Therapeutic application of the Marschak Interaction Method (MIM): an interpretative phenomenological analysis of parents’ experiences and reflections

Background: The Marschak Interaction Method (MIM; Marschak, 1960) is a video-based observational assessment of parent-child interactions and relationships (Lindaman, Booth, & Chambers, 2000). Parents are videotaped while they engage with their child in a series of play-based tasks, followed by a therapist-guided reflective review of the interaction. This process is intended to highlight areas of strength and difficulty within parent-child interactions to be addressed in subsequent therapeutic intervention; however, initial reports suggest that the MIM may have additional therapeutic utility beyond this rather narrow application (Lindaman et al. 2000). There is a growing evidence base for the use video-feedback in family interventions to improve the quality of parent-child interactions (Fukkink, 2008). Such approaches are believed to enhance parental reflective capacity and sensitivity to their child’s needs, thus supporting more positive parenting behaviour (Svanberg, 2009). The MIM is similar in its approach to other video-feedback interventions, and so conceivably may effect comparable therapeutic action; however little is known about parents’ experiences of the MIM. Aims: This study aimed to explore the therapeutic nature of the MIM through interpretative phenomenological analysis (IPA) of parents’ and caregivers’ experiences. Methods: In-depth interviews were conducted with six parents and primary caregivers who had participated in the MIM as part of on-going therapeutic assessment and intervention with their child. Results: Analysis of participant accounts identified five key themes concerning; their experiences of the MIM interactional procedure, reflective and emotional processes and the therapeutic factors that supported these, and subsequent attitude and behaviour change. Conclusions: Findings suggest that the MIM has potential therapeutic utility as a brief video-feedback intervention to support positive parent-child interactions. This therapeutic hypothesis is discussed in relation to current theoretical explanations for the efficacy of video-feedback interventions in child and family mental healthcare practice. Further research is needed to test the clinical effectiveness of the MIM in improving parent-child outcomes.