Course: Introduction to Video Feedback as an Intervention Tool in Early Childhood, August 2023
[fusion_builder_container hundred_percent=”no” hundred_percent_height=”no” hundred_percent_height_scroll=”no” hundred_percent_height_center_content=”yes” equal_height_columns=”no” menu_anchor=”” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” class=”” id=”” background_color=”” background_image=”” background_position=”center center” background_repeat=”no-repeat” fade=”no” background_parallax=”none” enable_mobile=”no” parallax_speed=”0.3″ video_mp4=”” video_webm=”” video_ogv=”” video_url=”” video_aspect_ratio=”16:9″ video_loop=”yes” video_mute=”yes” video_preview_image=”” border_size=”” border_color=”” border_style=”solid” margin_top=”” margin_bottom=”” padding_top=”” padding_right=”” padding_bottom=”” padding_left=””][fusion_builder_row][fusion_builder_column type=”1_1″ layout=”1_1″ spacing=”” center_content=”no” link=”” target=”_self” min_height=”” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” class=”” id=”” background_color=”” background_image=”” background_position=”left top” background_repeat=”no-repeat” hover_type=”none” border_size=”0″ border_color=”” border_style=”solid” border_position=”all” padding_top=”” padding_right=”” padding_bottom=”” padding_left=”” dimension_margin=”” animation_type=”” animation_direction=”left” animation_speed=”0.3″ animation_offset=”” last=”no”][fusion_imageframe image_id=”28710″ max_width=”” style_type=”none” stylecolor=”” hover_type=”none” bordersize=”” bordercolor=”” borderradius=”” align=”center” lightbox=”no” gallery_id=”” lightbox_image=”” alt=”” link=”” linktarget=”_self” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” class=”” id=”” animation_type=”” animation_direction=”left” animation_speed=”0.3″ animation_offset=””]http://midap.org/wp-content/uploads/2023/06/videofeedback_2023.jpg[/fusion_imageframe][fusion_text columns=”” column_min_width=”” column_spacing=”” rule_style=”default” rule_size=”” rule_color=”” class=”” id=””] OVERVIEW Parenting-focused interventions have been classified among the most effective in promoting well-being and preventing difficulties during childhood (Riera, 2016; Piquero et al., 2016). In this context, video feedback constitutes a privileged intervention tool (Facchini, Martin & Downing, 2016; Hoivik et al., 2015), with numerous investigations that show its effectiveness in the quality of interactions and bonds, as well as in variables associated with mental health and child development (Borelli et al, 2019, O´Hara, 2019, Fukkink, 2008; Olhaberry et al., 2019; Olhaberry et al., 2017; Olhaberry, León, Seguel, M. & Mena, 2015; Rusconi-Serpa, Sancho-Rossignol & McDonough, 2009; Yagmur, Mesman, Malda, Bakermans-Kranenburg & Ekmekci, 2014; Steele et al., 2014). Psychotherapy specialists highlight the importance of considering the mental aspects that underlie behavior, in order to understand the interactions between parents and children (Fonagy, Gergely & Jurist, 2018; Sharp & Fonagy, 2008), recognizing the caregiver's mentalization capacity as a key element to respond sensitively to children's needs and promote greater attachment security (Borelli et al, 2019; Zeegers, MAJ, Colonnesi, C., Stams, G.-JJM & Meins, E, 2017). Parental reflexive function or mentalization has been considered a key factor for affective and social development, for achieving self-regulation and intergenerational transmission of attachment (Fonagy, P., Steele, H. & Steele, 1991; Borelli et al 2018; Zeegers, MAJ, Colonnesi, C., Stams, G.-JJM & Meins, 2017). In this scenario, video feedback constitutes a privileged tool to promote parental reflexive functioning based on the observation of interactions in a protected and accompanied space. It facilitates the regulation of caregivers and the exploration of internal states in themselves and their children based on a careful approach to resources, which favors the understanding of difficulties. The video feedback workshop also seeks to enhance the therapist's reflective skills by identifying mental states and their triggers in themselves and in the dyads or triads seeking care (Bateman & Fonagy, 2016). In this way, the patient is in the therapist's mind, and the primary concern is not the behavior itself, but rather the mental states that sustain it (Allen, Fonagy, & Bateman, 2008). In line with the above, the Millennium Institute for Research in Depression and Personality (MIDAP) offers the distance learning course "Introduction to Video Feedback as an Intervention Tool in Early Childhood," seeking to provide fundamental content about this technique and its application. It considers the general theoretical framework and its use in different relational contexts in which young children participate (mother/father-child dyads; family triads) and provides basic tools for its use in both in-person and online psychotherapy. TARGETED AT: Professionals who provide therapeutic interventions with families and young children; psychologists, family physicians, psychiatrists, social workers, and occupational therapists. GENERAL OBJECTIVE: To provide initial theoretical and practical content for understanding video feedback in working with young children and their families. SPECIFIC OBJECTIVES: To gain an introductory understanding of fundamental theoretical and practical aspects for the use of video feedback in the clinical context of early childhood. To acquire skills for using strategies and techniques for recording, observing, and analyzing videos to provide video feedback, associated with specific reasons for consultation and therapeutic focuses. To acquire specific feedback strategies for video feedback sessions, linked to possible therapeutic focuses. [/fusion_text][fusion_imageframe image_id=”28701″ max_width=”” style_type=”none” stylecolor=”” hover_type=”none” bordersize=”” bordercolor=”” borderradius=”” align=”none” lightbox=”no” gallery_id=”” lightbox_image=”” alt=”” link=”” linktarget=”_self” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” class=”” id=”” animation_type=”” animation_direction=”left” animation_speed=”0.3″ animation_offset=””]http://midap.org/wp-content/uploads/2023/06/Captura-de-Pantalla-2023-06-05-a-las-10.56.24-600×399.png[/fusion_imageframe][fusion_text columns=”” column_min_width=”” column_spacing=”” rule_style=”default” rule_size=”” rule_color=”” class=”” id=””] METHODOLOGY: Expository classes Observation and case analysis Review of audiovisual material Bibliographic review and discussion TEACHING STAFF: Marcia Olhaberry Huber. PhD in Psychotherapy, Pontifical Catholic University of Chile and University of Heidelberg, Germany. Psychologist, Bachelor of Psychology, University of Chile. Associate Professor School of Psychology, Pontifical Catholic University of Chile. Deputy Director and Associate Researcher at the Millennium Institute for Research on Depression and Personality (MIDAP). Academic Coordinator and Supervisor of the Perinatal Mental Health Program, UC Christus Health Network. Academic Director of the Diploma in Bonding Psychopathology, UC. Main lines of study: Prevention and intervention in early mental health, perinatal depression, parenting, dyadic and triadic family interactions and bonds. Catalina Sieverson Raddatz, Psychologist, PhD in Psychotherapy from the Joint Program between the University of Chile and the Pontifical Catholic University of Chile, and postdoctoral researcher at the Millennium Institute for Research on Depression and Personality (MIDAP). Therapist at the Perinatal Mental Health Program, UC Christus Health Network, and the High-Risk Pregnancy Support Program at the Universidad de Los Andes Clinic and the Dávila Clinic. Main lines of study: mentalization in perinatal and early mental health interventions, and prevention in early childhood mental health. María José León Papic, Psychologist, PhD in Psychotherapy from the Joint Program between the University of Chile and the Pontifical Catholic University of Chile. Psychologist and Master's in Clinical Psychology from the Adolfo Ibáñez University. Principal Postdoctoral Researcher at Fondecyt. Young Researcher at the Millennium Institute for Research on Depression and Personality (MIDAP). University professor. Main lines of study: early bonding, mentalization, and child socio-emotional development. Organized by:
