| Title: |
Adapting a Video-Feedback Intervention to Support Teacher-Child Interaction and Behavior Regulation of Young Children at School: A Qualitative Pilot Study |
| Language: |
English |
| Authors: |
Kim M. Starreveld (ORCID 0000-0002-1107-9151); Mathilde M. Overbeek; Agnes M. Willemen (ORCID 0000-0002-0912-2608); Marian J. Bakermans-Kranenburg (ORCID 0000-0001-7763-0711) |
| Source: |
School Psychology International. 2024 45(1):16-35. |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
20 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Grade 2 |
| Descriptors: |
Video Technology; Feedback (Response); Teacher Student Relationship; Interaction; Student Behavior; Kindergarten; Grade 2; Intervention; Early Childhood Teachers; Teacher Attitudes; Program Effectiveness; Foreign Countries; Behavior Problems; Scheduling; Teacher Collaboration |
| Geographic Terms: |
Netherlands |
| DOI: |
10.1177/01430343231184001 |
| ISSN: |
0143-0343; 1461-7374 |
| Abstract: |
The evidence-based parenting program Video-Feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) may have potential to also support teachers in primary schools in their interaction with children with behavior problems. We therefore adapted the intervention for use with primary school teachers (VIPP-School). Here we examined the feasibility of VIPP-School, using qualitative analyses of the perceptions of teachers and VIPP-interveners on their experiences with VIPP-School. Three teacher-child dyads from kindergarten and 2nd grade participated in six sessions of VIPP-School. Perceptions of the participants were collected using semi-structured interviews, logbooks, observations and a questionnaire. The data were qualitatively analysed. Thematic analysis showed five main themes: 1) scheduling of appointments, 2) experiences with intervention elements, 3) working alliance, 4) changes in the teacher-child interaction, 5) defining the target group. Teachers mentioned notable time investment, but appreciated the video feedback as a great way to become more aware of subtle signals of the child and their own behaviors. This study shows that with some adaptations VIPP-School is an acceptable and deliverable intervention for teachers in primary education. It has potential for supporting teachers in the interaction with children with behavioral problems. Further research on the effectiveness of VIPP-School is recommended. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1408945 |
| Database: |
ERIC |