“By creating we think, by living we learn” Patrick Geddes
Biography: Dr Maria V Doria is a chartered psychologist who works both in clinical practice and in research in the areas of interpersonal relationships and psychotherapy, including VIG. She did a 5-years degree in Psychology at the University of Lisbon (Portugal), and a PhD in Psychology at Cardiff University (UK). Former research scholar of Fundação para a Ciência e Tecnologia (Portugal) and post-doctoral researcher at the University of Lisbon (Portugal), she is currently an honorary research fellow at the University of East Anglia (UK).
Synopsis of Presentation: I first encountered VIG while working in the Cambridgeshire and Peterborough Mental Health Partnership NHS Trust with Dr Andy Sluckin and Jenny Jarvis. As a psychologist and a researcher, I became fascinated with the quick change that VIG intervention was bringing to families and children, both in cognitive, emotional and behavioural terms. In collaboration with Hilary Kennedy, Sandra and Calum Strathie, we started studying a group of very vulnerable Dundonian families with the aim of exploring how change was coming about within the VIG therapeutic process. Data was gathered using multiple methods such as video recordings of the VIG sessions, content analysis, interviews and focus groups involving all the actors of the VIG process (families, guiders and supervisors). Results suggest that both positive and negative responses and feelings are present in the VIG review sessions; however, along the VIG review sessions the client becomes more positive (and less negative) about oneself, the other person and the world, starts spontaneously speaking more often in a positive manner (and less in a negative manner) about the other in the interaction, showing greater emotional understanding of oneself, the other and the interactional processes. Moreover, results also indicate that VIG is particularly successful in bringing out change in the families due to five fundamental factors, unique to the technique:
Overall, the authors conclude that through an underlined mechanism of cognitive dissonance reduction, VIG allows families the unique experience of seeing themselves in a different positive way, understanding what works for them, and believing that they are able to pursue this new way of being in everyday life.
Biographies: Dr Angela Roger is a Senior Lecturer in Education at the University of Dundee where she is Programme Director for the postgraduate Certificate in Teaching in Higher Education. She is trained as a VIG guider and has used VIG in coaching new and experienced lecturers in higher education. This project arose out of the experience of introducing VIG to a group of students who work with families.
Lynn Kelly is a qualified as a social worker and lecturer in the School of Education, Social Work and Community Education at the University of Dundee. Lynn has worked in a variety of social work related settings, in both statutory and voluntary agencies and in academic research and teaching. Until recently she was the National Clinical Services Manager for the Australian Childhood Foundation in Melbourne. This organisation provided direct therapeutic services to children, young people and families as well as providing national training programmes to child care professionals in Australia. The Foundation also funded and worked closely with the Child Abuse Prevention and Research Unit at Monash University. The Foundation was active in producing research based practice knowledge about child care and protection and disseminated its work widely to the public as well as to academic and professional audiences. Lynn has also held several practice and management roles within the statutory and voluntary social work sectors in Scotland, England and in Australia.
Synopsis of Presentation: This presentation explores notions of power and empowerment in using VIG. The researchers began to ask questions about the distribution of power in the use of VIG in the context of child protection. VIG is widely regarded amongst its practitioners as a powerful way of bringing about change, effectively empowering families to change for the better. Could the camera just as equally be perceived as conferring on the professional more power over the families, increasing their feelings of surveillance, particularly when these families are already subject to the scrutiny of child protection systems and processes? The research used interviews with a small number of participants and the module tutor after completion of their studies to find out how the experience with the camera had affected the students themselves and their own practice.
Biography: Charlotta Gorski is a child and adolescent therapist with Early Intervention / Direct Access Psychology, Southbank Child Centre, Glasgow.
Synopsis of Presentation: Video FeedForward is a solution focused intervention used to improve desired behaviour. We present two case studies of using Video FeedForward in Reactive Attachment Disorder. Children with Reactive Attachment Disorder, their caregivers and their clinician completed storyboards of behaviours desired during a "miracle day" and filmed the individual scenes. These scenes were edited to a prolonged sequence of successful behaviour which was fed-back to the child and their caregiver using principles of Video Interaction Guidance. Families reported major improvements in the targeted behaviours, usually within a week of filming the "miracle day".
Biography: Sara Graça - clinical psychologist on private practice and at a professional school (Portugal). She developed and integrates a psychosocial intervention project for pregnant teenagers and mothers and their families with serious social vulnerabilities.
She is also an assistant professor (lecturer) and a researcher in the psychology department, at Instituto Superior Dom Afonso III (Private College, Portugal).
Sara is doing her PhD research at the Psychological Faculty of Lisbon University, with the supervision of Professor João Justo (PhD, supervisor of the research- University of Lisbon) and Fátima Feliciano (PhD, VIG supervisor of the research).
She's is going to present and discuss this research that aims to see the efficacy of VIG on the promotion and development of interaction between autistic children and their parents. Being this research project at an initial phase, a joint reflection will allow the rise of different perspectives and consequently his improvement.
Synopsis of Presentation: The aim of this presentation is to present the research project which will be implemented under the PhD of the first author in Clinical Psychology at the Psychological Faculty of Lisbon University.
Research objectives:
Biography: Matthew Musset, currently Depute Principal Educational Psychologist in Aberdeen. I studied undergraduate Psychology at Edinburgh University 1982-1986 with Colwyn Trevarthen, Margaret Donaldson and others, worked as a teacher in London, then completed an MSc in Educational Psychology at University College London 1995-1996 with Norah Frederickson and team. I have worked as a practicing Educational Psychologist in London, Edinburgh and Aberdeenshire.
I have been using VIG for 9 years, initially with home schooling parents, and around children with communication difficulties within school settings. Much of my VIG work is carried out in whole classrooms, as practical enhancement to Curriculum for Excellence (CfE), or to support whole class relations. I have also continued to VIG work around specifically identified pupils in special schools and with parents. I am currently completing my VIG supervisor training.
I am also working on completing a Doctorate in Educational Psychology, through Dundee University, supervised by Keith Topping. My research interests have developed through investigating impacts of Formative Assessment and Thinking Skills (FATS) to exploring factors in relation to problem based learning in whole classrooms, and use of VIG in relation to this.
Synopsis of Presentation: I will be presenting on progress so far with my current research project "Exploring the impact of video feedback on group problem solving skills and behaviours in primary classrooms". The study sample is 16 whole classes across 4 primary schools, with experimental classes receiving an intervention of 3 cycles of VIG over this school session. This project aims to show how VIG can contribute to pupil peer assessment processes, as well as impact upon pupils' self esteem and skills as problem solving learners.
I plan to describe the project journey, what I'm learning from this, and highlight some issues surrounding methodology and ethics. I will also describe the practicalities, and fun, of filming lots of small groups of primary children and feeding back with whole classes!
Biographies: Helen Gibson is a Systemic Family Psychotherapist and Supervisor. She is also a VIG Guider and Supervisor. She has worked at Bluebird House since July 2008 setting up the Family Therapy Service. Whilst working at Bluebird she has been aware of the potential for introducing VIG into this setting in order to support the staff in the very difficult and complex job that they are required to do.
Helen Williams is an Assistant Psychologist working at Bluebird House. Whilst working at Bluebird she has become particularly interested in Attachment Theory and how VIG can support the relationships being developed between young people and staff members.
About the VERP/VIG Project at Bluebird House: Bluebird House is a purpose build secure forensic adolescent hospital. It is a 20 bedded unit for young people aged between 12 and 18 with mental health difficulties and all are detained under the mental health act. The duration of admission may vary between 6 weeks to 3 years dependant on need.
Bluebird House opened in February 2008 and is one of six units in the country. The staffing consists of Psychiatry, Nursing, Occupational Therapy, Clinical Psychology, Art Therapy, Family Therapy and Education.
Project Outline:
The project aims to offer both Video Enhanced Reflective Practice training and Video Interaction Guidance to members of Bluebird Staff from all disciplines in order to increase self confidence, problem solving skills and provide a structure for reflecting on practice.
It has begun with the first day training for VERP where 9 staff members have participated. A further 9 staff will begin their training in May.
Aim of Presentation:
Helen Gibson and Helen William's aim to share the journey of setting up this project and what they have learnt along the way including the research tools chosen. They also aim to invite audience participation in order to share learning and develop ideas.
(Greene A, Alexander V., Strathie S., Kennedy H., Greene S.)
Biography: Alex Greene is a social anthropologist in Child Health at the University of Dundee. Her research activity focuses on the involvement of young people and members of their social support network (e.g. family, partners, friends and health care professionals) in the care and management of their long-term illness, together with the development and evaluation of health services and health related research. In particular, the integration of technology based support systems, e.g. VIG, within paediatric and young adult services in the NHS.
Aims: Despite diabetes being a disease of self-management, there are limited interventions to improve the communication skills of young people themselves with T1D. 'VIG' (Video Interaction Guidance) uses self-modelling to develop attuned communication between young people and health professionals (HP). We undertook a feasibility study of VIG for use in a paediatric diabetes service.
Methods: VIG affirms positive communication skills by clients reviewing short video clips (~60sec) of successful interactions, enhancing negotiation of goals. We piloted VIG in 3 adolescents, perceived as poor communicators with poor glycaemic control. 10 consultations (~8 min) between patients and their HPs were analysed by using interaction analysis categorisation.
Results: VIG was accepted by the clinic team as unobtrusive. The three patients and their HPs initially demonstrated a varying degree of categories of communication ranging from closed questions and limited acknowledgment of replies through to the use of open and closed questions, checking for reception and understanding and giving of information. With 2 feedback sessions, using the short video clips, the three 3 subjects had a marked improvement in communication skills, translating into an increase in both confidence in the consultation and assertion in their attitudes, wishes and needs for diabetes management. Other clinic HPs blind to which patients had received VIG remarked spontaneously on the positive change in their interaction ability.
Conclusion: From this feasibility study, we hypothesise, that if young people themselves could be taught to improve their communication skills in the consultation and increase their ability to express their views, experiences and needs for diabetes management, this is likely to influence positive change in health outcome. VIG is a potential practical tool to enhance the communication skills of young people with diabetes with their HPs, parents and peers.
Biography: Penny Forsyth is a Chartered Educational Psychologist/National Supervisor and Trainer in Video Interaction Guidance (AVIGuk) with supervisors and practitioners from the Dundee project. Penny has extensive experience of working in partnership with schools, families and other agencies to enable the achievement and wellbeing of children and young people. Training professionals in video interaction guidance, delivering customized short courses, research and the innovative use of the method have been a theme throughout her work.
Synopsis of Presentation: This presentation will share information on the development of VIG across a local authority over a 20 year period. During this time VIG supervisors from educational psychology and social work came together to consult with managers from across these departments to develop the VIG service within the city. The presentation will highlight successes, challenges and snapshots of current practice.
The aim of the presentation is to support reflection on project development including where you are now and what you would see as your next steps.
Hilary Kennedy is an educational psychologist and developer of Video Interaction Guidance (VIG) in the UK. She recently co-edited the book Video Interaction Guidance: A Relationship-Based Intervention to Promote Attunement, Empathy and Wellbeing with Miriam Landor and Liz Todd. She is currently is a freelance VIG trainer working on projects around the UK including the Family Drug and Alcohol Court, Camden, Tower Hamlets safeguarding, Medway, Buckinghamshire, Bedford Educational Psychology services, NSPCC Neglect theme in 5 centres, Czech republic, Finland and Mexico. She is also an honorary senior lecturer at University College London, an associate fellow of the British Psychological Society and is involved in supporting research in the effectiveness of VIG as an intervention.
Synopsis of Presentation: Hilary will describe current new VIG projects and ten reflect on the importance of the new VIG book to these developments.
Please refer to the news announcement for this event for further information and booking details.
Posted: 2 May 2012
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