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.
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