“Strengthening Bonds Program” to Promote Positive Mother-Child Interactions via Exclusively Remote Video-Feedback: Feasibility and Usability

• In Event: Poster Session 04
  In Poster Session: PS 04 Topic - Parenting & Parent-Child Relationships

Abstract

Parenting intervention can include video-feedback strategy, in which videos are analyzed and discussed with the parents to provide guidelines for promoting positive parenting and improving mother-child interactions and child development (Balldin, Fisher, & Wirtberg, 2018). Usually, the preventive programs adopt live-video-feedback strategy and few programs use a remote-feedback sending messages via WhatsApp. The present study aimed to examine the feasibility and usability of a parenting program using a video-feedback personalized strategy, delivered remote exclusively. The Strengthening Bonds Program (SBP) is a preventive remote video-feedback program to improve positive mother-child interactions and parenting practices and to reduce child behavior problems (Linhares, Altafim, Gaspardo, & Oliveira, 2019;). The sample included nine mothers of 2-to-4-year-old children, of medium-low income families. During the pandemic period, the face-to-face session component of the SBP was modified into videos using mother-model and cards. The SBP remote version exclusively comprises eight sessions. First, there is a video record session of mother-child interactions in a play-situation. Second, the mothers received remotely video-feedback, in short-videoclips personalized of mother-child interactions sent via WhatsApp, during 6-weeks. These videos were previously edited, including mixed-clips of two different parts: animated clips with instructions about positive mother-child interactions and mother-child dyad personalized clips, including positive feedback through subtitles and emojis. Six edited video-clips were sent weekly to the mothers´ smartphones, including two of each positive interaction dimensions (responsivity, reciprocity, directivity). Third, a complementary material was developed for the remote version exclusively, composed of instructional cards and videos about positive/negative mothers` interaction, and stickers. During the program, the facilitators maintain continuously interaction with the mothers, with messages about the visualization of the videos, aiming to assess engagement and satisfaction. The pre- and post-intervention remote assessment included one session to video-record mother-child interaction in a play-situation and the mother-report of parental practices (ACT scale; Silva, 2011) and child behavior (Strengths and Difficulties Questionnaire [SDQ]; Goodman, 1997). The analysis of the videos of mother-child interaction was performed by a blind researcher using Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO) (Roggman, Cook, Innocenti, Norman, & Christiansen, 2013). Complementarily, the mothers answered a feedback questionnaire about the usability of the program. The statistical descriptive analysis and the comparison between groups were performed (Wilcoxon test; p ≤ 0.05). The results showed that, in comparison to the pre-intervention, the mothers improved significantly the positive discipline (Pre = 23[20-25] and Post= 25[23-23]; p = 0.05) and, marginally, the communication (Pre = 14[8-15] and Post= 15[10-15]; p = 0.07). The child prosocial behavior increased significantly in the post- intervention compared to the pre-intervention (Pre = 8[2-10] and Post= 9[7-10]; p = 0.04). Regarding the usability, the mothers watched all the model videos and 5 or 6 of the personalized videos, interacted with the facilitators, reported satisfaction with the dosage and components of the program, and highlighted the learnings about relationships and play with their children. In conclusion, the SBP applied in an exclusively remote way achieved feasibility and usability qualities and showed promising findings of effectiveness.

Authors

• Maria Beatriz Martins Linhares, Universidade de São Paulo (USP)
  Presenting Author

• Elisa Rachel Pisani Altafim, Universidade de São Paulo (USP)
  Non-Presenting Author

• Claudia Maria Gaspardo, University of Sao Paulo
  Non-Presenting Author

• Rebeca Cristina de OLIVEIRA, Universidade de São Paulo (USP)
  Non-Presenting Author