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Enumeration	Reference	Cover	Find
1.	Balldin, Stina, et al. (author) Marte Meo and Coordination Meetings (MAC): A Systemic School-Based Video Feedback Intervention - A Randomised Controlled Trial 2019 In: Child and Adolescent Social Work Journal. - : Springer Science and Business Media LLC. - 1573-2797 .- 0738-0151. ; 36:5, s. 537-548 Journal article (peer-reviewed)abstract 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 (dppc2 .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.

Balldin, Stina, et al. (author)
Marte Meo and Coordination Meetings (MAC): A Systemic School-Based Video Feedback Intervention - A Randomised Controlled Trial
2019
In: Child and Adolescent Social Work Journal. - : Springer Science and Business Media LLC. - 1573-2797 .- 0738-0151. ; 36:5, s. 537-548
Journal article (peer-reviewed)abstract
- 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 (dppc2 .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.

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