videointeractionguidance

1. www.videointeractionguidance.net

2. From Scotland to the Netherlands and back Colwyn Trevarthen (1970s) HarrieBiemans ( 1980s) ClaskeHouwing( 1990s Hilary Kennedy and Raymond Simpson 1993 And now ……………….

3. AVIGuk Projects in UK March 2012 Social Work Health Education Charity University postgraduate 80 AVIGuk supervisors 750 trained practitioners At least 500 in training

4. VIG WORKS? by • using edited video clips of “better than usual” interaction of the client in interaction with someone important to them • and supporting reflection and increase awareness within a collaborative mediated dialogue which • increases sensitivity and emotional attunement to the infant or child • reduces stress and increases self-confidence • inspires hopefulness and joy in disadvantaged contexts • activates clients to solve their own problems

5. DVD

6. The core principle for attuned interaction 2. Parent‘sReception 1. Child‘sInitiative Returns look to child, smiles and then looks towards ball saying ‘ball’ Eg child points at ball and looks back at parent Context Saying ‘Yes, you can see the ball up high. I think you want it’. In approving tone, looking from ball to child 4. Child‘sReception 3. Parent‘s Response New initiative Vigorous nod And returns look from ball to parent 6. Parent‘sReception Parent gets ball down for child and gives it saying‘there you are’ . With friendly look and tone . Pulls parent towards ball And points again looking Back at parent 5. Child‘s Response (second turn) Interaction can continue

7. % change in CARE-index sensitivity of parent to infant4-6 VIG sessions over 8 weeks8-14 indicates ‘good enough’ 4-7 indicates ‘of concern’ 0-3 indicates ‘seriously compromised’ Kennedy, H. & Robertson,M. 2009

8. VIG is so useful precisely because it Jane Barlow University of Warwick 2011 Increases maternal reflective function and mind-mindedness key transmitter of secure attachment increases sensitivity and emotional attunement to the infant or child key transmitter of secure attachment

9. Kim’s video

10. May 2012 Draft NICE Guidelines Key recommended intervention For all those involved in the social and emotional well being of In children 0-5 • Cochrane Review – Does VIG enhance Parental Sensitivity?

12. VIG supports changes from the NO- to the YES- Cycle VERP supports change from a battle of messages to a learning conversation LEARNING CONVERSATION BATTLE OF MESSAGES attuned cycle discordant cycle

14. Building blocks for parent as care-giver Possible impact of each block for child as care-seeker Is helped to manage difficult situations or learn new things DEEPENING DISCUSSION 3. MEDIATED LEARNING Developing the attuned relationship Enjoys being helped and learning from their parents GUIDING Enjoys interacting with their parent ATTUNED INTERACTION 2. INTERSUBJECTIVITY The core of attuned interactions Parent led Experiencing being received, parent commenting on what they are doing and their wishes RECEIVING INITIATIVES Knows their parents are interested in what they are doing and their wishes ENCOURAGING INITIATIVES 1. TOWARDS INTERSUBJECTIVITY Pre-requisite for building attuned interactions Feels love, recognized and important BEING ATTENTIVE

15. Foundations for attunement • Are you encouraging initiativesby • Waiting • Using friendly intonation • Listening actively • Looking for initiatives • Naming postively what you see, hear, think, feel tabout them • Name what you are doing, thinking , feeling • Are you being attentiveby • Looking interested • Turning towards • Giving time and space • Smiling • Friendly intonation and posture • wondering what they are doing, thinking, feeling Check list for attunement inconversations

16. Initiative & Reception Are you receiving their initiatives by • Showing you have heard, noticed their initiative • Receiving with body-language • Being friendly and/or playful as appropriate • Returning eye-contact, smiling, nodding in response • Receiving what they are saying or doing with words • Repeating/using their words or phrases •  

17. Attuned Interactions Are you developing an attuned interaction pattern by • Receiving and then responding • Checking they are understanding you • Waiting attentively for your turn. • Having fun (if appropriate) • Giving a second (and further) turn on same topic • Giving and taking short turns • Interrupting long turns in the yes-cycle • Contributing to interaction / activity equally • Co-operating - helping each other 

18. Developing the relationship • Are you deepening the discussion by Supporting goal-setting • Sharing viewpoints • Collaborative discussion and problem-solving • Naming difference of opinion. • Investigating the intentions behind words • Naming contradictions/conflicts (real or potential) • Reaching new shared understandings • Managing conflict (back to Being attentive and receive initiatives aiming to restore attuned interactions) • Are you giving guidance by • Extending, building on their 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

19. Analysis of 8 minutes consultation

20. Number of turns by category of Consultant C and Patient C

21. Number of turns by category of Consultant B and Patient B

22. Number of turns by category of Consultant A and Patient A

23. Number of turns by category of consultant and patient in 8 mins

24. VERP in a Child Protection Environment: empowerment or surveillance? Angela Roger Lynn Kelly University of Dundee

25. VIG 24 May 2012 16:54

26. What did we find? We hypothesised that VIG might be considered a form of surveillance or control in a CP context What we found was: Participants found the experience of the teaching to be ‘luxurious’ and ‘nurturing’ Participants did not use the video, but used the ‘principles’ on ‘a daily basis’ Participants found that the teaching most helped them in their working relationships and communication, many used it as a tool for supervision Participants found it helped them to ‘get more information’ from clients Participants found it helped them reflect on their own behaviour and practice Participants did not immediately consider issues of surveillance or power but came to consider it as part of the interview ……to be followed up

27. Introducing VERP in a Secure Adolescent Psychiatric Hospital BLUEBIRD HOUSE

28. Group 1 – March 2012 Leanne HCSW Gail Deputy Head Teacher Wendy OT Team Leader Helen VIG Supervisor Helen W Assistant Psychologist Martin VIG Supervisor Emily HCSW Karen Ward Manager Tim Senior Nurse Jackie Consultant Psychologist Ollie Consultant Psychiatrist

29. Participant’s Hopes for Training Opportunity to improve and reflect on my own interaction skills To be in a position to promote VIG across the unit through clinical supervision and other avenues Learning from other members of the multi disciplinary team To have another and very different skill to support my team To contribute to developing a culture of identifying and reinforcing positive skills and achievements of staff and young people How I can help young people and their families build better relationships through communicating effectively

30. 2 Chapters on VERP Cave, Roger and Young Universities of Newcastle and Dundee VERP in Higher Education Calum and Sandra Strathie Introduction to VERP courses and VERP in Dundee Children’s homes CARE Accolade award http://www.youtube.com/watch?v=6XNxYLthKB4 www.videointeractionguidance.net