This study tested the attachment-based intervention program Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) in a randomized controlled trial with poor families of toddlers screened for professional's concerns about the child's caregiving environment. The VIPP-SD is an evidence-based intervention, but has not yet been tested in the context of poverty. The sample included 43 families with 1- to 4-year-old children: mean age at the pretest was 29 months and 51% were boys. At the pretest and posttest, mother-child interactions were observed at home, and mothers reported on family functioning. The VIPP-SD proved to be effective in enhancing positive parent-child interactions and positive family relations in a severely deprived context. Results are discussed in terms of implications for support services provided to such poor families in order to reduce intergenerational risk transmission.

This study tested the effectiveness of the attachment-based program Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD; F. Juffer, M.J. Bakermans-Kranenburg, & M.H. van IJzendoorn, 2008) in decreasing harsh discipline of 43 mothers and their 1- to 4-year-old-children from severely deprived families. Based on previous studies, parenting stress was tested as a potential moderator of intervention effects on harsh discipline. Using a randomized control design, maternal harsh discipline was observed during home visits at the pretest and posttest, and mothers filled in questionnaires at both assessments. The VIPP-SD proved to be effective in decreasing maternal harsh discipline, but only for mothers who experienced higher levels of parenting stress at intake. These findings provide support for the program's ability to improve parenting in families who are most at risk for harsh parenting and for potentially maltreating child-parent interactions. The results are discussed in terms of the VIPP-SD elements most relevant to decreasing harsh discipline, and the challenges of parenting interventions in severely deprived populations.

No abstract

Based on a holistic perspective of education that articulates school pedagogy and social pedagogy, the main goal of this paper is to identify effective ways to ensure the right to education to vulnerable and marginalised young people who have dropped out of school. The research leading to this paper was part of a European research project which investigated how young people’s responses to conflict can provide opportunities for positive social engagement. This specific study explored early school leaving and school re-engagement from the point of view of a group of 20 Portuguese young early school leavers who later returned to school through Second Chance Education. Through a qualitative approach using individual in-depth interviews, participant observation and focus group, the study sought to offer a comprehensive reading of early school leaving and school re-engagement by addressing the diversity of motivations, experiences, factors and consequences associated with them, as well as the role that educational policies and school factors can play in it. The study’s findings revealed that, for many socially and economically vulnerable youngsters, mainstream schools are places of individual failure and interpersonal conflict where they don’t feel welcomed and from which they stop expecting positive outcomes. This favours a progressive disengagement from education that reinforces social marginalisation. However, the findings also showed that by engaging in second chance education projects, youngsters develop greater commitment to education and identify relevant positive changes in terms of personal and skills’ development, behavioural adjustment and establishment of life goals. According to the participants’ experiences, the holistic and individualised socio-pedagogical approach of such projects is particularly apt to respond to their needs. Community-based educational approaches, practical and participatory learning environments, and the emotional investment and support from teachers and staff are shown to be the most effective socio-educational features when trying to re-engage vulnerable young people in education.

No abstract

A correspondência relativa a este artigo deverá ser enviada para:

High attrition rates are a consistent concern of parent intervention research in risk samples. The present study used the Video Feedback Intervention to Promote Positive Parenting and Sensitive Discipline with a group of Portuguese mothers with 1 to 4 year old children from very disadvantaged backgrounds and referred by social or health professionals as being at risk for problematic parenting. This study aims to characterize this low SES sample and to examine the rates of drop out.

Family foster care (FFC) is the preferred out-of-home care measure for the protection of children and youth through Europe, in accordance with research findings of its superiority in meeting developmental needs of children and youth. Portugal, however, does not accompany the European trend in the implementation of FFC. Even after changes made to the law, prioritizing FFC, it represents only 2,7% of out-of-home placements (Instituto de Segurança Social, I.P. [ISS-IP], 2020).The main goal of this exploratory and descriptive study is to understand the perceptions of Portuguese child protection professionals concerning FFC. 101 participants, from different professional backgrounds and child protection contexts, filled out a questionnaire. Main findings show a heterogeneous degree of familiarity to FFC, and a generally positive although reserved attitude to it. Professionals seem to value its child-centred approach and ability to promote child development and healthy attachment relationships, due to the benefits of a family environment. Participants identified regulations and procedures related to selection, evaluation, training, and support to foster families both as obstacles and necessary conditions for placement success, indicating important arenas where change urges.