Objective: Present a systematic analysis of the outcome research concerning video feedback (VF) programs. Method: Twenty-nine studies published between 1990 and 2014 were examined. They focused on children 0–12 years old and had at least one control group. Results: VF programs were similar in design, with interventions focusing on parental and child behavior, parental sensitivity and attachment. In 41% of the measurements, the program effects were moderate or large in favor of the intervention groups, particularly regarding maternal sensitivity and children’s behavior. Components of the VF programs were also examined. Two general problems emerged: lack of transparency/specificity of many programs with respect to the components, and heterogeneity among instruments used for measurement. Conclusions: Future research should focus on articulating intervention components and a standardized approach to measurement. This would facilitate comparisons of approaches and increase the possibility of implementing VF programs with fidelity in different professional settings.
Children displaying early disruptive behaviour problems (DBP) in school are at risk for severe long-term problems. This study evaluated and compared a systemic school-based intervention, Marte Meo and Coordination meetings (MAC) with service as usual (SAU) in a randomised controlled trial. The teachers' and parents' ratings were collected before and after intervention. Target group were children aged 3-12 years that displayed DBPs in school (N = 99). MAC programme was more effective than SAU in reducing DBPs among school children based on teachers' reports (d ppc2 .30-.38), whereas the effect was equal according to parents' reports. It is possible to achieve changes in children's DBPs in a school setting. Advantages of MAC might be explained by a clear target for change enhancing children's development in school, but might also be explained by shortcomings in SAU, which seems to generate more services and personnel.
Children spend a lot of time in school, which is an important arena for socialisation. When children display problems related to mental health, school can serve as a detector as well as an arena for treatment. 1 It is established that children that display early disruptive behaviour problems (DBP) such as aggressiveness, truancy, noncompliance, defiance, impulsiveness or oppositional behaviour, are at high risk of severe long-term problems later in life, such as oppositional defiant disorder, conduct disorder and early adulthood psychiatric and emotional problems. 2 Teachers' observations have shown to accurately identify children displaying risk behaviour. 3 In addition, relying on teachers' observations also makes it possible to target children who display DBP in school, but do not display high levels of DBP at home. 3 Children displaying DBPs are most commonly referred to child mental health services, 4 and often receive
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