Where Is the Parent's Voice? A Meta-Synthesis of Parental Experiences of Video Feedback Parenting Interventions

Abstract

Video-aided feedback (VF) is a well-evidenced intervention technique to enhance the relationship between a parent and their young child. While parental acceptability is foundational to engagement and intervention efficacy, the parent's perspective is only now emerging as a valued consideration when evaluating VF-based interventions. This systematic review metasynthesised qualitative research on the experiences of primary caregivers with a young child (primarily 0-30 months) of participating in a VF parenting intervention. A search of nine databases yielded 17 studies (10 published since 2020) involving parents who had participated in range of VF-focussed programmes. Thematic synthesis identified six themes: (1) Getting past the fear and discomfort: Being 'good enough' and 'doing the right thing'; (2) The power of video: "I had never really noticed that before‟ (with two subthemes: video as validation and for seeing child behavioural intentionality; video as an agent for change); (3) The practitioner's skill and role in creating a safe space; (4) The approach was too intangible, inflexible, positive, unclear; (5) When the intervention is over: Positive change and generalisation; (6) Parental engagement and involvement: Barriers and enhancements. While most parents reported experiencing a range of interpersonal and intrapersonal benefits from taking part in a VF parenting intervention, having to overcome initial strong negative and uncomfortable feelings were an important part of the journey. Some parents could not see the value of the approach or did not perceive the intervention to meet their needs. Insights into parental experience are complementary to outcome-based evaluations. However, biased design (e.g., only one study included intervention non-completers) and variable study quality need addressing in future studies. Implications for practice are discussed.

Keywords: Attachment-based; Interviews; Lived experience; Mother-infant; Parenting program; Parent–child; Qualitative; Video feedback; Video-aided guidance.

Fig. 1

PRISMA flow diagram

Fig. 2

Schematic diagram of the parents’ chronological journey through the VF intervention process, based on the review themes. Theme names in full: (1) Getting past the fear and discomfort: Being ‘good enough’ and ‘doing the right thing’; (2) The power of video: “I had never really noticed that before‟ (with two subthemes: Video as a tool of validation and for seeing behavioural intentionality; Video as an agent for change); (3) The practitioner’s skill and role in creating a safe space; (4) The approach was too intangible, inflexible, positive, unclear; (5) When the intervention is over: Positive change and generalisation; (6) Parental engagement and involvement: Barriers and enhancements