VIPP-School: Using video-feedback to enhance teacher sensitivity

Around the age of four most children find themselves in a new environment: primary school, where teachers start to play a key role in children’s lives. Longitudinal studies show that positive teacher–child relationships are associated with positive child functioning. The capacity of teachers to sensitively respond to the needs of children predicts positive interactions. However, during busy schooldays, teachers sometimes find it challenging to deal with children with externalising behaviours. The Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) is proven to be effective in enhancing sensitive caregiving in different types of families and daycare settings. Given the effectiveness of VIPP-SD, we aim to test its potential for supporting teachers in the interaction with children with externalising behaviour.

We adapted VIPP-SD for use within primary schools (VIPP-School) and tested its feasibility in a pilot. I will explain how principles of the attachment theory are incorporated in VIPP-School and share some results of the feasibility study: the participating teachers (n=3) noted the time investment, but they appreciated the video fragments as a great means to become more aware of small signals of the child and their own reactions to these signals. Based on the feasibility study changes to the format and materials of the intervention were made. Currently, we are testing VIPP-School in a randomized controlled trial. Teacher-child dyads are randomly assigned to either VIPP-School (six school visits) or a control group receiving a dummy intervention (online calls). The design and hypotheses of the study will be presented.