VIG Project Dissemination Event

July 26th, 2012

Robin Sen (University of Sheffield)

r.n.sen@sheffield.ac.uk

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Introduction

A note on terminology: VIG / VERP?

Focus on the process of what we did mostly but will talk a little about the evaluation of the training

Why VIG/VERP?

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The selection on the group of social workers....................

17 NQSWs, all getting RMBC NQSW programme Random selection of approximately half to take

part in VIG in addition to RMBC programme A ‘control’ group and ‘intervention’ group of

NQSWs

Teething problems.... Concerns about time commitment Concerns about being recorded on video Unhappiness about being told to go on training

rather than choosing to go on it

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In the end we had: 6 NQSWs who completed the training: Using

video initially within supervision then (ideally) in ‘live’ interaction with parents 6 ‘intervention group’; 11 in the ‘control’ group,

reduced to 10

4 Consultants: Using video of supervision sessions with NQSWs

Two social work lecturing staff: use of video in teaching/learning situations

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The format of training Day One (Full Day)

Introduction to VIG and techniques for filming and reviewing, discussion of initial filming (Full day all together)

Day Two (Half-day)Reviewing films and making plans for change and discussion of next filming (Half-day with group split into two each doing a separate half-day)

Day Three (Half-day)Review/ supervision session with strengths and working points recorded. Introduction to difficult conversations with families

Day Four (Half-day)Review/ supervision session with strengths and working points recorded. Deepening discussion on difficult conversations

Day Five (Full day)Presentation of edited films by participants.

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Principles of attuned interactions and guidance Being Attentive Encouraging initiatives Receiving initiatives Developing Attuned Interactions Guiding Deepening Discussion

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Examples of learning on from the project Strengths based approach to work – how does

this work?

An example of personal learning from VERP – turn taking

Coaching/Guiding not Teaching approach Parallel processes for ‘guider’ and ‘guidee’

‘Difficult’ conversations or ‘just’ conversations

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Turn Taking Developing 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; Supporting turn-taking in the yes-cycle.

Video One

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Guiding not teaching Guiding

Scaffolding Extending, building on other’s response Judging the amount of support required and

adjusting Giving information when needed Providing help when needed Offering choices that they can understand Making suggestions that they can follow

Videos Two and Three

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Just conversations Conversations in difficult circumstances, what are

the principles of interaction here?

Do the Rogerian, person-centred counselling principles apply? (Acceptance/UPR, congruence, empathy)

Yes, but ‘social work’ conversations often different circumstances to ‘counselling’ conversations

Applying the positives of other conversations to these difficult ones

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Evaluation

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Outcomes of social work education

Carpenter’s (2005) levels of

outcomes

Evaluation Data

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Evaluation Data All VIG attendees: End of VIG training evaluation

Consultant SWs Time 1 (1) [start of training] and Time 2 (2) [end of

training] self-evaluation questionnaire

All 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

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Carpernter’s Level 1, 2a and 2b

Learner’s Responses

Changes in Attitudes and Perceptions

Acquisition of knowledge and skills

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1. Learners’ Reactions : Universally positive Group supervision

Learning from others Observation of own interactions through video Strengths based approach as positive “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 confidence”

Some identified negatives: Technology didn’t always work; time and workload

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2a and 2b: Changes in attitude/acquisition of knowledge and skills Questionnaires – please see handouts Methodological issues

Consultants – Increase in average confidence levels by 15 points or more on all areas from T0 to T1. These skill areas could all be related to training provided within VIG/VERP training.

Control group – increases in confidence in 12/15 areas but only 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. These two areas linked to communication skills and course syllabus of VIG/VERP training.

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An early tentative conclusion…. NQSWs and Consultant Social Workers

confidence in their knowledge and skills grew over the course of the study

For consultants this confidence could be related to course syllabus and content of VERP training

Both groups of NQSWs saw increasing confidence in most areas, those receiving VERP training slightly greater confidence increase in skills that could be related to VERP training

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Questions?!

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