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Initial 2 day training course in

Video Interaction Guidance (VIG) Dates:

17th and 18th November 2016

9:30 – 17:00 on Day 1 9:00 – 16.30 on Day 2

Led by

Dr Deborah James with Sandra Strathie

At

The Exchange, North Shields, Tyne and Wear, NE30 1SE

Further details on VIG from www.videointeractionguidance.net The 2011 VIG and new VERP book available from Amazon and on the course

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About the lead trainer – Dr Deborah James

I trained initially as a speech and language therapist at UCL in 1997 and then took up a funded PhD by research at the Institute of Child Health (Brain and Behaviour Sciences Unit) in psychology. I have always maintained a clinical practice throughout my academic career and have had specialist speech and language posts in early years and special needs. I retrained in VIG about 10 years ago and have been able to conduct research on the mechanisms of change in VIG and the impact of it with families and workforces. In my current academic role I am an Associate Professor in Social Work, Education and Communities at Northumbria University in Newcastle upon Tyne. I am now also a freelance VIG practitioner, supervisor and trainer working with families and workforces in the North East of England. I am developing an interest in the life-course trajectories of challenging behavior and am fortunate to work at local, regional and national levels with partners in mental health, public health, social work, education and national policy groups. I’ve had a strong and productive working relationship with Sandra Strathie for several years, in fact she was my VIG supervisor phase supervisor and we look forward to welcoming you to our ICT course in North Shields this November. Sandra Strathie is a National VIG Supervisor. She has been involved in supervising and delivering VIG training for approximately 15 years, following many years as a practitioner of VIG. Sandra is a published author on VIG and VERP.

Who is this for? This two day course provides introductory training in the approach of Video Interaction Guidance uk TM for professionals who work with parents and carers who are experiencing difficulties in communication with their children and wish to develop better relationships with them. VIG is also relevant to staff who work with children and young people in special education or care settings and for staff in higher education who support others in teaching and supervision skills.

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What is Video Interaction Guidance ukTM? VIG is an intervention approach used in the UK whose methods, quality and standards are specified by the Association for Video Interaction Guidance UK (AVIGuk)i. VIG works in a respectful and collaborative way with clients using edited video clips of ‘better than usual’ communication between people as the basis of reflective dialogue about how to develop the relationship further. It is a relationship-based intervention which, for example, helps parents become more sensitive and attuned to their child’s emotional needs, regardless of the age of the child, or helps teaching staff to become more attuned to students.

What is the evidence for the effectiveness of VIG uk TM?

There is a growing evidence base for the effectiveness of relatively short sensitivity-focused interventions with parents and professionals using video feedback in an attuned way. Evidence sources can be found in meta-analyses of researchers such Fukkink (2008, 2010) and Bakermans-Kranenburg et al (2003)ii ,Alink et al (2015). VIG is recommended as an evidence-based intervention for health visitors and midwives in the NICE guidelines ‘Social and Emotional Wellbeing – early years’ published in October (2012)iii. VIG has also been selected as an evidence-based intervention by All Party Parliamentary Group for Conception to Age 2 (2015) iv and Public Health England (2015). It was also selected by the NSPCC (2011) as one of its two chosen evidence based

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interventions to tackle neglect to present to England’s review of the delivery of early interventionsv.

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Where and how has VIG been used?

VIG has been used by a wide range of staff including educational and clinical psychologists, social workers, CAMHS workers, health visitors, residential care staff, speech and language therapists, children’s centre workers and peripatetic teachers in early years and special education settings. It has often been used in situations where communication and relationships between adults and children or young people have almost completely broken down as well as in situations in which good communication has been slow to develop. VIG is used internationally (in Australia, USA, the Netherlands, Czech Republic, Finland, Greece, Hungary, Poland and Germany). When the main purpose of VIG is someone’s professional development it is referred to as video enhanced reflective practice (VERP). VERP supports individuals or groups to reflect on and develop their communication skills with their clients, through reviewing short video clips of day-to-day practice. With the guidance of a facilitator, VERP trainees identify clips that demonstrate moments where their attuned interaction helps them towards achieving a self-set goal. Repeated sessions of VERP can support sustained development. There is evidence that VERP can be used to enhance the professional skills of a wide range of professionals working with both adults and children. The new book on VERP (Kennedy, Landor and Todd, 2015) demonstrates the impact of VERP on staff confidence and enthusiasm for the work leading to enhanced outcomes for clientsvi. There are also examples in which VERP has contributed to organisational and cultural changes in schools and local authorities.

What will the 2 day training provide?

The 2 day training course will provide an introduction to what Video Interaction Guidance uk TM is and its theoretical origins. It will also offer illustrations of clips used by guiders with clients and an introduction to the framework for micro-analysis of attuned and non-attuned interaction based on the work of developmental psychologist Colwyn Trevarthen. The ratio of trainers to participants will be roughly 1:4 ( max 5), to allow close support to the small group skills based-practice sessions that participants will engage in on both days. At the end of the two days participants will understand how and why VIG works, will be able to describe the principles of attuned communication. Participants will also be able to take their new awareness of initiatives and reception and other principles of attuned interactions into their professional observations of parent-child or teacher-student communication. Having seen themselves on video and experienced supportive feedback about their communication style from peers, participants will also be able to describe their own strengths in communication with clients and identify for themselves a working point or goal for change in communication. Participants will also have practice in using a camcorder and downloading video on to a laptop.

Next Steps

To book a place on the VIG training course, email deborahmichellejames@btinternet.com

The 2 day course costs £400 (includes lunch and refreshments on both days).

Many people taking up VIG book the first 7 supervisions and one accreditation session (£560) which will take place over 6 months at a times and venue to suit.

Some buy the whole training (which includes the initial training course) up to the end of phase 3 (£2290) (see training guidelines below)

It is possible to attend the course on its own and then decide whether to continue with supervision.

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Supervision will be able to be provided by AVIGuk Supervisors, and those taking up the full training will be allocated a Supervisor on the training course.

Learning Objectives A. Initial Training Course (ITC) After the initial 2 day training course Participants will have been given the knowledge of

· What Video Interaction Guidance is, as practised in the UK

· VIG’s theoretical origins and the main evidence for its effectiveness

· Principles for attuned interaction and guidance.

They will have the experience to gain initial skills of

· Micro-analysing the interactions of participants to identify attuned responses on video

· Selecting “better than usual” examples of interaction to activate client strengths

· Identifying relevant situations in their work where VIG could improve client’s sensitivity to

another (often child)’s needs

· Selecting 2 - 3 video clips and preparing them to bring to their first supervision

· Practising elements of a shared review with a client whilst demonstrating attunement to

the client

· Analysing video in shared review to identify strengths in their communication with clients

as well as an aim or working point for further attention

· Developing scripts to explain VIG to clients and to secure their active engagement.

They will have gained an initial understanding of

· How principles of attuned interaction relate to professional - client communication

· The use of the AVIGuk e-platform (currently SPINLINK) to access training materials and

research on applications for and effectiveness of VIG within a wider international

community of practitioners

· How the initial training is an introduction to the practice of VIG and that client work can

only begin within an accredited supervision process in which the trainee demonstrates

and learns collaboratively with the VIG supervisor.

B. Supervised Practice This next stage of training requires the trainee to be supervised in delivering VIG to clients throughout 3 differentiated Stages of training, Stage 1 has at least 7 individual hours of supervision and stages 2 and 3 have 8 hours of supervision. Each Stage also has a transition or accreditation meeting as well as an introduction to the next Stage. Trainees will work with at least two situations (i.e. 2 families) in each Stage (a total of at least 6 during the three Stages) and deliver at least 21 videos and 21 shared reviews during the 3 stages.

ii Fukkink, R. (2008) ‘Video feedback in widescreen; A meta-analysis of family programs.’ Clinical

Psychology Review 28, 6, 904–916.

Fukkink, R.G. and Tavecchio, L.W.C. (2010) ‘Effects of Video Interaction Guidance on early

childhood teachers.’ Teaching and Teacher Education 26, 1652–1659.

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Bakermans-Kranenburg M.J., IJzendoorn M.H. van & Juffer F. (2003), Less is more:

Meta-analyses of sensitivity and attachment interventions in early childhood,

Psychological Bulletin 129(2): 195-215.

Alink, L.,Euser,S.,Stoltenborg,m., Bakermans-Kranenburg,M. &Van

IJzendoorn,M.(2015) Are interventions effective in Preventing or Reducing

Maltreatment? Meta-analyses of Randomised Controlled Trials Presented on 21.03.15

SRCD Biennial Meeting, Philadelphia iii http://guidance.nice.org.uk/PH40 iv All Party Parliamentary Group for Conception to Age 2 (2015) Building Great

Britons

http://www.wavetrust.org/sites/default/files/reports/Building_Great_Britons_Report-

APPG_Conception_to_Age_2-Wednesday_25th_February_2015.pdf

Public Health England (2015) Rapid Review to update Evidence for the Healthy

Child Programme 0-5 https://www.gov.uk/government/publications/healthy-child-programme-rapid-review-to-update-

evidence v NSPCC (2010) 'The National Society for the Prevention of Cruelty to Children (NSPCC) Evidence to

the independent review of the delivery of early interventions intended to fulfil potential and reduce

dysfunction in the lives of children and young people. November 2010.' Accessed on 29/1/2011 at

http://www.nspcc.org.uk/Inform/policyandpublicaffairs/consultations/responses2010_wda70544.html