Enhancing coparenting using video feedback: Consensus guidelines for infant and preschool families

Abstract Objective An International Coparenting Collaborative (ICC) was formed to develop consensus guidelines for incorporating a coparenting frame into clinical practice with families of infants and preschoolers. Background Historically, early childhood mental health practice has primarily focused on mother–child dyads. With growing evidence highlighting the impact of coparenting quality on infants' and preschoolers' mental health, practice innovations involving coparents and whole families have emerged. Method Lausanne Trilogue Play (LTP), a well‐established observational tool, can be used to assess coparenting and family interactions in very young families. Four evidence‐based coparenting dimensions—coparental engagement, teamwork, conflict, and child focus—are observable during an LTP and selected vignettes can be used to provide video feedback to coparents. Results Overarching principles to frame the filming of families playing in the LTP and to provide coparents with video feedback are outlined. A case example is included to illustrate the potential of this method. Conclusions This report contributes helpful guidelines for using LTP video feedback to enhance coparenting across diverse practice settings serving the infant and preschool population. Implications Consensus guidelines on observational methods that include coparents and other family members in early childhood mental health practice can help advance both clinical practice and research.