Promoting Socioemotional Development in Early Childhood: Implementation and Evaluation of the VIPP-SD Parenting Intervention in Portugal

NCT07153198 | Recruiting

• 2 other identifiers: I-011-04-25Grant nº 325160
• Study Type: interventional
• Target: 120
• Locations: 1 country
• Sites: 1

Brief Summary

The Video-feedback Intervention to Promote Positive Parenting and Sensitive Discipline (VIPP-SD) is an attachment-based intervention aimed at promoting parental sensitivity and the use of developmentally appropriate, non-coercive discipline strategies (ref). The VIPP-SD intervention integrates the enhancement of parental sensitive responsiveness (Ainsworth et al., 1974) with parent coaching aimed at preventing coercive parent-child interaction cycles (Patterson, 1982) and facilitating sensitive limit-setting practices.ase parental sensitivity and sensitive discipline of the primary parent

Conditions

Parent-Child Relations

Keywords

sensitivity; attachment; behavioral problems; economic advantages

Outcome Measures

Primary Outcomes (1)

• Parental sensitivity: Erickson Scales of Parental Sensitivity (ESPS, Egeland, et al., 1990)

  Parental sensitivity will be assessed using the the revised Erickson 7-point rating scales for Supportive Presence (from 1 = parent completely fails to be supportive to the child to 7 = parent skilfully provides support throughout the session) and Intrusiveness (from 1 = parent allows the child sufficient time to explore and to attempt to solve tools on her/his own to 7 = parent is highly intrusive; her agenda clearly has precedence over the child's wishes; Egeland et al., 1990). Supportive presence is defined as the consistent emotional, physical, and psychological availability of a mother, characterized by both verbal expressions and nonverbal behaviors. High sensitivity is associated with positive developmental outcomes in children, including secure attachment and better emotional regulation. Intrusiveness reflects the extent to which a parent disregards or interferes with the child's autonomy, wishes, interests, or behaviors.

  Data will be collected at pretest, posttest (14 weeks) .

Secondary Outcomes (5)

• Strengths & Difficulties Questionnaire" (SDQ Portuguese version Fleitlich et al., 2004)

  Data will be collected at pretest, posttest (14 weeks) and follow up (12 weeks).

• Depression, Anxiety, and Stress Scale - 21 (DASS-21)

  Data will be collected at pretest, posttest (14 weeks) and follow up (12 weeks).

• AQOL-8D (Richardson & Lezzi, 2014)

  Data will be collected at pretest, posttest (14 weeks) and follow up (12 weeks).

• Resource Use Characterization Questionnaire.

  Data will be collected at pretest, posttest (14 weeks) and follow up (12 weeks).

• Child Rearing Practices Report-Questionnaire (CRPR-Q)

  Data will be collected at pretest, posttest (14 weeks) and follow up (12 weeks).

Study Arms (2)

Intervention with VIPP-SD

ACTIVE COMPARATOR

Intervention group:

Other: VIPP-SD

Control Group: No intervention

NO INTERVENTION

No Intervention

Interventions

VIPP-SD OTHER

Consists of four sessions (with the option of one or two additional booster sessions), held biweekly, depending on the family's needs and availability. Specifically, VIPP-SD addresses disciplinary strategies alongside sensitivity themes through: (1) the differentiation between attachment and exploration behaviors; interpretation of child's behavior and significance of a sensitive response to it; and the importance of sharing emotions (2) the application of distraction and induction as non-coercive techniques in response to challenging child behaviours or conflict-prone situations; (3) the utilization of positive reinforcement, whereby parents praise adaptive behaviours and ignore maladaptive, attention-seeking actions; (4) the implementat of a sensitive interaction pause to de-escalate conflict or temper tantrums; and (5) the demonstration of empathy towards the child in conjunction with consistent disciplinary approaches and explicit boundary-setting

Intervention with VIPP-SD

Eligibility Criteria

• Age: 2 Years - 5 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

Sponsors & Collaborators

• ISPA - Instituto Universitario de Ciencias Psicologicas, Sociais e da Vida: lead

Study Sites (1)

Manuela Verissimo

Lisbon, Lisbon District, 2795-233, Portugal

RECRUITING

Related Publications (1)

• Verissimo M, Guedes M, Fernandes M, Fernandes C, Santos C, Diniz E, Oliveira P, Negrao M, Sampaio F, Bakermans-Kranenburg M. Promoting socioemotional development in early childhood: implementation and evaluation of the VIPP-SD parenting intervention in Portugal. BMC Psychol. 2025 Oct 29;13(1):1190. doi: 10.1186/s40359-025-03431-3.

  PMID: 41163103 DERIVED

MeSH Terms

Conditions

Hypersensitivity; Problem Behavior

Condition Hierarchy (Ancestors)

Immune System Diseases; Behavioral Symptoms; Behavior; Child Behavior

Study Officials

• Manuela Verissimo, PhD

  ISPA - Instituto Universitario de Ciencias Psicologicas, Sociais e da Vida

  PRINCIPAL INVESTIGATOR

Central Study Contacts

xxxxx Investigator, PhD

CONTACT

xxxxxxx; mveriss@ispa.pt

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: PARTICIPANT
• Purpose: PREVENTION
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Professor

Study Record Dates

• First Submitted: July 5, 2025
• First Posted: September 3, 2025
• Study Start: January 1, 2026
• Primary Completion (Estimated): December 31, 2026
• Study Completion (Estimated): December 31, 2027
• Last Updated: January 5, 2026

Record last verified: 2025-08

Data Sharing

• IPD Sharing: Will not share

Locations

PT (1)