To what extent do practitioners qualified in Video Interaction Guidance embed these skills into their practice and how do children and families experience Video Interaction Guidance?
Overview
Video Interaction Guidance is a relationship-based intervention that aims to increase carer sensitivity to their child’s emotional needs. To do this, Video Interaction Guidance uses video feedback to develop carer’s awareness of the child’s signals and to reinforce appropriate, sensitive responses (Kennedy et al, 2011). Video Interaction Guidance is one of the evidence-based video-feedback interventions endorsed by the National Institute for Health and Care Excellence (NICE) guidelines to promote the attachment of children and young people from care, in care or at high risk of entering care (NICE, 2015), and for children’s early years social and emotional well-being (NICE, 2012).
The aims of this study was to examine the process by which professionals embedded Video Interaction Guidance into their everyday practice with families. The evaluation also examined the lived experience of children and carers who had participated in the Video Interaction Guidance intervention.
Activities and Methods
The study adopted a mixed method qualitative approach consisting of four main elements of data collection:
- Interviews with 12 Video Interaction Guidance professionals and 6 managers.
- A coding framework was devised based upon the principles of VIG and with reference to the VIG Skills Development Scale (VIG-SDS, Gibson & Marczak, 2018). This framework was used to review of two practice recordings from 5 professionals: a recording of a Video Interaction Guidance shared review and a recording of a non- Video Interaction Guidancemeeting.
- Interviews with 9 carers
- Creative, participatory activities with 10 children.
Findings
To our knowledge, this is the first attempt at assessing the extent to which Video Interaction Guidance is embodied by practitioners and evident in all elements of their work, and of capturing children’s views of participating in Video Interaction Guidance. Findings revealed that Video Interaction Guidance practice regardless of expertise or role. There was some evidence that Video Interaction Guidance impacted on practice across different roles and work domains, and Video Interaction Guidance accreditation was associated with the retention of highly skilled professionals. Carers valued the relationship-based approach and reported increased attunement to their children. Children enjoyed participating in Video Interaction Guidance and valued the opportunity to observe and reflect upon their family relationships. added value to professional
Lead Person
| Principal Investigator | Nina Maxwell |
Academic Staff
| Researcher | Alyson Rees |
| Researcher | Sue Thomas |
Related Information
| Funders | Cornwall Council |