Training maternal and child health nurses in early relational trauma: An evaluation of the MERTIL workforce training

Clancy, Elizabeth M.; McIntosh, Jennifer; Booth, Anna; Sheen, Jade; Johnson, Matthew S.; Gibson, Tanudja; Bennett, R.; Newman, Louise

doi:10.1016/j.nedt.2020.104390

Cited by 10 publications

(18 citation statements)

References 24 publications

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“…In 2018, over 1700 Australian MCH nurses from the state of Victoria participated in MERTIL (My Early Relational Trauma -Informed Learning), a 14-hour self-directed, interactive, professional development program for MCH nurses to identify and prevent relational trauma. The MERTIL program evaluation from the 2018 Victorian cohort revealed that MERTIL enhanced competence and confidence in nurses’ identification of relational trauma (30). However, capacity to respond to such identified early relational trauma was inhibited by inadequate referral options for parents, particularly in rural and remote settings.…”

Section: Methodsmentioning

confidence: 99%

“…However, capacity to respond to such identified early relational trauma was inhibited by inadequate referral options for parents, particularly in rural and remote settings. More broadly, it was identified that the potential for universal online programs that target the development of early relational trust remains under-explored (30). In response, MERTIL for Parents was developed, replacing the trauma in MERTIL for trust .…”

Section: Methodsmentioning

confidence: 99%

“…Further, outcomes of online parenting programs tend of focus on parents and, to a lesser extent, child outcomes (21,24). Few studies have reported dyadic (30). However, capacity to respond to such identified early relational trauma was inhibited by inadequate referral options for parents, particularly in rural and remote settings.…”

Section: Knowledge Gapsmentioning

confidence: 99%

“…for Parents is a new universally available, self-directed, online psychoeducation resource for Australian parents focused on promoting parental knowledge and understanding of relational trust and its significance for infant development. This program is informed by evidence from attachment revealed that MERTIL enhanced competence and confidence in nurses' identification of relational trauma(30). However, capacity to respond to such identified early relational trauma was inhibited by inadequate referral options for parents, particularly in rural and remote settings.…”

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confidence: 99%

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My Early Relational Trust-Informed Learning (MERTIL) for Parents: A study protocol for a brief, universal, online, preventative parenting program to enhance relational health

Opie

Hooker

Gibson

et al. 2022

Preprint

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Background: Early relational health is a key determinant of childhood development, and relational trauma in the parent-infant dyad can instigate a cascading pattern of infant risk. Fortunately, early relational trauma is detectable and modifiable. In 2018, Australian Maternal and Child Health (MCH) nurses participated in MERTIL (My Early Relational Trauma -Informed Learning), a program to identify and prevent relational trauma. Program evaluations revealed nurses felt competent and confident to identify and respond to relational trauma; however, response capacity was inhibited by inadequate parent referral options. In response, MERTIL for Parents (My Early Relational Trust -Informed Learning) was developed, which is an online, evidence-based, self-paced parenting program that focuses on enhancing parental knowledge of relational trust and its significance for infant development. This low-cost, accessible prevention resource targets emerging relational concerns to reduce later service system engagement. The potential for universal preventative online programs that target parental and relational wellbeing remains under-explored. This paper reports on a protocol for implementing a pilot study describing nurses’ and parents’ perspectives on program feasibility and efficacy. Methods: This study is a mixed-methods, parallel-armed, uncontrolled, repeated measures design. We aim to recruit 28 MCH nurses who will in turn recruit 480 parents with a child aged 0-5 years. All parents will receive MERTIL for Parents entailing a 40-minute video, tipsheets, worksheets, and support resources. Parent data will be obtained at three periods: pre-program, program exit, and program follow-up. Nurse data will be collected at two periods: parent recruitment completion and program follow-up. Data collection will occur through surveys and focus groups. Primary parent outcomes will be socioemotional assessing program efficacy. Nurses and parents will each report on study program feasibility. Discussion: This protocol describes the feasibility and efficacy of a new online parenting program, MERTIL for Parents, with pilot field studies commencing in July 2022. We anticipate that this resource will be a valuable addition to various child and family services, for use in individual support and group work.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Knowledge Gapsmentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

My Early Relational Trust-Informed Learning (MERTIL) for Parents: A study protocol for a brief, universal, online, preventative parenting program to enhance relational health

Opie

Hooker

Gibson

et al. 2022

Preprint

Self Cite

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“…A separate MERTIL program evaluation of process and learning data from baseline (N = 1450), exit (n = 734) and follow-up surveys (n = 651) completed by MCH practitioners indicated excellent uptake, satisfaction and impact. 8 Further detail on the MERTIL program and its quantitative evaluation can be found in that paper. 8 To build on the findings of the quantitative evaluation, we designed the current study to further explore the lived experiences of MCH nurses in their work with early relational trauma.…”

Section: What This Paper Addsmentioning

confidence: 99%

Australian community nurses’ encounters with early relational trauma: a qualitative study of lived experiences and the impact of specialist training

Booth¹,

McIntosh²,

Clancy³

et al. 2022

AJAN

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Objective:We report on a qualitative study of community nurse encounters with early relational trauma in parent-infant dyads.Background: Early relational trauma involves interactional or emotional disturbance in the parentinfant dyad. Earliest possible detection is needed to mitigate negative impacts on socio-emotional development, but early relational trauma is often challenging for practitioners to detect and respond to. Study design and methods: Maternal and ChildHealth nurses in Victoria, Australia received workforce training to address this. We interviewed 20 nurses both before and after they received specialist training, to understand their lived experiences in encountering client trauma and perceived changes to their professional confidence and competence post-training. The study comprised two areas of enquiry: i) a phenomenological analysis of nurses' lived experiences in encountering possible trauma; and ii) a grounded theoretical analysis of the context of trauma encounters at baseline, and perceived change in competence at follow-up.Results: Nurses who coped well when working with trauma maintained a level of emotional distance and were able to draw on a repertoire of well-established practice skills. The specialist workforce training resulted in clear gains in nurses' confidence and capacity to identify and respond to early relational trauma.Implications: Findings highlight a need for frontline services to provide specialist training and supervision in relational trauma and to cultivate cultures of communication and support. Such programs would optimally be deployed widely, to equip professionals with enhanced knowledge and confidence to create timely change in the face of early relational trauma.

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A commentary on infant mental health knowledge within the training of family therapists

Elliott,

Cousins,

Opie

et al. 2023

ANZ J of Family Therapy

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This paper considers the role of academic training programs in the integration of family therapy and infant mental health (IMH) curricula. It takes the form of a conversation between senior academic staff of the Bouverie Centre in Australia and the special issue editors. Robyn Elliott and Colleen Cousins are family therapists, trauma specialists, and academics at the Bouverie Centre, La Trobe University. Robyn supervises the development and delivery of the Master of Clinical Family Therapy, accredited by the Australian Association of Family Therapy. Colleen is a psychologist and family therapist and coordinates the Graduate Certificate of Family Therapy program. They are in dialogue here with the special issue co‐editors, Jessica Opie and Jennifer McIntosh. We consider the degree to which current family therapy training holds the infant in mind, and approaches to deepening the future training nexus between IMH and family therapy.

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Training maternal and child health nurses in early relational trauma: An evaluation of the MERTIL workforce training

Cited by 10 publications

References 24 publications

My Early Relational Trust-Informed Learning (MERTIL) for Parents: A study protocol for a brief, universal, online, preventative parenting program to enhance relational health

My Early Relational Trust-Informed Learning (MERTIL) for Parents: A study protocol for a brief, universal, online, preventative parenting program to enhance relational health

Australian community nurses’ encounters with early relational trauma: a qualitative study of lived experiences and the impact of specialist training

A commentary on infant mental health knowledge within the training of family therapists

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