Video-feedback Intervention to promote positive parenting and sensitive discipline (VIPP-SD) research
This project aims to introduce the evidence-based intervention developed by Leiden University in the Netherlands, into the UK. Video-feedback Intervention to Promote Positive Parenting and Sensitive Discipline (VIPP–SD) is based on attachment theory and research, and has been developed as an intervention model with video feedback following rigorous testing in various populations of parents and children at risk.
It is a preventive intervention aimed at increasing sensitivity and improving discipline strategies of caregivers in order to encourage positive interaction between caregiver and child, and to prevent or reduce behavioural problems in children aged up to six years.
The intervention is a supporting and empowering method of building resilience into adoptive placements. Interveners speak of this being one of the most powerful therapeutic tools they have ever delivered. The intervention is offered in the family’s home and is based upon the importance of the intervener establishing a collaborative, non-judgemental relationship with the primary carer. By using video technology to record visits and caregiver/child interaction, the intervener can spend time studying reactions and pick up on signals and behaviours that could otherwise be missed in real time. The intervener is trained to identify these often tiny clues and work with families to find effective solutions to any challenging behaviour or attachment issues, sharing the footage to illustrate specific points.
Research shows that there are two aspects of parenting that play an important role in the development and continuation of behavioural problems in children: sensitivity and discipline. Sensitivity in parenting means noticing the child’s signals, interpreting these signals correctly and responding to them promptly and appropriately. Discipline means setting boundaries and regulating unruly or disobedient behaviour. The combination of these two aspects is the basis of VIPP-SD, in which sensitivity, as well as sensitive discipline, are central themes.
Basic assumptions are creating a positive atmosphere, recognising the caregiver as the expert on the child, and emphasising and reinforcing positive interactions between caregiver and child.
This adoption study will enable us to evaluate the efficacy of VIPP-SD and develop the evidence base within the UK context.
The first few interventions have been completed with families and the data are being analysed. Initial findings should be available soon.
Juffer, F., Bakermans-Kranenburg, M.J., & Van IJzendoorn, M.H. (2017). Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD): Development and meta-analytical evidence of its effectiveness. In H. Steele & M. Steele (Eds.), Handbook of attachment-based interventions (pp. 1-26). New York: Guilford Press.
Juffer, F., Bakermans-Kranenburg, M.J., & Van IJzendoorn, M.H. (2017). Pairing attachment theory and social learning theory in video-feedback intervention to promote positive parenting. Current Opinion in Psychology, 15, 189-194. http://dx.doi.org/10.1016/j.copsyc.2017.03.012
Juffer, F., Struis, E., Werner, C., & Bakermans-Kranenburg, M.J. (2017). Effective preventive interventions to support parents of young children: Illustrations from the Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD). Journal of Prevention & Intervention in the Community, 45(3), 202-214. Open access: http://dx.doi.org/10.1080/10852352.2016.1198128
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