Video interaction guidance: exploration of the experiences of two parent-child dyads

Newbery, Helen Victoria (2015). Video interaction guidance: exploration of the experiences of two parent-child dyads. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Parenting plays a vital role in determining a child's development and future life opportunities. Irrespective of the skills and resources parents bring to parenting some parents still find the role challenging. A number of key interventions designed to improve parent-child relationships are reviewed, with evidence abstracted suggesting that Video Interaction Guidance (VIG) affords an effective intervention leading to positive behaviour change when used with parents and their children.

This study explores the experiences of VIG from two parent (mother)-child dyads. Utilising a pragmatic, case study design, it explores two parents' and their children's views of their experiences of VIG intervention and examines whether any changes are sustained over time. Furthermore, it seeks to illuminate how VIG has contributed toward any assessed changes, and what users perceive as key features facilitating and/or compromising positive experiences of the intervention and its outcomes.

Findings suggest that both parents and children valued quality time together, invested in shared activities, and developing a greater capacity for self-reflection as features of VIG that had contributed to its success as both a process and in its outcomes.

Type of Work: Thesis (Doctorates > Ap.Ed.&ChildPsy.D.)
Award Type: Doctorates > Ap.Ed.&ChildPsy.D.
College/Faculty: Colleges (2008 onwards) > College of Social Sciences
School or Department: School of Education
Funders: None/not applicable
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > LB Theory and practice of education


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