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

ABSTRACT

This 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.

KEYWORDS:

• Video Enhanced Reflective Practice (VERP)
• consultation
• trainee educational psychologists (TEPs)
• peer supervision and reflective practice
• Video Enhanced Reflective Practice guider (VERP guider)

Disclosure statement

No potential conflict of interest was reported by the authors.