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www.videointeractionguidance.net. From Scotland to the Netherlands and back. Colwyn Trevarthen (1970s) Harrie Biemans ( 1980s) Claske Houwing ( 1990s Hilary Kennedy and Raymond Simpson 1993 And now ………………. AVIGuk Projects in UK March 2012. Social Work. Health. Education. Charity.

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Presentation Transcript
slide2

From Scotland to the Netherlands and back

Colwyn Trevarthen (1970s)

HarrieBiemans ( 1980s)

ClaskeHouwing( 1990s

Hilary Kennedy and Raymond Simpson

1993

And now ……………….

slide3

AVIGuk Projects in UK March 2012

Social Work

Health

Education

Charity

University postgraduate

80 AVIGuk supervisors

750 trained practitioners

At least 500 in training

slide4

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
slide6

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

slide7

% 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

vig is so useful precisely because it
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

slide10

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?
slide12

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

slide14

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

check list for attunement in conversation s

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
slide16

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

slide17

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

slide18

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
verp in a child protection environment empowerment or surveillance

VERP in a Child Protection Environment: empowerment or surveillance?

Angela Roger

Lynn Kelly

University of Dundee

slide25

VIG

24 May 2012

16:54

what did we find
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

group 1 march 2012
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

participant s hopes for training
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

slide30

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