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VIPP-SD

The VIPP-SD is a short-term (preventive) intervention for caretakers of children in the age of 1 to 6 years old. The program is carried out at the family’s home and consists of 7 visits (sessions) of approximately 2 hours each. Caregivers learn to see the world through the eyes of their child. They are provided with guidance regarding sensitive parenting behaviour, setting boundaries and regulating unruly or disobedient behaviour of the child.

Aim of the VIPP-SD

The intervention is aimed at improving the caregiver-child relationship and to prevent or reduce behaviour problems in children. For cargivers of infants between 6 and 12 months old, the program can be used without the ‘Sensitive Discipline’ component.

During the visits several video recordings are made of diverse cargiver-child interactions in everyday (play)situations. Thereafter the recordings of the previous visit viewed are discussed by the caregiver and intervener. While discussing the recordings, the caregiver and intervener work together on:

  1. increasing the observational skills of caregivers.
  2. increasing caregivers’ knowledge about the upbringing and development of young children.
  3. increasing the capacity of caregivers to empathize with their children.
  4. making the caregiving behaviour more effective by using sensitive responsiveness and sensitive discipline. VIPP Video feedback Intervention to promote Positive Parenting

VIPP Video feedback Intervention to promote Positive Parenting

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Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) has been developed by the Institute of Education and Child Studies at Leiden University, by Femmie Juffer, Marian Bakermans-Kranenburg, and Marinus van IJzendoorn, professors at the Institute of Education and Child Studies. The method is based on attachment theory developed by John Bowlby (1969) and Mary Ainsworth (Ainsworth et al., 1974). In addition, principles from ‘coercion’ theory of Gerald Patterson (1982) are incorporated into the method.

Effective elements are the use of video-feedback, whereby the caregiver is its own model, and is acknowledged as the expert of the child. The focus lies on increasing sensitivity through reinforcement of the strong points of parenting behaviour, positive child behaviour and positive caregiver-child interactions. The current VIPP-SD intervention was finalized in 2008 and training courses for professionals have been provided by the VIPP Training and Research Centre ever since.

The intervention consists of a short introduction visit, followed by 6 visits with video-feedback. During the introduction visit the caregiver receives information about the method of the intervention with the video-feedback, and the first video recordings will be made of some everyday (play)situations. Every next visit (except for visit 7) starts with a recording session, after which the recordings of the previous visit are viewed and discussed by the caregiver and intervener. In visit 2 to 5 this is done on the basis of central themes for sensitive parenting and disciplining. Visits 6 and 7 are booster sessions in which all themes are discussed again. Below you will find an overview of the main themes per visit:

  Sensitivity Discipline
Home visit 2 Exploration versus attachment behaviour  Inductive discipline and distraction 
Home visit 3 The child’s point of view  Positieve reinforcement
Home visit 4 Sensitivity chain Sensitive time-out
Home visit 5 Sharing emotions Empathy for the child

The target group consists of caregivers who experience problems with sensitive parenting or setting boundaries to a child aged 1 to 6 years, resulting in caregiver-child relationship problems and/or (an increased) risk of external behavioural problems like aggression, oppositional behaviour and overactive behaviour from the child.

The VIPP-SD intervention can be implemented by all professionals working with caregivers of young children. Professionals include (special needs) educationalists, psychologists, (social psychiatric) nurses, social workers, social therapists, pedagogical staff, employees of infant welfare centres, child psychiatrists, behavioural scientists and trainees in similar or related fields.
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