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Building professional capital Video Enhanced Reflective Practice (VERP)

Building professional capital Video Enhanced Reflective Practice (VERP). To infinity and beyond ….. Increasing leadership and creativity September 2016. Miriam Landor, National VIG supervisor and trainer Educational psychologist Board member Association of VIG UK

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Building professional capital Video Enhanced Reflective Practice (VERP)

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  1. Building professional capital Video Enhanced Reflective Practice (VERP) To infinity and beyond….. Increasing leadership and creativity September 2016 Miriam Landor, National VIG supervisor and trainer Educational psychologist Board member Association of VIG UK Dr. Laura McDonald, VIG supervisor and trainer Educational psychologist www.seechangevig.netwww.vigorkney.co.uk

  2. Summary • What is VERP? – background, values and beliefs, method, evidence • Group activity • ‘The principles of attuned interactions and guidance’ in VERP • Some video examples of VERP sessions • Closing

  3. Video Interaction Guidance – the mother ship • Therapeutic change intervention • Strengths-based, relationship-based • Growing evidence base • Training model: • ITC • 3 stages of supervised practice • Video self to develop own skills of attunement in interaction

  4. What is VERP? – the background • Lia van Rosmalen, SW in Netherlands, training in VIG for CP in 1980s • Raymond Simpson and Hilary Kennedy, EPs in Scotland, training in VIG in early 1990s, supervised in Netherlands • Penny Forsyth piloted first UK VERP course ‘Communicating with children’ at Frances Wright Preschool Centre, Dundee mid-1990s • VERoC Centre, University of Dundee, modules in education and in social work 2000 onwards VERP is rooted in VIG and was developed from VIG.

  5. Values and beliefs of VIG and VERP (AVIGuk) • Our Values1 • RespectTrustHope • Compassion Co-operation Appreciation • Connections Empathy • Our beliefs2 • Everybody is doing the best they can at the time • All people, even in adverse situations, have the capacity to change • People have an innate desire to connect with others • People must be actively involved in their own change process • Affirmation and appreciation of strengths is the key to supporting change • Recognition and empathetic regard for what people are managing builds trust

  6. What is VERP? – the method • Following initial VERP training session, VERP participant sets goals for own professional development • Takes 5-10 mins. video of self in normal work context • Micro-analyses video for moments where things are going better than usual – for evidence of attuned interactions which relate to the self-set goal • Takes these moments to ‘shared review’ session with AVIGuk-trained VIG guider, 1-1 or in small group, for micro-analysis, reflection and discussion. • Series of 2-5 VERP sessions for sustained development • Acts as ‘reflective team’ for colleagues if in group

  7. What is VERP? – the evidence • Video Enhanced Reflective Practice – professional development through attuned interactions 2015 JKP. Chapters from education, health, social work, commercial & voluntary sectors • IMH, PMLD, SLD, HE, etc. • Individual case studies and systemic organisational change • ‘Improving interactions, improving literacy in the early years’ Nancy Ferguson, NLC • Attuned Interactions - the new e-journal for the VIG and VERP community. Visit attunedinteractions.wordpress.com *Looking for new authors and peer readers: miriam@vigorkney.co.uk.

  8. VERP: Group activity Teacher with SEBN group • Instructions: what can you see in the video clip which shows the teacher attuning herself to the pupils? Video: teacher and SEBN class

  9. The principles of attuned interactions and guidance 1

  10. The principles of attuned interactions and guidance 2

  11. The principles of attuned interactions and guidance 3

  12. Principlesfor developing attunement Adult led Giving guidance Scaffolding Attuned interactions Receiving initiatives Encouraging initiatives Being attentive

  13. VALUES and BELIEFS Att Attunedinteractions VIG Supervisor/colleague VERP Guider VERP Trainee Client Kennedy & Silhanova, 2014

  14. EPs leading on VERP in Scotland • Developing professional capital (e.g. NLC early literacy project) • Building capacity (e.g. Glasgow children's services) • Leadership (e.g. SeeChange and NSPCC, Glasgow) • Creativity (e.g. OIC multi-agency project)

  15. Some video examples from March 2016

  16. Next steps in development of VERP • Introduction of new AVIGuk-accredited training pathway in VERP – AVIGuk board subgroup • Parallel to full VIG training – initial training course followed by three stages of supervised practice with transition / accreditation sessions • For those whose work mainly supports others’ professional development e.g. managers, HE staff, and who don’t have helping work with ‘clients’ or families as their core remit

  17. Any questions? • Contact: miriam.landor@gmail.comlaurawalmsley@gmail.com • Suggested reading: • Attuned Interactions, e-journal for VIG / VERP community - lead editor Miriam Landor attunedinteractions.wordpress.com • Kennedy, H., Landor, M. & Todd, L. eds (2015) Video Enhanced Reflective Practice: Professional Development through Attuned Interactions London: Jessica Kingsley • Kennedy, H., Landor, M. & Todd, L. (eds) (2011) Video Interaction Guidance: A Relationship-based Intervention to Promote Attunement, Empathy and Wellbeing London: Jessica Kingsley www.seechangevig.net www.videointeractionguidance.net www.vigorkney.co.uk

  18. AVIGuk International ConferenceGlasgow May 11th 2017 • Dr Chantal Cyr will speak in the UK for the first time • Prof Bridget Daniel: What can be done to combat neglect? • Professor Vasu Reddy- Emotional interactions between infants and parents • Other speakers & workshops to be confirmed

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