VIG as a tool for building confidence and professional development in school support staff

Abstract

This article demonstrates the effectiveness of Video Interaction Guidance (Kennedy, 2011) as a tool for training school support staff in restorative approaches and attunement principles. The support staff requested training from an educational psychology service to increase their self-efficacy in dealing with challenging behaviour in the playground. The use of video yielded benefits for individual staff, group cohesion and the wider school – a situation discussed within this article. Implications for educational psychology practice are considered. This article suggests that Video Interaction Guidance is a useful tool for educational psychologists and one that can be used in schools to support staff morale.