Abstract
The aim of this paper is to review and critique the existing literature surrounding problem and disruptive behaviour in early childhood, and to provide a theoretical background for the empirical study, entitled: “Using VIG to improve parent-child interactions and child behaviour outcomes, and to reduce parental dysfunctional discipline and stress: An Embedded Case Study”. Section 1 begins with a brief overview of the research into the developmental trajectories of children experiencing problem and disruptive behaviour, and this is discussed with reference to the negative and often enduring impact if these difficulties are not addressed. Section 2, then focuses more specifically on the multi-level explanations for the occurrence of problem and disruptive behaviour in children, with a specific focus on parent-child relationships and interaction. Subsequent sections critically examine the theoretical perspectives proposed to explain the role of parent-child interaction in the development of problem and disruptive behaviour, and how such theories can be used to inform intervention strategies. Section 3 of the literature review then examines and critiques current evidence- based parent interventions and explores reasons to explain why, sometimes, these interventions do not work. Focusing more specifically on the research in question, Section 4 explores the use of video feedback interventions and aims to provide an alternative therapeutic adjunct to parenting programmes through the use of Video Interaction Guidance (VIG). Concluding comments are outlined, providing a broad summary of issues previously discussed, leading to the rationale for the present study. This paper forms the first part of a three-partwork: the literature review, the empirical paper outlining the current study, and a critical appraisal of the complete research process.
| Date of Award | Dec 2016 |
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| Original language | English |
| Awarding Institution |
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| Supervisor | Joe Duffy (Supervisor) |