Based on the experiences of recent school years, we would like to introduce the advantages of the complex assessment process carried out at Murmo, which we have developed in order to provide children with the most appropriate support possible. As child psychotherapists, we believe that the path toward genuine and lasting change begins with deeper understanding.

Most parents come to us seeking specific answers to a particular problem, such as anxiety or oppositional behavior. In reality, however, symptoms often reflect a more complex underlying picture. Children frequently behave very differently in individual versus group settings, and this is further influenced by their cognitive abilities. For example, a highly intelligent child may be exceptionally skilled at “masking” their difficulties, while in other cases anxiety may emerge as a consequence of a specific weakness. To uncover the true source of a child’s difficulties, it is not enough to focus on a single symptom — we need to understand the whole child. This requires gathering information across multiple domains (e.g., individual and group situations, psychological and cognitive functioning).

The Basic Assessment Includes

  • 1 parent consultation – 45 or 90 minutes, to discuss parental experiences and clarify assessment goals (based on the submitted developmental history and any previous evaluations)

  • 4 individual clinical psychology assessment sessions – 4 × 45 minutes, focusing on emotional and affective development

  • 1 neuropsychological assessment session – a 90-minute intelligence assessment conducted in one or two sessions depending on age. This process does not yet include an in-depth assessment of attentional functioning, but if needed, we may recommend further evaluation in this area.

  • 2 group assessment sessions – 2 × 60 minutes in a group setting, led jointly by two professionals

  • 1 parent consultation – 45 minutes with one or more specialists to discuss results, possible directions, and recommendations

The Comprehensive Assessment Includes

  • 1 parent consultation – 45 or 90 minutes, to discuss parental experiences and clarify assessment goals (based on the submitted developmental history and any previous evaluations)

  • 4 individual clinical psychology assessment sessions – 4 × 45 minutes, focusing on emotional and affective development

  • 2–3 neuropsychological assessment sessions – including both a comprehensive cognitive assessment and a detailed evaluation of attentional and executive functions (90-minute and 50-minute sessions)

  • 2 group assessment sessions – 2 × 60 minutes in a group setting, led jointly by two professionals

  • 3 child psychiatric assessment sessions – 3 × 45 minutes of medical consultation and evaluation using the necessary diagnostic tools

  • 1 parent consultation – 45 minutes with one or more specialists to discuss results, possible directions, and recommendations

Psychodiagnostics Is More Than “Testing”

Psychodiagnostics is not simply the assembly-line administration of tests. During the process, the quality of the relationship formed with the child can be just as informative as the test results themselves. Multiple sessions provide enough time for the child to open up at their own pace in a safe environment. This deeper relational level makes it possible to better understand the roots of the child’s difficulties.

Why Are Multiple Assessment Sessions Necessary Instead of Just 1–2 Meetings? Why Include Different Assessment Segments?

The pace is adapted to the child

If strong emotional states such as anger or anxiety dominate a session, multiple meetings allow sufficient time to address the essential questions while respecting the child’s individual pace.

Deeper and more personal feedback

Especially for adolescents, there is often a strong need to understand what is happening to them. By the third or fourth session, it becomes possible to share our observations with them and discuss potential therapeutic pathways (e.g., medication, group therapy).

The IQ profile as a guide

If a recent similar evaluation has not already been conducted, intelligence testing helps map the child’s cognitive profile, strengths, and vulnerabilities. In most cases, we are less interested in the “IQ score” itself than in the structure, balance, or imbalance reflected in the pattern of cognitive abilities. This profile can serve as an important indicator of neurodivergent development (e.g., ADHD, ADD, ASD), certain learning difficulties, or anxiety-related concerns, while also completing the broader psychodiagnostic picture.

Group diagnostics

Information gathered during the two-session group process — through observing spontaneous play and creative activities — provides a much fuller and more ecologically valid picture of the child than individual assessment alone. We can observe the child’s relational patterns, stress-management strategies, interpretation of situations, emotional regulation in new and multi-person contexts, and communication across multiple channels.

The role of the child psychiatrist in the process

If the presenting complaints, symptoms, or clinicians’ observations suggest the possibility of difficulties, disorders, or conditions requiring medical supervision, the involvement of a child psychiatrist is necessary already during the diagnostic phase. Professional guidelines clearly require this in order to establish an accurate diagnosis and evaluate the potential need for medication support. (The basic assessment does not include child psychiatric evaluation, whereas the comprehensive assessment does.)

In the Long Term, a Comprehensive Approach Is More Effective

We understand that a comprehensive assessment process is both lengthy and costly. However, experience shows — and research supports — that in the long run this approach is more effective and ultimately more beneficial. Rather than focusing narrowly on isolated problems, which may lead to further difficulties over time, it is essential to consider the whole picture. This is how we can identify the most appropriate therapeutic approaches and the most effective developmental interventions.

Otherwise, families may lose time and financial resources on therapies that do not truly address the underlying difficulties, causing unnecessary frustration for both parents and children.

From an ethical and professional standpoint, we also consider it unacceptable to plan therapeutic interventions without evaluating the full picture, exploring possible alternative explanations, and confirming or ruling them out. Reliable diagnosis requires an understanding of the child’s entire personality structure and functioning.

Our goal is to provide children with a stable foundation that enables them to cope with their difficulties more successfully. We hope the above information helps support your decision-making process.

If you are still uncertain whether to begin this process, we encourage you to schedule an informational consultation with us.