VIG Project Dissemination Event

1. VIG Project Dissemination Event July 26th, 2012 Robin Sen (University of Sheffield) r.n.sen@sheffield.ac.uk

2. 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?

3. 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

4. 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

5. 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.

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

7. 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

8. 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

9. 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

10. 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

11. Evaluation

12. Outcomes of social work education Carpenter’s (2005) levels of outcomes

13. Evaluation Data

14. 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

15. Carpernter’s Level 1, 2a and 2b • Learner’s Responses • Changes in Attitudes and Perceptions • Acquisition of knowledge and skills

16. 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

17. 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.

18. 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

19. Questions?!