Improving parental well-being through a systemic school-based intervention: Findings from Marte Meo and Coordination Meetings (MAC)
(2026) In Human Systems: Therapy, Culture and Attachments p.1-24- Abstract
- When children display disruptive behaviour problems at school or at home, their relationships with others are affected. Taking a systems perspective into account, where all parts of a system mutually influence each other, and considering the reciprocal nature of interactions which imply that children are influenced by and influence their close surroundings, the present study seeks to examine differences in parents’ self-reported psychological distress and self-efficacy, and associations with teachers’ and parents’ reports of children’s disruptive behaviour problems. Data from an earlier randomised controlled study were used to compare a systemic school-based intervention – Marte Meo and Coordination Meetings – with services as usual.... (More)
- When children display disruptive behaviour problems at school or at home, their relationships with others are affected. Taking a systems perspective into account, where all parts of a system mutually influence each other, and considering the reciprocal nature of interactions which imply that children are influenced by and influence their close surroundings, the present study seeks to examine differences in parents’ self-reported psychological distress and self-efficacy, and associations with teachers’ and parents’ reports of children’s disruptive behaviour problems. Data from an earlier randomised controlled study were used to compare a systemic school-based intervention – Marte Meo and Coordination Meetings – with services as usual. Results showing a decrease in parental psychological distress, as well as an increase in parental self-efficacy. Associations with reports on disruptive behaviour problems home and in school are presented and discussed. (Less)
- Abstract (Swedish)
- When children display disruptive behaviour problems at school or at home, their re-
lationships with others are affected. Taking a systems perspective into account, where all parts of a system mutually in uence each other, and considering the reciprocal nature of interactions which imply that children are in uenced by and in uence their close surroundings, the present study seeks to examine differences in parents’ self-reported psychological distress and self-ef cacy, and associations with teachers’ and parents’ reports of children’s disruptive behaviour problems. Data from an earlier randomised controlled study were used to compare a systemic school-based intervention – Marte Meo and Coordination Meetings – with services as usual.... (More) - When children display disruptive behaviour problems at school or at home, their re-
lationships with others are affected. Taking a systems perspective into account, where all parts of a system mutually in uence each other, and considering the reciprocal nature of interactions which imply that children are in uenced by and in uence their close surroundings, the present study seeks to examine differences in parents’ self-reported psychological distress and self-ef cacy, and associations with teachers’ and parents’ reports of children’s disruptive behaviour problems. Data from an earlier randomised controlled study were used to compare a systemic school-based intervention – Marte Meo and Coordination Meetings – with services as usual. Results showing a decrease in parental psychological distress, as well as an increase in parental self-efficacy. Associations with reports on disruptive behaviour problems home and in school are presented and discussed. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/5b4192ba-6127-410a-9190-d2ab10a64353
- author
- Balldin, Stina LU ; Bergström, Martin LU and Axberg, Ulf
- organization
- alternative title
- Förbättra föräldrars välbefinnande genom en systemisk skolbaserad intervention: Resultat från Marte Meo och samordningsmöten (MAC)
- publishing date
- 2026-02-10
- type
- Contribution to journal
- publication status
- epub
- subject
- keywords
- video feedback, Marte Meo, Systemic, School-based, Intervention, Preventive, Randomisation, Coordination
- in
- Human Systems: Therapy, Culture and Attachments
- pages
- 24 pages
- DOI
- 10.1177/26344041261424822
- language
- English
- LU publication?
- yes
- id
- 5b4192ba-6127-410a-9190-d2ab10a64353
- date added to LUP
- 2026-02-10 16:50:56
- date last changed
- 2026-02-11 15:23:09
@article{5b4192ba-6127-410a-9190-d2ab10a64353,
abstract = {{When children display disruptive behaviour problems at school or at home, their relationships with others are affected. Taking a systems perspective into account, where all parts of a system mutually influence each other, and considering the reciprocal nature of interactions which imply that children are influenced by and influence their close surroundings, the present study seeks to examine differences in parents’ self-reported psychological distress and self-efficacy, and associations with teachers’ and parents’ reports of children’s disruptive behaviour problems. Data from an earlier randomised controlled study were used to compare a systemic school-based intervention – Marte Meo and Coordination Meetings – with services as usual. Results showing a decrease in parental psychological distress, as well as an increase in parental self-efficacy. Associations with reports on disruptive behaviour problems home and in school are presented and discussed.}},
author = {{Balldin, Stina and Bergström, Martin and Axberg, Ulf}},
keywords = {{video feedback; Marte Meo; Systemic; School-based; Intervention; Preventive; Randomisation; Coordination}},
language = {{eng}},
month = {{02}},
pages = {{1--24}},
series = {{Human Systems: Therapy, Culture and Attachments}},
title = {{Improving parental well-being through a systemic school-based intervention: Findings from Marte Meo and Coordination Meetings (MAC)}},
url = {{http://dx.doi.org/10.1177/26344041261424822}},
doi = {{10.1177/26344041261424822}},
year = {{2026}},
}