Developing and Testing a Video-feedback Intervention to Promote Communication Competency for Background-Related Conversations

Background-related interpersonal challenges can negatively impact many youth, contributing to increased vulnerability for depression, anxi ety, and conduct problems. Caregiver-child communication that fosters pride in one’s background and equips youth with the skills to cope with these experiences can help offset their harmful impact. However, not all youth receive these messages, as some parents avoid such discussions with their children, and others may feel stressed by them or lack the skills and confidence needed for effective communication. Using intervention mapping, the current study will further develop and refine the Video-feedback Intervention to Promote Background-Related Communication Competency (VIP-BCC) to strengthen parents’ motivation to engage in these conversations with their children and build their competency in doing so (improved skills and confidence, decreased stress). Leveraging advances in communication-focused theory and intervention approaches in video feedback and motivational interviewing, VIP-BCC currently comprises three sessions: Session 1 is an ecologically-focused assessment of parents’ communications practices, assessed with parent- and youth-reported surveys and videotaped observation of parent-adolescent conversations. Session 2 involves an interview with the parent to build rapport, explore parents’ concerns and challenges, and obtain additional information to assist with tailoring the feedback session. During Session 3, parents and family coaches review clips from videotaped interaction tasks. Video feedback highlights parents’ communication strengths and encourages them to reflect on missed opportunities for promoting pride in their child’s background and supporting the development of coping skills to navigate challenging social experiences related to that background. Data from questionnaires and interviews are also used to punctuate strengths and highlight concerns. During Phase 1 (Aim 1), we will iteratively refine VIP-BCC in partnership with advisory boards of youth, parents, and family coaches, as well as expert researchers and clinicians, who will review Draft 1 of the intervention manual and materials. Feedback will be used to guide the development of Draft 2. We will reconvene the advisory boards and experts to provide feedback on the revised draft and guide further curriculum refinements for Draft 3. The refined intervention will be tested with five parents of 10-14-year-old youth to identify gaps in the curriculum and obstacles to implementation that can be addressed prior to a larger pilot. In Phase 2 (Aim 2), we will conduct a proof-of-concept single-arm trial with families to assess the feasibility, acceptability, and preliminary efficacy of VIP-BCC. Intervention effects on parents’ motivation and competency in engaging in background-related communication, as well as youth coping, self-concept development, mental health, and conduct problems, will be assessed. As one of the first studies to develop and test an intervention centered on promoting pride in one’s background through enhanced caregiver-child communication, this project has the potential to yield lasting benefits for youth well-being and development.