Action replay role-play: promoting social work students’ communication skills through video enhanced reflective practice

Abstract

ABSTRACT This article evaluates a collaboration between social work academics and educational psychologists using Video Enhanced Reflective Practice (VERP) to support the development of social work students’ communication and interpersonal skills. VERP is a strengths-based model of reflective practice and professional development that involves a specific method of video reflection to enhance individuals’ capacity for ‘attuned interactions’. An adapted model of VERP was implemented with first year UK-based undergraduate social work students during a ‘Readiness for Direct Practice’ module. The project was evaluated with a focus on eliciting the views of the students on how using the approach had affected their development of communication skills. The findings, based on a qualitative analysis of students’ self-reflection forms and a focus group, indicate the potential of this model for developing students’ awareness of the micro-skills involved in sensitive, attuned interactions, and building their confidence and sense of agency in using these skills. Potential benefits and limitations of using VERP in social work education and practice are discussed.