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.

KEYWORDS:

• Video interaction guidance
• VIG
• educational psychologist
• implementation
• school
• organisational change

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research was carried out as part of a Doctorate in Educational and Child Psychology at The University of Manchester. The project was funded through England’s Department for Education National College for Teaching and Learning ITEP award.