Video feedback intervention

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Video feedback interventions are used in health and social care situations. Typically a "guider" helps a client to enhance communication within relationships. The client is guided to analyse and reflect on video clips of their own interactions. [1] [2] Applications include a caregiver and infant (often used in attachment-based therapy), and other education and care home interactions. [3] [4] [5] Video feedback interventions have also been used where concerns have been expressed over possible parental neglect in cases where the focus child is aged 2–12, and where the child is not the subject of a child protection plan. [6]

Contents

History

Colwyn Trevarthen, a Professor at Edinburgh University, studied successful interactions between infants and their primary care givers, and found that the mother's responsiveness to her baby's initiatives supported and developed intersubjectivity (shared understanding), which he regarded as the basis of all effective communication, interaction and learning. In the 1980s Harry Biemans, in the Netherlands, applied this research using video clips, creating Video Interaction Guidance (VIG). [7] [8] VIG is used in more than 15 countries and by at least 4000 practitioners. [7]

More recently other video feedback interventions have been developed, including Video Enhanced Reflective Practice (VERP), a particular application of VIG. [9] [10] In 2008, the current version of the Video-feedback Intervention to Promote Positive Parenting and Sensitive Discipline (VIPP-SD) was finalized by Femmie Juffer, Marian Bakermans-Kranenburg, and Marinus van IJzendoorn of the Centre for Child and Family Studies at Leiden University. [11]

Research results and analysis

Research results include that video feedback interactions enhances positive parenting skills, decreases/alleviates parental stress and is related to more positive development of the children. [12] [13] [14]

Analysis of why video feedback interventions are effective includes that the use of video clips enables a shared space to be created, where positive sensitivity and attunement moments can be seen. This allows clients to improve their relationship attunement skills, by developing their ability to mentalise about their own and their infants mental states, and by encouraging mind-minded interactions. [15] (Trevarthen focuses particularly on how babies seek companionship, rather than using the term attachment, and has said "I think the ideal companion... is a familiar person who really treats the baby with playful human respect." [16] )

Video Interaction Guidance, one example of video feedback interaction, has been used where concerns have been expressed over possible parental neglect in cases where the focus child is aged 2–12, and where the child is not the subject of a child protection plan. [17] Am evaluation of the project demonstrated that VIG produced a significant change in the emotional and behavioural difficulties of the population of children who received the service, and improvement in reported level of parenting and reported parental relationship with their children in the population of parents whose children received the service. [17] The data excludes to parents who failed to complete the programme, parents who completed the programme but decided not to complete evaluation measures, and on some measures parents who completed measures but whose feedback was adjudged to have been positively biased. [17]

Understanding the mechanisms through which Video Feedback Interaction works

Qualitative research studies have also illuminated some of the ways in which Video Feedback Interaction can help individual parents.

Attachment theory in action

Video feedback interventions, particularly VIPP-SD, have been created based on the attachment theory, developed by John Bowlby (1969) and Mary Ainsworth (1974). [11] This theory suggests that an infant seeks comfort and protection from caregivers, and through their experiences they learn to seek this comfort selectively from caregivers they can rely on. Their behaviors with these caregivers depend on the infant's internal working models of these relationships. Bowlby explained in his writing of attachment theory that an infant should have an intimate, warm relationship with his caregiver in which they both find enjoyment [18] The interventions seek to create positive interactions between the child and caregiver, in order to change the child's internal working models of these relationships, leading to a change in the child's behavior.

Social learning theory in action

Evaluations have demonstrated that in certain cases parents have learned to improve their parenting in the way described by social learning theory. [19] Social Learning Theory suggests people learn by observing positive desired outcomes resulting from the observed behaviour. [20] Parents, with several children, who traditionally spent all their time with the children together in the group, started spending one-to-one time with individual children, after having been required by Video Interaction Guidance, to do one-on-one activities with a particular child, for the first time. [21] Some parents started to do activities with their children, which involved a small element of risk, after having agreed to do them for the first time as part of Video Interaction Guidance. [21] Similar findings are reported in an evaluation of the Triple P intervention. [22]

The importance of the relationship between the practitioner and the parent

A principal factor which influences parents' engagement and perception is the quality of the relationship that they are able to build up with the practitioner delivering the programme. [21] Key factors in helping practitioners engage parents into the intervention include: [21]

In the case of Video Interaction Guidance, when parents were asked about their experience of the intervention, parents invariably referred to the care and support provided by the practitioner. Effectively the intervention is experienced as an aspect of the overall relationship of care.

See also

Related Research Articles

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Attachment disorder is a broad term intended to describe disorders of mood, behavior, and social relationships arising from unavailability of normal socializing care and attention from primary caregiving figures in early childhood. Such a failure would result from unusual early experiences of neglect, abuse, abrupt separation from caregivers between three months and three years of age, frequent change or excessive numbers of caregivers, or lack of caregiver responsiveness to child communicative efforts resulting in a lack of basic trust. A problematic history of social relationships occurring after about age three may be distressing to a child, but does not result in attachment disorder.

R. P. Hobson, or Peter Hobson, is a Professor of Developmental Psychopathology at University College London known for his work on autism and experimental child psychology. His research leads him to conclusions concerning the origins of consciousness, summarized in a book for the general reader, The Cradle of Thought.

<span class="mw-page-title-main">Reactive attachment disorder</span> Psychological disorder that can affect children

Reactive attachment disorder (RAD) is described in clinical literature as a severe disorder that can affect children, although these issues do occasionally persist into adulthood. RAD is characterized by markedly disturbed and developmentally inappropriate ways of relating socially in most contexts. It can take the form of a persistent failure to initiate or respond to most social interactions in a developmentally appropriate way—known as the "inhibited form". In the DSM-5, the "disinhibited form" is considered a separate diagnosis named "disinhibited attachment disorder".

<span class="mw-page-title-main">Attachment theory</span> Psychological ethological theory about human relationships

Attachment theory is a psychological and evolutionary framework concerning the relationships between humans, particularly the importance of early bonds between infants and their primary caregivers. Developed by psychiatrist and psychoanalyst John Bowlby (1907–90), the theory posits that infants need to form a close relationship with at least one primary caregiver to ensure their survival, and to develop healthy social and emotional functioning.

A form of child abuse, child neglect is an act of caregivers that results in depriving a child of their basic needs, such as the failure to provide adequate supervision, health care, clothing, or housing, as well as other physical, emotional, social, educational, and safety needs. All societies have established that there are necessary behaviours a caregiver must provide for a child to develop physically, socially, and emotionally. Causes of neglect may result from several parenting problems including mental disorders, unplanned pregnancy, substance use disorder, unemployment, over employment, domestic violence, and, in special cases, poverty.

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<span class="mw-page-title-main">Attachment in children</span> Biological instinct

Attachment in children is "a biological instinct in which proximity to an attachment figure is sought when the child senses or perceives threat or discomfort. Attachment behaviour anticipates a response by the attachment figure which will remove threat or discomfort". Attachment also describes the function of availability, which is the degree to which the authoritative figure is responsive to the child's needs and shares communication with them. Childhood attachment can define characteristics that will shape the child's sense of self, their forms of emotion-regulation, and how they carry out relationships with others. Attachment is found in all mammals to some degree, especially primates.

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<span class="mw-page-title-main">Secure attachment</span> Attachment style within attachment theory

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Video interaction guidance (VIG) is a video feedback intervention through which a “guider” helps a client to enhance communication within relationships. The client is guided to analyse and reflect on video clips of their own interactions. Applications include a caregiver and infant, and other education and care home interactions. VIG is used in more than 15 countries and by at least 4000 practitioners. Video Interaction Guidance has been used where concerns have been expressed over possible parental neglect in cases where the focus child is aged 2–12, and where the child is not the subject of a child protection plan.

Colwyn Trevarthen was a New Zealand-British academic who was Professor of Child Psychology and Psychobiology at the University of Edinburgh.

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References

  1. ↑ Archived at Ghostarchive and the Wayback Machine : What is Video Interaction Guidance? (VIG). YouTube .
  2. ↑ "Private video on Vimeo".
  3. ↑ "Practice video interaction guidance". Archived from the original on March 17, 2014. Retrieved March 22, 2014.
  4. ↑ "Our successful campaigns".
  5. ↑ Archived at Ghostarchive and the Wayback Machine : Parental Empowerment and Development of the Deaf Child. YouTube .
  6. ↑ "Whalley, P. and Williams, M. (2015) Child neglect and video interactive guidance: an evaluation of an NSPCC service offered to parents where initial concerns of neglect have been noted" (PDF). NSPCC. Retrieved 5 January 2015.
  7. 1 2 "Background of video interaction guidance". Archived from the original on March 17, 2014. Retrieved March 21, 2014.
  8. ↑ "With individuals". CiteSeerX   10.1.1.125.4375 .
  9. ↑ "Video Enhanced Reflective Practice - Glen Strathie Partnership".
  10. ↑ "Verp project with newly qualified social workers". 17 December 2012.
  11. 1 2 "Method | VIPP Leiden". www.vippleiden.com. Retrieved 2019-04-07.
  12. ↑ "Research on video interaction guidance". Archived from the original on March 17, 2014. Retrieved March 22, 2014.
  13. ↑ "Patterns of Attachment in Infancy - Dynamic Maturational Model Family Relations Institute".
  14. ↑ "Archived copy" (PDF). Archived from the original (PDF) on April 19, 2014. Retrieved March 22, 2014.{{cite web}}: CS1 maint: archived copy as title (link)
  15. ↑ "Archived copy" (PDF). Archived from the original (PDF) on 2014-03-22. Retrieved 2014-03-22.{{cite web}}: CS1 maint: archived copy as title (link)
  16. ↑ "Professor Colwyn Trevarthen: Relationships - Video". Archived from the original on 2014-03-22. Retrieved 2014-03-22.
  17. 1 2 3 "Whalley, P. and Williams, M. (2015) Child neglect and video interactive guidance: an evaluation of an NSPCC service offered to parents where initial concerns of neglect have been noted" (PDF). NSPCC. Retrieved 5 January 2015.
  18. ↑ Zeanah, Charles (2019). Infant Mental Health. New York: The Guilford Press. pp. 452–453. ISBN   978-1-4625-3711-2.
  19. ↑ Albert Bandura (1971). "Social Learning Theory" (PDF). General Learning Corporation. Archived from the original (PDF) on 24 October 2013. Retrieved 25 December 2013.
  20. ↑ Churchill, G. (2015) Safecare: Evidence from a Home Based Parenting Programme for Neglect, London, NSPCC. https://www.nspcc.org.uk/globalassets/documents/research-reports/safecare-evidence-evaluation-report.pdf
  21. 1 2 3 4 "Whalley, P. and Williams, M. (2015) Child neglect and video interactive guidance: an evaluation of an NSPCC service offered to parents where initial concerns of neglect have been noted" (PDF). NSPCC. Retrieved 5 January 2015.
  22. ↑ Whalley, P. (2015) Child neglect and Pathways Triple P: An Evaluation of an NSPCC services offered to parents where initial concerns of neglect have been noted, https://www.nspcc.org.uk/globalassets/documents/research-reports/pathways-triple-p-evaluation-report.pdf
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