IAC Pre-Conference Workshop August 26th-29th Video-feedback Intervention to Promote Positive Parenting & Sensitive Discipline (VIPP-SD)

Centre for Child & Family Studies, Leiden University, Leiden, the Netherlands Trainer: Estelle Struis

This 4-day pre-conference workshop (9:00 am-5:00 pm daily) provides an intensive training in the use of Video-feedback Intervention to promote Positive Parenting Sensitive Discipline (VIPP-SD). Participants will be taught how to apply the VIPP-SD and given guided practice by means of illustrations and exercises. Language of instruction will be English. Participants are expected to attend all sessions of the training and have read the book Promoting Positive Parenting: An attachment-based intervention (Juffer, Bakermans-Kranenburg, & Van IJzendoorn, 2008). The fee covers the cost of the training and all materials (intervention manual, practice DVD, handouts) that will be provided during the training. VIPP-SD is an attachment-based intervention aimed at increasing sensitivity and improving discipline strategies of caregivers in order to encourage positive interaction between caregiver and child, and to prevent or reduce behavioral problems in children aged 1 to 5 years. The use of video feedback - working with video fragments of the caregiver and child involved in the intervention - is a crucial element of VIPP-SD. Effectiveness The effectiveness of the intervention program has been demonstrated in various countries and for different target groups in scientific research with subjects randomly assigned to intervention or control groups, including pre- and post-tests. VIPP has been shown to increase sensitivity in mothers with an insecure attachment representation, and in adoptive mothers. In families where mothers suffer from an eating disorder, VIPP reduces conflicts at mealtimes. The effectiveness of VIPP-SD (VIPP with an additional focus on sensitive discipline) has been demonstrated in a randomized control trial with families with 1 to 3-year olds who

had high levels of externalizing behavior. Mothers showed more positive discipline strategies after the intervention than the mothers in the control group did. They also demonstrated a more positive attitude towards sensitive parenting and sensitive discipline. In families with high levels of daily stress or marital problems, a reduction of overactive behavior in the children was found. In the intervention group, children with a specific genotype that has been linked to the development of ADHD showed a strong reduction in externalizing behavior. Recent research has shown that VIPP-SD significantly improves the quality of homebased child care. Currently VIPP-SD is being tested in child care, in families with a Turkish background, in families with children with Autistic Spectrum Disorders, and in foster families. Structure and content The VIPP-SD program is carried out at the familys home or at child care, and consists of six sessions. Each visit starts with a recording session, after which the recordings of the previous visit are viewed and discussed (video feedback). The intervention is divided into three phases, each containing two sessions. Phase 1 (sessions 1 and 2) focuses on the childs perspective. In addition to building a positive relationship with the caregiver, exercises are done together with the caregiver in observing the behavior of the child, and empathizing with the child. Strategies that can help to offer the child an alternative for disobedient behavior are discussed, and caregivers are encouraged to praise their children and give them compliments when they behave in a positive way. In Phase 2 (sessions 3 and 4) the behavior of the caregiver when dealing with the child is actively addressed. The caregiver is shown how and when positive parenting behavior is effective, and the intervener will discuss how this positive behavior can also be used in different situations. Phase 3 consists of two booster sessions (sessions 5 and 6) in which all themes are addressed once more. The following table shows the most important themes per session.
Themes VIPP-SD per session: Session 1 2 2 4 5+6 Sensitivity Attachment and exploration Speaking for the child Sensitivity chain Sharing emotions booster session (all themes) Discipline Induction and distraction Positive reinforcement Sensitive time-out Empathy for the child booster session (all themes)

Program of the training Day 1: After an introductory lecture on the theoretical and empirical basis of VIPP-SD, practical guidelines are discussed and participants practice with making an interaction profile and with the technique of speaking for the child. Day 2: Participants are introduced to the sensitivity and discipline themes of sessions 1 and 2 and during exercises learn how implement these themes in video feedback. Day 3: The same for sessions 3 and 4. Day 4: The same for sessions 5 and 6. During the course the trainer will discuss possibilities for further (individual) feedback and supervision during implementation of VIPP-SD in practice.