Adapting a video-feedback intervention to support teacher–child interaction and behavior regulation of young children at school: A qualitative pilot study.
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| Title: | Adapting a video-feedback intervention to support teacher–child interaction and behavior regulation of young children at school: A qualitative pilot study. |
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| Authors: | Starreveld, Kim M.1 (AUTHOR) k.m.starreveld@vu.nl, Overbeek, Mathilde M.1,2 (AUTHOR), Willemen, Agnes M.1 (AUTHOR), Bakermans-Kranenburg, Marian J.3,4 (AUTHOR) |
| Source: | School Psychology International. Feb2024, Vol. 45 Issue 1, p16-35. 20p. |
| Subject Terms: | *Teacher-student relationships, *Research methodology, *Professional employee training, *Child behavior, *Parenting, *Qualitative research, *Elementary schools, Pilot projects, Self-control, Interviewing, Conceptual structures, Research funding, Descriptive statistics, Data analysis software, Thematic analysis, Video recording |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of School Psychology International is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. 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.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 174972676 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Adapting a video-feedback intervention to support teacher–child interaction and behavior regulation of young children at school: A qualitative pilot study. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Starreveld%2C+Kim+M%2E%22">Starreveld, Kim M.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> k.m.starreveld@vu.nl</i><br /><searchLink fieldCode="AR" term="%22Overbeek%2C+Mathilde+M%2E%22">Overbeek, Mathilde M.</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Willemen%2C+Agnes+M%2E%22">Willemen, Agnes M.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bakermans-Kranenburg%2C+Marian+J%2E%22">Bakermans-Kranenburg, Marian J.</searchLink><relatesTo>3,4</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22School+Psychology+International%22">School Psychology International</searchLink>. Feb2024, Vol. 45 Issue 1, p16-35. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+employee+training%22">Professional employee training</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+behavior%22">Child behavior</searchLink><br />*<searchLink fieldCode="DE" term="%22Parenting%22">Parenting</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink><br /><searchLink fieldCode="DE" term="%22Pilot+projects%22">Pilot projects</searchLink><br /><searchLink fieldCode="DE" term="%22Self-control%22">Self-control</searchLink><br /><searchLink fieldCode="DE" term="%22Interviewing%22">Interviewing</searchLink><br /><searchLink fieldCode="DE" term="%22Conceptual+structures%22">Conceptual structures</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Video+recording%22">Video recording</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of School Psychology International is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. 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.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/01430343231184001 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 16 Subjects: – SubjectFull: Teacher-student relationships Type: general – SubjectFull: Research methodology Type: general – SubjectFull: Professional employee training Type: general – SubjectFull: Child behavior Type: general – SubjectFull: Parenting Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Elementary schools Type: general – SubjectFull: Pilot projects Type: general – SubjectFull: Self-control Type: general – SubjectFull: Interviewing Type: general – SubjectFull: Conceptual structures Type: general – SubjectFull: Research funding Type: general – SubjectFull: Descriptive statistics Type: general – SubjectFull: Data analysis software Type: general – SubjectFull: Thematic analysis Type: general – SubjectFull: Video recording Type: general Titles: – TitleFull: Adapting a video-feedback intervention to support teacher–child interaction and behavior regulation of young children at school: A qualitative pilot study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Starreveld, Kim M. – PersonEntity: Name: NameFull: Overbeek, Mathilde M. – PersonEntity: Name: NameFull: Willemen, Agnes M. – PersonEntity: Name: NameFull: Bakermans-Kranenburg, Marian J. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 01430343 Numbering: – Type: volume Value: 45 – Type: issue Value: 1 Titles: – TitleFull: School Psychology International Type: main |
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