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Leveraging Healthcare to Promote Responsive Parenting: Impacts of the Video Interaction Project on Parenting Stress

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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 families. A randomized controlled trial was conducted, with random assignment to one of two interventions Video Interaction Project (VIP); Building Blocks or control. 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 three of four 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.

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Acknowledgments

We would like to note that this study was presented in part at the Pediatric Academic Societies Annual Meeting, May 2012 in Boston, MA. We are grateful to many additional individuals who contributed to this project, including Melissa Acevedo, Jenny Arevalo, Nina Burtchen, Hannah Goldman, Jennifer Elizabeth Lee, Pamela Kim, Andrea Paloian, Daniela Romero, Melissa Tunik, Jessica Urgelles, Linda Votruba, Lisa White, Margaret Wolff and Brenda Woodford. We would especially like to thank the parents and children who participated in this research project.

Funding

This work was supported by the National Institutes of Health/National Institute of Child Health and Human Development (‘‘Promoting Early School Readiness in Primary Health Care’’ [R01 HD047740 01-08 and Supplement 3R01HD047740-08S1], and “An RCT of a Low-Intensity Intervention to Reduce Delay“ [R01 HD40388 01-04]), the Tiger Foundation, the Marks Family Foundation, the Rhodebeck Charitable Trust, the Academic Pediatric Association/Commonwealth Fund Young Investigator Award Program, Children of Bellevue, Inc, and KiDS of NYU Foundation, Inc.

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Authors and Affiliations

  1. Division of Developmental-Behavioral Pediatrics, Department of Pediatrics, NYU School of Medicine and Bellevue Hospital Center, 550 First Avenue, OBV, A529, New York, NY, 10016, USA

    Carolyn Brockmeyer Cates, Adriana Weisleder, Benard P. Dreyer, Samantha Berkule Johnson, Kristina Vlahovicova, Jennifer Ledesma & Alan L. Mendelsohn

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  1. Carolyn Brockmeyer Cates
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  2. Adriana Weisleder
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  3. Benard P. Dreyer
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  4. Samantha Berkule Johnson
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  5. Kristina Vlahovicova
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  6. Jennifer Ledesma
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  7. Alan L. Mendelsohn
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Correspondence to Carolyn Brockmeyer Cates.

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The authors declare that they have no conflict of interest.

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. This article does not contain any studies with animals performed by any of the authors.

Informed Consent

Informed consent was obtained from all individual participants included in the study.

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Cates, C.B., Weisleder, A., Dreyer, B.P. et al. Leveraging Healthcare to Promote Responsive Parenting: Impacts of the Video Interaction Project on Parenting Stress. J Child Fam Stud 25, 827–835 (2016). https://doi.org/10.1007/s10826-015-0267-7

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  • DOI: https://doi.org/10.1007/s10826-015-0267-7

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