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Title: Using Video Interaction Guidance (VIG) to improve parent-child interactions and child behaviour outcomes and to reduce parental dysfunctional discipline and stress : an embedded case study
Author: Rooney, Damian
ISNI:       0000 0004 6060 2150
Awarding Body: Queen's University Belfast
Current Institution: Queen's University Belfast
Date of Award: 2016
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This study aims to explore whether a video-feedback intervention, namely Video Interaction Guidance, can improve both parent-child relationships and child behaviour outcomes and reduce parental stress. Three mother-child dyads were involved in this study, each receiving an individualised intervention using Video Interaction Guidance. The mothers involved in this intervention had previously completed the Incredible Years BASIC Parent Programme, however they continued to report difficulties at home in supporting their children’s social, emotional and behavioural development. Video Interaction Guidance was delivered to three mother-child dyads on an individual basis, across three cycles. Pre-, post-intervention and 6 months follow-up measures were administered. Parents also participated in semi-structured interviews prior to the intervention. Findings indicated each of the mothers showed positive changes in relation to parent stress and dysfunctional discipline. Two of the parents showed statistically and clinically significant changes in relation to parent stress. Each of the children showed positive changes in relation to the child behaviour outcomes, and two of the children showed statistically and clinically significant changes across a variety of domains on the behavioural outcome measure. Meaningful successes were documented when using VIG as an intervention for these parents. This study highlights the usefulness of incorporating a video feedback intervention for parents and children who did not see desired outcomes on completion of a parent-training programme alone.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available