OVERVIEW Parenting-focused interventions have been classified as among the most effective in promoting well-being and preventing difficulties during childhood (Riera, 2016; Piquero et al., 2016). In this context, video feedback is a privileged intervention tool (Facchini, Martin & Downing, 2016; Hoivik et al., 2015), with numerous investigations showing 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., 2025; Olhaberry, 2024; Olhaberry et al. 2019; Sieverson et al., 2022; 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 in responding sensitively to children's needs and promoting 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 course 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 on Depression and Personality (MIDAP) is offering the eighth version of the course "Video Feedback as an Intervention Tool in Early Childhood" online, seeking to provide fundamental content about this technique and its application. It considers 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 doctors, psychiatrists, social workers and occupational therapists. GENERAL OBJECTIVE: To provide initial theoretical and practical content for the understanding and use of video feedback in working with young children and their families. SPECIFIC OBJECTIVES: METHODOLOGY: Organized by: In collaboration with: CONTENTS AND SCHEDULE: DAY 1 / FRIDAY, JULY 18 08:45 – 09:00 Initial presentation 09:00 – 13:00 Unit I: Theoretical foundations and origins of video feedback 9:00 to 11:00 Origins and theoretical approach to video feedback. Evidence about the effectiveness of video feedback: why does it work? What is video feedback in practice? 11:00 to 11:15 Break 11:15 to 13:00 How is video feedback incorporated into clinical work with dyads and triads? Common reasons for consultation and quality of interactions. 14:00 – 17:00 Unit II: Practical and technical aspects for the use of video feedback 14:00 to 15:30 Technical aspects to consider. Possible instructions for recordings 15:30 to 15:45 Break 15:45 to 17:00 What should we observe and analyze in the videos? DAY 2 / SATURDAY, JULY 19TH 09:00 – 14:00 Unit III: Practical workshop on video observation and feedback techniques through case analysis 9:00 to 11:00 Feedback techniques 11:00 to 11:10 Break 11:10 to 12:40 Preparation of video feedback sessions and the script 12:40 to 12:50 Break 12:50 to 14:00 Preparation of video feedback sessions and the script NOTE: During the following week, participants will record a video of a dyadic or triadic game interaction, analyze and design a script and feedback to present at the supervision of the following class. It is recommended to work in pairs. DAY 3/ SATURDAY, JULY 26TH 9:00 a.m. to 2:00 p.m. Presentation and supervision 2 pairs (division into 3 groups of participants in virtual rooms, each one in charge of a supervisor)10:30 a.m. to 10:45 a.m. BreakPresentation and supervision 2 pairs (division into 3 groups of participants in virtual rooms, each one in charge of a supervisor)12:15 p.m. to 12:30 p.m. BreakPresentation and supervision 6 pairs (division into 3 groups of participants in virtual rooms, each one in charge of a supervisor) *There may be changes in schedule and/or dates due to force majeure. 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. Associate Researcher at the Millennium Institute for Research in Depression and Personality (MIDAP). Academic Coordinator and Supervisor of the Perinatal Mental Health Program, UC Christus Health Network. Academic Director of the Diploma in Psychopathology of Bonding, UC. Main lines of study: Prevention and intervention in early mental health, perinatal depression, parenting, mentalization, 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 in 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 mental health interventions.
