Marte Meo and Coordination Meetings (MAC): A Systemic School-Based Video Feedback Intervention—A Randomised Controlled Trial

• Published in: Child & adolescent social work journal Vol. 36; no. 5; pp. 537 - 548
• Main Authors: Balldin, Stina, Bergström, Martin, Wirtberg, Ingegerd, Axberg, Ulf
• Format: Journal Article
• Language: English
• Published: New York Springer US 15.10.2019; Springer Nature B.V
• Subjects: Behavior problems; Behavioral Science and Psychology; Child development; Children; Children & youth; Clinical Psychology; Collaboration; Coordination; Disruptive Behavior problems; Disruptive behaviour; Disruptive behaviour problems; Early intervention; Families & family life; Feedback; Intervention; Marte Meo; Meetings; Mental health; Parents & parenting; Personality and Social Psychology; Psychology; Psychosocial development; Psykologi; Randomised controlled trial; Samhällsvetenskap; School based intervention; Social Sciences; Social Work; Socialt arbete; Sociologi; Sociology; Systemic; Teachers; Video feedback; Video feedback; Marte Meo; Systemic; Disruptive behaviour problems; School-based intervention; Randomised controlled trial
• ISSN: 0738-0151; 1573-2797; 1573-2797
• DOI: 10.1007/s10560-018-0580-2

Children displaying early disruptive behaviour problems (DBP) in school are at risk for severe long-term problems. This study evaluated and compared a systemic school-based intervention, Marte Meo and Coordination meetings (MAC) with service as usual (SAU) in a randomised controlled trial. The teachers’ and parents’ ratings were collected before and after intervention. Target group were children aged 3–12 years that displayed DBPs in school (N = 99). MAC programme was more effective than SAU in reducing DBPs among school children based on teachers’ reports (d ppc2 .30–.38), whereas the effect was equal according to parents’ reports. It is possible to achieve changes in children’s DBPs in a school setting. Advantages of MAC might be explained by a clear target for change enhancing children’s development in school, but might also be explained by shortcomings in SAU, which seems to generate more services and personnel.