Video Interaction Guidance with Families: A Systematic Review of the Research

Autor/inn/en	Dodsworth, Emily; Kelly, Catherine; Bond, Caroline
Titel	Video Interaction Guidance with Families: A Systematic Review of the Research
Quelle	In: Educational & Child Psychology, 38 (2021) 3, S.48-61 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1611
Schlagwörter	Video Technology; Meta Analysis; Intervention; Interpersonal Communication; Research Reports; Family Counseling; Outcomes of Treatment; Parent Child Relationship; Fidelity; Outcome Measures; Evidence; Counseling Techniques + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Interpersonale Kommunikation; Research report; Forschungsbericht; Family counselling; Familienberatung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Evidenz; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode
Abstract	Aim: There is a growing evidence-base for the effectiveness of Video Interaction Guidance (VIG) in enhancing communication within relationships. Existing meta-analyses and systematic reviews include VIG within wider evaluations of similar interventions. This paper reviews the use of VIG within families, with a focus on its longer-term effectiveness. Method: A systematic literature review (SLR) was structured using PRISMA. It evaluated studies' methodological quality, appropriateness and relevance of focus, as well as reported outcomes. Findings: The SLR identified nine high- or medium-quality studies, of which six included follow-up measures. The review found that there is emerging evidence of positive outcomes being maintained beyond families' final shared reviews. Increased attunement and attachment in parent-child relationships were reported up to 20 months post-intervention. Limitations: Most studies used very small samples. Studies also varied in their descriptions of how VIG was carried out, potentially compromising intervention fidelity. Twenty-two outcome measures were used across nine studies, highlighting the need for more homogeneity in the conceptualisation and measurement of outcomes. Inconsistency in samples, outcomes measures and time points for data collection means that conclusions drawn from this review are done so tentatively. Conclusions: Increased attunement and attachment were reported consistently across a range of samples, indicating support for the proposed mechanisms for the effectiveness of VIG. However, long-term effectiveness studies are needed to demonstrate maintenance of these effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01