Post on 05-Jul-2015
description
VERP Project With Newly Qualified Social Workers
October 25th, 2012
Robin Sen (University of Sheffield)
r.n.sen@sheffield.ac.uk
1
Introduction
• Introduce VIG and VERP
• Focus on the process of what we did
• Consider evaluation methodology and data for this project
• Reflect on learning from the project
2
Acknowledgments
• Higher Education Authority
• Rotherham Metropolitan Borough Council
• Hilary Kennedy Avig
Social Work
Health
Education
Charity
University postgraduate
AVIGuk Projects in UK March 2012
80 AVIGuk supervisors
750 trained practitioners
At least 500 in training
www.videointeractionguidance.net
5. Child‘s Response(second turn)
6. Parent‘s Reception
4. Child‘s Reception
1. Child‘s Initiative 2. Parent‘s Reception
3. Parent‘s ResponseNew initiative
Eg child points
at ball
and looks back
at parent
Vigorous nod
And returns
look from
ball to parent
Pulls parent
towards ball
And points
again looking
Back at parent
Returns look to
child, smiles
and then looks
towards ball
saying ‘ball’
Parent gets ball down
for child
and gives it saying
‘there you are’ .
With friendly look
and tone
.
Saying ‘Yes, you
can see the ball up
high. I think you
want it’.
In approving
tone, looking from
ball to child
Interaction can continue
Context
The core principle for attuned interaction
VIG and VERP
VIG
• Parent-child interaction
• Roots in Netherlands (in social work!)
• Brought to UK in late 1980s/90s
• Strong evidence based in Netherlands
• Emerging evidence base
VERP
• Developed in the UK from VIG
• Focus on inter-professional communication and interaction with service users
• Tool for reflection on practice
BEING ATTENTIVE
ENCOURAGING INITIATIVES
RECEIVING INITIATIVES
ATTUNED INTERACTION
GUIDING
DEEPENINGDISCUSSION
Pare
nt le
d
1. TOWARDS
INTERSUBJECTIVITYPre-requisite for
building attuned interactions
2.INTERSUBJECTIVITY
The core of attuned
interactions
3. MEDIATED LEARNING
Developing the attuned relationship
Building blocks for parent as care-giver
Possible impact of each block for child as care-seeker
Feels love, recognized and important
Knows their parents are interested in what they are
doing and their wishes
Experiencing being received, parent commenting on
what they are doing and their wishes
Enjoys interacting with their parent
Enjoys being helped and learning from their parents
Is helped to manage difficult situations or learn new things
The Project
‘Control Group’ NQSWs 11
‘Intervention Group’ NQSWs 6
Consultant SWs (4)
8
SW Lecturers 2
The format of training• Day One (Full Day)
Introduction to VIG and techniques for filming and reviewing
• Day Two (Half-day)Reviewing films and making plans for change
• Day Three (Half-day)Review/ supervision session with strengths and working points. Introduction to difficult conversations with families
• Day Four (Half-day)Review/ supervision session. Deepening discussion on difficult conversations
• Day Five (Full day)Presentation of edited films by participants.
9
Some key principles
• Strengths based approach to work
• Coaching/Guiding not Teaching approach
• Parallel processes for ‘guider’ and ‘guidee’
• ‘Difficult’ conversations or ‘just’ conversations
10
11
Turn Taking and Deepening DiscussionDeveloping Attuned Interactions:
Waiting attentively from your turn
Giving a second (and further) turn on same topic
Giving and taking short turns
Interrupting long turns in the yes cycle
Deepening the discussion by
Supporting goal-setting
Sharing viewpoints, collaborative discussion, problem-solving
Naming difference of opinion; contradictions/conflicts
Investigating the intentions behind words
Reaching new shared understandings
Managing conflict12
Evaluation
13
Outcomes of social work education
4. Benefit to Users and Carers
3a. Changes in Behaviour
3b. Changes in Organisational Practice
2a. Changing Attitudes and Perceptions
2b. Acquisition Knowledge and Skills
1. Learner’s Reactions
Carpenter’s (2005)
levels of outcomes
Evaluation Data
Control Group NQSWs 9
Intervention Group NQSWs
5
Consultant Social
Workers 4
15
Evaluation DesignAll NQSWs
• Time 1 (1) [start of training] and Time 2 (2) [end of training] self-evaluation questionnaire
• Vignette scenario at start (T1) and end (T2) of training
• Open questions about their training
Intervention Group Only
• Feedback on VIG training
16
• Carpenter's Levels 1, 2a and 2b
– Learner’s Responses (Feedback Sheets on Training)
– Changes in Attitudes and Perceptions (Self-evaluation questionnaire)
– Acquisition of knowledge and skills (Vignettes)
17
1. Learners’ Responses to VIG
Very helpful in developing communication skills and
strengths based approaches. VIG clearly
has great potential for use in many roles.
Change of thought around [my]
positives/strengths
Has built [my]
confidence
Despite our initial doubts, it has been beneficial and a real
privilege to have had the opportunity
to take part.
Negatives:-Time
-Technology not always
working
Changes in attitude/acquisition of knowledge and skills
• Please see handouts at back of slides
• Consultants – Increase in average confidence levels by 15 points or more on all areas from T0 to T1.
• Control group – increases in confidence in 12/15 areas, one of 15 points or more. Decrease in 3 areas, not related to communication skills.
• Intervention group – increases in confidence in 14/15 areas. and two areas where increases of 15 points or more.
• Two areas of difference between CG and IG can be linked to course syllabus of VERP training.
19
Acquisition of knowledge and skills
• Positive differences in both groups between t0 and t1 other than for– CG in Areas 4. 8. and 9– IG no areas but Area 9. no change
• Strong evidence of gains in areas 1. and 6. for both groups, with slightly better gains for IG
• Significant positive difference in Area 4• Significant negative difference in Area 7
Conclusions and reflections
• Positive learners’ reactions to VERP after tricky start
• Increased self-confidence in skills with some greater increases for IG
• Increased knowledge evidenced most areas for both groups with similar gains. – Greater gains for IG in some areas related to VERP
– But also greater gain for CG in one area (Area 7) and gains for CG in 1 or 2 areas that are hard to explain in terms of VERP alone
Conclusions and reflections
• Process– Teething problems
• Time• Concerns about video recording
• Methods – Randomly allocating SWs to VERP unexpected
problems– Were the vignettes the best method to pick up
changes through VERP?
• VERP Learning– Very useful but from the micro to change of self