| Title |
Leveraging Healthcare to Promote Responsive Parenting: Impacts of the Video Interaction Project on Parenting Stress
|
|---|---|
| Published in |
Journal of Child and Family Studies, August 2015
|
| DOI | 10.1007/s10826-015-0267-7 |
| Pubmed ID | |
| Authors |
Carolyn Brockmeyer Cates, Adriana Weisleder, Benard P. Dreyer, Samantha Berkule Johnson, Kristina Vlahovicova, Jennifer Ledesma, Alan L. Mendelsohn |
| Abstract |
We sought to determine impacts of a pediatric primary care intervention, the Video Interaction Project, on 3-year trajectories of parenting stress related to parent-child interactions in low socioeconomic status (SES) families. A randomized controlled trial (RCT) was conducted, with random assignment to one of two interventions (Video Interaction Project [VIP]; Building Blocks [BB]) or control (C). As part of VIP, dyads attended one-on-one sessions with an interventionist who facilitated interactions in play and shared reading through review of videotaped parent-child interactions made on primary care visit days; learning materials and parenting pamphlets were also provided to facilitate parent-child interactions at home. Parenting stress related to parent-child interactions was assessed for VIP and Control groups at 6, 14, 24, and 36 months using the Parent-Child Dysfunctional Interaction subscale of the Parenting Stress Index- Short Form, with 378 dyads (84%) assessed at least once. Group differences emerged at 6 months with VIP associated with lower parenting stress at 3 of 4 ages considered cross-sectionally and an 17.7% reduction in parenting stress overall during the study period based on multi-level modeling. No age by group interaction was observed, indicating persistence of early VIP impacts. Results indicated that VIP, a preventive intervention targeting parent-child interactions, is associated with decreased parenting stress. Results therefore support the expansion of pediatric interventions such as VIP as part of a broad public health strategy to address poverty-related disparities in school-readiness. |
Mendeley readers
The data shown below were compiled from readership statistics for 147 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 1 | <1% |
| Unknown | 146 | 99% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Researcher | 25 | 17% |
| Student > Master | 23 | 16% |
| Student > Doctoral Student | 15 | 10% |
| Student > Ph. D. Student | 12 | 8% |
| Student > Bachelor | 10 | 7% |
| Other | 24 | 16% |
| Unknown | 38 | 26% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 43 | 29% |
| Social Sciences | 23 | 16% |
| Medicine and Dentistry | 15 | 10% |
| Nursing and Health Professions | 14 | 10% |
| Business, Management and Accounting | 2 | 1% |
| Other | 6 | 4% |
| Unknown | 44 | 30% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 04 May 2016.
All research outputs
#21,376,027
of 23,867,274 outputs
Outputs from Journal of Child and Family Studies
#1,362
of 1,463 outputs
Outputs of similar age
#228,010
of 267,607 outputs
Outputs of similar age from Journal of Child and Family Studies
#15
of 18 outputs
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