scholarly journals Metoda Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) w pracy terapeutycznej z rodzicami dzieci z grupy ryzyka rozwojowego

1970 ◽  
pp. 315-333
Author(s):  
Danuta Kopeć ◽  
Hanna Kubiak
Keyword(s):  
Family Environment ◽  
Video Feedback ◽  
Positive Parenting ◽  
Therapeutic Interventions ◽  
Parental Discipline ◽  
Feedback Intervention ◽  
Coercion Theory ◽  
The Family ◽  
Families With Children ◽  
Development Risk

Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) is a therapeutic intervention based on video-feedback which aims to support positive parenting and sensitive parental discipline. It is a part of evidence-based therapeutic interventions, which means that the effectiveness of the training has been confirmedin rigorously planned and carried out studies of both the general population and various clinical groups. The theoretical framework for VIPP-SD is attachment theory and coercion theory. The basic principle of intervention is referring to family resources in the therapeutic work, primarily in situations in which the correct course of a child’s development can be disturbed by both biological and environmental factors. The article presents the aspects of the application of VIPP-SD in the following clinical groups: families with children at risk of improper development, families in which the functioning of parents creates the development risk for children, and the family environment as a risk factor for children’s development.

scholarly journals Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline as a new psychological method of development support in Poland

2016 ◽  
Vol 47 (3) ◽  
pp. 250-257
Author(s):  
Małgorzata Wójtowicz-Dacka ◽  
Magdalena Miotk-Mrozowska
Keyword(s):  
Cultural Adaptation ◽  
Intervention Program ◽  
Video Feedback ◽  
General Information ◽  
Positive Parenting ◽  
Feedback Intervention ◽  
Video Training ◽  
Video Recordings ◽  
Development Support ◽  
Families With Children

Abstract This article will introduce a new method that has been available in Poland since 2015, based on video recordings, for families with children up to 5 years of age - the Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) (Juffer, Bakermans-Kranenburg, van IJzendoorn, 2008). The authors first discuss the current framework of development support psychology in Poland. Next, there is a review of methods based on video training. General information about the VIPP-SD intervention program is presented in the following part of the paper, focusing on international evidence-based studies supporting the effectiveness of the method. The need for a cultural adaptation and implementation of the VIPP-SD program in Poland is outlined.

scholarly journals Hygiene and Eating Healthy Habits and Practices in Spanish Families with Children Aged 6 to 14

2020 ◽  
Vol 17 (22) ◽  
pp. 8671
Author(s):  
Petra María Pérez Alonso-Geta ◽  
M. Carmen Bellver Moreno
Keyword(s):  
Family Environment ◽  
Fast Food ◽  
Feeding Habits ◽  
National Sample ◽  
Family Type ◽  
Balanced Diet ◽  
The Family ◽  
And Gender ◽  
Families With Children ◽  
Eating Fast

During childhood and pre-adolescence, the family environment is key to initiating and consolidating healthy styles in children through a balanced diet and basic hygiene habits. This study analyses hygiene, nutrition and health practices in Spanish families with children between 6 and 14 years of age according to the type of family (nuclear, single-parent or reconstituted) and the quantity, age and gender of the children. A representative Spanish national sample of 1103 Spanish parents, 270 fathers and 833 mothers, with children aged 6 to 14, is analysed. The study is descriptive, using statistical techniques with classic indicators (means, percentages). The results show that nuclear families manifest healthier habits, in general, and consider the consumption of pastries, ultra-processed food and excessive amounts of salt to be harmful. Furthermore, this family typology develops healthy and hygienic habits, such as brushing teeth daily, sleeping at least 8 h a day, drinking a glass of milk a day, eating fish more than once a week and eating fast food sporadically. They are also concerned about their children’s annual medical check-ups (paediatrician and dentist). It is concluded that the family type is related to the hygiene and feeding habits of the children.

Randomized Control Trial of Video-Feedback Intervention to Promote Positive Parenting in Lima, Peru: A Pilot Study

2018 ◽  
Vol 8 (5) ◽  
Author(s):  
Magaly Nóblega ◽  
Katherine Fourment ◽  
Juan Nuñez del Prado ◽  
Patricia Bárrig-Jó ◽  
Gabriela Conde ◽  
...  
Keyword(s):  
Pilot Study ◽  
Randomized Control Trial ◽  
Video Feedback ◽  
Positive Parenting ◽  
Feedback Intervention ◽  
Randomized Control

scholarly journals Parenting Models In Building The Religious Characters Of Children

2018 ◽  
Vol 2 (1) ◽  
pp. 39
Author(s):  
Heny Perbowosari
Keyword(s):  
Religious Education ◽  
Parenting Style ◽  
Family Environment ◽  
Positive Parenting ◽  
The Family ◽  
Role Of Parents ◽  
Character Building

<p>The religious character building is very important for the child and must be done starting from the family environment. The family has a responsibility in educating children, especially religious education. Religious education provided by parents will be the basis for children to behave in accordance with religious teachings. Parents play an important role in the child's religious character building, such as teaching obedience to religious teachings. A positive parenting style will have an impact on the formation of the child's religious character, especially the democratic style of parenting, in which the parent gives responsible freedom to the child. In the religious character building of children, the role of parents, are, provide exemplary, habituation, and dialogical communication with full warmth and affection.</p>

scholarly journals Positive parenting in foster care: Testing the effectiveness of a video-feedback intervention program on foster parents’ behavior and attitudes

2020 ◽  
Vol 110 ◽  
pp. 104779 ◽  
Author(s):  
Nikita K. Schoemaker ◽  
Femmie Juffer ◽  
Ralph C.A. Rippe ◽  
Harriet J. Vermeer ◽  
Marije Stoltenborgh ◽  
...  
Keyword(s):  
Foster Care ◽  
Intervention Program ◽  
Foster Parents ◽  
Video Feedback ◽  
Positive Parenting ◽  
Feedback Intervention

scholarly journals How does Minangkabau’s Family Communication Pattern Affects Cultural Preservation and Cultural Erosion?

2020 ◽  
Vol 18 (02) ◽  
pp. 104-116
Author(s):  
Dwi Rini Sovia Firdaus
Keyword(s):  
Family Communication ◽  
Family Environment ◽  
Common Sense ◽  
Cultural Preservation ◽  
Cultural Roots ◽  
Depth Interview ◽  
The Family ◽  
Cultural Erosion ◽  
Family Communication Pattern ◽  
Families With Children

This article aims to find a shift in Minangkabau culture that began from a family environment. This article studied four types of Minangkabau families with children aged 10-19 years. This study applied descriptive qualitative research methods with in-depth interview techniques. The SPEAKING model of Hymes was used to construct communication patterns within the family when passing down Minangkabau’s norms through storytelling to children. Norms that do not resemble Minangkabau cultural teachings were taught by families with Minang fathers, while families with non-Minang fathers taught norms that were similar to Minangkabau cultural teachings. This family always taught the value of survival and common sense due their status as migrants. In fact, this is the core value instilled by the ancestors of the Minangkabau people that was misunderstood by their younger generations. The meaning of survival and common sense value introduced by Minangkabau cultural teachings need to be clarified to children through their family environment, so that they can be closer to their own cultural roots. This condition makes them keen to build their own region equipped with positive values learned from the Minangkabau culture.

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