VIG - a Tool for Change in Preschool Teaching
Kateřina Šilhánová (VIG Trainer, lecturer and supervisor, co-founder and since 1996 also a leader of the National Centre For VIG), Czech Republic
Effective communication is crucial for nursery teachers’ day-to-day job. The "Communication for nursery teachers" project was funded by the EU Social Fund for Investment in Education, and it was implemented in four regions of the Czech Republic. The project aim was to explore the possibilities that VIG could enhance nursery teachers’ communication skills. The project was implemented during 4 project periods for 72 qualified nursery school teachers split into6 groups (12 in each group) who participated in the project.
This workshop covers the goals and the process of implementation of the project. The workshop itself will be interactive as the participants will be invited to share the teachers' own video-clips and their journey of discoveries. These steps of self-discoveries were complemented by parallel increased levels of understandings of the theoretical principles that influenced VIG.
This project has already been presented in its phases at previous AVIG UK events, this workshop will probably be more interesting for those who have not attended before.

ASPIRE: Autism Strategies for Parents to Improve Relationships and Experiences: The development of a training and support programme incorporating Video Interaction Guidance for parents of young children with a diagnosis of autism in Highland
Heather Sked (Area Principal Psychologist) and Shiona Alexander (Educational Psychologist), UK
As part of national and local efforts to close the equity gap and support children and young people with a diagnosis of autism to achieve their potential, multi-agency staff in Highland are developing a training pathway for parents of children with autism. ASPIRE (Autism Strategies for Parents to Improve Relationships and Experiences) is a new initiative within this pathway, incorporating VIG both on an individual basis and within a group setting. Evaluation of the pilot programme demonstrated that parents felt empowered and supported both immediately after the intervention and also two months later. Film analysis also demonstrated increased attunement between all parents and children. It would be useful now to measure ongoing impact of this parent-mediated approach through planned, longitudinal research as the programme is rolled out across Highland.

Intersubjectivity and Video Interaction Guidance: An Example of a Theory-Informed Intervention
Korina Hatzinkolaou (Assistant Professor of Developmental Psychopathology, Aristotle University of Thessaloniki) and Chryssa Ekizoglou (Midwife, MSc, IBCLC - Perinatal Psychologist), Greece
This workshop will trace the links between the theory of, and research on, Innate Intersubjectivity (Trevarthen,1974), and the theory and practice of Video Interaction Guidance. By assisting short clips of mother-infant interactions in natural environments, we will discuss how the Principles of Attuned Interactions were developed based on our knowledge of what constitutes sensitive parenting and empathic communication. We will also explore the concept of Affect Attunement as defined by Stern and as it is used in the context of Video Interaction Guidance. Finally, we will reflect on whether, and how, research on intersubjectivity carried out with mother-infant/toddler dyads from clinical populations could further inform Video Interaction Guidance Practitioners on the peculiarities of such populations.
VIG in Fostering and Adoption
Caroline Feltham-King & Jane Leighton, UK
Using VIG to develop healing relationships within adoptive families in England "All children
need relationships to thrive; traumatized children need relationships to heal."
(Golding & Hughes, 2012)
Caroline Feltham-King (Hampshire & IOW Educational Psychology) and Jane Leighton (Suffolk Psychology and Therapy Services) Our workshop will discuss the use of VIG with new and long-standing adoptive families, to inform and equip guiders interested in offering VIG to this client group. Models of service delivery and examples of casework from two local authorities will be presented, as well as the findings from exploratory research investigating outcomes. The session will consider what guiders need to hold in mind when doing VIG with substitute parents of children who have experienced abuse, neglect, separation and loss.

Supporting Inclusion for Learners through Video Enhanced Reflective Practice
Heather McLean (Educational Psychologist) and Imogen Wootton (Educational Psychologist), UK.
Video Enhanced Reflective Practice is being developed as a key methodology within Glasgow City Council for providing the opportunity for staff to reflect on their practice and enhance inclusion for learners in a variety of educational contexts. An outline will be provided in this workshop of the varied range of VERP courses being facilitated by Glasgow Psychological Service with a range of participants including child development officers, teachers and education management. In depth case studies will be provided of the use of VERP in conjunction with course participants from educational establishments, highlighting the impact of the work on the inclusion of young people as well as reflections on the process. This will be an interactive workshop with opportunities for questions and joint reflection.
Working with Families - Using VIG in the Perinatal Period
Angela Underdown (Independent VIG Supervisor) & Dr Aoife Twohig (Consultant Psychiatrist), UK and Ireland
This workshop describes the development of recent innovative UK and Irish work, focusing on using VIG in early primary prevention. Two research studies are described, the first Randomised Control Trial (RCT) offered VIG to parents with babies receiving care in the Neonatal Intensive Care Unit (NICU). The second pilot RCT offered VIG on home visits to families whose babies were born at or before 32 weeks gestation. A case study is also outlined to illustrate how VIG was used from the antenatal period to support a mother with a history of babies being removed because of neglect.
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VERP project to enhance Intensive Interaction in a special school for children with PMLD and Autism
Kaisa Martikainen (Speech and language therapist) & Katja Burakoff (Speech and Language Therapist), Finland
Intensive Interaction is developed to meet the learning needs of children and adults who are still at early stages of communication, cognitive and social development. In our presentation we`ll first describe shortly Intensive Interaction and it´s principles and benefits for people with complex communication needs and their communication partners. When partners adopt Intensive Interaction as an approach they adopt a particular interactive style. Then we`ll describe the first year of our three year VERP project with a special school for children aged 5 – 17 years with ASD and learning disabilities. In our project we have combined basic training in Intensive Interaction with methods of video-based active support on-site. Finally we´ll tell about project outcomes and staff member´s experiences.

Giselle Rothenberger & Karen Telfer: Using Video Enhanced Reflective Practice (VERP) to support the implementation of North Lanarkshire Council’s Early Years Literacy Strategy.
Karen Telfer (Senior Educational Psychologist) and Alison Findlay (Senior Educational Psychologist), UK
For the last four years North Lanarkshire Psychological Service has been combining Video Enhanced Reflective Practice (VERP) and Active Literacy training to effectively support the implementation of the Authority's Literacy Strategy in the early years sector. In the region of 300early years practitioners have taken part in the project, with 86% of early years establishments across NLC having at least one member of their team trained and 23% having all members of their team trained. The project has been rigorously evaluated and results are very encouraging, both in terms of impact on practice, and outcomes for children.The workshop will share the experiences and outcomes of this large scale, long term VERP/Literacy project. It will also consider the longer term impact of this training and share models of practice where VERP has become an integral part of planning and self evaluation within establishments across NLC.

Engaging Health Visitors in Video Interaction Guidance: Sharing Success from Two Training Projects
Dr Madeline Marczak, (Clinical Psychologist/Operational Lead CYP-IAPT 0-5s) & Dr Stavros Stavrou, (Clinical Psychologist, Haringey Parent Infant Psychology Service) UK
This workshop will consider why health visitors are central to delivery of Video Interaction Guidance during the perinatal period. Current drivers and policy context will be explored to consider the unique position that health visitors have in early intervention.
Two training programmes will be reviewed (North West Children and Young People – Improving Access to Psychological Therapies, 0-5s programme & the Haringey HEE funded ‘Through Each Other’s Eyes’ project) which have each delivered intensive VIG training to health visitors.
Reflections will be made on successes and implementation challenges. Consideration will be made as to how we can continue to engage with health visitors, their managers and commissioners to ensure sustainable implementation of VIG at a Universal Plus level within Perinatal Care.
VIG in the Mother and Baby Team
Emily Kite (Community Psychiatric Nurse), Dr Jo Spoors (Consultant Perinatal Psychiatrist) and Dr Hannah Wilson (Consultant Clinical Psychologist), UK.
We will share our experience using VIG as a successful therapeutic technique on the Mother and Baby Unit and within the Mother and Baby Team community setting. Six practitioners from different multidisciplinary backgrounds are currently delivering VIG within the Mother and Baby team. A discussion regarding the practicalities of VIG work with this group will be followed by our outcome data collected thus far. We will discuss our personal experience of delivering VIG illustrated by case examples of video work. Using VIG in complex cases has raised some recurring themes and we are using this to guide our use of VIG in the future in addition to ensuring we achieve the full potential of VIG within our patient group.
The interesting Process of Supervision and the Russian Dolls!
Jenny Jarvis (Chartered Counselling Psychologist), Kim Dowsett and Susan Lyon (Independent Speech & Language Therapist), UK
This will be an interactive and fun workshop exploring what happens in and between VIG supervisions. The workshop is open to VIG practitioners, trainee supervisors and supervisors.
Now is an important time to be considering the differences and similarities between VIG and other video feedback methods. It is thought that the VIG supervision process is an important aspect in the change process. We would really like your views and ideas about your own experiences of supervision.
We will be showing some significant moments of supervision to promote small group discussion about moments of insight or change, and a there will be a questionnaire. It is hoped that your participation will bring us more clarity about the learning process of VIG supervision.VIG in the NSPCC: Looking back to plan a strong future
Hilary Kennedy (Psychologist and AVIGuk National Supervisor), Paula Telford (NSPCC Development and Impact Manager VIG and other programmes),
Lindsay Rautman (NSPCC Practitioner), Roberta Neill (NSPCC Practitioner)
Hilary Kennedy will start by looking back at the successes and challenges of implementation of VIG in the NSPCC over the last 7 years. She will summarize the qualitative and quantitative data from the evaluation of VIG in the Neglect theme, together with themes emerging from interviews with VIG supervisors, practitioners and managers indicates that the 400-odd families who have received VIG through the NSPCC over the last six years have enjoyed and benefitted from the intervention. There are 58 practitioners who can offer VIG in 12 NSPCC centres.
Lindsay Rautman will present VIG in the Glasgow Infant and Family Team (GIFT) and Roberta Neill will present how VIG was used to tackle neglect in Belfast.
Paula Telford will round off with innovative plans for using VIG to tackle Domestic Violence (Steps to Safety) and give her views on the future of VIG in the NSPCC.