Benefits of video home training on families’ health and interaction: evaluation based on follow‐up visits

Häggman‐Laitila, Arja; Seppänen, Raija; Vehviläinen‐Julkunen, Katri; Pietilä, Anna‐Maija

doi:10.1111/j.1365-2702.2010.03241.x

Cited by 7 publications

(14 citation statements)

References 36 publications

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“…Our results support the idea that audiovisual materials, if properly designed and administered, can be an effective complementary tool in programs aimed at supporting parents, particularly when dealing with their first baby [8, 9, 19]. They also provide useful insight about the differential benefits of using such visual aids at different times during the first year of the baby.…”

Section: Discussionsupporting

confidence: 78%

“…When associated with active strategies to promote behavioural changes in caregivers, such as feed-back, coaching and role playing, parenting programmes appear to be more effective than when based on information alone [8–10]. …”

Section: Introductionmentioning

confidence: 99%

“…A variety of technological supports have been proposed in order to overcome these obstacles. The use of audiovisual aids for parental counselling has already been evaluated [14–16], and experiences have been described in which the interaction between children and parents was videotaped and discussed with families to promote early child development [8, 17–21]. Evidence on the efficacy of videotapes, DVDs or other electronic media conveying messages aimed at promoting good health practices is available for adults and children [22–25].…”

Section: Introductionmentioning

confidence: 99%

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Promoting effective child development practices in the first year of life: does timing make a difference?

et al. 2014

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BackgroundThere is an increasing need for parenting programs aimed at promoting parent–child interaction. A variety of interventions have been proposed. The use of audiovisual materials for parents has been shown to be effective but limited information is available on the optimal timing for its use, particularly for new parents during the first year of life of their children. The aim of this study is to compare the effectiveness of a video administered at two different times to first-time parents in modifying parental knowledge, attitudes and intentions with regards to effective care practices.MethodsOpen randomized controlled trial carried out in a referral mother and child hospital. Eligible parents were randomly assigned to receive a video at one month (early intervention) or at seven months (late intervention) of age of their child. The video addressed four specific activities related to early child development: reading aloud to the baby, early exposure to music, promotion of early socialization for parents and for children. The primary outcome was the proportion of parents who declared that their knowledge, attitudes and intentions changed after having seen the video at one or seven months of age of the child.ResultsOne hundred and five families were randomly allocated either to the early (53) or to the late (52) intervention group. For 99 families (52 in the early and 47 in the late group) a complete outcome evaluation was available. Parents included in the early administration group more frequently reported modifications in their knowledge of the suggested practices while parents in the late group more frequently reported a change in their attitudes. This finding was consistent across all four practices. The video was found to influence parental intentions in the great majority of interviewed parents with no significant difference between groups (82.7% and 87.2% in the early and late intervention group, respectively).ConclusionsAudiovisual materials can be an effective complementary tool in programs aimed at supporting parents, particularly those dealing with their first baby. The results provide some useful insights into the differential benefits of using audiovisual aids at different times during the first year of life of the baby.Trial registrationClinicalTrials.gov NCT02120430Electronic supplementary materialThe online version of this article (doi:10.1186/1471-2431-14-222) contains supplementary material, which is available to authorized users.

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Section: Discussionsupporting

confidence: 78%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Promoting effective child development practices in the first year of life: does timing make a difference?

et al. 2014

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“…Each of these clips was transcribed according to a system derived from Jefferson (2004) (see Table 1) and explored for conversational features that would contribute to our understanding of the learning process. This type of transcription indicates prosodic and intonation features as contextual cues (Gumperz 1982) Hyphen is used within a sentence marking the connection of successive talk with an interval (usually used when successive talk changes in structure and meaning but is also used when meaning stays the same).…”

Section: Datamentioning

confidence: 99%

“…Video footage provides the opportunity for reflection on everyday actions and can also provide an opportunity for reflexivity, where outcomes are expected to extend beyond a specific targeted behaviour into the realm of the social context in which complex tasks are co-constructed. Video Interaction Guidance (VIG) is a method that uses video feedback in one-to-one sessions in the workforce development context (James et al in press) or as a family intervention (for a meta-analysis, see Fukkink 2008;Häggman-Laitila 2010;Kennedy et al 2011).…”

Section: Introductionmentioning

confidence: 99%

Exploring transformative learning opportunities as part of the delivery of a video-based intervention

Collins

James

2013

JALPP

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A teacher of the deaf reported a change in perspective following her involvement as a participant in a therapeutic intervention known as video interaction guidance (VIG). We applied a model of transformative learning to validate this report and to explore how this process was initiated. We analysed the transcriptions of two video selections from a 35 minute therapy intervention session with the teacher of the deaf for indicators of stance. The teacher of the deaf’s change in stance is mapped in her discourse throughout the session to explore this learning process. The proposition is that particular discourse components can trigger a transformative learning process. Our analysis showed that the participant frequently used binary distinctions to structure their talk subsequent to the guide having introduced a dialectic exploration of a binary proposition. The object of the learning extends beyond the video component as the participant situates this learning in their wider communicative practices. We explore the ways in which the intervention facilitated this learning process and discuss the ways in which the potential for learning can be maximised.

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Microbial Spoilage in Packaged Beverages

Vijayalakshmi

Panneerselvam

Rajeswari

2019

Trends in Beverage Packaging

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Benefits of video home training on families’ health and interaction: evaluation based on follow‐up visits

Abstract: Video home training is applicable to family nursing owing to the concrete and interactive nature of the method. It supports the realisation of family centredness and family orientation.

Cited by 7 publications

References 36 publications

Promoting effective child development practices in the first year of life: does timing make a difference?

Promoting effective child development practices in the first year of life: does timing make a difference?

Exploring transformative learning opportunities as part of the delivery of a video-based intervention

Microbial Spoilage in Packaged Beverages

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