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Strength‐based video‐feedback (SB‐VF) is an attached base and culturally sensitive video‐feedback intervention which promotes maternal well‐being and sensitivity through using mentalization technics. The goals of this study were to investigate the feasibility, acceptability, and preliminary effectiveness of internet‐delivered SB‐VF to mother with post‐partum depression during COVID‐19 pandemic. A pilot randomized, two arm controlled trial was conducted (trial registration NCT04748731) with depressive symptoms’ women (n = 172) from Chilean public primary health centers, 79 were randomized to either experimental group (on‐line SB‐VF plus treatment as usual [TAU], n = 41) or control group (TAU, n = 38). Primary outcomes were feasibility measured by eligibility rate, recruitment rate and intervention completion, and acceptability measured by in depth interviews to mothers and therapists. Secondary outcomes were change in depressive symptoms, maternal sensitivity and parental reflective function. The study demonstrated favorable feasibility and acceptability. Despite moderate recruitment rates, the completion rate was notably high in comparison to other online interventions. Participants reported positive experiences, though some faced challenges with internet access and privacy. Maternal sensitivity improved in the intervention group with a small to large effect size. The SB‐VF intervention is feasible and preliminarily effective in public health system, with potential for scaling up in similar contexts. [ABSTRACT FROM AUTHOR]

Promoting First Relationships (PFR) is an evidence‐based home‐visiting program for caregivers and their children from birth to age 5 years. It focuses on caregiver–child interaction, attachment, and relationship quality using video feedback of unedited recordings to elicit reflection and provide positive feedback linked to knowledge development. This paper provides a brief history of PFR and reports on a qualitative study of 222 caregivers’ comments about their PFR experiences following participation in one of four randomized controlled trials conducted over the past decade in the United States (two studies within child welfare setting, one study with Native American families, and one study with Spanish and English‐speaking mothers), using a thematic analysis approach to code excerpts from written satisfaction surveys and oral satisfaction interviews. Caregivers’ comments about PFR were positive and were classified into four major thematic areas: a caring, trusting relationship with the provider; enthusiastic program endorsement; improved relationship with their child; and reports of their personal growth and development. The qualitative results align with the key components of the PFR program and confirm aspects of the PFR theory of change model. [ABSTRACT FROM AUTHOR]

Los Modelos Centrados en la Familia del ámbito de la Atención Temprana dan como resultado el empoderamiento familiar junto a una mayor competencia de los menores en las rutinas. El presente estudio de intervención de caso único se ha realizado bajo este modelo. Durante un año, se ha acompañado a la familia de un niño con síndrome de PACS1, un trastorno del neurodesarrollo de origen genético y muy baja prevalencia. Mediante la Escala PICCOLO de observación de las interacciones parentales con los/las niños/as, se analizaron grabaciones mensuales del padre jugando con su hijo. Tras establecer tres meses de evaluación de línea base, se realizaron devoluciones bimensuales por videoconferencia a la familia, basadas en sus preocupaciones y en aspectos concretos de cada uno de los 4 dominios de la escala, con el fin de facilitar su comprensión del desarrollo e interacciones con el menor. El padre se encontraba en la media poblacional de puntuaciones en estos cuatro dominios, y evolucionó positivamente y de forma constante en uno de los objetivos de intervención planteados (ítem 3 de la escala de enseñanza: “Repite o expande las palabras o los sonidos del niño”). Al finalizar, se valoró con la familia este modo de intervención destacando la utilidad del visionado de las grabaciones a posteriori y su sensación de competencia.

Abstract Objective This study aimed to compare two methods of feedback: verbal face-to-face feedback after direct observation (F2F-feedback) versus electronic-written feedback after observation of recorded-VDO of student’s performance (VDO-feedback), in terms of effectiveness in improving skill, effects on motivation and satisfaction. Background Medical schools are responsible for teaching and ensuring proficiency of basic surgical skills. Feedback is effective in developing psychomotor skills; by providing information of learner’s current performance, how to improve, and enhancing motivation. Materials and method Fifty-eight medical students (3rd– 4th year) were trained to perform vertical mattress suture in small groups. Then, during 6-week period of self-directed practice, students were randomized into group1 VDO-feedback (male:female = 21:8) and group 2 F2F-feedback (male:female = 20:9). Feedbacks were provided once every 2 weeks (Week2, Week4). End-of-rotation OSCE was at Week6, and retention tested was at Week8. Performance checklist (Cronbach’s Alpha 0.72) was used to assess skill at 4 timepoints; pre- and post- small group learning, OSCE, and retention phase. Questionnaire was used to assess motivation, learning strategies and satisfaction (Cronbach’s Alpha 0.83). Result After in-class learning, further significant improvement of skills could be gained by both F2F- and VDO- feedbacks (p

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Although parenting interventions including expectant fathers are scarce, they yield promising results. The Prenatal Video‐feedback Intervention to promote Positive Parenting (VIPP‐PRE) is a recently developed intervention, that is both manualized and personalized, aiming to enhance paternal sensitivity and involvement before the birth of the baby. Illustrating the intervention process, the current study presents two case studies of expectant fathers receiving VIPP‐PRE (clinical trial registration NL62696.058.17). The VIPP‐PRE program is described along with the individual dyads' prenatal video fragments and feedback specific for each father‐fetus dyad. In addition, changes in paternal sensitivity and involvement levels are presented, as well as fathers' and intervener's evaluation of the intervention. VIPP‐PRE promises to be a feasible short‐term and potentially effective parenting intervention for expectant fathers. Currently, a randomized controlled trial (RCT) is under review that systematically investigates the efficacy of the VIPP‐PRE. Here we aim to provide further information on the intervention process, as well as fathers' and intervener's evaluations of this process, and the benefits of using ultrasound imaging in a parenting intervention. [ABSTRACT FROM AUTHOR]

Anxious children report a more negative perception of their social performance and increased nervous behaviors. The video-feedback with cognitive preparation allows children to contrast and modify their negative social self-image, increasing their self-confidence and decreasing anxiety behaviors. This study aimed to examine the effectiveness of the Super Skills for Life (SSL) program in improving social performance in a sample of children with emotional symptoms. Results indicated that both objective and subjective evaluation showed positive effects of the SSL program on the children's social performance, enhancing their social skills and reducing anxiety behaviors in social situations, both during the program and in the last session. Girls felt more comfortable and showed better speech and social performance than boys. Our findings increase the evidence about the short-term effects of the video-feedback with cognitive preparation of the SSL program and provide a useful transdiagnostic protocol for application in the clinical setting. [ABSTRACT FROM AUTHOR]

In this study, we examined the effect of video-based feedback designed to highlight a peer engaging in effective thinking processes on self-efficacy beliefs and learning outcomes (performance on a delayed quiz). Students in an introductory statistics course participated in an online learning activity where they received feedback in one of three randomly assigned conditions: a video of a peer demonstrating the process of arriving at a correct answer (mastery condition), a peer making mistakes then self-correcting those errors before arriving at a correct answer (coping condition), or a screenshot of a peer’s correct worked example (as a control). Results indicated that students who watched the mastery videos, but not the coping videos, rated their self-efficacy higher and scored higher on a class quiz taken more than a day after the feedback intervention than students who viewed a worked example. However, students in the two video conditions did not significantly differ in terms of either self-efficacy and quiz performance. The results of this study, although modest in scope, illustrate how the design of feedback could lead to noticeable differences in student learning. [ABSTRACT FROM AUTHOR]

Abstract Background Primary aim of the current randomized controlled trial was to test the effectiveness of the parenting intervention ‘Video-feedback to promote Positive Parenting and Sensitive Discipline’ (VIPP-SD) in a sample of parents of preschool-aged twins, as well as differential susceptibility to intervention efforts, that is, whether more temperamentally reactive parents would profit more from the VIPP-SD than parents with lower reactivity. Methods The sample consisted of 202 families with same-sex twins [N = 404 children, mean age 45 months (SD = 6.81)]. Randomization was done at the family level in a 2:3 ratio, with 83 families (41%) randomized to the VIPP-SD group, and 119 families (59%) to the control group. After two pre-tests in year 1 and year 2 of the study, the VIPP-SD was implemented in the third year, with a post-test assessment 1 month after the five intervention sessions. Parental sensitivity was observed during structured play in which parent and child copied a drawing together in a computerized Etch-A-Sketch paradigm. Parental limit-setting was observed in a ‘don’t touch’ task in which the parent required from the child to abstain from playing with attractive toys. Parents interacted with each of their twins in separate sessions. Results The VIPP-SD intervention had a positive impact on the level of parents’ positive limit-setting in interaction with their preschool twins, and this positive effect was most pronounced when the parents completed at least five intervention sessions. However, the intervention did not enhance parental sensitivity during structured play. Parents with higher reactivity were not more open to the impact of the intervention, thus for this temperamental marker differential susceptibility in adults was not supported. Conclusions The current study is unique in targeting families with twin preschoolers, providing proof of principle that coaching parents with video-feedback promotes parental sensitive limit-setting to both children. It remains to be seen whether this finding can be replicated in families with non-twin siblings, or other parental susceptibility markers. Trial registration Trial NL5172 (NTR5312), 2015-07-20.

The present single case study explored and described the intervention process and therapeutic change expression through the Generic Change Indicators model (GCI) aiming to answer the question of “What changes when you change?”. We reasoned that psychotherapy process research in child and dyadic psychotherapy is scarce, as well as needed because it accounts for the content and mechanisms related to the therapeutic change and its association with interventions’ effectiveness. To explore this possibility, we conducted a single case qualitative study to explore and describe the intervention process through the GCI within a brief intervention mentalization-informed with video-feedback, with a depressive mother and her baby. Specifically, Patient’s ongoing change was determined through the identification of Episodes of Change (EC) and the Moment of Change (MC) that occurs within it. Each MC was then labeled with one of the 19 GCIs. Results of the single case study showed that the GCI model is a feasible model to observe and comprehend dyadic interventions. GCI were observed from the beginning of the intervention, increasing the hierarchical level of the GCI throughout the intervention, and associated with the video-feedback situation. To investigate processes of intervention using the methodology here proposed, allows us to understand the intervention not only from a perspective of effectivity and outcomes but considering the ongoing therapeutic change. In this sense, research like this contributes to the growing body of evidence supporting the training and supervision of psychotherapists.

Child and dyadic psychotherapy have been scarcely investigated from the psychotherapy process research perspective. Thus, content and mechanisms related to therapeutic change have been overlooked by research. This study aimed at testing the applicability of the generic change indicators (GCI) model to identify moments of change in the parent during dyadic interventions, as well as to explore, describe and illustrate the therapeutic process through a brief mentalization-informed intervention with a depressive mother and her baby, using video-feedback as its main strategy, which has ample evidence about its effectiveness. We conducted a single case qualitative study using the GCI model. The mother's ongoing change was determined by identifying episodes of change (EC) and moments of change (MC). Each MC was then labelled with one of the 19 GCIs. GCIs were observed from the intervention's start. GCI's hierarchical levels were increasing over the intervention, in association with the video-feedback situation. Our findings suggest that the GCI model is feasible to observe and understand dyadic interventions, contributing to the growing body of evidence supporting psychotherapists' training and supervision. [ABSTRACT FROM AUTHOR]

Museums are privileged contexts for learning through inquiry, fostering interactions between guides-exhibits-visitors. This study presents an intervention process with the four guides of the Departmental Museum of Natural Sciences in Cali, Colombia. The observation and analysis of the interaction of the guides with the visiting children of the museum (N = 1135, Age= between 5 and 13 years), coming from 28 educational institutions of the region were carried out. A pre-post design without a control group and a 7-month microgenetic follow-up using video feedback were implemented. The intervention process results revealed positive changes in guiding practices, such as the exploration of children's expectations and previous ideas, increase and diversification of questions, and an increase of open questions. Moreover, during the tours, more complex verbalizations were used by the museum visiting children during the intervention phase (i.e. descriptions, predictions, and explanations). These findings contribute to the field of research in museums by strengthening both guiding practices and favoring the development of thinking skills in visiting children. [ABSTRACT FROM AUTHOR]

Copyright of Acta Comportamentalia is the property of Instituto de Psicologia y Educacion de la Universidad Veracruzana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Sciences & Society is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Primary aim of the current randomized controlled trial was to test the effectiveness of the parenting intervention 'Video-feedback to promote Positive Parenting and Sensitive Discipline' (VIPP-SD) in a sample of parents of preschool-aged twins, as well as differential susceptibility to intervention efforts, that is, whether more temperamentally reactive parents would profit more from the VIPP-SD than parents with lower reactivity. Methods: The sample consisted of 202 families with same-sex twins [N = 404 children, mean age 45 months (SD = 6.81)]. Randomization was done at the family level in a 2:3 ratio, with 83 families (41%) randomized to the VIPP-SD group, and 119 families (59%) to the control group. After two pre-tests in year 1 and year 2 of the study, the VIPP-SD was implemented in the third year, with a post-test assessment 1 month after the five intervention sessions. Parental sensitivity was observed during structured play in which parent and child copied a drawing together in a computerized Etch-A-Sketch paradigm. Parental limit-setting was observed in a 'don't touch' task in which the parent required from the child to abstain from playing with attractive toys. Parents interacted with each of their twins in separate sessions. Results: The VIPP-SD intervention had a positive impact on the level of parents' positive limit-setting in interaction with their preschool twins, and this positive effect was most pronounced when the parents completed at least five intervention sessions. However, the intervention did not enhance parental sensitivity during structured play. Parents with higher reactivity were not more open to the impact of the intervention, thus for this temperamental marker differential susceptibility in adults was not supported. Conclusions: The current study is unique in targeting families with twin preschoolers, providing proof of principle that coaching parents with video-feedback promotes parental sensitive limit-setting to both children. It remains to be seen whether this finding can be replicated in families with non-twin siblings, or other parental susceptibility markers. Trial registration Trial NL5172 (NTR5312), 2015-07-20. [ABSTRACT FROM AUTHOR]

The parents, teachers, and professional caregivers of individuals with disabilities may benefit from interventions to enhance their educational skills. In previous studies, positive effects were observed of a video-feedback intervention for caregivers (i.e. parents, teachers, and professional caregivers) on their communication with an individual with congenital deafblindness. The intervention they received, was the High-Quality Communication (HQC) intervention. The aim of the current study was to gain insight into the perceived relevance, feasibility, and effectiveness (i.e., social validity) of the HQC-intervention according to these caregivers, and the correspondence between the social validity ratings and the observational effects of the HQC-intervention. Responses on the Social Validity Scale from 25 caregivers who participated in the High-Quality Communication (HQC) intervention revealed that they considered the HQC intervention to be a relevant, feasible, and effective intervention. Comparing the caregiver ratings with observational effects of the HQC intervention at the individual case level, we found no association between the observed effectiveness of this intervention and caregivers’ opinions about its relevance, feasibility and effectiveness. There was however, an association between the rated feasibility and effectiveness, which suggests that the perceived success of the intervention was influenced by caregivers’ experienced competency in supporting the communication of individuals with CDB. The combination of observational and social validity data enabled a critical analysis of the clinical value of the HQC intervention. We recommend that future studies use multiple data source for social validity assessment.

Abstract Background Lifestyle counseling is described as a “major breakthrough” in the control of chronic diseases. Counseling can be challenging to nurses due their lack of motivation to counsel, hesitancy to appear non-judgmental, lack of empathy, and lack of time. Nurses voice their need for more training in counseling communication skills. Our main objective was to engage in ongoing development and testing of a promising Heart Health Whispering perspective-taking intervention on nursing students’ clinical empathy, perceptual understanding, and client readiness to alter health risk behaviors. Methods In this randomized controlled pilot study, the full intervention (perspective-taking instructions, practice, and video-feedback) and partial intervention (video-feedback only) comprised 24 and 18 nursing students, respectively. Quantitative data were collected with a 10-item pre- and post-intervention clinical empathy tool, a one-item ‘readiness to change’ health risk behavior tool plus similarity ratings on students’ empathic accuracy were calculated. Data were analyzed using Independent Samples t Tests and mixed model ANCOVA models. Students’ and actors’ evaluative responses toward the intervention phases were collected by handwritten notes, and analyzed using content analysis and constant comparison techniques. Results The main finding was that students in the full intervention group reported greater clinical empathy in the post versus baseline condition. Students underestimated their clinical empathy in comparison to carers’ reports in the post-condition. In both intervention groups, carers reported more readiness to change in the post-condition. Carers identified favorable and unfavorable perceptions and outcomes of approaches taken by students. Students desired immediate and direct feedback after the video-dialogue and -tagging exercise. Conclusions Heart Health Whispering is a promising intervention to help educators in basic and continuing education to bolster nurse confidence in empathic conversations on health risk behaviors. This intervention incorporates commonly used strategies to teach empathic communication along with a novel video-analysis application of a perspective-taking task. Student and carer actor comments highlighted the value in opportunities for students to engage in self-evaluation and practicing the empathic process of taking the client’s perspective on health risk behaviors.

The Video-Feedback Intervention (VFI) is a technique aimed at promoting positive parenting that has been found to be supportive of child development and parent–child interaction in different at-risk and clinical populations. The application of VFI with parents of children with neurodevelopmental disabilities (ND; e.g., cerebral palsy, sensory and/or psychomotor delay, and genetic syndromes) is growing. Nonetheless, no systematic review is currently available documenting whether this type of intervention improves children's developmental outcomes (e.g., behavioral stability and cognitive abilities), parental caregiving skills (e.g., responsive parenting), and parental emotional well-being (e.g., depressive symptomatology). In the present mini-review, 212 VFI records were retrieved from three databases (i.e., PubMed, Scopus, and Web of Science), and 10 papers were finally included. Abstracted information included age, diagnosis, methodological aspects (timing, setting, and themes), and child/parent outcomes. Significant improvements from pre- to post-VFI were observed in all studies. Specifically, the VFIs were significantly associated with better children developmental outcomes and parental caregiving skills. Inconsistent findings emerged for the VFI effects on parental emotional well-being. Overall, the current mini-review supports the potential effectiveness of parent-focused VFI interventions for parents of children with ND, despite the presence of open questions that need to be addressed in future clinical trials. [ABSTRACT FROM AUTHOR]

Background This study has analyzed the impact of applying a decision training program, in which video-feedback and questioning were used, on the development of decision-making, skill execution and procedural knowledge in basketball players. Methods Participants were eleven male players aged between 12 and 13 years old (Mage = 12.75, SDage = .65), who were assigned to an experimental or control group within a pre-test/intervention test/retention test quasi-experimental design. The decision training program was applied over 11 weeks. Throughout this intervention, players had to analyze the causes and reasons for the decision made, using video feedback and questioning to this end. Decision-making and skill execution variables were analyzed using the French & Thomas (1987) observation instrument, while a validated questionnaire was used to assess procedural knowledge in basketball. Results The results reported that sport expertise improved in players from the experimental group, who had significantly higher intervention test scores for successful decisions and skill executions when compared to players in the control group. In the intra-group analysis, the experimental group significantly improved in the intervention test compared to the pre-test, in terms of some of the variables of decision-making, skill execution and procedural knowledge. Discussion These results reinforce the idea of including cognitive tools in training, such as video-feedback and questioning, to improve sport expertise in players’ formative stages, and presumably to improve their performance whilst maintaining decision training throughout time.

In response to the shift away from direct work in social work, there has been resurgence in relationship-based participatory approaches. Such approaches are dependent upon practitioner expertise in developing and sustaining relationships with families. This article presents findings from an evaluation of the Video Interaction Guidance (VIG) Service embedded within Children's Services in a unitary authority in England. The Service provides therapeutic strengths-based direct work with families delivered by educational psychologists, social workers and family support workers trained in VIG. Interview findings with parents and referrers highlighted the significance of conducting the intervention within the home as a separate service distinct from the child protection role. The therapeutic relationship between the practitioner and the parent served as an exemplar of a positive relationship and a safe space where parents' internalised perception of themselves could be challenged. The VIG service offers an evidence-based intervention aimed at increasing primary carers' attunement and sensitivity towards their child. VIG also enables professionals the time to engage in direct work with families and to review how they interact and engage with them. Such an approach allows the 'invisible trade' of social work to become visible and subject to improvement and refinement. [ABSTRACT FROM AUTHOR]

Background. This study has analyzed the impact of applying a decision training program, in which video-feedback and questioning were used, on the development of decision-making, skill execution and procedural knowledge in basketball players. Methods. Participants were eleven male players aged between 12 and 13 years old (Mage = 12:75, SDage = .65), who were assigned to an experimental or control group within a pre-test/intervention test/retention test quasi-experimental design. The decision training program was applied over 11 weeks. Throughout this intervention, players had to analyze the causes and reasons for the decision made, using video feedback and questioning to this end. Decision-making and skill execution variables were analyzed using the French & Thomas (1987) observation instrument, while a validated questionnaire was used to assess procedural knowledge in basketball. Results. The results reported that sport expertise improved in players from the experimental group, who had significantly higher intervention test scores for successful decisions and skill executions when compared to players in the control group. In the intra-group analysis, the experimental group significantly improved in the intervention test compared to the pre-test, in terms of some of the variables of decision-making, skill execution and procedural knowledge. Discussion. These results reinforce the idea of including cognitive tools in training, such as video-feedback and questioning, to improve sport expertise in players' formative stages, and presumably to improve their performance whilst maintaining decision training throughout time. [ABSTRACT FROM AUTHOR]

This study examines the qualitative and quantitative effects of a short-term, psychodynamically oriented video-feedback intervention in an Italian sample (n = 30) of non-clinical mothers with high potential dyadic risk due to work-family conflict. We adopted a psychodynamically informed and video-assisted approach based on theoretical and clinical assumptions that are used in psychodynamically oriented dialogue and observations. We proposed a cycle of four clinically oriented consultations including a single video feedback session, using the CARE-Index for both assessment and intervention. Independent t-tests were computed to evaluate how effective the programme was in reducing parental stress. We present two case examples in order to discuss the process of change in maternal attitudes activated by the programme. Quantitative findings revealed a drastic reduction of the participants’ resistance in recognising conflictual aspects of their parenting experience. From a qualitative perspective, the video feedback programme solicited three psychic functions: mirroring, resignifying and repairing. We highlight the key role of the observer’s countertransference and of her relationship with the mother in creating a safe and transformative setting. Results are encouraging in using our programme to help mothers to improve their holding function. We discuss possibilities for reinforcing the relevant changes obtained by extending the programme. [ABSTRACT FROM AUTHOR]

Objective: To evaluate the effect of peer- and expert feedback on communication skills of undergraduate dental students.Methods: All students of the first clinical treatment course (n=46) were randomly assigned into two groups. For three times a medical-dental interview/consultation of each student with a real patient was videotaped. After every consultation the videos were assessed either by a person experienced in communication (expert group) or by a fellow student (peer group), giving the students feedback regarding their chairside performed communication skills. Before and after the feedback-interventions all students conducted an interview with simulated patients, which was rated using a validated global rating and analyzed statistically.Results: Global ratings mean scores after feedback-intervention were significantly improved (p<0.05). Thereby, no significant differences in the overall assessment could be observed between expert and peer feedback (p>0.05).Conclusion: During this study students improved their communication skills in dentist-patient interactions. The communication experience of the feedback provider seems not to have any impact on the communication skills in undergraduate dental students.Practice Implications: The clinical courses in dentistry offer the opportunity to implement peer-feedback interventions in real treatment situation as part of communication training to longitudinally improve communication skills. [ABSTRACT FROM AUTHOR]

Background Adapted parenting support may alleviate the high levels of parenting stress experienced by many parents with intellectual disabilities. Methods Parents with mild intellectual disabilities or borderline intellectual functioning were randomized to experimental ( n = 43) and control ( n = 42) conditions. Parents in both groups received care-as-usual. The experimental group also received an adapted version of video-feedback intervention for positive parenting and learning difficulties ( VIPP- LD). Measures of parenting stress were obtained pre-test, post-test and 3-month follow-up. Results Randomization to the experimental group led to a steeper decline in parenting stress related to the child compared to the control group ( d = 0.46). No statistically significant effect on stress related to the parent's own functioning or situation was found. Conclusions The results of the study suggest the feasibility of reducing parenting stress in parents with mild intellectual disability (MID) through parenting support, to the possible benefit of their children. [ABSTRACT FROM AUTHOR]

The current paper contributes to the contemporary debate on field research methods in education, using a specific research example to explore the theme of video analysis (Jordan & Anderson, 1995) with particular reference to studying educational interactions among adults and children in early childhood contexts. Video analysis, as yet little debated within the scientific community, raises “a series of [methodological and practical] issues that urgently need to be tackled” (Knoblauch, Schnettler, Raab & Soeffner 2012, p. 14). Of these, I will examine in particular: the need to explicate the theoretical criteria underpinning and potentially undermining the analysis of visual data; the ecological value of procedures for analysing visual data, that are rigorous but not abstracted from the natural setting (the educational contexts) in which the video-recorded interactions take place; striking the “right balance” between the microanalysis of interactive behaviours and the dimension of the meanings attributed to them.

Post-partum depression (PPD) is one of the most common complications associated to maternal suffering, negative effects for the baby, and difficulties in the relationship. Video-feedback is a particularly effective technique used in dyadic early interventions. A brief intervention for mother-infant dyads with maternal depressive symptomatology was implemented using this technique, and was assessed in a longitudinal, quasi-experimental and quantitative study. 61 mother-baby dyads participated, with ages ranged from 18 to 41 years in mothers, and 8,4 to 18,8 months in their babies. The results show an improvement in the quality of the interaction, with a significant increase of maternal sensitivity, and a significant decrease in control. A significant reduction of depressive symptomatology was not found, although the frequency of major depression episodes and bonding risk decreased.

Background Stressed family carers engage in health-risk behaviours that can lead to chronic illness. Innovative strategies are required to bolster empathic dialogue skills that impact nursing student confidence and sensitivity in meeting carers' wellness needs. Purpose To report on the development and evaluation of a promising empathy-related video-feedback intervention and its impact on student empathic accuracy on carer health risk behaviours. Design A pilot quasi-experimental design study with eight pairs of 3rd year undergraduate nursing students and carers. Methods Students participated in perspective-taking instructional and practice sessions, and a 10-minute video-recorded dialogue with carers followed by a video-tagging task. Quantitative and qualitative approaches helped us to evaluate the recruitment protocol, capture participant responses to the intervention and study tools, and develop a tool to assess student empathic accuracy. Main Results The instructional and practice sessions increased student self-awareness of biases and interest in learning empathy by video-tagging feedback. Carers felt that students were ‘non-judgmental’, inquisitive, and helped them to ‘gain new insights’ that fostered ownership to change their health-risk behaviour. There was substantial Fleiss Kappa agreement among four raters across five dyads and 67 tagged instances. Conclusion In general, students and carers evaluated the intervention favourably. The results suggest areas of improvement to the recruitment protocol, perspective-taking instructions, video-tagging task, and empathic accuracy tool. [ABSTRACT FROM AUTHOR]

This case series study evaluated the feasibility and acceptability of a behavioral/cognitive psychological intervention in a pediatric primary health care setting during standard well-baby visits. The aim of the intervention was to support caregivers' sensitivity and mentalization in order to promote infant mental health (IMH). Four neonates from birth to 8 months were consecutively enrolled to test a short video-feedback intervention (Primary Care - Video Intervention Therapy, an adaptation of George Downing's Video Intervention Therapy to primary care) conducted by a pediatrician. The 5 min interaction recording and the video-feedback session were performed during the same well-baby visit and in the same pediatrician's office where the physical examination was conducted. During the study period, six video-feedback sessions were performed for each baby at different ages (1, 2, 3, 4, 6, 8 months). A series of different interactional situations were filmed and discussed: touch, cry, affective matching, descriptive language, feeding, separation and autonomy. The intervention was easily accepted and much appreciated by all four families enrolled. This study aimed to answer a dilemma which pediatric providers generally face: if the provider wishes to respond not only to physical but also IMH issues, how on a practical level can this be done? This case series study indicates that Primary Care - Video Intervention Therapy can be a promising new tool for such a purpose. [ABSTRACT FROM AUTHOR]

The current study examined the use of video modeling (VM)–based interventions to reduce the challenging behaviors of students with emotional or behavioral disorders. Each study was evaluated using Council for Exceptional Children’s (CEC’s) quality indicators for evidence-based practices. In addition, study effects were calculated along the three main categories of VM-based interventions (VM with other as model, video self-modeling, and video-feedback) using a response rate (calculated from visual analysis) and the percentage of non-overlapping data. None of the 12 included studies met all the quality indicators set forth by CEC. Overall effects were large for reducing challenging behaviors, though results should be taken with caution due to the small number of studies. Finally, implications for practice and future research are presented. [ABSTRACT FROM AUTHOR]

The objective of this study was to apply a decision training programme, based on the use of video-feedback and questioning, in real game time, in order to improve decision-making in volleyball attack actions. A three-phase quasi-experimental design was implemented: Phase A (pre-test), Phase B (Intervention) and Phase C (Retention). The sample was made up of 8 female Under-16 volleyball players, who were divided into two groups: experimental group (n = 4) and control group (n = 4). The independent variable was the decision training program, which was applied for 11 weeks in a training context, more specifically in a 6x6 game situation. The player had to analyze the reasons and causes of the decision taken. The dependent variable was decision-making, which was assessed based on systematic observation, using the "Game Performance Assessment Instrument" (GPAI) (Oslin, Mitchell, & Griffin, 1998). Results showed that, after applying the decision training program, the experimental group showed a significantly higher average percentage of successful decisions than the control group F(1, 6) = 11.26; p = .015; χ2p = .652; 95% CI [056, 360]. These results highlight the need to complement the training process with cognitive tools such as video-feedback and questioning in order to improve athletes' decision-making. [ABSTRACT FROM AUTHOR]

Background: Visual or visual-and-intellectual disabilities of children make daily interactions more difficult for their parents and may impact the quality of the parent-child relationship. To support these parents, an existing intervention (Video-feedback Intervention to promote Positive Parenting; VIPP; Juffer F, Bakermans-Kranenburg MJ, van IJzendoorn MH, 2008. Promoting positive parenting; an attachment-based intervention. Mahwah, NJ: Lawrence Erlbaum Associates; 2008) was adapted for use with parents of children with a visual or visual-and-intellectual disability (VIPP-V). This attachment-based intervention was hypothesized to support parents' interpretation and understanding of the behavior of their child with a visual or visual-and-intellectual disability and respond to their child's signals in a sensitive way to improve parent-child interaction quality.Methods/design: A randomized controlled trial (RCT) will be conducted to assess the effectiveness of the adapted intervention VIPP-V (Video-feedback Intervention to promote Positive Parenting in parents of children with Visual or visual-and-intellectual disabilities). Parent-child dyads will be randomized into two groups: 50 dyads will receive VIPP-V in combination with care-as-usual and 50 dyads will receive care-as-usual. Families with a child (1-5 years of age) with a visual or visual-and-intellectual disability will be recruited for participation in the study. Primary outcome measures are parental sensitivity and the quality of parent-child interaction. Secondary outcome measures are parental self-efficacy, and parenting stress. To assess feasibility of implementation of the intervention the experiences of early intervention workers with regard to using VIPP-V are assessed. Moderator variables are the child's developmental age, working alliance between parent and VIPP-V intervention worker and empathy of the VIPP-V intervention worker. Data will be collected approximately one week before the intervention starts (T1), one week (T2) and three months (T3) after the intervention. Parent-child dyads in the care-as-usual-only condition will be assessed at the same time points. Both intention-to-treat and completer analyses will be performed.Discussion: Descriptive findings in pilot cases suggest benefits from VIPP-V, and compatibility with existing services for parents of children with a visual or visual-and-intellectual disability. The current study will provide insight into the effectiveness of this intervention for parents of children with a visual or visual-and-intellectual disability, and, if the intervention is effective, prepare the field for broad-scale implementation.Trial Registration: Nederlands Trial Register NTR4306 (registered 5 December 2013). [ABSTRACT FROM AUTHOR]

The relevance of professional development aimed at satisfying children's developmental needs and guaranteeing quality education has achieved a great theoretical and empirical support. According to recent research, among the variables that influence early development care takers' interaction skills are especially relevant. Furthermore, diverse meta-analysis suggest a type of training based on the analysis of practice through video-feedback. However, very few training programs have applied this methodology in Spain so far. That is why the objective of this study was to analyse the influence the training program for sensitivity improvement (SIP) has on the interaction skills of Infant Education educators. 14 care-takers participated in the research, divided into two groups. The experimental group (n =7), who were trained, and the comparison or control group (n =7). Results show that once the PMS training program had taken place, the educators showed greater sensitivity and verbal stimulation conducts. Besides, in comparison to the teachers who were not treated not undergo the treatment, they obtained higher scores in sensitivity and language stimulation. Despite the fact that the research should be replicated with a bigger sample in the future, the results obtained allow to state that PMS is a type of training that could be effective for Infant Education teachers' educational practice. [ABSTRACT FROM AUTHOR]

In a randomized controlled trial, we evaluated the early intervention program Video-feedback Intervention to promote Positive Parenting adapted to Autism (VIPP-AUTI) with 78 primary caregivers and their child (16–61 months) with Autism Spectrum Disorder. VIPP-AUTI is a brief attachment-based intervention program, focusing on improving parent–child interaction and reducing the child’s individual Autism Spectrum Disorder–related symptomatology in five home visits. VIPP-AUTI, as compared with usual care, demonstrated efficacy in reducing parental intrusiveness. Moreover, parents who received VIPP-AUTI showed increased feelings of self-efficacy in child rearing. No significant group differences were found on other aspects of parent–child interaction or on child play behavior. At 3-months follow-up, intervention effects were found on child-initiated joint attention skills, not mediated by intervention effects on parenting. Implementation of VIPP-AUTI in clinical practice is facilitated by the use of a detailed manual and a relatively brief training of interveners. [ABSTRACT FROM PUBLISHER]

Optimum recovery from hip fracture has been linked to the provision of effective rehabilitation, but levels of adherence vary among older patients. In this feasibility study a novel personalized DVD was designed for four participants, which delivered a 5 week tailored home exercise program (HEP), with the participant being videoed completing their exercises. Treatment fidelity of the DVD HEP was evaluated, including participants perceptions of and response to the DVD-HEP, which was explored using diaries and interviews and analyzed thematically. Secondary outcome measures including exercise adherence and self-efficacy for exercise were analyzed using descriptive statistics. Levels of adherence to the HEP were 1.2-3.5 times more than the minimum prescribed dose and participants demonstrated higher levels of self-efficacy for exercise. Adherence was found to be enhanced by physical improvement, positive self-reflection about engagement in the DVD-HEP, the format of the DVD, and increased self-efficacy. Personalized DVDs may be a feasible method of promoting adherence to home exercise programs among older patients. [ABSTRACT FROM AUTHOR]

In this paper we describe the development and content of Video-feedback Intervention to promote Positive Parenting for Children with Autism (VIPP-AUTI). VIPP-AUTI is an adapted version of the evidence-based intervention VIPP. The lack of social responsiveness in children with autism often lowers the quality of the parent-child interaction. A wide range of early interventions exist to cope with the disorder. The majority of early interventions for children with autism focus on their deficits of (social) skills, but the number of evidence-based interventions to improve early parent-child interaction patterns is limited. The aim of VIPP-AUTI is to enhance parental sensitivity to children's autistic characteristics, in order to improve child developmental outcome by increased parental support. [ABSTRACT FROM AUTHOR]

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Abstract: Maternal severe mental illness (SMI) disrupts mother–infant interaction in the immediate postpartum and is associated with less than optimal offspring development. In-patient mother and baby units (MBUs) provide the opportunity of supporting mothers with SMI in developing their relationships with their infants in order to minimise this disruption. One way is through an individualised video feedback intervention, delivered as part of a multidisciplinary inpatient treatment package. The present study prospectively measured changes in mother–infant interaction following video feedback intervention, during admission to an MBU (N = 49). Comparisons were made with mother–infant interactions of (1) a community-based ill group of mothers (N = 67) with a mental health diagnosis of similar severity, living at home and without the intervention and (2) a group of healthy mothers (N = 22). Maternal sensitivity and unresponsiveness, and infant cooperativeness and passiveness, were measured from a 3-min videotaped play session, using the CARE-Index. Following admission and the video feedback intervention, the MBU mothers (irrespective of diagnosis) and their infants showed improvements in their interactions. Moreover, on discharge the MBU dyads were significantly more sensitive, cooperative and responsive than the community ill group, and as attuned as the healthy group. While the design of the study does not allow us to conclude unequivocally that the video feedback intervention has effects on the outcome for the mothers and babies independent from the whole inpatient therapeutic package, the results do show that the dyadic interaction of mothers with SMI and their infants improves following the focussed treatment package in a specialised MBU. [Copyright &y& Elsevier]