the project demonstrated that VIG produced a significant change in the emotional and behavioural difficulties of the population of children who received the service, and improvement in reported level of parenting and reported parental relationship with their children in the population of parents whose children received the service. The data excludes to parents who failed to complete the programme, parents who completed the programme but decided not to complete evaluation measures, and on some measures parents who completed measures but whose feedback was adjudged to have been positively biased. Understanding the mechanisms through which Video Feedback Interaction works Qualitative research studies have also illuminated some of the ways in which Video Feedback Interaction can help individual parents. Attachment theory in action Video feedback interventions, particularly VIPP-SD, have been created based on the attachment theory, developed by John Bowlby (1969) and Mary Ainsworth (1974). This theory suggests that an infant seeks comfort and protection from caregivers, and through their experiences they learn to seek this comfort selectively from caregivers they can rely on. Their behaviors with these caregivers depend on the infant's internal working models of these relationships. Bowlby explained in his writing of attachment theory that an infant should have an intimate, warm relationship with his caregiver in which they both find enjoyment The interventions seek to create positive interactions between the child and caregiver, in order to change the child's internal working models of these relationships, leading to a change in the child's behavior. Social learning theory in action Evaluations have demonstrated that in certain cases parents have learned to improve their parenting in the way described by social learning theory. Social Learning Theory suggests people learn by observing positive desired outcomes resulting from the observed behaviour. Parents, with several children, who traditionally spent all their time with the children together in the group, started spending one-to-one time with individual children, after having been required by Video Interaction Guidance, to do one-on-one activities with a particular child, for the first time. Some parents started to do activities with their children, which involved a small element of risk, after having agreed to do them for the first time as part of Video Interaction Guidance. Similar findings are reported in an evaluation of the Triple P intervention. The importance of the relationship between the practitioner and the parent A principal factor which influences parents' engagement and perception is the quality of