launched. The latter is organised by AFC for colleagues who have completed the basic MBT-A training organised by MURMO–MaMe; AFC determines the schedule and participant limit.Detailed Lecture Topics
Block 1 – Theory and Practice of the Mentalizing Stance
Block 1 (9:00–10:30)
Theory and Practice of the Mentalizing Stance Presenter: Susenka Eszter Content: The concept and development of mentalization will be explored through a review of key milestones in its history and its role in psychopathology. We will highlight the core attitudes of the mentalizing therapist, with particular emphasis on the “not-knowing” stance and genuine, interested curiosity. Participants will gain insight into pre-mentalizing modes and receive practical tools for restoring mentalization in the therapeutic “here and now.” The session will be interactive, using participants’ experiences, difficulties and related questions to translate the key elements of the mentalizing stance into clinical practice.Block 2 – Dimensions of Mentalization and Issues of Epistemic Trust in Therapeutic Work
Block 2 (10:45–12:15)
Dimensions of Mentalization and Issues of Epistemic Trust in Therapeutic Work Presenter: Susenka Eszter Content: The four main dimensions of mentalization (automatic vs controlled, self vs other, cognitive vs affective, internal vs external) help identify where a patient’s mentalizing capacity becomes unbalanced. One aim of therapy is to recognise and correct these imbalances. Particular attention is given to epistemic trust: how to create a space in which the client can give up “epistemic isolation” and become open to new knowledge. The session also addresses decentring and how this capacity supports flexible understanding of mental states.Block 3 – Challenges and Opportunities in Mentalization-Based Therapy
Block 3 (13:15–14:45)
Challenges and Opportunities in Mentalization-Based Therapy and Adolescent-Specific Considerations in Mentalization-Based Treatments Presenter: Erika Pap Content: Mentalization can collapse under stress, intense emotion or activation of the attachment system, resulting in a shift into pre-mentalizing modes such as psychic equivalence, teleological mode or pretend mode. The therapist’s task is to recognise these moments and help restore mentalization. Adolescence is a particularly vulnerable period because of changes in prefrontal functioning, heightened emotional reactivity and identity development. MBT-A takes these developmental characteristics into account and adapts its interventions accordingly. In therapy with adolescents, building collaboration, maintaining motivation and mentalizing peer relationships are of particular importance. The lecture reviews the specific techniques of MBT-A and the interventions that have proved effective in work with adolescents.Block 4 – Key Characteristics of Working with Parents and Families
Block 4 (15:00–16:30)
Key Characteristics of Working with Parents and Families in MBT-A Treatment Presenter: Erika Pap Content: A core principle of MBT-A is that adolescent therapy cannot be separated from the family context. Involving parents not only strengthens the therapeutic alliance but creates an opportunity to develop parents’ own mentalizing capacity, which can directly affect the adolescent’s mental health. We examine the principles of MBT-F (Mentalization-Based Treatment for Families), the impact of parental stress and attachment patterns on the parent–child relationship, and ways of supporting mentalization at family level.Training Methodology
The training combines interactive lectures, case discussions and small-group exercises. The distance-learning format enables online participation, while breakout rooms provide opportunities for personal interaction and practical skills development.Recommended Background Reading
Child Rorschach Test
Course code: SE-SZTOK/2026.I./00278 (FAR: B/2025/001635)
Semester: Second semester of 2026
Training type: Elective – Distance learning
Organiser: Pro Juventa Foundation for the Mental Well-being of Young People
Partner: MURMO Centre for Specialist Psychology and Art Therapy
University: Semmelweis University Centre for Specialist and Continuing Education
Status: Accredited programme
Date: 17 October 2026 (Saturday)
Duration: 1 day, 8 training hours
Venue: MURMO, Budapest, Győri út 2/c, 2nd floor, unit 3 (online participation available)
Accreditation points: 16 points
Participation fee: HUF 50,000
Application deadline: 1 October 2026
Contact person: Annamária Szabó
Application: kepzes@murmo.hu
Target audience: Applied health psychology specialists, child and adolescent psychiatrists, forensic clinical psychologists, clinical psychologists, psychiatrists, psychotherapists and psychologists.
Aim of the Training
The aim of the training is to introduce participants to the specific features of using the Rorschach test with children and adolescents. During the day, we review developmental characteristics of children’s responses, special considerations in test administration and the principles of interpretation. Through analysis of clinical cases, participants gain practical experience in the diagnostic use of the child Rorschach. Supervision opportunities will be available after the training.Detailed Lecture Topics
Lecture 1 – Characteristics of the Rorschach Test in Children
Lecture 1 (9:00–10:30)
Characteristics of the Rorschach Test in Children; Specific Considerations in Test Administration and Interpretation with Children and Adolescents – Normative Rorschach Features at Different Ages, Taking Children’s Developmental Characteristics into Account Presenter: Diána Horváth – child and adolescent clinical and mental health psychologist Content: Using the Rorschach with children requires a specific approach because children’s psychological functioning differs in many ways from that of adults. Their responses reflect cognitive development, emotional maturation and the current stage of personality development. We review normative characteristics of childhood Rorschach responses by age and developmental stage and examine how the quantity and quality of responses, location, use of form and content categories change across development. We also examine the optimal conditions for test administration, the wording of child-friendly instructions and the specific considerations of the inquiry phase.Lecture 2 – Psychodiagnostic Assessment of Children and Adolescents
Lecture 2 (11:00–12:30)
Psychodiagnostic Assessment of Children and Adolescents Using the Rorschach Test – Clinical Questions, Psychopathology and Developmental Impasses Content: The Rorschach is a valuable tool in child and adolescent psychodiagnostics, offering insight into structural and dynamic aspects of personality. It can be particularly useful where verbal expression is limited or conscious self-report may be distorted. We examine how the test can contribute to clinical questions involving emotion regulation, thought processes, ego functions and relational functioning.Lecture 3 – Principles of Interpretation and Clinical Case Presentation
Lecture 3 (13:30–15:00 p.m.)
Principles of Interpretation and Clinical Case Presentation Content: Interpreting the child Rorschach requires an integrative approach that takes developmental norms, clinical context and individual characteristics into account. Alongside quantitative indices, qualitative analysis has an important role. We review the stages of interpretation from the structural summary through content analysis to sequence analysis, including key indices and clusters and their developmental relevance. Particular attention is paid to distinguishing pathological indicators from developmental characteristics and to taking cultural and socio-economic factors into account. We also examine the place of the test within the comprehensive diagnostic process and the possibilities of combining it with other assessment methods.Lecture 4 – Clinical Case Presentation
Lecture 4 (15:15–16:45)
Clinical Case Presentation Content: In the closing block, we integrate the day’s learning through detailed analysis of clinical cases representing different age groups and diagnostic questions, including anxiety disorders, mood disorders, behavioural problems, developmental disorders and trauma. We follow the full diagnostic process from referral question through test administration and coding to interpretation and clinical conclusions.Training Methodology
The training combines theoretical lectures, case presentations and interactive discussions. Through the analysis of real Rorschach protocols, participants will learn the specific considerations involved in interpreting the test in children. The option of online participation provides a distance-learning framework, while the interactive elements enable active learning.Recommended Background Reading
Core Works in English:
Exner, J. E., & Weiner, I. B. (1995). The Rorschach: A Comprehensive System. Volume 3: Assessment of Children and Adolescents (2nd ed.). John Wiley & Sons. Meyer, G. J., Viglione, D. J., Mihura, J. L., Erard, R. E., & Erdberg, P. (2011). Rorschach Performance Assessment System: Administration, Coding, Interpretation, and Technical Manual. Rorschach Performance Assessment System, LLC. Tibon-Czopp, S., & Weiner, I. B. (2016). Rorschach Assessment of Adolescents: Theory, Research, and Practice. Springer. Weiner, I. B. (2003). Principles of Rorschach Interpretation (2nd ed.). Lawrence Erlbaum Associates.Core Works in Hungarian:
Mérei, F. (2002). A Rorschach-próba. Medicina Könyvkiadó. Szakács, F., & Kulcsár, Zs. (2001). Személyiségpszichológia. Tankönyvkiadó.Mentalization-Based Treatment for Families (MBT-F)
Training Programme
Course code: SE-SZTOK/2026.II./00230 (FAR: B/2025/001635)
Semester: Spring Semester 2027
Training type: Elective – Distance learning
Organiser: Pro Juventa Foundation for the Mental Well-being of Young People
Partner: Murmo Center for Clinical Psychology and Art Therapy, Anna Freud Centre (AFC) – London, MaME – Pécs
University: Semmelweis University Centre for Specialist and Continuing Education
Status: Accredited programme
Date: 2027. 02. 05- 17.
Duration: 3 days
Venue: MURMO, Budapest, Győri út 2/c, 2nd floor, unit 3 (online participation available)
Accreditation points: Pending approval
Participation fee: 425,000 HUF
Application deadline: December 1, 2026
Contact person: Annamária Szabó
Inquiries: kepzes@murmo.hu
Application: application form
Course Description
MBT-F (Mentalization-Based Treatment for Families) is a mentalization-based approach developed by the Anna Freud Centre that addresses the difficulties of children and adolescents by strengthening mentalizing capacity within the family. Mentalization-based treatments are targeted therapeutic interventions designed for individuals and families experiencing various mental health challenges, including relational difficulties, emotional dysregulation, impulsivity, and self-harm, often accompanied by suicidal ideation and urges. Following the completion of an online precourse, this three-day foundational training guides participants from theoretical principles to clinical application in practice.
Target Audience
This training is intended for mental health professionals working with children and families across child psychotherapy, psychology, art therapies, family therapy, counseling, psychiatry, pastoral care, and social work.
Requirement: Applicants must have clinical/therapeutic experience working with children.
Mandatory Prerequisite: Participants must complete the online precourse prior to the training. The online course covers fundamental theoretical concepts. The AFC opens access to this online module 1 month prior to the in-person training days, and it remains accessible for 1 year. Hungarian translation of the online platform will be provided.
Desirable Condition: Personal experience in psychotherapy.
Theoretical Component: Consists of the foundational online course plus 3 full training days.
Supervision: Following the theoretical instruction, online supervision led by AFC London will be available for interested participants, requiring the presentation of audio or video recordings of therapy sessions (with patient consent). Supervision conducted in Hungarian is currently being organized.
Pathway to MBT-F Practitioner Status (Practitioner Level)
- Qualification & Background: Hold a recognized professional qualification in mental health, demonstrate thorough knowledge of mental health disorders (particularly personality disorders), and possess prior experience in clinical therapeutic work with individuals, families, and/or groups.
- Foundational Training: Read the MBT and MBT-F manuals and attend the 3-day basic introductory course.
- Clinical Caseload: Treat four families using MBT-F as the primary intervention for a minimum of 24 sessions under supervision, adhering to AFC criteria.
- Diagnostic Criteria: The treated clients (at least 2 individuals or 1 group) must have a primary diagnosis of Borderline Personality Disorder (BPD).
- Supervision: Clinical oversight must be conducted by an AFC-certified MBT-A supervisor.
- Session Recordings & Competency Assessment: Video recordings of sessions are required (audio recordings may be accepted upon prior approval from the supervisor if video recording is unfeasible). Candidates must submit at least three 8-minute video clips from each selected treatment, referencing MBT-F competencies outlined in the MBT Training Manual.
- Written Summaries: Complete written case summaries upon termination of each case.
- Note: Arranging and financing post-training supervision is the sole responsibility and cost of the candidate.
Training Trainers
Prof. Holly Dwyer Hall: Child and Adolescent Psychoanalytic Psychotherapist, Certified Mentalization-Based Therapy Practitioner, Specialist Supervisor, and Trainer (Children, Adolescents, and Families).
Erika Pap: Clinical Psychologist, Symbol Therapist, MBT-A Therapist, MBT-F Therapist in Training.
Tamas Kárpáti: Clinical Psychologist, Psychotherapist in Training, MBT Therapist.
Tuition & Payment Details
3-Day Training Fee: 425,000 HUF
Installment Option: An installment plan is available. The first payment of 100,000 HUF is due by December 1, 2026; the remaining balance of 290,000 HUF is due by December 30, 2026 (Note: Net tuition structure per organizational terms).
Payment Distribution: Payment is split between the Anna Freud Centre (London) and the Pro Juventa Foundation; full payment instructions will be sent upon completing the registration form.
Financial Support: To make this training widely accessible—particularly for clinical teams—we are actively seeking sponsors.
Accreditation Points: Pending approval.
Language of Instruction: English, with simultaneous Hungarian translation.
Translation Materials: Professional course materials are translated pro bono by the Pro Juventa Foundation for all participants.
Venue: MURMO Center for Clinical Psychology and Art Therapy, Budapest, Győri út 2/c.
Detailed Program
Day 1 (In-Person): Basic Theory and the MBT-F Model
09:30 – 16:30
Day 1 introduces the foundational theory and core concepts underlying MBT-F. Participants will gain a thorough understanding of mentalization, learn to assess mentalizing within family systems, and familiarize themselves with the structure and framework of the 8–10 session MBT-F model. The day concludes with an introduction to the mentalizing stance, the central therapeutic intervention common to all mentalization-based therapies.
Teaching Methods: Didactic lectures, role-play, small-group exercises, and video case studies.
Topics:
- Core concepts of mentalization
- Assessing mentalizing capacity
- Introduction to the MBT-F model
- The mentalizing stance
Day 2 (In-Person): Applying MBT-F in Clinical Practice
09:30 – 16:30
Building on the principles covered on Day 1, participants will apply the MBT-F model to clinical scenarios. Emphasis is placed on formulating a shared therapeutic focus, linking mentalizing difficulties to presenting problems, and deploying core MBT-F interventions to foster mentalization within the family.
Teaching Methods: Clinical discussions, role-play, experiential learning exercises, and video analysis.
Topics:
- Key components of MBT-F
- Linking mentalizing to presenting problems
- Psychoeducation
- Fostering mentalization through the mentalizing stance
- Identifying and interrupting non-mentalizing patterns
- Therapeutic use of self
- The mentalizing loop
Day 3 (In-Person): Working with Family Patterns & Maintaining Model Fidelity
09:30 – 16:30
The final day focuses on building confidence in identifying and addressing recurrent non-mentalizing patterns within family systems. Through practical exercises and video analysis, participants learn to utilize the mentalizing loop to disrupt vicious cycles of non-mentalizing, as well as explore games and activities designed to strengthen the building blocks of mentalization in children. The training concludes with guidance on utilizing supervision effectively and maintaining fidelity to the MBT-F model.
Teaching Methods: Experiential learning, role-play, video analysis, and small-group discussions.
Topics:
- Working with the mentalizing loop
- Identifying and breaking non-mentalizing cycles
- Games and activities to promote mentalizing
- Supporting arousal regulation, affect regulation, and explicit mentalizing
- Staying on model
- Effective use of clinical supervision
Application: application form
AI in Psychological Practice
Date: Wednesday, October 21, 2026 | 3:00 PM – 6:30 PM
Format: In-person attendance
Duration: 3.5 hours
Participation fee: 59,900 HUF
Group size: Max. 20 participants
Certification: Certificate of Completion included
Presenter: Szilárd Seres – Ethical Hacker, IT Security Expert
Inquiries: kepzes@murmo.hu
Application: application form
Aim of the Training
The objective of our AI in Psychological Practice in-person training is to provide participants with structured conceptual foundations and immediately applicable practical skills for the conscious and secure implementation of artificial intelligence. This 3.5-hour, practice-oriented program traces the shared history of AI and psychology, leading up to the confident and privacy-responsible use of modern large language models. The small group size (max. 20 participants) ensures ample opportunity for Q&A and hands-on experimentation.
Did you know that the first conversational program, ELIZA, simulated a psychotherapist back in 1966? The histories of AI and psychology have been intertwined from the very beginning; we use this common thread as the foundation of our course.
Curriculum (210 minutes)
Block 1 – The Shared History of AI and Psychology: From ELIZA to modern large language models: what early "therapeutic" programs taught us and why it remains relevant today. The intersection of technological advancement and psychological theory.
Block 2 – Structured Conceptual Foundations: How does a large language model work? Clarifying prompts, tokens, and hallucinations in accessible terms—and crucially: why this matters in clinical practice. Assessing when an AI-generated response is reliable and when it is not.
Break
Block 3 – The EU AI Act and Secure AI Usage: An essential overview of the EU AI Act from a psychologist's perspective, followed by practical security configurations: data privacy, confidentiality, handling client data, and optimizing device and account settings.
Block 4 – Core Prompting Skills in Practice: Immediately actionable prompting techniques for daily work: how to craft precise requests, verify outputs, and avoid common pitfalls. Hands-on practice using participants' own examples.
Block 5 – Closing, Q&A, and Certification
Discounts
Package Discount (30%): Register for both training courses for 69,860 HUF (reduced from 99,800 HUF).
Group Discount (20%): If 5 or more participants register together from the same institution, practice, or professional community for the same training, each participant receives a 20% discount.
(Discounts cannot be combined.)
Application: application form
AI Literacy for Psychologists
Format: Online training
Presenter: Szilárd Seres – Ethical Hacker, IT Security Expert
Inquiries: kepzes@murmo.hu
Application: application form
Aim of the Training
The aim of this training is to provide participants with confident and legally sound foundations for the everyday application of artificial intelligence in psychological practice. This 1.5-hour, practice-oriented program presents the requirements of the EU AI Act relevant to psychological practice in clear terms—free of legal jargon—and demonstrates how AI tools can be integrated while maintaining confidentiality and data protection standards. Upon completion, participants will receive a certificate confirming participation in compliance with AI Literacy requirements.
Curriculum (90 minutes)
Block 1 (0:00–0:20) – Why Does This Concern Us? AI Literacy as an Expectation: The core of the AI Literacy requirements introduced by the EU AI Act: who it applies to and in what care delivery contexts. Defining "adequate level of AI competence" within the operation of a private practice or institutional setting.
Block 2 (0:20–0:50) – The AI Act Through a Psychologist's Lens: Risk categories of AI systems and the specific provisions impacting psychological work. Permitted vs. prohibited practices, and defining boundaries of liability when incorporating AI tools into research, clinical documentation, or decision-support processes.
Block 3 (0:50–1:20) – Safe, Confidentiality-Preserving Usage in Practice: Common pitfalls: entering personally identifiable clinical data, conversation storage, and data training usage, along with account and device configurations. Concrete, immediately applicable measures to safeguard client data and professional confidentiality (including GDPR compliance).
Block 4 (1:20–1:30) – Q&A and Certification: Open questions, practical recommendations, and distribution of certificates of completion.
Application: application form