TY - JOUR
T1 - Video-feedback intervention to promote positive parenting and sensitive discipline in early elementary education (VIPP-School)
T2 - a randomized controlled trial
AU - Starreveld, Kim M.
AU - Overbeek, Mathilde M.
AU - Willemen, Agnes M.
AU - Bakermans-Kranenburg, Marian J.
N1 - Publisher Copyright:
© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2024
Y1 - 2024
N2 - The VIPP-SD (Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline) program has been shown to promote positive interactions between parents and children with behavior problems. This study evaluated an adapted version for teachers (VIPP-School) through a parallel-group randomized controlled trial involving 58 teacher–child dyads from kindergarten to second grade. Teacher–child dyads were randomly assigned to VIPP-School (n = 28) or an active control group (n = 30). Intention-to-treat analyses showed improvements in teacher sensitivity (d = 0.87) and supportive teacher classroom interactions (d = 0.53) in the VIPP-School condition compared to the control condition. VIPP-School had no significant effect on teachers’ observed sensitive discipline (although changes were in the expected direction), nor on reported child externalizing behavior, overall relationship quality, school happiness or teacher self-efficacy. These findings show that the intervention, originally developed for families, could be effectively applied to early elementary education. The limited number of sessions increases the feasibility of VIPP-School.
AB - The VIPP-SD (Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline) program has been shown to promote positive interactions between parents and children with behavior problems. This study evaluated an adapted version for teachers (VIPP-School) through a parallel-group randomized controlled trial involving 58 teacher–child dyads from kindergarten to second grade. Teacher–child dyads were randomly assigned to VIPP-School (n = 28) or an active control group (n = 30). Intention-to-treat analyses showed improvements in teacher sensitivity (d = 0.87) and supportive teacher classroom interactions (d = 0.53) in the VIPP-School condition compared to the control condition. VIPP-School had no significant effect on teachers’ observed sensitive discipline (although changes were in the expected direction), nor on reported child externalizing behavior, overall relationship quality, school happiness or teacher self-efficacy. These findings show that the intervention, originally developed for families, could be effectively applied to early elementary education. The limited number of sessions increases the feasibility of VIPP-School.
KW - Behavior problems
KW - randomized controlled trial
KW - sensitive discipline
KW - sensitivity
KW - teacher–child interaction
UR - http://www.scopus.com/inward/record.url?scp=85208254085&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85208254085&partnerID=8YFLogxK
U2 - 10.1080/14616734.2024.2419621
DO - 10.1080/14616734.2024.2419621
M3 - Article
AN - SCOPUS:85208254085
SN - 1461-6734
VL - 26
SP - 545
EP - 566
JO - Attachment and Human Development
JF - Attachment and Human Development
IS - 6
ER -