ArticleResearch in psychotherapy (Milano)2019
Is it possible to improve early childhood development with a video-feedback intervention directed at the mother-father-child triad?
Article in Research in psychotherapy (Milano), 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers, 2 of them syntheses that pooled it.
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Who cites it
6 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- The Inclusion of Fathers in Parent Coaching Interventions for Young Autistic Children: A Systematic Review.Journal of autism and developmental disorders · 2026Pooled it
- Fine motor skills assessment instruments for preschool children with typical development: a scoping review.Frontiers in psychology · 2025Pooled it
- Video-Feedback Interventions Focusing on the Mother-Child Relationship: A Systematic Review of Program Characteristics, Evidence, and Outcomes in Early Childhood.Clinical child and family psychology review · 2026Review
- Maternal postnatal depressive symptoms and offspring emotional and behavioral development at age 7 years in a U.K. birth cohort: The role of paternal involvement.Developmental psychology · 2023Article
- The Role of Family Function and Triadic Interaction on Preterm Child Development-A Systematic Review.Children (Basel, Switzerland) · 2022Review
- Beyond the outcomes: generic change indicators in a video-feedback intervention with a depressed mother and her baby: a single case study.Research in psychotherapy (Milano) · 2022Article
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8 authors.
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Abstract
Relationships with primary caregivers provide the context for early childhood development, and evaluating those relationships during the early years can detect difficulties that may influence future mental health. Video feedback is a valuable intervention tool in early childhood, both for family relationships and child development. An intervention was implemented using this technique, focused on mother-father-child triads that were experiencing difficulties in social-emotional development. Participants were 80 mother-fatherinfant triads (experimental group, EG=40, control group, CG=40), with children between 1 and 3 years old. Socio-emotional difficulties decreased significantly in the children who received the intervention (Wilks λ=0.930, F (1, 78)=5.907; P=.017). There was also an increase in psychomotor development in communication (Wilks λ=0.948, F (1, 78) =4.284; P=.042) and fine motor skills (Wilks λ=0.875, F (1, 78)=11.185; P=.001) in children in the EG compared with children in the CG.
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