Marte Meo Magazine
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The Dynamics of Sharing Professional Knowledge and Lay Knowledge:
A study of parents’ and professionals’ experiences of childhood interventio
Published:2011
Author:Dr Jean Clarke, Ms Yvonne Corcoran & Dr Mel Diuffy
Keywords:Knowledge, Professional | Knowledge, Lay | Developmental psychology | Marte Meo Method, Parents’ experiences | Marte Meo Method, Professionals’ experiences | Marte Meo Method
Summary
Marte Meo Magazine 2011 | Article 18E
The Dynamics of Sharing Professional Knowledge and Lay Knowledge:
A study of parents’ and professionals’ experiences of childhood interventions within a Marte Meo framework
DR JEAN CLARKE | Dublin City University, Dublin, Ireland
MS YVONNE CORCORAN | Dublin City University, Dublin, Ireland
DR MEL DUFFY | Dublin City University, Dublin, Ireland
This research report provides an account of the understanding parents and therapists constructed of their experiences of participating in the Marte Meo method.
Read moreThe research study took place between February 2009 and February 2011. The research team were Dr Jean Clarke (Dublin City University); Ms Yvonne Corcoran (Dublin City University); Dr Mel Duffy (Dublin City University). Ms Colette O’Donovan (Marte Meo method HSE) was the professional (Marte Meo) consultant to the team.
The research was funded by the Health Services Executive.
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»Upon Reflection«
Marte Meo In Everyday Practice
Published:2011, August
Author:Jacquie Leabeater
Keywords:Institutes | Everyday practice | Therapeutic model | OOHC Program | Communication, restore | Developmental process, restore | Interaction moments
Summary
Marte Meo Magazine 2011 | Article 14E
»Upon Reflection«
Marte Meo In Everyday Practice
JACQUIE LEABEATER | Program Manager; CatholicCare, Sydney
[A German translation will follow a.s.a.p.]
For those of us who have been given the opportunity to train in this therapeutic model of working with children, young people and parents/carers to restore developmental processes and communication models, it is imperative that we embrace Marte Meo as part of our everyday work. Marte Meo is…
Read more[A German translation will follow a.s.a.p.]
… not a process that we turn on and off between training sessions or only focus on when trying to achieve homework tasks.
Although we are in the early stages of becoming Marte Meo Therapists, we should try to integrate Marte Meo in everyday »interaction moments« of our work.
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Marte Meo: The Training
Published:August, 2011
Author:Jacquie Leabeater
Keywords:Catholic Care | Marte Meo Method | In-Company Training | Marte Meo Elements
Summary
Marte Meo Magazine 2011 | Article 15E
Marte Meo: The Training
JACQUIE LEABEATER | Program Manager (Catholic Care, Sydney)
[An German translation will follow a.s.a.p.]
••• »Learning By Doing«
This training is quite unique. Maria’s training style is not delivered in the way many other academic training programs are presented... and no doubt what we expected. However we are not lectured at to learn the components of a theoretical model that may only really come to life once we have finished the course. In contrast we are learning to be therapists through a »hands on« teaching approach. We are »learning by doing« the work as we go.
[Read the full article for FREE hereafter]
Read more[An German translation will follow a.s.a.p.]
[Read the full article for FREE hereafter. Subscribers to the Marte Meo Magazine will find a full edited Article on this site]
As the sessions have progressed I do believe many of us have developed an appreciation of the value of this approach. Maria uses our video
footage to provide 1:1 supervision to teach each of us the necessary Marte Meo skills and to further build on these, step by step, to apply the principles of Marte Meo. If it was just words by lecture style, just reiterating what has been written in a manual, I doubt we would have got as far as we have. I know I would have struggled linking the thinking behind Marte Meo, let alone begin to use it as a therapeutic way of working with clients.
••• How Does The Training Benefit Us?
The sessions are practical during Maria’s delivery of the Marte Meo framework. All new information provided is presented by way of interactive group discussion but equally and in particular through 1:1 supervision sessions. In this way we all get the opportunity to practise the Marte Meo skill sets right there and then with Maria’s supervision. We then get to take this information and build on the skills learned, in actual scenarios with clients.
As our Marte Meo supervisor, Maria is continually providing feedback to the targeted training therapist. In fact Maria uses the 1:1 Marte Meo Review techniques to convey this information. Everything Maria says and does is a mirror reflection of the Marte Meo therapeutic skills. Listen to her! She highlights and confirms those Marte Meo moments where we have been able to effectively demonstrate a skill set that she has taught us. Using the 1:1 review process she also creates a task list of skill areas that can be further developed as well as providing the next step to apply in the Marte Meo application.This information is vitally important, as these are the very elements of Marte Meo that we need to consolidate to be competent therapists.- 1. Structural components: Knowing and using the equipment confidently.
- 2. InteractionAnalysis :Framing the right picture and using effective communication models to give information that will help to »build on one’s own strengths«.
- 3. The Review Process: Incorporating the above elements of Marte Meo.
- 4. Developmental diagnosis: To consider task lists that will provide teaching points to help restore developmental processes through supportive parenting skills.
- 5. Re-Review: As a continual process until task list completed resulting in »closure«.
If you think of a Surgeon teaching interns a new surgical procedure. There may be one intern invited to work directly with the Surgeon in the theatre, getting the necessary 1:1 step by step instruction and supervision for the hands-on procedure. The rest of the interns are watching from the gallery; observing and listening to all information being given. They have the opportunity to be the eyes and ears of a particular surgical procedure that is being brought alive from the »textbook« making it real and relevant. This vantage point provides a »personal microscopic camera lens«, that will support them to link the theory and practice and further build on their confidence to be the next intern in action.
So in our context, during a 1:1 supervision session with Maria Aarts the rest of the group participants should be watching, listening and learning. This is their Marte Meo training moment. In this way the participants can assimilate all the information being exchanged between the training therapist and Maria, which will help to consolidate the necessary information and skills required to be competent therapists. The transference of this acquired knowledge and the particular skills being taught through this exchange will then be further enhanced when the next trainee has their 1:1 supervision.
The day does not begin when it is your 1:1 time, nor when your 1:1 time is complete. »Every minute between 10 am and 4 pm is a Marte Meo learning moment«. There are always new pieces of information provided in each of the 1:1 sessions that we should note and file in our memory storage bank or written notes, for future reference.
Maria acknowledges that it is hard at times to retain so much information. So as recommended by her, from now on, we will set up a video cam during a specific teaching point and accrue this footage as part ofa library reference for ourselves and other future trainees.
July 2012: To gain our certificates as Marte Meo therapists, we should maximise our opportunities to absorb as much information as possible during our all inclusive training sessions with Maria. We must then use the information, apply the skill setsand knowledge in our 1:1 supervision session as per the relevant »teaching point«, instructed by Maria. In our 1:1 supervision times, Maria will view your work with you, providing valuable instruction and feedback that will build on our capacity as a therapist. She is critically analysing our work to date and looking for evidence to see what stage we are at; i.e. evidence that we have been practising the skills, and whether we have mastered them, to then be coached into the next skill level.
In essence we have to take a risk in front of our colleagues and be prepared to role play the required skill sets being taught and learned in order to critically review the skills and knowledge that we need to build on.It is then our responsibility to practice and implement these therapist teaching points at every possible moment during client interaction moments and specific therapeutic Marte Meo time.
The notes that you take of the 1:1 sessions of your colleagues as well as your own, are a teaching manual in themselves. If you have been astute in your ability to watch, listen and learn, and methodically record all that is encompassed in the sessions, your notes will constitute a reference point as a training manual.
Equally, the »Marte Meo - Basic Manual«(*) written by Maria, is also an important resource and you should now be able to refer to this and make sense of the content. The valuable information contained in the manual seems to come to life following each of the sessions completed
Further information: JACQUIE LEABEATER »Catholic Care« (Sydney) PO Box 3127 Bankstown NSW 2200 | Australia. Tel.: (+61)-(0)2-8709 9333 | Fax: (+61)-(0)2-8700 3390. E-mail: jacquie.leabeater@catholiccare.org | Website: www.catholiccare.org
© 2011 Aarts Productions | Eindhoven & J. Leabeater. This »MARTE MEO Magazine« article is copyright. For information, mail to the publisher: aartsproductions@martemeo.com
Citing this article: Jacquie Leabeater, Marte Meo: The Training (Marte Meo Magazine 2011, Art. 15E, p. ...; www.martemeo.com)
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Marte Meo: Früherfassung und Frühförderung in der Mütter-/Väterberatun
Published:2011, Mai
Author:Therese Niklaus Loosli & Maria Aarts
Keywords:Early recognition | Early intervention | Neurobiology | Developmental support | Prevention | Attachment theory | Video case supervision
Summary
Marte Meo Magazine 2011 | Article 06E
Marte Meo: Early Recognition And Early Intervention In Mother/Father Counselling
THERESE NIKLAUS LOOSLI | Systemic solution and resources orientated counselling practice; Dr. med. specialist FMH for child and youth psychiatry and psychotherapy; Couple, family and systemic therapist; Marte Meo Therapist and Marte Meo Supervisor
&
MARIA AARTS | Director Marte Meo International;
Founder ofthe Marte Meo Method
As a result of new neurobiological insights (Braun, 2004 and 2006; Hu?ther, 2007; Spitzer, 2007) and the new research in attachment theory (Hawellek, 2006; Ruppert, 2011, online) central importance of early recognition and early intervention becomes apparent. This means that occupational groups like mother/father counsellors play an even more decisive role in the professional care system for parents of small children: Because the mother/father counselling stands in open-door contact already since the child’s birth – and hence also with children who are in need of special support. www.ief-zh.ch
Read morePrecisely for this reason it is helpful to know Marte Meo as an easily applicable and proven method for development support in ordinary life (Aarts, 2009), which the mother/father counsellors can apply in the parents counselling for early recognition and early intervention as preventive method.
The Marte Meo method is trained in groups (professionals) and through video case supervision in step with actual practice: In Switzerland e.g. in the IEF in Zurich partially with Maria Aarts, founder of Marte Meo (www.ief-zh.ch) or in Wilob in Lenzburg (www.wilob.ch) and in Herzogenbuchsee as well as in teams directly on site with Therese Niklaus, medical doctor for children and juvenile psychiatry (www.therese-niklaus.ch).
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Die Wirksamkeit von Marte Meo neurobiologisch erklärt
Ein Fallbeispiel aus der Prävention
Published:2010, October
Author:Therese Niklaus Loosli
Keywords:Marte Meo | Marte Meo Method | Prevention | Developmental support | Case study
Summary
Marte Meo Magazine 2011 | Article 04E
A Case Study On Prevention:
Explaining The Efficiency Of Marte Meo From A Neurobiological Perspective
THERESE NIKLAUS LOOSLI | Systemic solution and resources orientated counselling practice; Dr. med. specialist FMH for child and youth psychiatry and -psychotherapy; Couple, family and systemic therapist; Marte Meo Therapist and Marte Meo Supervisor; Supervisor, coach and organisation developer; Lecturer
The Marte Meo concept is a programme for supporting the development of babies, children, teenagers and adults in daily life. Marte Meo was founded in 1976 by Maria Aarts, The Netherlands, and is currently used in preventive as in therapeutic work contexts in more than 35 countries and continues to develop (Aarts, 2009; Niklaus, 2009, 1 and 2). But how can the efficiency of Marte Meo be explained from a neurobiological perspective?
Read moreBoth parents are working. Though the mother only works part time, she feels guilty because she thinks that she does not have enough time for her children. The daughter, Pia – one and a half – is playing with toy building bricks. The mother feels stressed because she is
tired after her day at work, but has the impression that she has to do more in order to support her child in its development in the best possible way. At the same time,…
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Marte Meo: Ein kybernetisches Lern- und Entwicklungsmodell
Neurophysiologische Entwicklungsförderung INPP, Kinaesthetics und die Marte
Published:2011, Juni
Author:Bernhard Prechter
Keywords:Kinaesthetics | kybernetisches Lern- und Entwicklungsmodell | Erziehungswissenschaft | Pädagogik | Social tracking
Summary
Marte Meo Magazine 2011 | Article 11G
[An English translation will follow a.s.a.p.]
Marte Meo: Ein kybernetisches Lern- und Entwicklungsmodell
BERNHARD PRECHTER | MA Erziehungswissenschaft NDT/INPP®; Systemischer Berater (SG); Marte Meo Therapeut; Marte Meo Supervisor i.A.
In meinem Beitrag zum Abschlusskolloqium zum Marte Meo Therapeuten habe ich die neuen Marte Meo Informationen mit meinen Erfahrungen als Erziehungswissenschaftler und Therapeut für Neurophysiologische Entwicklungsförderung INPP in Verbindung gebracht.
Read moreIn meiner Pädagogischen Praxis in Thalwil und Bern arbeite ich als Therapeut für neurophysiologische Entwicklungsförderung INPP(*) für Kinder, Jugendliche und Erwachsene. Die Kinder und Jugendlichen die mit ihren Eltern zu mir kommen, wünschen sich in der Regel, dass Lesen und Schreiben gelingen, die Konzentration möglich ist und situationsangemessenes Verhalten eine ganz alltägliche Fähigkeit wird. Sie bringen unterschiedliche Diagnosen mit – z.B. Lese-Rechtschreibschwäche, Dyskalkulie, ADHS, Autismus, Tourette- oder Asperger Syndrom. Sie haben oft schon engagiert einige bekannte Therapiemöglichkeiten absolviert und dabei Teilergebnisse erzielt. Sie geben sich mehr Mühe, um bei alltäglichen und schulischen Aufgaben gute Rückmeldungen zu bekommen und sind dabei dennoch weniger erfolgreich.
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Marte Meo im Akutkrankenhaus
Published:Juni, 2011
Author:Claudia Berther & Dr. Harmut Hägele
Keywords:Nursing school, training | Nursing situation | Interaction nursing staff/doctor-patient | Medical area
Summary
Marte Meo Magazine 2011 | Article 10E
Marte Meo in the »Emergency Hospital«
CLAUDIA BERTHER (Hospital nurse) & DR. HARTMUT HÄGELE (Paediatrist; Psychotherapist; Children and youth psychotherapist; Marte Meo Supervisor; Medical Director of »Fachklinik Bromerhof«)
Nurse CLAUDIA BERTHER from Wallbach in Switzerland and paediatrist and psychotherapist DR. HARTMUT HÄGELE from Ravensburg in South Germany have run a notable project in the context of their training to
Read morebecome Marte Meo Supervisors.
Over the course of one year they trained nine students to become »Marte Meo Practitioners« in the nurse’s training school in Ravensburg.
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Marte Meo: Auf die Beziehung kommt es an
Video-Aufzeichnungen unterstützen Pflegende
Published:2011, Juni
Author:Dr. med. Ursula Becker
Keywords:communication | dementia | (elderly care) nurse | geriatric care | nursing home | nursing personnel | relatives | quality | quality of life | quality of work
Summary
Marte Meo Magazine 2011 | Article 09G
• Video-Recordings Support Nursing Personnel:
Marte Meo: The Relationship Matters
DR. MED. URSULA BECKER | Doctor for general medicine, palliative medicine; Systemic family therapist; Marte Meo Supervisor
[Survey]
Video-Recordings Support Nursing Personnel:
Marte Meo: The Relationship Matters
Marte Meo, Latin for »on one’s own strength« is a concept that shows the positive sides – and that by means of video recordings. The general and palliative medic DR. URSULA BECKER explains
Read morehow film recordings of daily situations can help nurses in their work. As a general practitioner in nursing homes and lecturer in geriatric care specialised in the focal topic dementia, she is familiar with the daily routine of nurses.
The loss of memory people with dementia suffer is not reversible. Orientation deteriorates more and more. It is important for the people concerned to be able to find their way around in every moment and to feel accepted. The concept of Marte Meo, developed in the seventies by the Dutch woman Maria Aarts (Aarts, 2009) sets in precisely at this point. Marte Meo – »on one’s own strength« – asks how it is possible to give people with restricted abilities orientation in daily contact and to create an atmosphere of security and appreciation. Originally devised for the area of child and youth welfare, Marte Meo has in the meantime proved itself helpful in many other contexts – likewise in geriatric care. The natural communication of parents with their children serves as a model. While children have not yet developed many abilities, people with dementia have lost many. Against this background relationships can succeed well.
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Public Health Nurses’ Experiences of Training in Marte Meo Communication Sk
[Research article - Thesis]
Published:2011, June
Author:Colette O'Donovan
Keywords:Public Health Nurses | Public Health Services | International adoption | Intervention | Marte Meo Method
Summary
Marte Meo Magazine 2011 | Article 08E
Public Health Nurses’ Experiences of Training in Marte Meo Communication Skills
[Research article - Thesis]
COLETTE O’ DONOVAN | Licensed Marte Meo Supervisor and Co-ordinator, Marte Meo Training Centre, Health Service Executive
[For further information, mail Colette O'Donovan: colette.odonovan@hse.ie]
The following is a research abstract and poster that was
submitted and accepted for presentation at the 3rd
International Nursing and Midwifery Conference, that was
held in Galway, Ireland in April 2011. The final research
report is presently being written up as a research study for
my MSc by research. Further details will be available in
autumn 2011.
Read moreThis research poster presents emerging findings from a study of ten PHNs’ (Public Health Nurses) experiences of training in Marte Meo communication skills.
Specifically it focuses on their changing style of practice – »looking with a new lens«.
BACKGROUND: In Ireland, the Public Health Nurse Service focuses on the provision of care at primary, secondary and tertiary levels. A review of literature and health care policy suggests that Public Health Nurses (PHNs) are ideally placed to provide family support and to transfer information to parents on parent-child attachment and development. PHNs are continuously up-skilling their competencies in relation to their parent-child observational skills and their nterpersonal skills, which influence the nurse in her supportive role to the family. In Ireland, Marte Meo communication skills training has been provided to PHNs since 1998. The Marte Meo method is a film based supportive interaction programme that provides concrete and detailed information to parents and professionals on child development, developmental processes and how development is supported in daily interaction moments.
To date the views of PHNs who completed the Marte Meo training have not been documented. The purpose of this research study is to explore with PHNs their experiences of training in Marte Meo communication skills and how this enhances their work practice with families.
METHOD: The study is of qualitative design, based on hermeneutic phenomenology, underpinned by Heideggerian philosophy, whose aim is to understand experiences. Unstructured interviews provided opportunities for the PHNs to describe their experiences of the training and how it facilitates their work practice with families. Data analyses are guided by a hermeneutic circle of understanding, which allows for the experience of moving between the part and the whole, via dialogue. It is anticipated that findings will inform future training and educational needs of PHNs.
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The Marte Meo Method As A Means Of Supporting New Adoptive Parents
Published:2011, June
Author:Gunnel Osterman & Anders Möller, Ingegerd Wirtberg
Keywords:Attachment | Interaction | International adoption | Intervention | Marte Meo Method
Summary
Marte Meo Magazine 2011 | Article 07E
The Marte Meo Method As A Means Of Supporting New Adoptive Parents
GUNNEL OSTERMAN & ANDERS MÖLLER | are Doctoral student and Professor, Nordic School of Public Health, Gothenburg, Sweden
INGEGERD WIRTBERG | Professor, Department of Psychology, University of Lund, Sweden
Aim:
The study discussed here by GUNNEL OSTERMAN, ANDERS MÖLLER and INGEGERD WIRTBERG aimed to find out if any observable themes or patterns recur when using the Marte Meo (MM) method with adoptive parents, and if the parents feel that working with this method helps them to interact with their child. The study used qualitative methods and comprised two parts:
Read more- use of the MM method with couples who had adopted their first child within the past two months, and
- semi-structured interviews with the parents.
The study group consisted of seven parent couples, who had adopted children aged 5-15 months from overseas.
The principle of the MM method is for the child’s need to be approached at its own tempo and rhythm. It encourages and motivates the parents to adjust their interplay to the child’s actual behaviour, leading to better adjustment to the child’s tempo and rhythm. This is important because initial video filming reveals that most parents adopt a tempo that is too fast for their child. During this initial period, the MM method may be one way of working to meet adoptive parents’ need for advice and support in their efforts to be sensitive to the developmental needs of their child.
Introduction:
The history of adoption is as long as the history of the human race. But the adoption of children from other countries flourished after World War II, when thousands of European children were orphaned. Sweden now admits about 750 internationally adopted children per year. Half of them are under the age of two when they arrive, with the majority coming from China, Korea, Vietnam and Colombia (MIA, 2009).
In the work discussed, we shall focus on Marte Meo(2) as an intervention with families who have newly completed an international adoption. It is part of a research and development project entitled The Marte Meo Method for Newly Adoptive Families at the Partille Infant Care Unit in Gothenburg, Sweden.
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Marte Meo Methode & Das metaphorische Modell von Bacon
Seminararbeit am Institut für Sportwissenschaft der Universität Bern: Betra
Published:2011, March
Author:Lukas Eggenschwyler & Daniela Loosli
Keywords:Bandura, Social-cognitive learning theory -| Developmental support | Interventional practice of psychology | Marte Meo Method
Summary
Marte Meo Magazine 2011 | Article 05E
The Marte Meo Method & The Metaphorical Model by Bacon
[English edition published in October 2011]
Term paper: Examination of learning theoretical mechanisms based on the comparison of Bacon’s learning model in experiential education and the Marte Meo concept.
LUKAS EGGENSCHWYLER & DANIELA LOOSLI | Students at the Faculty of Sport Science, University of Bern, Switzerland
Read moreIn the context of the tutorial physical education, we had to deal intensively with the various realms of interdisciplinary experiential education. This prompted us to get involved with this subject in greater detail. Out of interest, we decided to take part in an introduction course of the Marte Meo method. In this context, we discovered interesting connections between this method stemming from interventional therapy and the interdisciplinary experiential education. This motivated us to make comparisons between these different approaches and to see whether the interdisciplinary experiential model could possibly be enriched by the Marte Meo method.
Special thanks are due to Therese Niklaus Loosli whose Marte Meo introduction course we attended. She provided us with all materials about Marte Meo and gave helpful advice concerning the elaboration of the question.
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