Using videotape modeling to prepare children psychologically for surgery: Influence of parents and costs versus benefits of providing preparation services.

60 patients (aged 2–12 yrs) having 1st-time elective surgery participated in surgery preparation using videotape procedures. The research design included 2 viewing conditions (parent present or absent) and 3 treatment procedures (adult or peer-narrated videotape and control/no-videotape condition). Anxiety measures included a palmar sweat index, a hospital fears rating scale, an observer rating scale of anxiety, and a recovery index. Results suggest that Ss who viewed the videotape with their parent present exhibited less preoperative arousal compared to Ss who did not. The Ss using the videotape exhibited less arousal, less self-reported anxiety, and less behaviorally rated anxiety. In addition, parents who saw the tape or whose children viewed the videotape without them exhibited less arousal prior to the operation than parents who did not and whose children did not view the videotape preparation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of participant modeling on information acquisition and skill utilization.

Assessed the contribution of active participant modeling in coping skills training by evaluating 2 critical process variables: the retention of information about the threatening events and how to cope with them, and the visceral component of imaginal rehearsal. 38 8–13 yr old children, highly fearful of dentists (the Dental subscale of the Children's Fear Survey Schedule), were shown a videotape of 2 children practicing controlled respiration and imagery techniques while undergoing dental treatment. The participant modeling group was encouraged to practice these as they watched the film, whereas the symbolic modeling group was told that this might help them during their own dental treatment, which immediately followed videotape preparation. Ss who had the active participant instructions obtained more information from the videotape, reported greater reduction in dental anxiety, and showed lower respiratory rates as they watched the videotape. They reported greater use of imagery techniques and enhanced self-control. The degree of disruptiveness was significantly lower during subsequent actual dental treatment in Ss from the active practice group. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-administered videotape therapy for families with conduct-problem children: Comparison with two cost-effective treatments and a control group.

Parents of 114 conduct-problem children, aged 3–8 years, were randomly assigned to one of four groups: an individually administered videotape modeling treatment (IVM), a group discussion videotape modeling treatment (GDVM), a group discussion treatment (GD), and a waiting-list control group. Compared with the control group, all three treatment groups of mothers reported significantly fewer child behavior problems, more prosocial behaviors, and less spanking. Fathers in the GDVM and IVM conditions and teachers of children whose parents were in the GDVM and GD conditions also reported significant reductions in behavior problems compared with control subjects. Home visit data indicated that all treatment groups of mothers, fathers, and children exhibited significant behavioral changes. There were relatively few differences between treatment groups on most outcome measures, although the differences found consistently favored the GDVM treatment. However, cost effectiveness was the major advantage of the IVM treatment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Conjoint Consultation Using Self-Administered Manual and Videotape Parent-Teacher Training: Effects on Children's Behavioral Difficulties.

This research involved comparing the effectiveness of two different approaches of conjoint consultation using a manual versus a videotape series as the main components of joint training parents and teachers to treat children's behavioral difficulties. Children exhibiting externalizing or internalizing behavioral problems who attended Head Start Programs were targeted for this intervention. During the first 2 years of the project, a manual-based program was conducted. The last 3 years of the project involved delivery of the parent-teacher training program through a series of videotapes and accompanying manuals. Children were randomly assigned to either an experimental or no treatment control group. The effectiveness of the intervention within the experimental group was assessed primarily through a pretest-posttest, experimental-control, group repeated-measures design. Direct behavioral observations did not indicate clinically relevant improvements in behavior; however, parents' and teachers' goal attainment reports characterized students as meeting their overall behavior goals. Parents and teachers also reported high rates of treatment acceptability and satisfaction with the manual and videotape treatment programs... (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Bibliotherapy for children with anxiety disorders using written materials for parents: A randomized controlled trial.

The current trial examined the value of modifying empirically validated treatment for childhood anxiety for application via written materials for parents of anxious children. Two hundred sixty-seven clinically anxious children ages 6-12 years and their parents were randomly allocated to standard group treatment, waitlist, or a bibliotherapy version of treatment for childhood anxiety. In general, parent bibliotherapy demonstrated benefit for children relative to waitlist but was not as efficacious as standard group treatment. Relative to waitlist, use of written materials for parents with no therapist contact resulted in around 15% more children being free of an anxiety disorder diagnosis after 12 and 24 weeks. These results have implications for the dissemination and efficient delivery of empirically validated treatment for childhood anxiety. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-modeling and children's cognitive skill learning.

We investigated self-modeling among children who had experienced arithmetic difficulties. In Experiment 1, some children observed peer models solve fraction problems. Others were videotaped while solving problems, after which they viewed their tapes. Observing self-model tapes raised achievement outcomes as well as viewing peer models; each treatment was more effective than a videotape control condition. In Experiment 2, children were videotaped solving easier problems or solving more difficult problems, after which they viewed their tapes. The two self-model treatments promoted achievement behaviors equally well and better than the videotape control and instructional control conditions. In Experiment 3, children were videotaped while learning to solve problems or after they had learned to solve the problems. Self-model subjects demonstrated higher achievement outcomes than videotape control children. Collectively, these results show that self-model tapes highlight progress in skill acquisition, which enhances self-efficacy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Patterns of children's coping with an aversive dental treatment.

Children's disposition to monitor for threat-relevant cues predicted their coping strategies and levels of distress when dealing with invasive dental work. High monitors reported that they had engaged in greater sensory vigilance and avoidance strategies during treatment. Neither the tendency to monitor nor children's sensory vigilance was related to videotape observations of their attention deployment. High monitors reported increased anxiety and were rated as more anxious, particularly when they also engaged in high avoidance. Children's reports of question asking were related to videotape observations of question asking. In addition, children who asked more questions were rated as more anxious and disruptive during treatment. Individual differences in how children deal with a familiar but largely uncontrollable stressor are discussed, particularly with respect to the encounter phase of coping. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Televised self-confrontation and recalled affect: A new look at videotape recall.

Utilized 2 analogy studies of videotape feedback to investigate the extent to which 10 graduate students with previous video feedback training could recall feelings they experienced during a dyadic interaction, when shown a televised replay of that interaction. Pairs of Ss were trained to continuously rate their degree of comfort or discomfort during the actual ("live") interaction and, subsequently, as they watched a replay of their interaction. A push-button recording system was employed with the self-rating data from live and recall sessions, with the 2 sessions exactly synchronized for the purpose of analysis. Results of 2 studies with role-playing counseling students and with intimate male-female couples yielded moderate correlations between live self-ratings and those recalled under videotape stimulation. It was also found that playing the client rather than the counselor role (Study 1) or having one's self-ratings disclosed to a partner (Study 2) significantly increased the association between live and recalled self-ratings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Does media violence increase children's toleration of real-life aggression?

Randomly divided 22 male and 22 female 3rd and 4th graders into groups for a 2 * 2 (Sex * Film/No Film) factorial design. Ss in the aggressive film group saw a cowboy film that depicted many violent events. All Ss were led to believe that they were responsible for watching the behavior of 2 younger children whom they could see on a videotape monitor. The younger children at first played quietly, then became progressively destructive. Their altercation culminated in a physical fight ending with the apparent destruction of the television camera. The dependent measures were (a) the time it took an S to seek adult help after the younger children began to be disruptive and (b) whether or not the S waited until the younger children had begun to abuse one another physically before seeking adult help. Results show that (a) Ss who saw an aggressive film took longer to seek adult help than Ss who did not see the film and (b) Ss in the film group were much more likely to tolerate all but violent physical aggression and destruction before seeking help. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Advancing videotape parent training: A comparison study.

This study examines the specific effects of adding a broader based, videotape treatment component (ADVANCE) to a basic videotape parent skills training program (GDVM). ADVANCE treatment trains parents to cope with interpersonal distress through improved communication, problem solving, and self-control skills. 78 families with a child diagnosed as oppositional-defiant or conduct-disordered were randomly assigned to either GDVM alone or GDVM plus ADVANCE. Parent reports of child adjustment and parent distress, assessment of child's knowledge of social skills, as well as independent observations of mother– and father–child interactions and communication and of problem solving between parents were obtained at pre- and post-GDVM and at post-ADVANCE. Both groups significantly improved at short-term follow-up. ADVANCE produced additional significant improvements in parents' communication, problem-solving skills, and consumer satisfaction, as well as children's increased knowledge of prosocial solutions. The clinical significance of these findings is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Randomized trial of two parent-training programs for families with conduct-disordered children.

Assigned mothers (mean age 30 yrs) of 35 3–8 yr old conduct-disordered children to 1 of 3 groups. Group 1 was a waiting list control; Group 2 had 9 wks of individual therapy; and Group 3 had 9 wks of therapist-led group therapy based on a standardized videotape modeling program. Ss and their children were assessed at baseline, immediately after treatment, and 1 yr later using home visits, twice per week telephone reports, and questionnaires. Results show that 1-mo after treatment Ss in Groups 2 and 3 showed significant attitudinal and behavioral improvements that were maintained at 1-yr follow-up. Children of Ss in these groups showed reduction in child noncompliance and deviant behavior that continued in reduction at 1-yr follow-up. It is concluded that although both treatments offered equivalent and sustained improvements, the therapeutic efficiency of the videotape modeling group format was more cost-effective. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Who helps whom in older parent-child families

While previous research has assumed that older persons who live with adult children do so because of their poverty or disability, some recent evidence suggests that many of these extended households primarily benefit the child. This article attempts to provide a better understanding of the relative contributions of parents and adult children who live together through detailed analysis of data from the Survey of Income and Program Participation (SIPP). We find unmarried children tend to benefit more from and contribute less to extended households than married children. Similarly, unmarried parents benefit more from living with children than married parents. Results of logistic regression show that financial need and need for assistance with activities of daily living wre important determinants of coresidence for both unmarried children and unmarried parents. Controlling need, racial and ethnic minorities were more likely to live in extended families than non-Hispanic Whites.     

Treatment of parental stress to enhance therapeutic change among children referred for aggressive and antisocial behavior.

This study evaluated a parent problem-solving (PPS) intervention designed to augment the effects of evidence-based therapy for children referred to treatment for aggressive and antisocial behavior. All children (N=127, ages 6-14 years) and their families received problem-solving skills training (PSST), and parents received parent management training (PMT). Families were randomly assigned to receive or not to receive an additional component (PPS) that addressed parental stress over the course of treatment. Children improved with treatment; the PPS intervention enhanced therapeutic change for children and parents and reduced the barriers that parents experienced during treatment. The implications of the findings for improving evidence-based treatment as well as the limitations of adding components to treatment are detailed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attrition in the treatment of childhood anxiety disorders

The present study explored the differences between completers and terminators (including both refusers and dropouts) of an individual cognitive-behavioral treatment for childhood anxiety. Participants were 190 children with anxiety disorders and their parents: 146 completed treatment and 44 terminated. Terminators were more likely to live in a single-parent household, be ethnic minorities, and self-report less anxious symptomatology. Follow-up interviews indicated that identifiable child factors were influential in terminators' decisions to discontinue treatment. Among terminators, differences between refusers and dropouts were also investigated.     

Young children's acquisition of the location aspect of American Sign Language signs: parental report findings

The acquisition of the location aspect of American Sign Language signs was examined in 9 young children of deaf parents. In monthly home visits, the parents demonstrated on videotape how their children formed each newly-acquired sign in their lexicons; these videotaped records served as the basis for the present analyses. Sign locations, overall, were produced with relatively high accuracy: 83.5% were correct on average across the different signs in the children's early lexicons. Certain sign locations were found to be more easily or readily acquired than others. Highly contrasting locations (forehead, chin, on and in front of the trunk) were acquired first. Among the locations typically acquired later were those that involved complex handshapes, provided a small area for a point of contact, or required the active signing hand to cross the body's midline. The location aspect was interpreted as playing a central role in young children's early sign language acquisition.     

Therapeutic videotape and film modeling: A review.

Reviews research involving the use of videotape and film modeling in clinical and analog settings. Most of the research has been on phobias, test anxiety, dental and medical stress, and interpersonal skills. The relevance of this research to modeling theory and critical methodological issues is also discussed. The need for improved methodology and the application of videotape and film modeling in more clinical populations is emphasized. (74 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Videotaped modeling and film distraction for fear reduction in adults undergoing hyperbaric oxygen therapy.

We used a combined videotaped coping model and film distraction technique to reduce the distress of patients undergoing hyperbaric oxygen (HBO) therapy. Five experimental patients ranging in age from 34 to 68 were shown a videotape that depicted a coping model and then viewed a feature film as a distraction during their first exposure to HBO. In comparison with 6 control patients ranging in age from 17 to 53, the experimental patients experienced less arousal and rated themselves as significantly more relaxed before treatment, completed significantly more prescribed treatments without complication, and required fewer days in the hospital. These results support the use of modeling and distraction techniques as a cost-effective means of reducing distress and improving patients' compliance with HBO therapy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Child and parent weight loss in family-based behavior modification programs.

Overweight preadolescents and parents from 76 families were assigned to 1 of 3 behavioral treatment groups: parent/child target, child target, or nonspecific target. Percent overweight changes at the end of the 8-mo treatment and 13-mo follow-up were equivalent for children in the 3 treatment groups, but parents in the parent/child group lost more weight during treatment. Weight changes for parents and children increased through the 8-mo treatment. Patterns of maintenance showed that 40% of the children were within 20% of their ideal weight by the end of treatment, achieving nonobese status. 100% of the newly nonobese children in the parent/child group maintained nonobesity during follow-up, whereas only 30% in the child-alone group and 33% in the nonspecific group maintained nonobesity. In addition, weight losses for parents and children in the same family correlated positively at the end of treatment but not at follow-up. Results suggest that parental modeling may be important during treatment, but long-term results probably are due to parental reinforcement of child self-regulation. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Substance-Abusing Parents' Attitudes Toward Allowing Their Custodial Children to Participate in Treatment: A Comparison of Mothers Versus Fathers.

Attitudes of substance-abusing fathers (N = 214) and mothers (N = 106) entering outpatient treatment toward allowing their custodial children to participate in individual- or family-based interventions were examined. Only 129 parents (40%) reported they would be willing to allow their children to participate in treatment. A significantly greater proportion of mothers reported they would assent to their children participating (N = 58 [55%]) compared with fathers (N = 71 [33%]). Factors associated with parents' attitudes toward their children participating included parents' (a) referral source into treatment, (b) level of psychiatric distress, and (c) substance use frequency in the previous year. Thus, parental reluctance to allow their children to participate appears to be a significant barrier in efforts to intervene with these at-risk children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)