Video Feedback Intervention With Children: A Systematic review

Objective: Present a systematic analysis of the outcome research concerning video feedback (VF) programs. Method: Twenty- nine studies published between 1990 and 2014 were examined. They focused on children 0–12 years old and had at least one control group. Results: VF programs were similar in design, with interventions focusing on parental and child behavior, parental sensitivity and attachment. In 41% of the measurements, the program effects were moderate or large in favor of the intervention groups, particularly regarding maternal sensitivity and children’s behavior. Components of the VF programs were also examined. Two general problems emerged: lack of transparency/specificity of many programs with respect to the components, and het- erogeneity among instruments used for measurement. Conclusions: Future research should focus on articulating intervention components and a standardized approach to measurement. This would facilitate comparisons of approaches and increase the possibility of implementing VF programs with fidelity in different professional settings

Video feedback combined with coordination meetings in school to reduce early disruptive behaviour problems (DBP)—A 1-year follow-up randomised controlled trial

Aim: To compare long-term effects of a systemic school-based intervention, Marte Meo and Coordination Meetings (MAC), targeting 3- to 12-year-old children displaying disruptive behaviour problems (DBP) in preschool or school, and service as usual (SAU). In addition, to examine whether social status (SS) affected the outcomes. Methods: In a randomised controlled design, teachers' and parents' ratings of 99 children's DBPs and mental health were collected before intervention and 1 year after post-test. Results: A significant time effect in school was found in both interventions, notably larger than at post-test in an earlier study. There was no difference between groups, SAU catching up with MAC. From teachers' reports, 53–70% of the children showed a positive change. SS did not affect the outcomes. Conclusion: School provides an already established setting to detect and intervene when young children begin to display DBP. Even if a long-term positive change in MAC did show more rapidly than in SAU, both interventions were equivalent for children from diverse social backgrounds

Marte Meo and Coordination Meetings (MAC): A Systemic School-Based Video feedback Intervention - A Randomised Controlled Trial

Children displaying early disruptive behaviour problems (DBP) in school are at risk for severe long-term problems. This study evaluated and compared a systemic school-based intervention, Marte Meo and Coordination meetings (MAC) with service as usual (SAU) in a randomised controlled trial. The teachers’ and parents’ ratings were collected before and after intervention. Target group were children aged 3–12 years that displayed DBPs in school (N = 99). MAC programme was more effective than SAU in reducing DBPs among school children based on teachers’ reports (dppc2 .30–.38), whereas the effect was equal according to parents’ reports. It is possible to achieve changes in children’s DBPs in a school setting. Advantages of MAC might be explained by a clear target for change enhancing children’s development in school, but might also be explained by shortcomings in SAU, which seems to generate more services and personnel