The use of video feedback to promote positive parenting as part of the Holding Hands Parenting Programme

Behavioural difficulties and challenging behaviours displayed in early childhood are one of the most commonly reported stress factors by parents and carers (McPherson, Lewis, Lynn, Haskett & Behrend, 2009).

Further, behavioural difficulties are a consistent indicator of possible parenting difficulties and raised levels of family stress (Tremblay, Nagin, Seguin, Zoccolillo, Zelazo & Boivin, 2004).

Typically behaviour issues in preschool are the most common issue for parents to seek professional advice and support on (Kazdin, Bass, Ayers & Rodgers, 1990).

Behavioural family interventions (BFIs) based on social learning principles are among the most powerful and thoroughly evaluated interventions available to assist children with conduct problems.

The focus of the systematic review examined the effectiveness of using video feedback in parenting programmes, exploring the outcomes of both group and individual delivery.

The evidence for using video as a method of change for promoting positive parenting and reducing challenging behaviours in pre-school children was explored.

The review highlighted that the use of video coupled with feedback and/or discussion in parent training interventions, is effective in supporting parents to develop the skills and confidence to manage behaviours.

In addition, parents were found to experience less stress and have more enjoyable experiences of parenting.

The empirical paper therefore aimed to explore the effectiveness of using individual video feedback to increase constructive parenting and promote positive parent-child interactions.

The study adopted a quantitative methodology employing a single group repeated measures design in order to assess changes across a range of parent and child outcomes.

At post-test, the study showed significant improvements in parental perceptions of the frequency of challenging behaviours displayed by their child.

Furthermore, parents use of specific and labelled praise increased and parental perceptions of their ability to ignore ineffective behaviour were extended.

The results have implications for the practice of Educational Psychologists and parenting programmes aimed to reduce challenging behaviours and increase parent-child relationships.