Wan Ming Wai, Johal Tarendeep K, Wittkowski Anja
Division of Psychology and Mental Health, School of Health Sciences, Faculty of Biology, Medicine and Health, The University of Manchester, Manchester Academic Health Science Centre, Jean McFarlane Building, Oxford Road, Manchester, M13 9PL, UK.
Greater Manchester Mental Health NHS Foundation Trust, Manchester, UK.
Clin Child Fam Psychol Rev. 2025 Mar;28(1):125-141. doi: 10.1007/s10567-025-00514-w. Epub 2025 Feb 1.
Video-aided feedback (VF) is a well-evidenced intervention technique to enhance the relationship between a parent and their young child. While parental acceptability is foundational to engagement and intervention efficacy, the parent's perspective is only now emerging as a valued consideration when evaluating VF-based interventions. This systematic review metasynthesised qualitative research on the experiences of primary caregivers with a young child (primarily 0-30 months) of participating in a VF parenting intervention. A search of nine databases yielded 17 studies (10 published since 2020) involving parents who had participated in range of VF-focussed programmes. Thematic synthesis identified six themes: (1) Getting past the fear and discomfort: Being 'good enough' and 'doing the right thing'; (2) The power of video: "I had never really noticed that before‟ (with two subthemes: video as validation and for seeing child behavioural intentionality; video as an agent for change); (3) The practitioner's skill and role in creating a safe space; (4) The approach was too intangible, inflexible, positive, unclear; (5) When the intervention is over: Positive change and generalisation; (6) Parental engagement and involvement: Barriers and enhancements. While most parents reported experiencing a range of interpersonal and intrapersonal benefits from taking part in a VF parenting intervention, having to overcome initial strong negative and uncomfortable feelings were an important part of the journey. Some parents could not see the value of the approach or did not perceive the intervention to meet their needs. Insights into parental experience are complementary to outcome-based evaluations. However, biased design (e.g., only one study included intervention non-completers) and variable study quality need addressing in future studies. Implications for practice are discussed.
视频辅助反馈（VF）是一种有充分证据支持的干预技术，可增强父母与幼儿之间的关系。虽然父母的接受度是参与度和干预效果的基础，但在评估基于VF的干预措施时，父母的观点才刚刚开始成为一个重要的考虑因素。本系统综述对主要照顾者（主要是0至30个月大的幼儿）参与VF育儿干预的经历进行了定性研究的元综合分析。对九个数据库的检索产生了17项研究（其中10项自2020年以来发表），涉及参与一系列以VF为重点项目的父母。主题综合分析确定了六个主题：（1）克服恐惧和不适：做到“足够好”和“做正确的事”；（2）视频的力量：“我以前从未真正注意到过”（有两个子主题：视频作为验证和观察儿童行为意图的工具；视频作为变革的推动者）；（3）从业者在创造安全空间方面的技能和作用；（4）方法过于无形、僵化、积极、不明确；（5）干预结束后：积极变化和推广；（6）父母的参与度和参与情况：障碍和促进因素。虽然大多数父母报告称，参与VF育儿干预让他们在人际关系和个人内心方面都受益，但必须克服最初强烈的负面和不适感受是这个过程的重要组成部分。一些父母看不到这种方法的价值，或者认为干预措施不能满足他们的需求。对父母经历的洞察与基于结果的评估相辅相成。然而，有偏见的设计（例如，只有一项研究纳入了未完成干预的参与者）和研究质量参差不齐的问题需要在未来的研究中加以解决。文中还讨论了对实践的启示。
