Video Interaction Guidance Research Articles

The process of developing a model of video interaction guidance within one educational psychology service

ABSTRACT Video Interaction Guidance (VIG) is a relationship-based, strengths focused intervention based on theories of intersubjectivity and attachment. Originally developed within family work, the evidence investigating the application of VIG within different relationships and settings is growing. Educational psychologists (EPs) are amongst practitioners who are electing to train in VIG and apply it in practice. This study sought to investigate how a VIG model of delivery has been developed within one educational psychology service (EPS). A case study design was implemented in which seven members of the EP team, all of whom are VIG trained, were interviewed and the data were thematically analysed. Findings illustrate the participants’ perceptions of factors and the infrastructure that have influenced the development of a VIG model of delivery at the service level, and which factors have sustained it over time. Implications for EP services, EP practice, and future research are considered.

Improvement of burn care by video interaction guidance

AimsTo evaluate the effect of video interaction guidance on improving the nurse-child relationship during the wound care procedures. Additionally, determine whether the interactional behavior of nurses is related to pain and distress experienced by children. MethodsThe interactional skills of seven nurses receiving video interaction guidance were compared with those of ten other nurses. The nurse-child interactions were video-taped during wound care procedures. Of the nurses receiving video interaction guidance, three wound dressing changes were videotaped before they received video interaction guidance and three after. The interaction between nurse and child was scored with the Nurse-child interaction taxonomy by two experienced raters. The COMFORT-B behavior scale was used to assess pain, and distress. All raters were blinded regarding video interaction guidance allocation and the sequence of tapes ResultsFive nurses in the intervention group (71 %) showed clinically relevant progress on the taxonomy while only four nurses (40 %) showed similar progress in the control group [p = .10]. A weak association was found between the nurses’ interactions and the children’s pain and distress [r = −.30, p = .002]. ConclusionsThis is the first study to show that video interaction guidance can be used as a tool to train nurses to become more effective during patient encounters. Furthermore, nurses’ interactional skills are positively associated with a child’s pain and distress level.

How is Video Interaction Guidance (VIG) applied in education settings? A scoping review

ABSTRACT The Video Interaction Guidance (VIG) literature has seen rapid growth in recent years. Expanding on its use with families, educational psychologists (EPs) are one of many professions that have trained in VIG. A relationship-based intervention which focuses on strengths and communication, VIG in schools seems appropriate, although the research-base is developing. This scoping review explores how VIG has been applied in education settings. By employing a systematic search of key databases and grey literature, 14 papers met the inclusion criteria. Findings showed that VIG has been applied in education settings with various clients and with a focus on staff development, pupils’ skills, and relationships. VIG can be used alongside another intervention or assessment, although the VIG related outcomes can be challenging to measure. EPs are well placed to support schools to invest in evidence-based interventions; therefore, implications for practice and recommendations for further research are suggested.

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

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.

A training intervention to enhance self-management support competencies among nurses: A non-randomized trial with mixed-methods evaluation

AimTo evaluate the process and outcomes of INTENSS, a training intervention grounded in Self-Determination Theory to enhance nurses’ competencies for self-management support. DesignNon-randomized intervention study with mixed-methods evaluation approach (2019–2020). MethodsThe multifaceted training was implemented in six groups. Cluster-assignment to study arm 1 or arm 2. Arm 1 received a basic training module and arm 2 the basic module with additional video-interaction guidance. Focus groups were held to detect what was helpful in competency enhancement. Intervention effectiveness was determined on trainees’ attitude, motivation, self-efficacy and skills for self-management support (multiple time-points by self-reports and observations). ResultsTrainees (N = 50) indicated the video-interaction guidance, the connectivity within the training group, the constructive feedback from trainers as well as from peers, as helpful for the acquisition of self-management support skills. At 2-month post-training, participants slightly improved in their competencies for the assess (p = .03), agree (p = .02), arrange (p < .01) phase and partnership skills (p < .01). Between the study arms, video-trained participants significantly reduced their use of controlling approaches (p = .03). Observations indicated that trainees mostly used an autonomy-supportive approach, seldom we observed the use of competence supportive, controlling or chaotic approaches. The interviews gave indications that obligatory training in this field needs to be questioned. ConclusionThe outcome evaluation of the INTENNS training indicated most improvement in nurses’ skills for collaborative goal setting and partnership with patients. The mixed-methods evaluation emerges transferable principles to implement the training amongst nurses and, by extension, other healthcare professions. A training intervention involving patient experts can add value to further pave the way towards a true partnership between patients and healthcare professionals. ImpactA training intervention taking into account the complexity of supporting patients towards self-management is available. Important elements for growth are: connectivity within training group, a safe learning climate where ‘failure’ is allowed and video-interaction guidance. Obligatory training participation can be questioned.

Video Interaction Guidance with adults with ID: Learning points and reflections

Video Interaction Guidance (VIG) uses video clips to look at what is going well in relationships. This can help improve other things, such as behaviour.VIG can be used with adults with intellectual disabilities (ID) and their support workers to help improve the relationships between them.We are still learning how VIG can help adults with ID. This article gives some ideas about how it can be helpful.

Video Interaction Guidance during the Coronavirus pandemic: Responding to a new way of working

Aim:From March 2020, in-person visits to family homes have not been possible within the authors’ educational psychology service (EPS) due to the Coronavirus pandemic. This paper outlines how Video Interaction Guidance (VIG) practitioners working within the authors’ educational psychology service have adapted their practice to implement VIG through the use of video conferencing software. The wider purpose of this paper is to share reflections upon effective VIG practice when using video conferencing, and to contribute to discussions about how to adapt therapeutic interventions when face-to-face work is not possibleMethod:This paper will draw upon literature addressing the implementation of therapeutic interventions using video conferencing software, alongside the case study experience of one of the authors when implementing VIG during the Coronavirus pandemic.Findings:Challenges and benefits of implementing VIG using video-conferencing software are explored, alongside suggestions for how VIG practitioners can enable VIG to continue when home visits are not possible.Limitations:This paper is limited by the sparsity of evaluation information available from the case study. The casework information presented here was judged by the authors to be an important component of this paper, since it presented a concrete example, to which discussions in the literature could be applied. The case work example also enables wider discussions about the relationship of online therapeutic work to the specific context in which VIG operates.Conclusions:The challenges explored highlight the importance of creating clear guidelines that adapt in response to experience and changes in policy. Many of the challenges have complementary benefits, depending on the individual context of the parent and VIG practitioner. This leads to the conclusion that implementing VIG using a digital platform is a positive option for VIG practitioners and may work favourably in some contexts.

Video Interaction Guidance with families: A systematic review of the research

Aim:There is a growing evidence-base for the effectiveness of Video Interaction Guidance (VIG) in enhancing communication within relationships. Existing meta-analyses and systematic reviews include VIG within wider evaluations of similar interventions. This paper reviews the use of VIG within families, with a focus on its longer-term effectiveness.Method:A systematic literature review (SLR) was structured using PRISMA. It evaluated studies’ methodological quality, appropriateness and relevance of focus, as well as reported outcomes.Findings:The SLR identified nine high-or medium-quality studies, of which six included follow-up measures. The review found that there is emerging evidence of positive outcomes being maintained beyond families’ final shared reviews. Increased attunement and attachment in parent-child relationships were reported up to 20 months post-intervention.Limitations:Most studies used very small samples. Studies also varied in their descriptions of how VIG was carried out, potentially compromising intervention fidelity. Twenty-two outcome measures were used across nine studies, highlighting the need for more homogeneity in the conceptualisation and measurement of outcomes. Inconsistency in samples, outcomes measures and time points for data collection means that conclusions drawn from this review are done so tentatively.Conclusions:Increased attunement and attachment were reported consistently across a range of samples, indicating support for the proposed mechanisms for the effectiveness of VIG. However, long-term effectiveness studies are needed to demonstrate maintenance of these effects.

A mixed-method evaluation of video interaction guidance (VIG) delivered by early-years workers in a socially disadvantaged urban community

PurposeThe transition to parenthood can pose challenges for women and men, and these are heightened in the context of social disadvantage (e.g. poverty, deprivation, social exclusion, housing instability and disabilities). There is mounting evidence that video-feedback approaches can provide a valuable buffer against such adverse outcomes. This study aims to evaluate the acceptability and preliminary clinical impact of video interaction guidance (VIG), delivered by health visitors and community support workers in a socially disadvantaged London borough, selected due to its multiple indices of deprivation predicting child and maternal adversity.Design/methodology/approachThe study followed a non-randomised, before-and-after evaluation design. Health visitors and community support workers were trained in VIG delivery following the VIG Association-UK protocol. Families with infants under 12 months were conveniently recruited and received six weekly home-based sessions of VIG. The primary outcome was the acceptability of the intervention, assessing parents’ experiences using semi-structured interviews post-intervention. Clinical outcome measures were recorded pre-and post-intervention to yield preliminary evidence on intervention effectiveness.FindingsIn total, 23 families partook in the study, of which 19 completed the pre- and post-VIG quantitative analysis and 6 also completed the post-VIG qualitative interviews. Qualitative analyses documented high rates of acceptability and perceived improvement in family well-being. Preliminary outcome data indicated that completing the VIG intervention was associated with decreased parental anxiety and depression and increased parental confidence, parent-infant relationship quality, as well as an improvement in infant social and emotional development. However, the selective nature of convenience sampling limits the generalisability of the findings. The non-randomised design of the evaluation implies that findings can only be interpreted as preliminary evidence of intervention effectiveness. These considerations are addressed in the discussion.Originality/valueThe results of this study provide preliminary evidence of the acceptability and effectiveness of VIG delivery by health visitors and community support workers to new parents in socially disadvantaged urban communities. However, this study must be pursued further to be evaluated with larger, randomised samples to further explore the generalisability of VIG effectiveness in such settings.

Development and validation of INTENSS, a need-supportive training for nurses to support patients' self-management

BackgroundThe growing prevalence of chronic illnesses requires nurses to support self-management and help patients integrate the chronic illness into their life. To our knowledge there are currently no training programs that combine the necessary components to adequately enhance nurses' competencies in self-management support. ObjectiveThe systematic development and validation of a need-supportive training in self-management support for nurses. DesignA three-phased study, according to van Meijel et al. (2004), with collection of building blocks, design, and validation of the need-supportive character of the training. Setting and participantsEight training groups with 30 nurses, 34 nursing students and nine social healthcare workers from different nursing colleges in Flanders, Belgium. MethodsIn phase one a literature review, current practice analysis, and problem and needs analysis were performed. In phase two, the INTENSS training intervention was developed, framed within the Self-Determination Theory and the 5A’s-Model. The training consisted of a basic training module and a video-interaction guidance module. The intervention was subsequently tested in eight training groups (N = 73). Participants provided feedback during focus group discussions. The intervention was cyclically adapted to trainees' experiences and suggestions. In phase three, we evaluated the need-supportive character of the training intervention. ResultsPhase one indicated the need for training, since nurses' application of self-management support was limited and practiced from a narrow medical point of view. In phase two we developed a theory-driven and multifaceted training, building on attitude, knowledge, skills and reflection in the training. The training was framed within the Self-Determination Theory both at the didactical level as well as on content and format. Overall, participants appreciated the building blocks of the training as supporting their basic needs for autonomy, relatedness and competence. ConclusionsINTENSS, a multifaceted need-supportive training in self-management support was developed, successfully taking into account participants' needs.

The preterm infant-parent programme for attachment-PIPPA Study: a randomised controlled trial.

There is increasing recognition of adverse mental health consequences of preterm birth and the impact on social-emotional development. However, the quality of the developing parent-infant relationship may be protective, with enhanced maternal sensitivity to infants' cues associated with improved outcomes. Eighty mothers and their preterm infants born <32 weeks gestation were randomised to intervention and standard care groups. Intervention comprised reflective interview, observation of infant cues and video interaction guidance (VIG). The primary outcome, maternal sensitivity during play, was measured by the Child Adult Relationship Evaluation-Index. Secondary outcomes were infant social-emotional problems measured by the Ages and Stages Questionnaire-Social-Emotional version. There was no statistically significant difference between the intervention and standard care groups in maternal sensitivity during play at 9 months corrected age (CA). In the secondary outcome analysis at 12 months CA, infants in the intervention group had fewer self-regulation problems than infants whose mothers received standard care. Per-protocol analysis revealed that infants whose mothers completed VIG had significantly fewer communication problems. This early attachment-focussed intervention integrating VIG for mothers and their preterm infants did not enhance maternal sensitivity; however, there were effects on infant social-emotional problems at 12 months CA. Preterm birth can adversely affect infant and parent mental health and the quality of the parent-infant relationship. Early intervention to support parent-infant interaction can have positive effects on infant social-emotional development. There was no statistically significant difference in maternal sensitivity during play at 9 months CA. However, there were fewer infant self-regulation and communication problems reported by mothers at 12 months CA following intervention. Further evaluations of attachment-focussed interventions in the neonatal intensive care unit are needed.

Marte Meo Counselling given to African caregivers of institutionalised infants a three-case study

ABSTRACT Background: Studies from Western countries state that video interaction guidance programmes can support caregiver sensitivity in infant-caregiver dyads. Objectives: The aim of this study was to investigate if Marte Meo, which is such a programme, could contribute to increasing emotional and social support towards motherless infants at an institution for motherless infants in rural Africa. Method: Three caregivers participated in five Marte Meo Counselling sessions. The first guidance naïve film and the last film were analysed qualitatively and quantitatively and organised according to two supportive categories: 1) caregiver responds to infants’ initiative, 2) caregiver takes initiative to supportive interaction, and two non-supportive: 3) caregiver behaves in an intrusive manner and 4) caregiver does not respond to the infants’ initiative. Results: After receiving Marte Meo Counselling, all three caregivers showed impressive augmentation of awareness and sensitivity in their care towards the infants’ emotional and social needs. Conclusion: We found indications that professional caregivers of institutionalised infants in an African country can profit on Marte Meo Counselling, showing positive effects on augmenting caregivers’ sensitivity towards the infants, and thereby meet the infants’ need of emotional and social support.

Communication Skills and Communicative Autonomy of Prelinguistic Deaf and Hard-of-Hearing Children: Application of a Video Feedback Intervention.

Background and AimEvidence on the efficacy of parenting interventions to support communication development in deaf and hard-of-hearing children is emerging. In previous research, we showed that parental participation in a video feedback–based intervention enhanced parental self-esteem and emotional availability to their deaf and hard-of-hearing children. This paper investigates the impact of the intervention on the development of the children’s prelingual communication skills and autonomy. Evidence on the efficacy of parenting interventions to support communication development is warranted.MethodsSixteen hearing parents with a prelingual deaf and hard-of-hearing child (Mage = 2.05 years, SD = 1.77) were recruited by self-selection from pediatric audiological services and randomly stratified into intervention-first and waiting-list groups. Families completed three sessions of Video Interaction Guidance in their homes. Designed for maximal inclusion, the sample comprised children with complex developmental and social needs. The primary inclusion criterion was the child’s prelingual status (<50 signed/spoken words), which was established using speech and language therapy reports. Child communicative autonomy was assessed from a 20 min free-play video recording using a gold standard measure for deaf and hard-of-hearing children (Tait) before and after the intervention.ResultsA Mann–Whitney U test indicated no significant difference between the two groups. The groups were collated, and a Wilcoxon signed-rank test with time (pre-/post-intervention) as a repeating variable was run. A significant increase in children’s communicative autonomy (Z = −3.517, p < 0.0001, d = 0.62) and decrease in children’s no-responses (Z = −3.111, p < 0.005, d = 0.55) were seen. There was no significant difference in the overall number of turn-taking between the parent and child, indicating differences in the quality of the parent–child interactions, not the quantity.ConclusionThis study adds to the emerging evidence for parenting interventions with deaf and hard-of-hearing children. We hypothesize that the video feedback intervention with its focus on emotional availability created space for the children to show increased communicative autonomy during parent–child interactions. Communicative autonomy is a long-term predictor of communication and linguistic development in deaf and hard-of-hearing children, and its conceptual underpinning makes it a good early measure of relational agency. Results can inform wider interventions that focus on the quantity of the parent–child communication.

Doctor-patient communication in medicine and dental medicine

Doctor-patient communication is a type of institutional communication which distinct linguistic features can significantly affect patient satisfaction and treatment outcome. A medical encounter has a clearly defined structure that has been shifting from clinician-centred to patient-centred. Therefore, it is of utter importance for prospective doctors and dentists to be aware of the role of language when communicating with their patients. Given the fact that working in a medical/dental practice has become increasingly international, the paper focuses on the role of the English language. New communicative models and environments such as Computer-Mediated Medical Communication (CMMC) and Video Interaction Guidance (VIG) are also presented.

Video Interaction Guidance: A Return to Traditional Values and Relationship-Based Practice?

In response to the shift away from direct work in social work, there has been resurgence in relationship-based participatory approaches. Such approaches are dependent upon practitioner expertise in developing and sustaining relationships with families. This article presents findings from an evaluation of the Video Interaction Guidance (VIG) Service embedded within Children’s Services in a unitary authority in England. The Service provides therapeutic strengths-based direct work with families delivered by educational psychologists, social workers and family support workers trained in VIG. Interview findings with parents and referrers highlighted the significance of conducting the intervention within the home as a separate service distinct from the child protection role. The therapeutic relationship between the practitioner and the parent served as an exemplar of a positive relationship and a safe space where parents’ internalised perception of themselves could be challenged. The VIG service offers an evidence-based intervention aimed at increasing primary carers’ attunement and sensitivity towards their child. VIG also enables professionals the time to engage in direct work with families and to review how they interact and engage with them. Such an approach allows the ‘invisible trade’ of social work to become visible and subject to improvement and refinement.

Marte Meo as a port of entry to parental sensitivity - a three\u2013case study

BackgroundEarly parent- child relations play an important role in children’s development. Therapeutic intervention towards infants and toddlers at high-risk intends to prevent mental health problems. In this work, the parent-child-dyad is crucial. The video interaction guidance method, Marte Meo, is one among different methods used in attachment-based treatment in an outpatient infant mental health clinic. Parental sensitivity towards infants and toddlers needs is considered significant in developing secure attachment. Secure attachment is further considered decisive for mental health and the extent to which children are at risk of developing mental health problems. Different treatment methods aim at strengthening parents’ sensitivity. This study’s purpose was to gain further understanding about parent’s experiences with Marte Meo – therapy and highlight the importance for parental sensitivity.MethodsThis is a cross-sectional phenomenological hermeneutical study. Four biological parents of three infants and toddlers aged 0–20 months who received Marte Meo- therapy in a clinical context were selected. Data was collected using semi structured interviews.ResultsThis article presents the study’s key-finding; we suggest that sensitivity increases. The key components of this are: watching edited video interaction in a therapeutic context, emotional activation, mutuality, self-esteem / self-confidence and reflective function. These are further elaborated and discussed.ConclusionThe findings indicate that Marte Meo contributes to facilitate development-supportive interaction, strengthen parental sensitivity, emotional availability, reflective functioning and coping - experience.

Effects of early childhood education training and video interaction guidance on teachers’ interactive skills

ABSTRACTResearch has demonstrated that teachers working in early childhood education and care (ECEC) are proficient in offering emotional support to young children, but markedly weaker when it comes to instructional support. We conducted a controlled experimental study in the Netherlands, to investigate the effects of targeted in-service training on improving teachers’ instructional support. Teachers (N = 72) were randomly assigned to four conditions: an intensive early childhood education (ECE) training (N = 17), video interaction guidance (VIG) (N = 16), a combination of both training programs (N = 18), or a control condition with no training (N = 21). Teachers’ interactive skills were measured pre- and postintervention, according the scales of the Caregiver Interaction Profile (CIP). The ECE training improved the proficiency of teachers’ verbal communication and offering developmental stimulation. VIG proved to be effective in teachers’ fostering positive peer interactions between children. Intensive and targeted training can successfully improve the quality of teachers’ instructional support in ECEC settings, although more research on effective elements of professional development of ECEC teachers is needed.

Video Enhanced Reflective Practice (VERP): supporting the development of trainee educational psychologists’ consultation and peer supervision skills

ABSTRACTThis article aims to seek trainee educational psychologists’ (TEPs) views about their experiences of using Video Enhanced Reflective Practice (VERP) to support their professional development, with a particular focus on consultation and peer supervision skills for the VERP guider. Participants engaged in three cycles of VERP, reflecting upon their practice using video clips of themselves. An action research design was implemented and views from trainee EPs and the Video Interaction Guidance (VIG) supervisor were sought, using semi-structured interviews. Hybrid Thematic Analysis was used in order to analyse the data. Findings suggest that VERP was generally a positive experience for trainees and their experiences highlighted the impact of observing themselves in practice, as opposed to retrospective reflection. Trainee EPs selected factors to consider within a ‘shared review’ and reflected on their experiences of being filmed, the strengths and the challenges of which are considered.

“Stop talking about my disability, I am a mother”: Adapting video interaction guidance to increase sensitive parenting in a young mother with intellectual disability

Accessible Summary Parents with intellectual disabilities often have their children placed under child protection. People with intellectual disabilities can find it difficult to access universal parenting programmes and can find it difficult to get professional help for their problems. Video Interaction Guidance is an approach designed to help parents care for their children. This case study shows that Video Interaction Guidance really helped a young mother with intellectual disability. AbstractBackgroundParenting can be challenging for people with intellectual disabilities. The nature of the parents' intellectual disability as well as past experiences of institutionalisation, insensitive care and inadequate support can interfere with parents' capacity to provide responsive and appropriate parenting to their own children. This can result in parents with intellectual disabilities being investigated under child protection procedures. There is little evidence for parenting interventions to improve attachment in parents with intellectual disability.MethodThis is a case report of “Sarah,” a young mother with mild intellectual disability, whose children were placed on the child protection register. A behavioural video‐feedback approach that focused on Sarah's strengths, Video Interaction Guidance, was adapted to Sarah's intellectual disability.ResultsSarah demonstrated a noticeable increase in the frequency of sensitive interactions with her children as well as increased engagement with support services and request for more instructional parenting input.ConclusionThis study demonstrates the feasibility of using Video Interaction Guidance with parents with an intellectual disability and offers suggestions on adapting the intervention to suit individual parents' needs. Further systematic research is, however, necessary to prove the effectiveness of this approach.

Video interaction guidance in collaborative group work: impact on primary school pupils’ self-esteem and behaviours

Video interaction guidance (VIG) is an increasingly recognised evidence-based intervention. VIG was used to enhance pupil responses during a group work programme. Fifteen primary-aged classes across a range of socio-economic status received regular group work over a year. A mixed methods repeated measures design involved nine experimental classes receiving intervention of three cycles of VIG. Six control classes did not receive the VIG intervention. Pre-to-post-test measures included: pupils’ self-esteem in relation to learning, using the Myself as a Learner Scale; a peer assessment schedule based upon Frederickson and Cameron’s Social Inclusion Survey; and a researcher devised pupil questionnaire. Pupils’ communicative behaviours were analysed for a random sample of 12 video clips. Results showed that reinforcement of desirable group work behaviours using VIG enhanced pupils’ self-esteem. The VIG intervention significantly enhanced the experimental group. There was greatest impact on increasing the self-esteem of younger children. Experimental pupils’ retrospective ratings of group work significantly increased, again youngest pupils showed greatest improvement. Film observations showed a trend towards an increase in pupils’ open questions replacing closed questions. There was a significant positive increase in peer assessment of communicative behaviours across the whole sample, irrespective of the VIG intervention. Implications for practice and future research are discussed.