Demetrovics Orsi

Clinical Child and Adolescent Psychologist and Mental Health Specialist, Family Therapist

I graduated as a psychologist in 2005 from Eötvös Loránd University (ELTE), and later obtained my qualification as a clinical child and adolescent psychologist at the University of Pécs. In 2024, I also qualified as a family therapist. From 2009 to 2021, I worked at the mental health outpatient department of Heim Pál Children’s Hospital, where I gained experience in the assessment and therapy of children and adolescents.

Since 2022, I have also been practicing at the Panoráma Poliklinika, primarily offering consultations for children and adults with ARFID.

I was trained as a clinician within a psychodynamic framework. My method-specific training is person-centered, and I also work using a mentalization-focused approach. I provide affirmative support for LGBTQ+ individuals.

Access to appropriate support for children with eating disorders—especially those with ARFID—and their families is often limited. For this reason, I wanted to create a place specifically for them, where they can receive psychological support with a strong professional background and, when necessary, care from other specialists within a collaborative team framework.

Karner Judit

Special Education Teacher (MSc), DSZIT Therapist (Dynamic Sensory Integration Therapy), Early Intervention Specialist

I graduated as a special education teacher in 2006 from the Faculty of Special Needs Education at Eötvös Loránd University (ELTE-BGGYK), and in 2012 I completed my Master’s degree in Special Education Therapy. In 2015, I also passed my professional licensing examination.

Throughout my career, I have felt especially close to complex early intervention work, as well as to supporting preschool-aged children and children with severe and multiple disabilities. I have gained most of my professional experience in these areas.

Over the years, I have participated in numerous further trainings and professional courses, two of which I would highlight as particularly relevant to my work at the Finomhangoló Workshop.

In 2015, I completed an eating-focused training led by the NoTube© Team, which provided practical knowledge—based on the methodology of the Graz Pediatric Clinic—specifically related to early childhood feeding and nutritional disorders, tube feeding, and tube dependency.

In 2024, I obtained my qualification as a DSZIT (Dynamic Sensory Integration Therapy) therapist. This allows me to support neurodivergent young children whose eating difficulties are not caused by medical conditions but by sensory processing disorders.

For families with young children who turn to the Finomhangoló Workshop team, I can provide practical support in the following areas:

• Difficulties during the complementary feeding process

• Selective eating and ARFID

• Feeding challenges related to sensory processing disorders

• Feeding difficulties due to medical conditions, developmental disorders, or complications of central nervous system trauma

• Tube feeding and tube management

• Introducing oral tasting and eating alongside tube feeding

In Budapest, in-person consultations take place at the Zümmögő Therapeutic and Professional Community Space, which I have been operating as my own private practice since 2024. If needed, I also offer consultations online.

Lovas Sándor

Eating disorder recovery coach

I began my career as a neurobiologist, first working as a researcher in academic laboratories and later in industry. In my early twenties, however, I developed eating disorders that not only profoundly affected my life but ultimately guided my career in a direction where I now truly feel at home.

For years I struggled with anorexia and binge-eating episodes without receiving a diagnosis. For a long time, I believed that I was “functioning well enough” and “not sick enough” to seek help. In the end, nearly a decade passed before I began my recovery journey.

Achieving full recovery gave me a new perspective on life and inspired me to help others experience the same possibility. This led me to complete the Eating Disorder Recovery Coach training in 2024, created by internationally recognized eating disorder specialist Carolyn Costin.

Supporting others on their path to recovery gives meaning to my own experiences and allows me to work in a field that feels deeply purposeful and significant to me.

I work with clients experiencing anorexia, bulimia, binge-eating disorder, ARFID, and other eating disorders, always using an individualized approach.

I believe that everyone deserves personalized support and that change is possible at any stage of the journey, no matter how long someone has been struggling. Drawing on my own lived experience, I support my clients with empathy, openness, and without judgment, helping them gradually strengthen their inner resources and rebuild their lives throughout the recovery process.

Radics Alexandra

Clinical Child and Adolescent Psychologist and Mental Health Specialist

I obtained both my Bachelor’s and Master’s degrees at Eötvös Loránd University, and completed my specialist training in clinical psychology at Semmelweis University.

In the years following university, I worked as a psychologist in a children’s home, where I primarily supported disadvantaged children and adolescents who had experienced abuse and neglect. It was here that I truly learned the importance of psychological presence, patience, and building trust. Since 2021, I have been working at a metropolitan pedagogical service center, where I conduct expert assessments and provide educational counseling. As part of expert evaluations, we assess developmental and learning difficulties, adjustment and behavioral problems, and determine the need for special educational support. Within educational counseling, I work with preschool- and school-aged children and adolescents to explore and alleviate psychological difficulties (e.g., anxiety, anger management issues, self-awareness development), while also supporting parents with their related concerns.

I primarily use cognitive behavioral therapy (CBT) methods, adapting them to the child’s age and level of understanding. At the same time, a person-centered approach is also important to me, as it allows young people to work through their difficulties at their own pace in an accepting and supportive environment.

As a professional, I represent an accepting, patient, and practical approach. I believe that every child and young person is capable of growth when provided with appropriate support, and I strive to accompany them with the best of my knowledge and experience.

You may contact me with the following concerns:

• Avoidant/Restrictive Food Intake Disorder (ARFID)

• Anxiety disorders

• Mood disorders

• Attention-Deficit/Hyperactivity Disorder (ADHD)

• Anger management and emotion regulation difficulties

Makkai Vivien

Psychologist

I obtained my Bachelor’s and Master’s degrees in Psychology from Pázmány Péter Catholic University, and I am currently training as a couple and family therapist.

Psychology has been close to me since my high school years, and even then I actively sought opportunities to gain a deeper understanding of the field. Continuous professional development remains important to me, and I regularly strive to expand my knowledge and therapeutic toolkit.

My previous experience includes working with women affected by breast cancer, where I primarily focused on the mother–child relationship. In addition, I volunteered in an oncology ward, which was both professionally and personally highly formative for me.

I have also had a longstanding interest in eating disorders, through which I began to explore ARFID (Avoidant/Restrictive Food Intake Disorder) in greater depth.

You can seek my support in the following areas:

• Parent consultation for families of children affected by ARFID

• Support for adults living with ARFID

• Self-awareness and personal development concerns, life difficulties and blocks

• Self-esteem and confidence difficulties

• Stress management and emotional regulation challenges

• Relationship difficulties and challenges

Fügedi Adrienn

Candidate Clinical Child and Adolescent Psychologist and Mental Health Specialist, Parent-Infant and Early Childhood Relationship Consultant
Play Therapist, Autogenic Training Instructor for Adults, Pregnant Individuals, and Children

I graduated as a psychologist in 2012 from Eötvös Loránd University, specializing in Clinical and Health Psychology, and earned my Parent-Infant Relationship Consultant diploma at Pázmány Péter Catholic University. I am currently a candidate in the Clinical Child Psychology program at the University of Pécs.

I work primarily with children under 6 years old, focusing on the following areas:

• Regulatory difficulties related to eating, sleep, soothing, emotional-will development, and toilet training

• Challenges in relational attunement within the parent-child relationship

• Cases where multiple regulatory difficulties occur simultaneously, persistently, and intensively, and parents feel the need for professional support

At the Finomhangoló Workshop, I can provide support in the following areas:

• Psychological aspects of breastfeeding and feeding difficulties

• Growth and weight gain issues

• Challenges around establishing eating and feeding routines, including after the introduction of complementary foods

• Difficulties with selective eating

• Feeding difficulties caused by sensory integration disorders

• ARFID (Avoidant/Restrictive Food Intake Disorder)

I work with a relational and systemic perspective, using brief, dynamic therapeutic methods. My approach emphasizes close collaboration and reciprocity with families, which helps attune to the child’s abilities, recognize their uniqueness, and identify their strengths and resources.

Forrai Csenge

Candidate Clinical Child and Adolescent Psychologist and Mental Health Specialist

I graduated as a special education teacher in 2006 from the Faculty of Special Needs Education at Eötvös Loránd University (ELTE-BGGYK), and in 2012 I completed my Master’s degree in Special Education Therapy. In 2015, I also passed my professional licensing examination.

Throughout my career, I have felt especially close to complex early intervention work, as well as to supporting preschool-aged children and children with severe and multiple disabilities. I have gained most of my professional experience in these areas.

Over the years, I have participated in numerous further trainings and professional courses, two of which I would highlight as particularly relevant to my work at the Finomhangoló Workshop.

In 2015, I completed an eating-focused training led by the NoTube© Team, which provided practical knowledge—based on the methodology of the Graz Pediatric Clinic—specifically related to early childhood feeding and nutritional disorders, tube feeding, and tube dependency.

In 2024, I obtained my qualification as a DSZIT (Dynamic Sensory Integration Therapy) therapist. This allows me to support neurodivergent young children whose eating difficulties are not caused by medical conditions but by sensory processing disorders.

For families with young children who turn to the Finomhangoló Workshop team, I can provide practical support in the following areas:

• Difficulties during the complementary feeding process

• Selective eating and ARFID

• Feeding challenges related to sensory processing disorders

• Feeding difficulties due to medical conditions, developmental disorders, or complications of central nervous system trauma

• Tube feeding and tube management

• Introducing oral tasting and eating alongside tube feeding

In Budapest, in-person consultations take place at the Zümmögő Therapeutic and Professional Community Space, which I have been operating as my own private practice since 2024. If needed, I also offer consultations online.

Ágoston Réka

Conductor, Complex Movement Therapist / Motor Skills Therapist, Early Intervention Specialist, Behavioral Analyst

I graduated in 2010 from the András Pető Faculty of Semmelweis University with a BA degree in Conductive Education, specializing in Early Childhood Education. As a newly qualified graduate, I began my career in Szeged at the county early intervention and pedagogical support service institution.

I have complemented my professional practice with numerous additional trainings. Among these, I would like to highlight the “JóLenni” training organized by the Budapest Early Intervention Centre, focusing on the theoretical and practical foundations of complex early therapy for feeding and eating disorders, the SEED Developmental Scale (Sewall Early Educational Development Scale), and in 2016 I obtained a BA degree in Psychology. I am currently awaiting the start of foundational training in the therapy of craniomandibular dysfunctions.

Family-centered early childhood intervention, with its complex and multidisciplinary diagnostic and therapeutic approach, continues to play a defining role in my work. In my current practice, I work with children aged 0–4 years who present delayed or atypical developmental and motor patterns due to central nervous system injury or other causes, providing comprehensive individual and group-based developmental support. Since 2019, I have been working as a private practitioner.

At the early stage of my private practice, the need for supporting early childhood feeding difficulties became immediately apparent. Since then, a central focus of my work has been the treatment of organically based feeding difficulties closely related to motor skills, including early childhood chewing and swallowing problems.

At Finomhangoló Műhely, I provide consultation and support to families with young children in the following areas:

• difficulties initiating complementary feeding

• challenges transitioning between food textures and texture-based selectivity

• refusal of solid foods, gagging, or vomiting during chewing

• immature oromotor and orofacial skills resulting from central nervous system injury or developmental disorders

• long-standing feeding refusal following early traumatic oral–pharyngeal experiences (e.g., choking episodes, significant reflux/spitting up, vomiting, GERD, nasogastric tube feeding, nasal suctioning, forced feeding)

Fodor Mariann

Special Education Teacher student, social worker, criminologist

I am a special education teacher trainee specializing in autism spectrum pedagogy, as well as a social worker and criminologist. My work is defined by a strong commitment to the helping professions, with a particular interest in the complex intersection of autism and feeding support.

Gastronomy has been an important part of my life since childhood; throughout my previous studies and professional experiences, I have always been closely connected to food, the experience of eating, and a creative approach to gastronomy. I view eating not merely as a nutritional issue, but within its neurological, sensory, behavioural, social-communication, and emotional contexts.

Evidence-based, autism-specific, and individualized support is especially important to me, tailored to the unique profile and needs of each child and their family. I do not see feeding difficulties as isolated problems, but rather as part of the child’s overall functioning. Therefore, my approach strongly emphasizes the support of communication, social skills, and behavioural flexibility.

Through my studies and practical experiences, I strive to create a safe, predictable, and structured environment while remaining responsive to the child’s signals and needs. I believe in gradual, safe progress through small steps, where the child’s active participation and sense of competence can be maintained.

In feeding support, I am particularly drawn to approaches that integrate structured, visual, and behavioural elements, complemented by an understanding of the child’s internal experiences and individual needs. I believe that feeding support is most effective when developed collaboratively with parents and the professionals involved in supporting the child.

I am convinced that lasting change emerges not through external pressure, but through understanding, safe connection, well-structured learning experiences, and collaboration. Supporting and empowering parents is also an essential part of this process. As eating is a process that influences every area of life, supporting it holds particular importance for me

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