Video Interaction Guidance: Practitioners’ perspectives on longer-term outcomes

Abstract

AimThere is a growing evidence-base for the effectiveness of Video Interaction Guidance (VIG) in enhancing communication within relationships. However, its longer-term outcomes are unclear. This paper explores practitioners’ views and experiences in relation to VIG’s longer-term outcomes.MethodFindings from studies that evaluate VIG’s effectiveness were discussed in a focus group of 11 VIG practitioners in the context of their views and experiences. Key concepts were identified through thematic analysis and used to devise a questionnaire, which was completed by 26 VIG-trained Educational Psychologists (EPs); responses were categorised using content analysis.FindingsPractitioners propose several factors that might contribute to maintenance or decay of outcomes. Findings suggest there is variation in practice relating to longer-term outcomes. Opportunities for development are discussed in relation to research, training and practice.LimitationsThe main phase of this research focused on VIG practice in educational psychology, potentially limiting transferability to other contexts.ConclusionsA model is proposed for the delivery of VIG, based on EP practitioners’ suggestions for enhancing maintenance of outcomes beyond the end of the intervention. Implications for training and research are also discussed.