An introduction to Video Interaction Guidance (VIG) (WS31)
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Video Interaction Guidance (V.I.G.) aims to enhance communication and empower individuals by using video analysis of interactions, focusing on attunement principles. The method encourages self-awareness, reflection, and collaborative relationships, based on the belief that individuals have the capacity for change. Research indicates that participants become more reflective, recognize their strengths, and foster positive change through this innovative approach, which integrates direct practice with training and research.
An introduction to Video Interaction Guidance (VIG) (WS31)
- 2. Main Elements of Method 1. Take max.10 minute video 2. Recording is analysed and 3 short of interaction where it clips of interaction are selected naturally occurs. based on the Attunement Principles. 3. The clips are viewed and service recipient or workers coached on their interaction.
- 3. Underpinning principles and beliefs V.I.G. is based on the premise that: • People wish to communicate. • People in troubled situations want to change. • People care about each other. • The power for change resides within the individual or situation itself. • People are doing the best they can at the time. • Crisis is an opportunity to change.
- 4. What is Video Interaction Guidance (V.I.G.) ? Aims: To improve effective communication where it naturally occurs building on each individual's unique and effective style. By: • raising self-awareness and reflection • increasing attuned responses to others • activating people to solve their own problems • reframing perceptions • reducing stress and increasing self-confidence • achieving collaborative relationships
- 5. What is Video Enhanced Reflective Practice (V.E.R.P) ? It is a method of reviewing and reflecting on video clips of interaction between service recipients and service providers. This can be done in one to one or group coaching.
- 6. Self Modelling “Oh wad some pow’r the giftie gie us tae see oursel’s as ithers see us.” (Burns, 1786) “Over the last three decades research has documented the benefits of video-self modelling across a wide range of participants, settings and variables”. (Dowrick 1999) “The advantage of seeing oneself perform successfully provides clear information on how best to perform skills and strengthens beliefs in one’s capability.” (Bandura 1997)
- 7. What makes V.I.G. and V.E.R.P. innovative? • From referral to research - VIG integrates intervention, training and research. • The simultaneous development of practitioners in training and of service recipients using a shared framework for communication (The Attunement Principles). • Keeping close to service recipients. • Recordings are made in real life situations. • Provides practice based evidence and material for grounded research. • The capacity to provide powerful and empowering visual coaching.
- 8. What is Relationship-Based Practice? “Reflective Practice and Relationship-Based Practice are inextricably linked. It is participatory and empowering acknowledging the expertise of the client as well as the practitioner. According to Howe (1998), relationship-based practice, informed by attachment theory and social understandings of the „self‟, has the potential to contain anxiety for clients by enabling them to feel in control of their emotional, mental and social states.” Gillian Ruch, Child and Family Social Work 2005, 10, p 115
- 9. “Relationships are built from patterns of interactions (attuned or discordant) over time and are of key importance to our health and happiness. VIG focusses on improving „attunement‟ and „interactions‟, aiming to establish a more attuned interaction pattern and hence improve the quality of the relationships.” Jenny Cross and Hilary Kennedy Chapter 3, page 72 Video Interaction Guidance – A relationship- Based Intervention to Promote Attunement, Empathy and Wellbeing Published: Jessica Kingsley Publishers 2011
- 10. Dundee V.I.G. research 2011 Explanations for the success of Video Interaction Guidance (VIG) as a therapeutic tool in family work. Dr Maria Doria, Hilary Kennedy, Sandra Strathie and Calum Strathie Faculty of Psychology, University of Lisbon, Portugal * School of Medicine, Health Policy and Practice, University of East Anglia, UK. The School of Education, Social Work and Community Education, University of Dundee, * Dundee City Council Social Work Department, Dundee, UK Research was based upon: • Interviews with parents • Interviews with V.I.G. practitioners in Dundee • Interviews with V.I.G. trainers in Dundee. • Discourse analysis of video recordings of family work. Preliminary results indicate that service users: • Become more active as feedback sessions progress. • Become more deeply reflective and more about positive change. • Are able to explore negative experiences. • Can generate more positive information about themselves, their children and their world. • Can recognise the positive change that happens. • Can describe, or understand, how their children are feeling or thinking. • Can recognise in themselves the strengths they already have as a parent.