de Oliveira Rebeca Cristina, Altafim Elisa Rachel Pisani, Gaspardo Cláudia Maria, Linhares Maria Beatriz Martins
Faculty of Philosophy, Sciences, and Letters of Ribeirão Preto, University of São Paulo, Ribeirão Preto, Brazil.
Ribeirão Preto Medical School, University of São Paulo, Ribeirão Preto, Brazil.
Curr Psychol. 2023 Jun 1:1-13. doi: 10.1007/s12144-023-04786-9.
The present study examined the effectiveness of a personalized remote video feedback parenting program to improve mother-child interactions and child behavior outcomes among mothers of children with behavior problems in comparison to counterparts with no behavior problems. The sample comprised 60 mothers and their 2-to-6-year-old children, including children with behavior problems (BP = 19) and children without behavior problems (NoBP = 41). The Strengthening Bonds program included one in-person group session and remote personalized video feedback about their mother-child interactions in a play situation via smartphone for six weeks. Mother-child interactions were the primary outcome, and children's behaviors were the secondary outcome. Pre- and post-intervention assessments were performed. The mother-child interactions were recorded during free- and structured-play situations and were then analyzed by the Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO) and the Dynamics of the dyad activity coding system. Additionally, the mothers answered the Strengths and Difficulties Questionnaire. The results showed that, in the post-intervention, the mother-child interaction pattern improved in the BP group, especially in the teaching dimension of the PICCOLO. Also, after the program, more children with classification were in the BP group.
本研究检验了一项个性化远程视频反馈育儿计划的有效性，该计划旨在改善有行为问题儿童的母亲与孩子之间的互动以及儿童行为结果，并与没有行为问题的儿童的母亲进行比较。样本包括60位母亲及其2至6岁的孩子，其中有行为问题的孩子（BP = 19）和没有行为问题的孩子（NoBP = 41）。强化亲子关系计划包括一次面对面的小组会议，以及通过智能手机对她们在游戏情境中的母子互动进行为期六周的远程个性化视频反馈。母子互动是主要结果，儿童行为是次要结果。在干预前后进行了评估。在自由游戏和结构化游戏情境中记录母子互动，然后通过《与儿童的育儿互动：与结果相关的观察清单》（PICCOLO）和二元活动编码系统动态进行分析。此外，母亲们回答了《优势与困难问卷》。结果显示，在干预后，BP组的母子互动模式有所改善，尤其是在PICCOLO的教导维度上。而且，在该计划实施后，BP组中有更多具有分类的儿童。
