Video Interaction Guidance: The Parents’ Perspective

A systematic literature review, limited to research using qualitative methods, was conducted and eleven studies identified as meeting the inclusion criteria.

The studies were weighted according to their methodological rigour and appropriateness for the review question and the findings discussed.

The group support and non-judgemental ethos of the programmes was highly valued by parents, as was the opportunity to meet other parents in similar situations to themselves.

Three models of parenting support were posited as being used by parents at different points and for different purposes and an interaction between parental self worth and feelings of control was identified.

The review paper looked at studies exploring parenting programmes that used a group approach, which raised questions such as how does the parental perspective differ in interventions that take an individual approach, such as VIG.

The empirical paper sought to develop an understanding of the mechanisms underlying the success of Video Interaction Guidance (VIG) from the perspective of parents.

Interview data from three case studies were analysed using Interpretative Phenomenological Analysis, complemented by data gathered from parent diaries, video of the parents and their children pre and post intervention and questionnaires scoring the parents' self-efficacy and their child's behaviour.

Support was found for the theory of Attunement, in particular parents referred to developing a process focus to their play.

Parents' attributions about their child's behaviour also changed and support was found for Social Learning Theory as a key factor in VIG.

Although the parents reported an increase in self-efficacy in the interviews, this was not supported by the questionnaire with two out of the three parents recording no change.

Understanding of the long-term effects of VIG was identified as a key area for future research.