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Tiwari A, Recinos M, Garner J, Self-Brown S, Momin R, Durbha S, Emery V, O’Hara K, Perry E, Stewart R, Wekerle C. Use of technology in evidence-based programs for child maltreatment and its impact on parent and child outcomes. Front Digit Health 2023; 5:1224582. [PMID: 37483318 PMCID: PMC10357009 DOI: 10.3389/fdgth.2023.1224582] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/17/2023] [Accepted: 06/26/2023] [Indexed: 07/25/2023] Open
Abstract
Introduction Technology has been used in evidence-based child maltreatment (CM) programs for over a decade. Although advancements have been made, the extent of the application of technology in these programs, and its influence on parental and child outcomes, remains unclear within the context of changes that emerged because of the COVID-19 pandemic. This scoping review provides a contextualized overview and summary of the use of technology in evidence-based parenting and child programs serving families impacted by child maltreatment and the effects of technology-enhanced programs on target outcomes. Materials and methods Using Arksey and O'Malley's methodological framework, we searched seven databases to identify peer-reviewed and grey literature published in English from 2000 to 2023 on evidence-based programs, according to the California Evidence-Based Clearinghouse (CEBC), that included technological supports for two populations: at-risk parents for child maltreatment prevention, and children and youth 0-18 years exposed to child maltreatment. All study designs were included. Results Eight evidence-based parenting programs and one evidence-based child trauma program were identified as using technology across a total of 25 peer-reviewed articles and 2 peer-reviewed abstracts meeting inclusion criteria (n = 19 on parent-level programs; n = 8 on child-level programs). Four studies were published in the context of COVID-19. Two main uses of technology emerged: (1) remote programmatic delivery (i.e., delivering all or part of the program virtually using technology) and (2) programmatic enhancement (i.e., augmenting program content with technology). Improvements across parenting and child mental health and behavioral outcomes were generally observed. Discussion Technology use in evidence-based child maltreatment programs is not new; however, the small sample since the start of the COVID-19 pandemic in this review that met inclusion criteria highlight the dearth of research published on the topic. Findings also suggest the need for the inclusion of implementation outcomes related to adoption and engagement, which could inform equitable dissemination and implementation of these programs. Additional considerations for research and practice are discussed.
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Affiliation(s)
- Ashwini Tiwari
- Institute of Public and Preventive Health, Augusta University, Augusta, GA, United States
| | - Manderley Recinos
- Department of Health Policy and Behavioral Sciences, School of Public Health, Georgia State University, Atlanta, GA, United States
| | - Jamani Garner
- Department of Health Policy and Behavioral Sciences, School of Public Health, Georgia State University, Atlanta, GA, United States
| | - Shannon Self-Brown
- Department of Health Policy and Behavioral Sciences, School of Public Health, Georgia State University, Atlanta, GA, United States
| | - Rushan Momin
- Department of Psychiatry and Behavioral Sciences, Medical College of Georgia, Augusta University, Augusta, GA, United States
| | - Sadhana Durbha
- Department of Psychiatry and Behavioral Sciences, Medical College of Georgia, Augusta University, Augusta, GA, United States
| | - Vanessa Emery
- Institute of Public and Preventive Health, Augusta University, Augusta, GA, United States
| | - Kathryn O’Hara
- Department of Health Policy and Behavioral Sciences, School of Public Health, Georgia State University, Atlanta, GA, United States
| | - Elizabeth Perry
- Department of Health Policy and Behavioral Sciences, School of Public Health, Georgia State University, Atlanta, GA, United States
| | - Regan Stewart
- Medical University of South Carolina, Charleston, SC, United States
| | - Christine Wekerle
- Department of Pediatrics, McMaster University, Hamilton, ON, Canada
- Department of Psychiatry and Behavioral Neurosciences, McMaster University, Hamilton, ON, Canada
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Improving parenting, child attachment, and externalizing behaviors: Meta-analysis of the first 25 randomized controlled trials on the effects of Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline. Dev Psychopathol 2023; 35:241-256. [PMID: 35034668 DOI: 10.1017/s0954579421001462] [Citation(s) in RCA: 23] [Impact Index Per Article: 23.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
Abstract
Improving parenting, child attachment, and externalizing behaviors: Meta-analysis of the first 25 randomized controlled trials on the effects of Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD). VIPP-SD combines support of parental sensitive responsiveness with coaching parents in sensitive limit setting. Here, we present meta-analyses of 25 RCTs conducted with more than 2,000 parents and caregivers. Parents or children had various risks. We examined its effectiveness in promoting parental cognitions and behavior regarding sensitive parenting and limit setting, in promoting secure child-parent attachment, and reducing externalizing child behavior. Web of Science, MEDLINE, PubMed, and recent reviews were searched for relevant trials (until May 10, 2021). Multilevel meta-analysis with META, METAFOR, and DMETAR in R took account of the 3-level structure of the datasets (studies, participants, measures). The meta-analyses showed substantial combined effect sizes for parenting behavior (r = .18) and attitudes (r = .16), and for child attachment security (r = .23), but not for child externalizing behavior (r = .07). In the subset of studies examining effects on both parenting and attachment, the association between effect sizes for parenting and for attachment amounted to r = .48. We consider the way in which VIPP-SD uses video-feedback an active intervention component. Whether VIPP-SD indeed stimulates secure attachment through enhanced positive parenting remains an outstanding question for further experimental study and individual participant data meta-analysis.
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Kersten M, Taminiau E, Weggeman M, Embregts P. Motives and strategies of CEOs for stimulating sharing and application of knowledge in the care and support for people with intellectual disabilities. JOURNAL OF KNOWLEDGE MANAGEMENT 2022. [DOI: 10.1108/jkm-06-2021-0463] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
Within intellectual disability care organizations (IDCOs), it is vital that professionals share and apply knowledge to improve the quality of care for their service users. Given that chief executive officers (CEOs) play a pivotal role in enabling these processes, this paper aims to investigate both the underlying motives and strategies behind CEOs’ organizational knowledge leadership and their contribution to improving these knowledge processes.
Design/methodology/approach
In this exploratory qualitative study, 11 CEOs from IDCOs in the Netherlands who are actively involved in knowledge management within their organizations were interviewed. An inductive thematic analysis was conducted.
Findings
CEOs’ motives for stimulating knowledge processes among professionals in IDCOs arise from the internal (e.g. the CEOs themselves) and external (e.g. policy) contexts. This study also identified four strategies adopted by CEOs to stimulate sharing and application of knowledge: providing organizational conditions for effective knowledge processes; focused attention on talent development; acknowledgment and deployment of knowledge holders; and knowledge-driven participation in collaborative partnerships. These strategies are used in combination and have been shown to reinforce one another.
Practical implications
An overview of strategies for stimulating knowledge processes is now available.
Originality/value
The results display the leadership of CEOs in knowledge strategies. Insights into their perceptions and values are provided while elaborating on their motives to take this role.
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Kersten MCO, Taminiau EF, Weggeman MCDP, Embregts PJCM. Contextual factors related to the execution of knowledge strategies in intellectual disabilities organizations. KNOWLEDGE AND PROCESS MANAGEMENT 2022. [DOI: 10.1002/kpm.1700] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Marion C. O. Kersten
- Department of Tranzo Tilburg School of Social and Behavioural Sciences, Tilburg University Tilburg The Netherlands
- Department of quality policy Dutch Association of Healthcare Providers for People with Disabilities (VGN) Utrecht The Netherlands
| | - Elsbeth F. Taminiau
- Department of Tranzo Tilburg School of Social and Behavioural Sciences, Tilburg University Tilburg The Netherlands
| | - Mathieu C. D. P. Weggeman
- Industrial Engineering & Innovation Sciences Technical University Eindhoven Eindhoven The Netherlands
| | - Petri J. C. M. Embregts
- Department of Tranzo Tilburg School of Social and Behavioural Sciences, Tilburg University Tilburg The Netherlands
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Alyousefi-van Dijk K, de Waal N, van IJzendoorn MH, Bakermans-Kranenburg MJ. Development and feasibility of the prenatal video-feedback intervention to promote positive parenting for expectant fathers. J Reprod Infant Psychol 2021; 40:352-365. [PMID: 33586543 DOI: 10.1080/02646838.2021.1886258] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/02/2023]
Abstract
Objective: the transition period in which men become fathers might provide an important window of opportunity for parenting interventions that may produce long-term positive effects on paternal care and, consequently, child development. Existing prenatal programs traditionally focus on maternal and infant health and seldom involve the father.Study design: This paper describes an interaction-based prenatal parenting intervention program for first-time fathers using ultrasound images, the Prenatal video Feedback Intervention to promote Positive Parenting (VIPP-PRE). We randomised a group of expectant fathers (N = 73) to either the VIPP-PRE or a control condition.Results: Expectant fathers thought the VIPP-PRE was more helpful and influenced their insights into their babies to a greater extent than the control condition. Expectant fathers receiving the VIPP-PRE reported that they particularly liked seeing and interacting with their unborn children as well as receiving feedback on these interactions. The intervention was well received and was considered feasible by both expectant fathers and sonographers and midwives.Discussion: We discuss the VIPP-PRE based on the experiences and perspectives of fathers, interveners, and sonographers and midwives.
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Affiliation(s)
- Kim Alyousefi-van Dijk
- Clinical Child & Family Studies, Faculty of Behavioural and Movement Sciences, Vrije Universiteit, Amsterdam, The Netherlands
| | - Noor de Waal
- Clinical Child & Family Studies, Faculty of Behavioural and Movement Sciences, Vrije Universiteit, Amsterdam, The Netherlands
| | - Marinus H van IJzendoorn
- Department of Psychology, Education, and Child Studies, Erasmus University Rotterdam, Rotterdam, The Netherlands
| | - Marian J Bakermans-Kranenburg
- Clinical Child & Family Studies, Faculty of Behavioural and Movement Sciences, Vrije Universiteit, Amsterdam, The Netherlands
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Schaap FD, Dijkstra GJ, Reijneveld SA, Finnema EJ. Use of dementia care mapping in the care for older people with intellectual disabilities: A mixed-method study. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2020; 34:149-163. [PMID: 32812319 PMCID: PMC7818226 DOI: 10.1111/jar.12794] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2019] [Revised: 06/26/2020] [Accepted: 07/23/2020] [Indexed: 01/10/2023]
Abstract
Background The ageing of people with intellectual disabilities, with associated morbidity like dementia, calls for new types of care. Person‐centred methods may support care staff in providing this, an example being Dementia Care Mapping (DCM). DCM has been shown to be feasible in ID‐care. We examined the experiences of ID‐professionals in using DCM. Methods We performed a mixed‐methods study, using quantitative data from care staff (N = 136) and qualitative data (focus‐groups, individual interviews) from care staff, group home managers and DCM‐in‐intellectual disabilities mappers (N = 53). Results DCM provided new insights into the behaviours of clients, enabled professional reflection and gave new knowledge and skills regarding dementia and person‐centred care. Appreciation of DCM further increased after the second cycle of application. Conclusion DCM is perceived as valuable in ID‐care. Further assessment is needed of its effectiveness in ID‐care with respect to quality of care, staff‐client interactions and job performance.
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Affiliation(s)
- Feija D Schaap
- Research Group Living, Wellbeing and Care for Older People, NHL Stenden University of Applied Sciences, Leeuwarden, The Netherlands.,Department of Health Sciences, Community and Occupational Medicine, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
| | - Geke J Dijkstra
- Research Group Living, Wellbeing and Care for Older People, NHL Stenden University of Applied Sciences, Leeuwarden, The Netherlands.,Department of Health Sciences, Applied Health Research, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
| | - Sijmen A Reijneveld
- Department of Health Sciences, Community and Occupational Medicine, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
| | - Evelyn J Finnema
- Research Group Living, Wellbeing and Care for Older People, NHL Stenden University of Applied Sciences, Leeuwarden, The Netherlands.,Department of Health Sciences, Nursing Research, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
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Alvarenga P, Cerezo MÁ, Wiese E, Piccinini CA. Effects of a short video feedback intervention on enhancing maternal sensitivity and infant development in low-income families. Attach Hum Dev 2019; 22:534-554. [PMID: 30961424 DOI: 10.1080/14616734.2019.1602660] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
This study evaluated the effects of a short video feedback intervention aimed at enhancing maternal sensitivity and the development of infants from low-income families in a randomized controlled trial. Forty-four mother-infant dyads living in low-income communities from Salvador, Brazil were randomly assigned between intervention and control groups. Maternal sensitivity was assessed during free-play and infant development was evaluated with a standardized scale. Intervention took place in eight home visits between the infant's third and tenth month. Results showed mothers in the intervention group interpreted the meaning of their infants' behavior more often (r = 0.33), asked babies more questions (r = 0.39), and were less intrusive (r = 0.47) when compared to controls on posttest. The absence of significant intervention effects on infant development suggests the need for additional intervention strategies and a greater time lag between maternal sensitivity and infant development assessments to detect possible delayed effects.
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Affiliation(s)
| | | | - Elizabeth Wiese
- University College Roosevelt, Utrecht University , Middelburg, The Netherlands
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Coren E, Ramsbotham K, Gschwandtner M. Parent training interventions for parents with intellectual disability. Cochrane Database Syst Rev 2018; 7:CD007987. [PMID: 30004571 PMCID: PMC6513025 DOI: 10.1002/14651858.cd007987.pub3] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
BACKGROUND Research suggests that the number of intellectually disabled people with children is increasing. Intellectual disabilities do not inevitably cause parenting difficulties, but it may impact on an individual's capacity to parent a child effectively. Children of parents with intellectual disabilities may be at increased risk of neglectful care, which could lead to health, developmental and behavioural problems, or increased risk of intellectual disability. Compared with other parents, those with intellectual disabilities are more likely to be involved in care proceedings. OBJECTIVES To assess the effectiveness of parent training interventions for parents with intellectual disabilities designed to support parenting, parent-child relations, safe parenting or family environments, or to develop parenting skills. SEARCH METHODS In July 2017, we searched CENTRAL, Ovid MEDLINE, Embase, CINAHL and six other databases as well as two trials registers. We also searched reference lists of included studies and contacted experts in the field to identify additional ongoing and unpublished studies. SELECTION CRITERIA Randomised controlled trials (RCTs) and quasi-RCTs comparing parent training interventions for parents with intellectual disabilities with treatment as usual or a control group. DATA COLLECTION AND ANALYSIS We used standardised Cochrane methods. MAIN RESULTS As of July 2017, we identified four trials with 192 participants that met the review inclusion criteria. Participating parents were mostly mothers (seven fathers were included in two studies), and children's ages ranged from one month to six years and five months.One study was conducted in Australia, one in Canada, one in the Netherlands, and one in the USA. Each studied a different intervention and considered different outcomes. Three interventions were delivered at home, and one in a community venue (e.g. a church). Interventions varied in duration from seven weeks to 12 months. They included a range of practical childcare skills, home safety and developing parents' ability to respond sensitively to their children. Parents in the comparison groups included in the review received treatment as usual and most of these received the index intervention after the study was complete.One study was funded by the Ontario Mental Health Foundation and the Ontario Ministry of Community and Social Services Research Grants Program; one by the Alabama Development Disabilities Council; one by the Best Practice Parenting Education Initiative of the Commonwealth Department of Family and Community Services and the New South Wales Aging and Disability Department; and one by ZonMw, The Netherlands Organisation for Health Research and Development.It was not possible for us to conduct a meta-analysis. The GRADE quality assessment varied from very low to moderate across the studies.Primary outcomesNo study reported on the 'attainment of specific parenting skill targets'.'Safe home practices' and 'understanding of child health': one study (30 parents, very low-quality evidence) reported some improvements in parents' knowledge of life-threatening emergencies, ability to recognise dangers, and identify precautions, in favour of the intervention group. It also found limited, very low-quality evidence that parent training improved parents' ability to understand child health, implement precautions, use medicines safely, recognise child illness and symptoms, and seek medical advice (i.e. visit the doctor). Another study (22 mothers, very low-quality evidence) reported improved attainment of skills related to childcare and safety, in favour of the intervention group.Secondary outcomes'Parent-child interaction': one study (40 mothers, very low-quality evidence) reported improved maternal-child interaction following parent training at 12 months follow-up. Another study (83 mothers, 2 fathers, moderate-quality evidence) reported that inclusion in the intervention group led to a steeper decline in parenting stress related to the child compared to the control group.'Parents' retention of child': one study (22 participants; very low-quality evidence) reported that before joining the programme nine of 11 (82%) families with a previous child had had the child removed from their care by child protection authorities due to maternal maltreatment, compared with only four of 22 (19%) families after participating in the programme (only one of these four mothers had also had a previous child removed).No study reported data on: 'return to independent care of child' or 'lifting of child-related court order'. AUTHORS' CONCLUSIONS There is some very low-quality evidence that some parents, mainly mothers, with intellectual disabilities are able to provide adequate parenting if they are given appropriate training and support to learn the parenting skills they need. However, there are few studies exploring how interventions might work, for whom and in what circumstances. In particular, there have been few studies that include fathers with intellectual disabilities, or that explore the views of parents themselves.There is a need for larger RCTs of parenting interventions, with longer follow-up, before conclusions can be drawn about the effectiveness of parent training for this group of parents.
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Affiliation(s)
- Esther Coren
- Canterbury Christ Church UniversitySchool of Public Health, Midwifery and Social WorkNorth Holmes RoadCanterburyKentUKCT1 1QU
- Canterbury Christ Church UniversitySidney De Haan Research Centre for Arts and HealthNorth Holmes RoadCanterburyKentUKCT1 1QU
| | - Kerry Ramsbotham
- Canterbury Christ Church UniversityFaculty of Health and WellbeingNorth Holmes RoadCanterburyKentUKCT1 1QU
| | - Manfred Gschwandtner
- Canterbury Christ Church UniversityLibrary and Learning ResourcesN Holmes RdCanterburyUKCT1 1QU
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Kersten MCO, Taminiau EF, Schuurman MIM, Weggeman MCDP, Embregts PJCM. How to improve sharing and application of knowledge in care and support for people with intellectual disabilities? A systematic review. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2018; 62:496-520. [PMID: 29696724 DOI: 10.1111/jir.12491] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/20/2017] [Accepted: 04/01/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND To optimise care and support for people with intellectual disabilities (ID), sharing and application of knowledge is a precondition. In healthcare in general, there is a body of knowledge on bridging the 'know-do-gap'. However, it is not known to what extent the identified barriers and facilitators to knowledge sharing and application also hold for the care and support of people with ID, due to its specific characteristics including long-term care. Therefore, we conducted a systematic review to identify which organisational factors are enabling and/or disabling in stimulating the sharing and application of knowledge in the care and support of people with ID. METHOD A systematic review was conducted using five electronic databases of relevant articles published in English between January 2000 and December 2015. During each phase of selection and analysis a minimum of two independent reviewers assessed all articles according to PRISMA guidelines. RESULTS In total 2,256 articles were retrieved, of which 19 articles met our inclusion criteria. All organisational factors retrieved from these articles were categorised into three main clusters: (1) characteristics of the intervention (factors related to the tools and processes by which the method was implemented); (2) factors related to people (both at an individual and group level); and, (3) factors related to the organisational context (both material factors (office arrangements and ICT system, resources, time and organisation) and immaterial factors (training, staff, size of team)). CONCLUSION Overall analyses of the retrieved factors suggest that they are related to each other through the preconditional role of management (i.e., practice leadership) and the key role of professionals (i.e. (in)ability to fulfill new roles).
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Affiliation(s)
- M C O Kersten
- Tilburg School of Social and Behavioural Sciences, Tilburg University, The Netherlands
- Dutch Association of Healthcare Providers for People with Disabilities (VGN), Utrecht, The Netherlands
| | - E F Taminiau
- Tilburg School of Social and Behavioural Sciences, Tilburg University, The Netherlands
| | | | - M C D P Weggeman
- Industrial Engineering and Innovation Sciences, Technical University Eindhoven, The Netherlands
| | - P J C M Embregts
- Tilburg School of Social and Behavioural Sciences, Tilburg University, The Netherlands
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Hodes MW, Meppelder M, de Moor M, Kef S, Schuengel C. Effects of video-feedback intervention on harmonious parent-child interaction and sensitive discipline of parents with intellectual disabilities: A randomized controlled trial. Child Care Health Dev 2018; 44:304-311. [PMID: 28868634 DOI: 10.1111/cch.12506] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/13/2015] [Revised: 05/16/2017] [Accepted: 07/30/2017] [Indexed: 11/29/2022]
Abstract
BACKGROUND This study tested whether video-feedback intervention based on attachment and coercion theory increased harmonious parent-child interaction and sensitive discipline of parents with mild intellectual disabilities or borderline intellectual functioning. METHODS Observer ratings of video-recorded structured interaction tasks at home formed pretest, post-test, and 3-month follow-up outcome data in a randomized controlled trial with 85 families. Repeated measures analyses of variance and covariance were conducted to test for the intervention effect and possible moderation by IQ and adaptive functioning. RESULTS The intervention effect on harmonious parent-child interaction was conditional on parental social adaptive behaviour at pretest, with lower adaptive functioning associated with stronger intervention benefit at post-test and follow-up compared to care as usual. Intervention effects were not conditional on parental IQ. Intervention effects for sensitive discipline were not found. CONCLUSION Although the video-feedback intervention did not affect observed parenting for the average parent, it may benefit interaction between children and parents with lower parental adaptive functioning.
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Affiliation(s)
- M W Hodes
- Section of Clinical Child and Family Studies, EMGO+ Institute for Health and Care Research, VU University Amsterdam, Amsterdam, The Netherlands.,ASVZ, Sliedrecht, The Netherlands
| | | | - M de Moor
- Section of Clinical Child and Family Studies, EMGO+ Institute for Health and Care Research, VU University Amsterdam, Amsterdam, The Netherlands
| | - S Kef
- Section of Clinical Child and Family Studies, EMGO+ Institute for Health and Care Research, VU University Amsterdam, Amsterdam, The Netherlands
| | - C Schuengel
- Section of Clinical Child and Family Studies, EMGO+ Institute for Health and Care Research, VU University Amsterdam, Amsterdam, The Netherlands
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Platje E, Sterkenburg P, Overbeek M, Kef S, Schuengel C. The efficacy of VIPP-V parenting training for parents of young children with a visual or visual-and-intellectual disability: a randomized controlled trial. Attach Hum Dev 2018; 20:455-472. [PMID: 29359632 DOI: 10.1080/14616734.2018.1428997] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Video-feedback Intervention to promote positive parenting-visual (VIPP-V) or visual-and-intellectual disability is an attachment-based intervention aimed at enhancing sensitive parenting and promoting positive parent-child relationships. A randomized controlled trial was conducted to assess the efficacy of VIPP-V for parents of children aged 1-5 with visual or visual-and-intellectual disabilities. A total of 37 dyads received only care-as-usual (CAU) and 40 received VIPP-V besides CAU. The parents receiving VIPP-V did not show increased parental sensitivity or parent-child interaction quality, however, their parenting self-efficacy increased. Moreover, the increase in parental self-efficacy predicted the increase in parent-child interaction. In conclusion, VIPP-V does not appear to directly improve the quality of contact between parent and child, but does contribute to the self-efficacy of parents to support and to comfort their child. Moreover, as parents experience their parenting as more positive, this may eventually lead to higher sensitive responsiveness and more positive parent-child interactions.
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Affiliation(s)
- Evelien Platje
- a Clinical Child and Family studies , Vrije Universiteit Amsterdam , Amsterdam , Netherlands
| | - Paula Sterkenburg
- a Clinical Child and Family studies , Vrije Universiteit Amsterdam , Amsterdam , Netherlands.,b Department of psychotherapy , Bartiméus , Doorn , Netherlands
| | - Mathile Overbeek
- a Clinical Child and Family studies , Vrije Universiteit Amsterdam , Amsterdam , Netherlands.,c Yulius Mental Health , Dordrecht , Netherlands
| | - Sabina Kef
- a Clinical Child and Family studies , Vrije Universiteit Amsterdam , Amsterdam , Netherlands
| | - Carlo Schuengel
- a Clinical Child and Family studies , Vrije Universiteit Amsterdam , Amsterdam , Netherlands
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Juffer F, Struis E, Werner C, Bakermans-Kranenburg MJ. Effective preventive interventions to support parents of young children: Illustrations from the Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD). J Prev Interv Community 2017. [DOI: 10.1080/10852352.2016.1198128] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Femmie Juffer
- Centre for Child and Family Studies, Leiden University, Leiden, The Netherlands
| | - Estelle Struis
- Centre for Child and Family Studies, Leiden University, Leiden, The Netherlands
| | - Claudia Werner
- Centre for Child and Family Studies, Leiden University, Leiden, The Netherlands
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Juffer F, Bakermans-Kranenburg MJ, van IJzendoorn MH. Pairing attachment theory and social learning theory in video-feedback intervention to promote positive parenting. Curr Opin Psychol 2017; 15:189-194. [DOI: 10.1016/j.copsyc.2017.03.012] [Citation(s) in RCA: 82] [Impact Index Per Article: 11.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2017] [Accepted: 03/17/2017] [Indexed: 11/16/2022]
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Schuengel C, Kef S, Hodes MW, Meppelder M. Parents with intellectual disability. Curr Opin Psychol 2017; 15:50-54. [PMID: 28813268 DOI: 10.1016/j.copsyc.2017.02.022] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2017] [Accepted: 02/10/2017] [Indexed: 10/20/2022]
Abstract
Questions around parents with intellectual disability have changed according to sociocultural shifts in the position and rights of people with intellectual disability. The early research focus on capacity for parenting has given way to a contextual model of parenting and child outcomes, increasingly tested in population-based samples. Epidemiological research shows that contextual variables such as low income, exposure to violence, and poor mental health partly account for negative outcomes. As theoretical models developed for other at risk populations prove increasingly helpful for understanding the challenges of parenting with intellectual disability, it becomes viable to adapt existing evidence-based parenting interventions and test these for this population. Ultimately, parenting research should become fully inclusive.
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Affiliation(s)
- Carlo Schuengel
- Vrije Universiteit Amsterdam, Faculty of Behavioural and Movement Sciences and Amsterdam Public Health Institute, Van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands.
| | - Sabina Kef
- Vrije Universiteit Amsterdam, Faculty of Behavioural and Movement Sciences and Amsterdam Public Health Institute, Van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands
| | - Marja W Hodes
- Vrije Universiteit Amsterdam, Faculty of Behavioural and Movement Sciences and Amsterdam Public Health Institute, Van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands; ASVZ, Postbus 121, 3360 AC Sliedrecht, The Netherlands
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van den Broek EGC, van Eijden AJPM, Overbeek MM, Kef S, Sterkenburg PS, Schuengel C. A Systematic Review of the Literature on Parenting of Young Children with Visual Impairments and the Adaptions for Video-Feedback Intervention to Promote Positive Parenting (VIPP). JOURNAL OF DEVELOPMENTAL AND PHYSICAL DISABILITIES 2016; 29:503-545. [PMID: 28496296 PMCID: PMC5403903 DOI: 10.1007/s10882-016-9529-6] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
Secure parent-child attachment may help children to overcome the challenges of growing up with a visual or visual-and-intellectual impairment. A large literature exists that provides a blueprint for interventions that promote parental sensitivity and secure attachment. The Video-feedback Intervention to promote Positive Parenting (VIPP) is based on that blueprint. While it has been adapted to several specific at risk populations, children with visual impairment may require additional adjustments. This study aimed to identify the themes that should be addressed in adapting VIPP and similar interventions. A Delphi-consultation was conducted with 13 professionals in the field of visual impairment to select the themes for relationship-focused intervention. These themes informed a systematic literature search. Interaction, intersubjectivity, joint attention, exploration, play and specific behavior were the themes mentioned in the Delphi-group. Paired with visual impairment or vision disorders, infants or young children (and their parents) the search yielded 74 articles, making the six themes for intervention adaptation more specific and concrete. The rich literature on six visual impairment specific themes was dominated by the themes interaction, intersubjectivity, and joint attention. These themes need to be addressed in adapting intervention programs developed for other populations, such as VIPP which currently focuses on higher order constructs of sensitivity and attachment.
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Affiliation(s)
| | | | - Mathilde M. Overbeek
- Faculty of Behavioural and Movement Sciences, Clinical Child and Family Studies and the EMGO+ Institute for Health and Care Research, Vrije Universiteit Amsterdam, Van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands
| | - Sabina Kef
- Faculty of Behavioural and Movement Sciences, Clinical Child and Family Studies and the EMGO+ Institute for Health and Care Research, Vrije Universiteit Amsterdam, Van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands
| | - Paula S. Sterkenburg
- Faculty of Behavioural and Movement Sciences, Clinical Child and Family Studies and the EMGO+ Institute for Health and Care Research, Vrije Universiteit Amsterdam, Van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands
- Bartiméus, P.O. Box 87, 3940 AB Doorn, The Netherlands
| | - Carlo Schuengel
- Faculty of Behavioural and Movement Sciences, Clinical Child and Family Studies and the EMGO+ Institute for Health and Care Research, Vrije Universiteit Amsterdam, Van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands
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16
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Callow E, Tahir M, Feldman M. Judicial Reliance on Parental IQ in Appellate-Level Child Welfare Cases Involving Parents with Intellectual and Developmental Disabilities. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2016; 30:553-562. [PMID: 27891762 DOI: 10.1111/jar.12296] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/26/2016] [Indexed: 11/29/2022]
Abstract
BACKGROUND Parents with intellectual and developmental disabilities (IDDs) are over-represented in child welfare cases. Although IQ per se is an invalid indicator of parenting abilities, this study examined the prevalence of judicial consideration of parental IQ test evidence in US appellate cases. METHODS The present authors conducted Boolean searches of Westlaw Corporation's case database since 1999. The present authors used a six-question checklist to survey the 42 most recent American appellate cases involving termination of parental rights (TPR) decisions that included evidence of parental intellectual and developmental disabilities based on IQ. RESULTS In 86% of cases, parental low IQ was presented as a barrier to parenting competence. Higher courts uphold TPR decision in 81% of cases involving parents with intellectual and developmental disabilities. CONCLUSIONS Parental IQ scores are routinely relied upon to judge parenting capacity in custody cases where parents have intellectual and developmental disabilities. The present authors recommend more comprehensive assessments examining a broader range of contextual variable that may impact on parenting abilities.
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Affiliation(s)
- Ella Callow
- National Center for Parents with Disabilities and their Families, Berkeley, CA, USA
| | - Munazza Tahir
- Centre for Applied Disability Studies, Brock University, St. Catharines, ON, Canada
| | - Maurice Feldman
- Centre for Applied Disability Studies, Brock University, St. Catharines, ON, Canada
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17
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Hodes MW, Meppelder M, de Moor M, Kef S, Schuengel C. Alleviating Parenting Stress in Parents with Intellectual Disabilities: A Randomized Controlled Trial of a Video-feedback Intervention to Promote Positive Parenting. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2016; 30:423-432. [PMID: 27878951 DOI: 10.1111/jar.12302] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/30/2016] [Indexed: 11/30/2022]
Abstract
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.
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Affiliation(s)
- Marja W Hodes
- VU University Amsterdam, Faculty of Behavioural and Movement Sciences and EMGO+ Institute for Health Research, Amsterdam, the Netherlands.,ASVZ, Sliedrecht, the Netherlands
| | | | - Marleen de Moor
- VU University Amsterdam, Faculty of Behavioural and Movement Sciences and EMGO+ Institute for Health Research, Amsterdam, the Netherlands
| | - Sabina Kef
- VU University Amsterdam, Faculty of Behavioural and Movement Sciences and EMGO+ Institute for Health Research, Amsterdam, the Netherlands
| | - Carlo Schuengel
- VU University Amsterdam, Faculty of Behavioural and Movement Sciences and EMGO+ Institute for Health Research, Amsterdam, the Netherlands
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18
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Lindberg L, Fransson M, Forslund T, Springer L, Granqvist P. Maternal Sensitivity in Mothers with Mild Intellectual Disabilities is Related to Experiences of Maltreatment and Predictive of Child Attachment: A Matched-Comparison Study. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2016; 30:445-455. [PMID: 27878912 DOI: 10.1111/jar.12300] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/26/2016] [Indexed: 11/28/2022]
Abstract
BACKGROUND Scientific knowledge on the quality of caregiving/maternal sensitivity among mothers with mild intellectual disabilities (ID) is limited and subject to many methodological shortcomings, but seems to suggest that these mothers are less sensitive than mothers without intellectual disabilities. METHODS In this matched-comparison study (N = 48), the present authors observed maternal sensitivity for 20 min in four different laboratory play situations. The study also included semi-structured interviews to assess maternal experiences of maltreatment and child attachment. RESULTS The present authors found significantly lower sensitivity among mothers with intellectual disabilities than among a comparison group of mothers without intellectual disabilities. Among mothers with intellectual disabilities, low sensitivity was related to maternal experiences of maltreatment and predictive of disorganized child attachment. In the comparison group, high maternal sensitivity was related to partner presence and social support, and predictive of child intelligence. CONCLUSIONS The present authors highlight the importance of attending to intellectual disabilities mothers' history of receiving care to understand their capacity for giving adequate care.
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Affiliation(s)
- Lene Lindberg
- Department of Public Health Sciences, Karolinska Institutet, Stockholm, Sweden
| | - Mari Fransson
- Department of Psychology, Uppsala University, Uppsala, Sweden
| | - Tommie Forslund
- Department of Psychology, Uppsala University, Uppsala, Sweden
| | - Lydia Springer
- SUF Resource Center, Uppsala County Council, Uppsala, Sweden
| | - Pehr Granqvist
- Department of Psychology, Stockholm University, Stockholm, Sweden
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19
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Overbeek MM, Sterkenburg PS, Kef S, Schuengel C. The effectiveness of VIPP-V parenting training for parents of young children with a visual or visual-and-intellectual disability: study protocol of a multicenter randomized controlled trial. Trials 2015; 16:401. [PMID: 26353825 PMCID: PMC4565007 DOI: 10.1186/s13063-015-0916-6] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2015] [Accepted: 08/18/2015] [Indexed: 11/10/2022] Open
Abstract
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).
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Affiliation(s)
- Mathilde M Overbeek
- Department of Clinical Child and Family Studies, VU University, Van der Boechorststraat 1, 1081 BT, Amsterdam, The Netherlands. .,EMGO+ Institute for Health and Care Research, VU University Medical Center, Amsterdam, The Netherlands.
| | - Paula S Sterkenburg
- Department of Clinical Child and Family Studies, VU University, Van der Boechorststraat 1, 1081 BT, Amsterdam, The Netherlands. .,EMGO+ Institute for Health and Care Research, VU University Medical Center, Amsterdam, The Netherlands. .,Bartiméus, Doorn, The Netherlands.
| | - Sabina Kef
- Department of Clinical Child and Family Studies, VU University, Van der Boechorststraat 1, 1081 BT, Amsterdam, The Netherlands. .,EMGO+ Institute for Health and Care Research, VU University Medical Center, Amsterdam, The Netherlands.
| | - Carlo Schuengel
- Department of Clinical Child and Family Studies, VU University, Van der Boechorststraat 1, 1081 BT, Amsterdam, The Netherlands. .,EMGO+ Institute for Health and Care Research, VU University Medical Center, Amsterdam, The Netherlands.
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20
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Juffer F, Steele M. What words cannot say: the telling story of video in attachment-based interventions. Attach Hum Dev 2015; 16:307-14. [PMID: 24972100 DOI: 10.1080/14616734.2014.912484] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
In this Introduction to the Special Issue The Use of Video in Attachment-Based Interventions, we describe how film and video made their entry in attachment theory and research and ultimately in attachment-based interventions. The role of film in helping to understand attachment had its roots several decades ago with the Robertsons' footage as a memorable example, while the role of video in helping to support attachment in the context of intervention started later but quickly increased with the rapid growth of smaller video cameras. Today the use of video and video feedback in attachment-based interventions is common, with applications in home-visiting programs, clinical treatment and therapy, and training modalities for parent coaches. In this Special Issue we highlight current work in this field, including illustrative case studies, clinical descriptions and process evaluations as well as rigorous randomized controlled trials.
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Affiliation(s)
- Femmie Juffer
- a Centre for Child and Family Studies , Leiden University , Leiden , The Netherlands
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