Continuing Education for Psychologists
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Where Art Meets Therapy: Introduction to the Mandala Assessment Research Instrument (MARI®)

An introduction to MARI® that equips therapists with reflective tools to deepen personal insight through mandalas, while building understanding of its application in clinical practice.
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On-Demand
Webinar

Includes: eBook Reflection Guide, Course Handouts, Demonstration Videos, and Selected Session Recordings

Audience

For  Psychologists, Mental Health Therapists, Spiritual Counselors,
 Music Therapists, Art Therapists,
 Allied Health Professionals

$75

$120 Value

Approved Program by MARI Creative Resources, LLC.

2 Credit Hours

Approved Provider for APA &
PA Board SW, MFT, & PC., CBMT


Introductory

Program design to build foundational understanding of an emerging area of knowledge.

What You'll Gain

This introductory-level course introduces the Mandala Assessment Research Instrument (MARI®), a mandala-based tool for creative expression, psychological insight, and archetype analysis. Participants engage in experiential activities to explore the tool firsthand, gaining a practical self-reflection method while deepening awareness of mind-body integration, connection with self and others, and attunement with the core self. Grounded in Jungian theory, the course also covers the cultural and historical roots of mandalas, ethical considerations, and current developments in the instrument.

The learning objectives for this course include:

  • Describe the foundational concepts and structure of the Mandala Assessment Research Instrument (MARI®).
  • Explain the historical and theoretical foundations of mandalas within psychological practice.
  • Identify ethical considerations related to the integration of art-based assessment in clinical settings.
  • Apply non-clinical uses of Mini MARI® to support personal insight and self-awareness.
  • Summarize current research findings and clinical implications associated with MARI® use.
  • Examine the ongoing development and evolution of MARI®.

Insight through Practice

We will use the Mini-MARI® as a reflective tool to deepen personal insight in everyday life.

MARI® in Action

We will observe MARI® in action through a recorded session.

Understanding the MARI® Process

We will explore the MARI® process as both an assessment and therapeutic intervention.

MARI® in Clinical Practice

We will discover how MARI® enhances and integrates into clinical practice.

MARI® Today & Future Directions

We will explore where MARI® stands today and what lies ahead for its growth and application.

Program Support & Intellectual Property Notice

The Moringa Institute has received in-kind support from MARI® Creative Resources, LLC, including access to educational resources, content, and training materials necessary for the successful implementation of the MARI® Continuing Education Trainings. Additionally, Moringa Institute provided consultation to MARI® Creative Resources, LLC. in the development of the Practitioner Training Program. Moringa Institute has not received, and will not receive, any financial support for this program prior to or during its implementation.

All MARI® Creative Resources, LLC materials remain the exclusive property of MARI® Creative Resources, LLC and are protected by copyright, trademark, and other intellectual property laws. Moringa Institute may use these materials only to deliver training to the behavioral health community. Unauthorized use, reproduction, distribution, or modification is strictly prohibited.

Participation in the program does not confer any ownership rights, licensing rights, or other legal rights in the materials or intellectual property of MARI® Creative Resources, LLC and participants agree to comply with all applicable copyright, trademark, and intellectual property laws.

Learning Schedule & Approved Provider Status

Moringa Institute is committed to delivering high-quality continuing education that aligns with the standards of national credentialing bodies and state licensing boards. The following learning schedule outlines the structure of the program, along with approved provider status and credit information applicable to this offering.

Course Schedule

Part 1: History of the Mandala (28 minutes)
  • Definition of mandala (circle; essence + container)
  • Symbolism: wholeness, unity, cosmos
  • Cultural uses (Buddhist, Christian, Indigenous traditions)
  • Historical meaning and connection to the Self
  • Jung’s contributions:
  • Unconscious exploration
  • Psychological integration
  • Individuation
  • Archetypes and symbols

Part 2: Birth of MARI® (14 minutes)
  • Joan Kellogg and development of MARI®
  • The Great Round (developmental framework)
  • Mandala Card Test (symbols + colors)
  • Growth as cyclical (spiral development)

Part 3: How MARI® Works (27 minutes)
  • Experiential process (drawing + cards)
  • Card test steps (likes, dislike, helpers, colors)
  • Symbol = experience; Color = emotion
  • Role of color and change color
  • The Great Round (mapping the psyche)
  • Michele Takei’s contributions to the MARI process

Part 4: MARI® in Practice (37 minutes)
  • Integration with clinical approaches (EMDR, IFS, etc.)
  • Clinical applications (trauma, expression, regulation)
  • Training focus (archetypes, meaning, integration)
  • Research and evidence


Mandala Drawing Demo (6 minutes)
  • View the process of creating a mandala


MARI® Experiential Foundations (9 minutes)
  •  Participate in a Mini MARI® activity
  •  Gain personal insight and self-awareness

Course References

Amelia, G., Satiadarma, M. P., & Wati, L. (2020, December). The effects of drawing and coloring mandala on anxiety among pregnant women in their third trimester. In The 2nd Tarumanagara International Conference on the Applications of Social Sciences and Humanities (TICASH 2020) (pp. 997–1002). Atlantis Press. https://doi.org/10.2991/assehr.k.201209.158

Bi, Y., & Liu, Y. (2019). Creating mandalas reduces social anxiety in college students. Social Behavior and Personality: An International Journal, 47(10). https://doi.org/10.2224/sbp.8410

Dahlke, R. & Pakinson, C. (1995). Mandalas of the world: A mediating & painting guide. Sterling Publishing Co., LLC NY.

Gonzalez, P. (2025). MARI® practitioner training program. [PowerPoint Slides]. Moringa Institute. Unpublished manuscript.

Gonzalez, P. J. (2011). The impact of music therapists’ music cultures on the development of their professional frameworks. Qualitative Inquiries in Music Therapy, 6, 1-33.

Kellogg, J. (2009). Mandala: Path to beauty. 3rd Printing. Publisher J. Kellogg, Clearwater, Fl.

Mo, Y. N., & Ko, K. S. (2023). International Chinese students’ experiences of participating in mandala-based art therapy in Korea: A phenomenological study. Frontiers in Psychology, 14, 1263754. https://doi.org/10.3389/fpsyg.2023.1263754

Potash, J. S., Chen, J. Y., & Tsang, J. P. (2016). Medical student mandala making for holistic well-being. Medical Humanities, 42(1), 17–25. https://doi.org/10.1136/medhum-2015-010717

Store, S. J., & Jakobsson, N. (2022). The effect of mandala coloring on state anxiety: A systematic review and meta-analysis. Art Therapy, 39(4), 173–181. https://doi.org/10.1080/07421656.2021.2003144

Takei, M. (2019, October 23). What is MARI? -The mandala assessment research instrument. YouTube. https://www.youtube.com/watch?v=ykAThSI1dA8&t=243s

Takei, M. (2024). MARI®: Mandala assessment research instrument manual. MARI Creative Resources, LLC Raleigh, NC.

Takei, M., & Zikmund, J. (2024). MARI® practitioner training program. [PowerPoint Slides]. MARI Creative Resources, LLC Unpublished manuscript.

van der Vennet, R., & Cassella, C. (2020). Do mandalas exhibit archetypal patterns based on Kellogg’s MARI? A pilot study. Canadian Journal of Counselling and Psychotherapy, 54(3), 388–412.

van der Vennet, R., & Ciancio, A. (2024). Art therapy graduate students’ mandalas based on Kellogg’s Great Round. Art Therapy, 41(1), 28–37. https://doi.org/10.1080/07421656.2023.2217743

Yakar, H. K., Yilmaz, B., Ozkol, O., Gevher, F., & Celik, E. (2021). Effects of art-based mandala intervention on distress and anxiety in cancer patients. Complementary Therapies in Clinical Practice, 43, 101331.
 https://doi.org/10.1016/j.ctcp.2021.101331

MARI® Research Studies

Bruscia, K., Shultis, C., & Dennery, K. (2007). A comparison of cardiac and cancer inpatients on the MARI® card test. The Arts in Psychotherapy, 34(5), 388–397. https://doi.org/10.1016/j.aip.2007.07.005

Bush, C. A. (1988). Dreams, mandalas, and music imagery: Therapeutic uses in a case study. The Arts in Psychotherapy, 15(3), 219–225. https://doi.org/10.1016/0197-4556(88)90006-8

Campenni, C. E., & Hartman, A. (2020). The effects of completing mandalas on mood, anxiety, and state mindfulness. Art Therapy, 37(1), 25–33. https://doi.org/10.1080/07421656.2019.1669980

Cox, C. T., & Cohen, B. M. (2000). Mandala artwork by clients with DID: Clinical observations based on two theoretical models. Art Therapy, 17(3), 195–201. https://doi.org/10.1080/07421656.2000.10129701

Cox, C. T., & Frame, P. (1993). Profile of the artist: MARI® card test research results. Art Therapy, 10(1), 23–29. https://doi.org/10.1080/07421656.1993.10758974

Douglass, J. D. (1996). The MARI® card test©: A reliability study of an adapted group version administered to sex offenders. Pacifica Graduate Institute.

Frame, P. G. (2006). Assessing a couple’s relationship and compatibility using the MARI® card test and mandala drawings. Art Therapy, 23(1), 23–29. https://doi.org/10.1080/07421656.2006.10129530

Krippner, S., & Rhinehart, L. (1997). Scores of psychic claimants on the MARI card test. Subtle Energies & Energy Medicine Journal Archives, 8(1), 1–15.

Potash, J. S., Bardot, H., Wang, X. L., Chan, F., Ho, A. H., & Cheng, C. (2014). Mandalas as indicators of burnout among end-of-life care workers. Journal of Applied Arts & Health, 4(3), 363–377. https://doi.org/10.1386/jaah.4.3.363_1

Potash, J. S., Chen, J. Y., & Tsang, J. P. (2016). Medical student mandala making for holistic well-being. Medical Humanities, 42(1), 17–25. https://doi.org/10.1136/medhum-2015-010717

van der Vennet, R., & Cassella, C. (2020). Do mandalas exhibit archetypal patterns based on Kellogg’s MARI? A pilot study. Canadian Journal of Counselling and Psychotherapy, 54(3), 388–412.

van der Vennet, R., & Ciancio, A. (2024). Art therapy graduate students’ mandalas based on Kellogg’s Great Round. Art Therapy, 41(1), 28–37. https://doi.org/10.1080/07421656.2023.2217743




Mandala Research Studies

Amelia, G., Satiadarma, M. P., & Wati, L. (2020, December). The effects of drawing and coloring mandala on anxiety among pregnant women in their third trimester. In The 2nd Tarumanagara International Conference on the Applications of Social Sciences and Humanities (TICASH 2020) (pp. 997–1002). Atlantis Press.

Babouchkina, A., & Robbins, S. J. (2015). Reducing negative mood through mandala creation: A randomized controlled trial. Art Therapy, 32(1), 34–39. https://doi.org/10.1080/07421656.2015.994428

Bi, Y., & Liu, Y. (2019). Creating mandalas reduces social anxiety in college students. Social Behavior and Personality: An International Journal, 47(10). https://doi.org/10.2224/sbp.8410

Campenni, C. E., & Hartman, A. (2020). The effects of completing mandalas on mood, anxiety, and state mindfulness. Art Therapy, 37(1), 25–33. https://doi.org/10.1080/07421656.2019.1669980

Elkis-Abuhoff, D., Gaydos, M., Goldblatt, R., Chen, M., & Rose, S. (2009). Mandala drawings as an assessment tool for women with breast cancer. The Arts in Psychotherapy, 36(4), 231–238.Graham, M. E., & Fabricius, A. (2020). Vital correspondence: Exploring tactile experience with resident-focused mandalas in long-term care. Dementia, 19(7), 2444–2460. https://doi.org/10.1177/1471301218762516

Graham, M. E., & Fabricius, A. (2020). Vital correspondence: Exploring tactile experience with resident-focused mandalas in long-term care. Dementia, 19(7), 2444–2460. https://doi.org/10.1177/1471301218762516

Green, E. J., Drewes, A. A., & Kominski, J. M. (2013). Use of mandalas in Jungian play therapy with adolescents diagnosed with ADHD. International Journal of Play Therapy, 22(3), 159–172. https://doi.org/10.1037/a0033719

Mo, Y. N., & Ko, K. S. (2023). International Chinese students’ experiences of participating in mandala-based art therapy in Korea: A phenomenological study. Frontiers in Psychology, 14, 1263754. https://doi.org/10.3389/fpsyg.2023.1263754

Store, S. J., & Jakobsson, N. (2022). The effect of mandala coloring on state anxiety: A systematic review and meta-analysis. Art Therapy, 39(4), 173–181. https://doi.org/10.1080/07421656.2021.2003144

Yakar, H. K., Yilmaz, B., Ozkol, O., Gevher, F., & Celik, E. (2021). Effects of art-based mandala intervention on distress and anxiety in cancer patients. Complementary Therapies in Clinical Practice, 43, 101331.
 https://doi.org/10.1016/j.ctcp.2021.101331




APA Continuing Education Information


Education Standard
Standard D1.1: Program content focuses on application of psychological assessment and/or intervention methods that have overall consistent and credible empirical support in the contemporary peer reviewed scientific literature beyond those publications and other types of communications devoted primarily to the promotion of the approach.

APA Continuing Education Approval
This course has been reviewed by Moringa Institute’s APA Committee and has been approved as meeting the criteria for American Psychological Association (APA) Continuing Education (CE) credits.

The lead psychologist overseeing the development of the entire course content is Raquel Emdur, PsyD, MT-BC, CMT, ensuring alignment with APA standards for educational quality and professional relevance.

CBMT Continuing Education Information 

Eligibility:
This program is designed for music therapy students, board-certified music therapists (MT-BC), and cross-trained music therapists practicing within allied behavioral health professions who are interested in understanding the Mandala Assessment Research Instrument (MARI®) in clinical practice, gaining hands-on experience with the tool, and exploring the pathway to becoming a certified practitioner.

Learning Objectives & CBMT Learning Domains:
  • Describe the foundational concepts and structure of the Mandala Assessment Research Instrument (MARI®). 
    (CBMT Domain 5A-4: Evidence-based research and current professional practices in music therapy.)
  • Explain the historical and theoretical foundations of mandalas within psychological practice.
    (CBMT Domain 5A-4: Evidence-based research and current professional practices in music therapy.)
  • Identify ethical considerations related to the integration of art-based assessment in clinical settings.
    (CBMT Domain 5B-2: Professional and ethical responsibilities.)
  • Apply non-clinical uses of Mini MARI® to support personal insight and self-awareness.
    (CBMT Domain 5B-11: Clinician scope of practice within education, training, and abilities.)
  • Summarize current research findings and clinical implications associated with MARI® use.
    (CBMT Domain 5A-4: Evidence-based research and current professional practices in music therapy.)
  • Examine the ongoing development and evolution of MARI®.
    (CBMT Domain 5A-4: Evidence-based research and current professional practices in music therapy.)

CE Policies

Moringa Institute is committed to maintaining Continuing Education policies that align with the standards of national credentialing bodies and state licensing boards. Our policies are designed to promote accessibility, inclusivity, transparency, and accountability in all CE programming.

These policies are intended to ensure clarity and provide participants with a structured framework for CE participation. Click below to review detailed information regarding:
  • Reasonable accommodations and accessibility supports
  • Diversity, equity, and inclusion commitments
  • Grievance procedures
  • Refund and cancellation policies Attendance and completion requirements
  • Privacy and confidentiality practices

LPC

Licensed Professional Counselor

MT-BC

Music Therapist Board Certified

CMT

Certified MARI® Teacher
Meet the instructor

Patricia Gonzalez, LPC, MT-BC, NADD-CC, CMT

Patricia is the Co-Founder, Co-Owner of two businesses: She is the Chief Executive Officer of Spectra Support Services, LLC and the CE Program Administrator for the Moringa Institute.. In these roles,  she leads professional training and continuing education for behavioral health professionals. Patricia has developed and implemented creative arts therapy and behavioral health programs across diverse settings, including hospitals, residential programs, schools, and community-based services.

A Licensed Professional Counselor (LPC) and Board-Certified Music Therapist (MT-BC), Patricia holds a Master’s degree in Music Therapy from Temple University and is a Certified MARI® Teacher (CMT). She also contributes to the ongoing development of the MARI® Practitioner Certification Program. Her clinical expertise includes trauma-informed care, dual diagnosis, mindfulness-based and expressive therapies, and ethical integration of creative arts in clinical practice. Patricia provides clinical supervision and is a dedicated advocate for accessible, high-quality behavioral health care.
I am so glad that I was able to participate in the MARI practitioner training. … I feel that this tool will help me to more deeply understand my clients … The training itself was informative and interesting
— Courtney Biddle, MMT, MT-BC
As a doctoral student exploring expanded awareness, I am interested in enhancing my assessment tools by taking the MARI training. … I really enjoyed discovering my unconscious motives in choosing colours, symbols, and places in my mandalas. … I am grateful for the opportunity to participate in this MARI training and for the personal influence of Patricia Gonzalez.
— Larissa Zoubareva, MMus, MMT, RP, MTA, NMT, MT-BC, FAMI
In my experience, the MARI training has proven to be a useful and enriching time of professional learning and growth, as it provides an additional lens by which to support the client in exploring their ‘consciousness’ via use of symbols and colors. Also, I’ve appreciated the opportunity it affords to incorporate the concepts from MARI’s framework into other modalities such as sand tray.
—Karen Weiss, LCSW, NADD-CC
Participating in the MARI Practitioner Training Course offered by the Moringa Institute proved to be a valuable use of time, money, and effort. … The course was thorough and engaging … It became clear that the instructor had extensive expertise … Overall, I have found MARI to be an effective and meaningful tool and recommend this training to others.
—Elizabeth Raleigh, LPC, MT-BC

Mission

The Moringa Institute advances professional excellence by providing psychologists, master’s level clinicians, and students with innovative opportunities to discover and integrate evidence-based practices into their work. Rooted in decades of experience and a commitment to holistic, lifespan-focused care, we strengthen professionals’ knowledge, skills, and frameworks to better serve individuals and communities.

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