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MBT Psychological Education

Our MBT psychological education service is designed for neurodivergent children, teens, adults, carers, and partners. This programme offers a supportive and neuro-affirmative space for fostering positive relationships, enhancing emotional regulation, and promoting a deeper understanding of neurodiversity through the lens of Mentalisation-Based Treatment (MBT). Whether you experience communication differences, emotional dysregulation, or seek to better understand others’ perspectives, MBT psychological education provides valuable tools for self-awareness and relationship-building. Our sessions are tailored to meet the needs of each individual in a supportive, neuro-affirmative environment.

Pathway information

What is psychological education?

For neurodivergent individuals and their allies, psychoeducation serves as a crucial resource to promote understanding and skill development in a relational context. Psychological education equips individuals, families, and caregivers with the knowledge needed to understand and manage psychological challenges, empowering them to navigate life with greater awareness and control. In the context of neurodivergent populations, such as autistic individuals or individuals with ADHD, and other neurological differences, psychoeducation can be a highly relevant and therapeutic approach.

Pathway information

What is MBT psychological education?

Mentalisation-based treatment (MBT) is an approach that encourages understanding one’s own and others’ thoughts, emotions, and intentions. MBT psychological education focuses on providing individuals with knowledge and strategies to apply these principles in everyday life, empowering participants to enhance relationships, improve emotional insight, and respond more effectively to social challenges. 

What are the benefits of MBT psychological education?

Fosters greater self-awareness and emotional understanding.
Strengthens communication and connection in relationships.
Develops effective emotional regulation strategies.
Increases social confidence and resilience.
To better understand their behaviours, thoughts, and emotions, building a sense of self-identity.

Our offer

Our sessions are tailored to meet the needs of each individual in a supportive, neuro-affirmative environment. We have developed two packages for MBT psychological education. These focused therapy blocks provide intensive support for enhancing emotional regulation, improving mentalisation (understanding of self and others), and building stronger, healthier relationships. Each block is designed to build on previous sessions, offering practical strategies and tools for sustained growth.

Core MBT psychological education (6 Sessions)

The 6 Core Sessions provide a foundational overview of MBT principles, focusing on improving relationships and understanding the MBT stance. It introduces emotional regulation strategies to manage stress and difficult emotions. Following this, service users, are able to access the MBT therapy or continue with advanced MBT psychological education.

  • Session 1: What is mentalising?
  • Session 2: What are the consequences of poor mentalising?
  • Session 3: Mentalising and neurodiversity
  • Session 4: Recognising emotions in self and others
  • Session 5: Emotional regulation and mentalising
  • Session 6: How to use mentalising in everyday life

Advanced MBT psychological education (6 Sessions)

The 6 advanced sessions cover the core topics, expanding on their basic overview, offering a comprehensive programme covering emotional regulation, relationship-building, and a thorough exploration of neurodiversity through the MBT lens.

  • Session 1: What are the poles of mentalising?
  • Session 2: Mentalising and attachment
  • Session 3: Mentalising and anxiety
  • Session 4: Mentalising and low mood
  • Session 5: Mentalising at school or work
  • Session 6: How to sustain mentalising

Next steps

After completing the Core MBT psychological Education, you can then proceed onto the advanced or start MBT therapy.

What are the differences between MBT psychological education and MBT therapy?

The key difference between MBT psychological education and MBT therapy lies in their structure and focus. MBT psychological education is more structured and focused on teaching individuals’ specific skills and knowledge about mentalisation, emotional regulation, and relationships. It involves a more didactic approach, where participants are guided through key principles of MBT and taught practical strategies to apply in their daily lives. The focus is on learning and training, empowering individuals to understand how to interpret their own and others’ emotions and mental states more effectively. This process is goal-oriented, with a clear agenda of teaching and practicing skills to help improve relationships and emotional regulation.

On the other hand, MBT therapy has a more flexible and client-led approach. While it also focuses on mentalisation and emotional regulation, it allows the individual to bring their own experiences and issues to the session. In therapy, the agenda is softer and led by the client’s needs and emotional state at the time, offering a space for reflection and exploration. The client can discuss what is most important or pressing to them, and the therapist supports them in applying MBT principles to these personal concerns. Rather than being structured like an educational program, therapy provides a more open-ended, supportive environment for personal growth and insight.

MBT Comparison Table
Aspect MBT psychological education MBT therapy
Focus Structured learning and skill-building Client-led exploration of personal issues
Approach Didactic and goal-oriented Flexible and adaptive to the client’s needs
Agenda Clear agenda focused on teaching MBT skills Softer agenda, led by what the client wants to discuss
Format Educational, with specific lessons and tools Therapeutic, with room for reflection and discussion
Client role Active learner, practicing skills in a structured manner Participant who brings their personal concerns
Therapist role Instructor or guide, teaching key concepts Supportive therapist, offering guidance and reflection
Outcomes Knowledge and skill development in mentalisation and emotional regulation Emotional insight, personal growth, and improved relationships
Structure Fixed number of sessions with set goals More open-ended, client determines session focus
Example Learning how to recognise and understand emotions in self and others Exploring personal emotional struggles and applying MBT to them

MBT psychological education FAQs

Who can benefit?

Our MBT psychological education service is available to adults, children, carers, and partners looking to enhance emotional well-being, strengthen relationships, and better understand neurodiversity. Whether navigating communication differences, seeking tools for emotional regulation, or supporting a neurodivergent loved one, this programme offers practical guidance for personal growth and meaningful connections in a neuro-affirmative way.

The MBT psychological education packages are delivered remotely, over Microsoft Teams. Please note that you will need a device with a strong Wi-Fi connection, and a working camera and microphone to participate.

The 6 Core MBT psychological education sessions are a prerequisite to the 6 advanced psychoeducation sessions and accessing MBT therapy. There are no prerequisites for the CORE MBT package following a successful referral into our service.

 

The fee for MBT psychological education is £420 (6-sessions) or £840 (12-sessions). If you would like to see our full-service price list, please refer to our fees and payment page.

MBT therapy

From £420

Per 6 sessions
Per client

Book an appointment

Please choose an appointment that suits you

'Speak with Us' Appointments
Initial Screening
Psychological Consultation
Neuro-Affirmative Needs Based Assessment
Diagnostic ADHD Assessment
Diagnostic Autism Assessment
Diagnostic Combined Assessment
Diagnostic General Assessment
Mentalisation Based Therapy (MBT)
Art Therapy
Medication Titration and Review Appointments

Please be advised that is a preliminary screening tool, based upon the DSM-5 criteria for ADHD, and not a formal diagnostic assessment.

ADHD Assessment • Part A

Question 1

Do they often fail to give close attention to details or makes careless mistakes in schoolwork, at work, or during other activities? 

E.g. Overlooks or misses details, work is inaccurate


ADHD Assessment • Part A

Question 2

Do they often have trouble holding attention on tasks or play activities?

E.g. Has difficulty remaining focused during lessons, conversations or lengthy reading tasks


ADHD Assessment • Part A

Question 3

Do they often not seem to listen when spoken to directly?


E.g. Mind seems elsewhere, even in the absence of any obvious distraction

ADHD Assessment • Part A

Question 4

Do they often not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace?


E.g. Starts tasks but quickly loses focus or is easily side-tracked

ADHD Assessment • Part A

Question 5

Do they often have trouble organising tasks and activities?

E.g. Difficulty managing sequential tasks; difficulty keeping materials and belongings in order; messy, disorganised work; has poor time management; fails to meet deadlines


ADHD Assessment • Part A

Question 6

Do they avoid, dislike, or is reluctant to do tasks that require mental effort over a long period of time?


E.g. Schoolwork or homework; for older adolescents and adults, preparing reports, completing forms, reviewing lengthy papers

ADHD Assessment • Part A

Question 7

Do they often lose things necessary for tasks and activities?

E.g. School materials, pencils, books, tools, wallets, keys, paperwork, eyeglasses, mobile telephones


ADHD Assessment • Part A

Question 8

Are they often easily distracted by extraneous stimuli?

For older adolescents and adults, may include unrelated thoughts


ADHD Assessment • Part A

Question 9

Are they often forgetful in daily activities?

E.g. Doing chores, running errands; for older adolescents and adults, returning calls, paying bills, keeping appointments


ADHD Assessment • Part A

Results

Would you like to hear from Young Wellbeing Hub? 

By providing your email address you consent to Young Wellbeing Hub storing your email address and contacting you with information regarding our neurodevelopmental and mental health assessments, in accordance with GDPR legislation.


Thank you for completing Part A of our ADHD quiz!

Your score indicates that they may have challenges surrounding inattention and could benefit from seeking an ADHD assessment.

Make sure to complete Part B to look at hyperactivity and impulsivity traits.

Please be advised that is a preliminary screening tool and not a formal diagnostic assessment. If you would like to explore this further, please get in touch with our team today to book in your assessment!

Thank you for completing Part A of our ADHD quiz!

Your score indicates they are showing some characteristics of inattentive challenges.

Make sure to complete Part B to look at hyperactivity and impulsivity traits.

Please be advised that is a preliminary screening tool and not a formal diagnostic assessment. If you would like to explore this further, please get in touch with our team today to book in your assessment!

Thank you for completing Part A of our ADHD quiz!

Your score indicates there are no inattentive challenges at present.

However please be advised that is a preliminary screening tool and not a formal diagnostic assessment. If you would like to explore this further, please get in touch with our team today to book an initial consultation!

Make sure to complete Part B to look at hyperactivity and impulsivity traits.

Please be advised that is a preliminary screening tool based upon the AQ-10 (Child Version) and not a formal diagnostic assessment. 

Autism assessment


Question 1

They often notice small sounds when others do not


Autism assessment

Question 2

They usually concentrate more on the whole picture, rather than the small details.


Autism assessment


Question 3

In a social group, they can easily keep track of several different people’s conversations.


Autism assessment

Question 4

They find it easy to go back and forth between different activities.


Autism assessment


Question 5

They don’t know how to keep a conversation going with their peers.


Autism assessment


Question 6

They are good at social chit chat.


Autism assessment


Question 7

When they read a story, they find it difficult to work out the character’s intentions or feelings.


Autism assessment

Question 8

When they were in preschool, they used to enjoy playing games involving pretending with other children.


Autism assessment

Question 9

They find it easy to work out what someone is thinking or feeling just by looking at their face.


Autism assessment

Question 10

They find it hard to make new friends.


Autism assessment

Results

Would you like to hear from Young Wellbeing Hub? 

By providing your email address you consent to Young Wellbeing Hub storing your email address and contacting you with information regarding our neurodevelopmental and mental health assessments, in accordance with GDPR legislation.


Thank you for completing our Autism Quiz!

Your results indicate that they may benefit from an autism assessment.

Please be advised that is a preliminary screening tool and not a formal diagnostic assessment. Please contact our team to book a holistic assessment.

Thank you for completing our Autism Quiz!

Your results indicate that they may be experiencing some characteristics associated with autism, and may benefit from an autism assessment.

Please be advised that is a preliminary screening tool and not a formal diagnostic assessment. Please contact our team to book a holistic assessment.

Thank you for completing our Autism Quiz!

Your results indicate no traits that are associated with autism at present.

However please be advised that is a preliminary screening tool and not a formal diagnostic assessment. If you would like to explore this further, please get in touch with our team today to book an initial consultation!

Please be advised that is a preliminary screening tool, based upon the DSM-5 criteria for ADHD, and not a formal diagnostic assessment. 

ADHD Assessment • Part B

Question 1

Do they often fidget with or taps hand or squirm in their seat? 


ADHD Assessment • Part B

Question 2

Do they often leave their seat in situations when remaining seated is expected? 

E.g. Leaves his or her place in the classroom, in the office or other workplace, or in other situations that require remaining in place

ADHD Assessment • Part B

Question 3

Do they often run about or climb in situations where it is not appropriate?


ADHD Assessment • Part B

Question 4

Are they often unable to play or take part in leisure activities quietly?


ADHD Assessment • Part B

Question 5

Are they often “on the go” acting as if “driven by a motor”?

E.g. Is unable to be or uncomfortable being still for extended time, as in restaurants, meetings; may be experienced by others as being restless or difficult to keep up with


ADHD Assessment • Part B

Question 6

Do they often talk excessively?


ADHD Assessment • Part B

Question 7

Do they often blurt out an answer before a question has been completed?

E.g. Completes people’s sentences; cannot wait for turn in conversation


ADHD Assessment • Part B

Question 8

Do they often have trouble waiting their turn?


ADHD Assessment • Part B

Question 9

Do they often interrupt or intrude on others?


ADHD Assessment • Part B
Results

Would you like to hear from Young Wellbeing Hub? 

By providing your email address you consent to Young Wellbeing Hub storing your email address and contacting you with information regarding our neurodevelopmental and mental health assessments, in accordance with GDPR legislation.


Thank you for completing Part B of our ADHD quiz!

Your score indicates that they may have challenges surrounding hyperactivity and impulsivity and could benefit from seeking an ADHD assessment.

Please be advised that is a preliminary screening tool and not a formal diagnostic assessment. If you would like to explore this further, please get in touch with our team today to book in your assessment!

Thank you for completing Part B of our ADHD quiz!

Your score indicates they are showing some characteristics of hyperactive/impulsive challenges.

Please be advised that is a preliminary screening tool and not a formal diagnostic assessment. If you would like to explore this further, please get in touch with our team today to book in your assessment!

Thank you for completing Part B of our ADHD quiz!

Your score indicates there are no impulsive or hyperactivity challenges at present.

However please be advised that is a preliminary screening tool and not a formal diagnostic assessment. If you would like to explore this further, please get in touch with our team today to book an initial consultation!

Unsure where to start? Get a short informal consultation.