Marte Meo : Interaction, the key to Life: Seeing possibilities of children through video pictures.
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1 Marte Meo : Interaction, the key to Life: Seeing possibilities of children through video pictures. Else Jorun Karlsen og Audhild Nonslid, september 2008
2 Maria Aarts, the founder of the Marte Meo method. Europe 2
3 Marte Meo was founded in 1987 Since 1987 Maria Aarts has developed Marte Meo programmes in co-operation with many different professional groups in a great number of countries. Europe 3
4 The Marte Meo Methods background Maria Aarts was interested in how to transfer professional information to be easily accessible to parents. Her aim was to get the information practical and in an everyday language. In this process she discovered that the professional focus was mainly problem oriented. Descriptions of what to do in order to try to solve the problem was often lacking. Europe 4
5 Natural developmental supportive dialogue Maria Aarts gradually started to study in detail how parents supported their children's development in problem free situations. What is the natures recipe? How to transfer this information to parents with troubled children? Europe 5
6 The method is closely connected to recent developmental theories and research regarding the infants interactions and the crucial importance for development and selfcomprehension. The infants have an innate ability to enter into social interaction with thir care givers and very early they are able to differentiate between human beings and objects. (Trevarten, Stern) Europe 6
7 What does the name Marte Meo mean? Derived from the latin mars martis Translated as: on one s own strength Europe 7
8 What deals the Marte Meo Method with? Intervention method where we by use of video can observe and analyze the interaction and the content of the natural developmental supportive dialog. Europe 8
9 How do we practise the Method? Technical equipments. Video camera, recorder and edit program The interventions are based on parents and other significant carers, questions and problems The advantage of using video is that it gives oppurtunities to go through the interaction pictures for pictures. The focus is what s really going on, istead of supposing and believing what s going on. Europe 9
10 The program is a practical model for supporting delvelopment in dayly interactive moments. The central focus is to encourage people to use their own strength to promote and stimulate developmental processes, and thus learn to utilise their capacities to the optimum. Europe 10
11 The method is a supplement to solution focused methods and represents a resource oriented developmental model that also can give understanding to the connecting between dialogue and development. Maria Aarts found that she could systematically use elements that she claimed existed in natural, well functioning developmental supportive dialoges between parents and children, in her own communication with children Europe 11
12 The communication elements 1. Locate and follow the childs initiativ 2. Confirm in a positive way the initiativ which is appropriate from the social situation 3. Name initiatives, actions and emotions 4. Turntaking 5. Share joy 6. Triangulation 7. Clear start,clear end 8. Leading Europe 12
13 The communication element 1 1. The adult seeks to locate the child s focus of attention and initiative This element refers to the fact that in a developmental supportive dialogue, the adult always portrays a marked curiosity and eagerness to constantly locate the child s focus of attention and initiative. The child s attention can be direced towards: - the adult - a person, object or phenomenon outside the relation; - processes within the child: emotions, needs or refletions. Europe 13
14 Europe 14
15 The communication element 2 2. The adult confirms the child s attention focus Can be expressed through various gestures like: Marked facial movements, Acknowledging sounds or words Nodding Movements towards the child Blinking of eyes, Hand movements and sounds, uhm,yes, look! Europe 15
16 Europe 16
17 The communication element 3 2. Naming The adult names the ongoing and upcoming actions and events, the experience and feelings, and anticipated experience Europe 17
18 The communication element 4 4 Turn taking The adult actively awaits the child s reaction to his/her action This element also enhances the child s regard for the other s importance. Giving space and time for the child s reaction, is an important element of the adult s supportive behavior. Europe 18
19 Turn taking problems can occur if the adult does not read the signals necassary to leave enough space for the child c reaction. When the turn taking on theme and experience,is based on a common focus of attention with the child,it will be leading and supportive of the child s attention and concentration. Europe 19
20 The communication element 5 5. Share joy The smile s importance Show good faces Europe 20
21 Europe
22 Europe 22
23 The communication element 6 6. Triangulation The adult triangulates the child in relation to the world by introducing persons, objects and phenomena to the child We call this triangulation, provided by the adult when a third point is connected to the relation already establised between the two basic positions in the dialog, the me and you Europe 23
24 The communication element 7 7. Clear start and end Appropriate interaction claim clear signals about now we are together, We can give that in the form of attention and og øyekontakt. Clear signals about start and end fremmer forutsigbarhet og konsentrasjon hos barnet. Europe 24
25 The communication element 8 8. Leading When the caregivers put into practice the other elements, they manage to lead the communication. When the caregivers are leading they get oppurtunities to come in positiv yes circles When the caregivers are behind according to the child the result can be negativ no-circles. Europe 25
26 Usual way of doing thing 1. Filming a situation 2. Diagnosine the needs of the child and the existing supportive behaviour; 3. Looking at the film clips with parents/professionals, recognising the need of the child and helping them to make use of the supportive behaviour to meet the needs; 4. Planning a follow up period; 5. Filming a follow up situation when parent/professional uses the Marte Meo principles; 6. Filming a new situation to identify further needs and supportive behaviour. Europe 26
27 Marte Meo training Programme 1. Training to become a therapist 2. Training to become a supervisor 3. Training to become a licensed supervisor Europe 27
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