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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
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
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22Kim+M%2E+Starreveld%22">Kim M. Starreveld</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1107-9151">0000-0002-1107-9151</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mathilde+M%2E+Overbeek%22">Mathilde M. Overbeek</searchLink><br /><searchLink fieldCode="AR" term="%22Agnes+M%2E+Willemen%22">Agnes M. Willemen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0912-2608">0000-0002-0912-2608</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marian+J%2E+Bakermans-Kranenburg%22">Marian J. Bakermans-Kranenburg</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7763-0711">0000-0001-7763-0711</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22School+Psychology+International%22"><i>School Psychology International</i></searchLink>. 2024 45(1):16-35.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Teachers%22">Early Childhood Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Scheduling%22">Scheduling</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink>
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  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.
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        Value: 10.1177/01430343231184001
    Languages:
      – Text: English
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        PageCount: 20
        StartPage: 16
    Subjects:
      – SubjectFull: Video Technology
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Interaction
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      – SubjectFull: Student Behavior
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      – SubjectFull: Intervention
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      – SubjectFull: Early Childhood Teachers
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Behavior Problems
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      – SubjectFull: Scheduling
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      – SubjectFull: Teacher Collaboration
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      – SubjectFull: Netherlands
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      – TitleFull: 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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              Y: 2024
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