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Reflections on Appreciating Development Through Video in a Supervision Context
Preeya Chibbra
Trainee Educational Psychologist, University of Birmingham
Dr Harriet Maydew
Educational Psychologist, Warwickshire Educational Psychology Service
harrietmaydew@warwickshire.gov.uk
Introduction
Preeya (Year 1 Trainee Educational Psychologist, TEP) and Harriet (Educational Psychologist and Preeya’s placement supervisor) used video in supervision as a reflective tool to support Preeya’s development as a TEP in the areas of self-awareness, reflection and delivering training. The reflective session was structured through applying principles of video enhanced reflective practice (VERP). VERP is a tool in which professionals can share reflections on short clips of their practice, building on strengths to further develop their communication and interaction skills (Murray and Leadbetter 2015). VERP utilises principles of Video Interactive Guidance (VIG), which is a strengths-based approach whereby individuals are supported to reflect upon video clips of their own attuned interactions in order to develop their skills and practice (Landor 2015). Whilst the values associated with VIG practice provided the underpinnings to the supervision session, neither Harriet nor Preeya had received formal training in VIG. Within the article, we (Preeya and Harriet) apply Bain, Ballantyne, Mills and Lester’s (2002) five Rs reflection framework to share our views on the process of appreciating development through video within the supervision context. The stages of this framework are:
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Reporting – descriptive account of what happened
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Responding – our emotional and personal response to the event through sharing observations, expressing feelings and asking questions
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Relating – making connections between the event and our own skills, experience, learning, knowledge and understanding
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Reasoning- highlighting in detail significant factors underlying the event and why these are important to our understanding of the event
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Reconstructing – using the understanding we have developed through reasoning to reframe future practice or professional understanding
Through sharing our reflections, we hope to add to the literature of reflective accounts and contribute to the evidence base for utilising video within a supervision context.
Reporting – what did we do?
In accordance with the TEP competencies framework in place on Preeya’s doctoral training course, TEPs are required to develop skills across a range of key areas during the course of their placements. The planning and delivering of training is one such area, as well as developing self-awareness and reflective practice. Additionally, part of the placement supervisor’s role is to observe the trainee and provide feedback in order to facilitate their learning.
Whilst on placement, in line with skill development requirements, Preeya produced and delivered a Circle of Friends training package to a small group of secondary school staff to develop their skills and confidence in implementing the intervention. Circle of Friends was developed by Snow and Forest (1987) to promote the inclusion of children and young people with Special Educational Needs and Disabilities within mainstream settings. Through an initial whole-class meeting, a group of peers is recruited to set and monitor weekly targets and support the child experiencing difficulties to achieve these (Frederickson, Warren & Turner 2005). The training was delivered virtually using Microsoft TEAMS and was recorded with verbal consent from those attending the training to do so.
After Preeya had delivered the training session, we discussed how the recording of the session could be used to further support her learning. This conversation led to Preeya identifying a short section of the recorded training which she felt pleased with and bringing this clip to the following supervision session. After watching the clip together as part of supervision, we reflected on what went well during the training session, Preeya’s strengths and key learning points. Preeya first identified what she felt were the aspects that worked well, then Harriet shared her reflections and used questioning, based upon principles of appreciative inquiry, to facilitate Preeya’s thinking. Preeya subsequently identified her own key learning points with support from Harriet, considering which aspects of the training she could build on and take forward for future practice.
Responding – what were our observations and feelings about the process?
Our reflections prior to using video in supervision
Preeya: As with many people who use video, there is an apprehension before watching yourself back, particularly with someone else there too. However, Harriet and I had already established a trusting and open supervisory relationship, which enabled me to feel more confident to try this approach for the first time on placement. It was also reassuring to know that we would be taking an appreciative inquiry approach, focusing on the strengths and aspects of the training that worked well. Appreciative inquiry was originally developed as a tool to support organisational change or development, through identifying best practice within a setting (Carter, Cummings & Cooper 2007). It can also be applied to individuals, where the focus is on personal qualities, strengths and what is working well or has already been achieved.
Harriet: I felt able to empathise with Preeya’s apprehension in sharing video, as whilst supervising Preeya I was also partaking in the University of Birmingham Supervision Champion’s course. One way in which the course supported development of our skills as supervisors was, within a supportive environment, to share video clips of our supervision sessions. Sharing video with my peers was an activity in which I had initially felt apprehensive. Being able to empathise with how Preeya may have been feeling and sharing my own experiences, may have helped normalise Preeya’s feelings as well as reduce the power differential between supervisor and supervisee.
Our reflections after using video in supervision
Preeya: Despite my initial apprehensions, I found the reflective session a very positive experience. I enjoyed using video and the principles of VIG as a way to reflect, and the supervision session encouraged me to continue to use this tool in my practice. It was helpful to identify action points and having someone to reflect with, to facilitate and further develop my thoughts. What also seemed to work well was having a fluid discussion which felt more like a natural conversation, rather than following a rigid structure.
Harriet: As this was an activity which we used near the end of Preeya’s placement, it was a useful reflective tool for us to consider Preeya’s strengths and progress she had made whilst on placement. As reflective practitioners we can often view our involvement through a critical lens, which can lead us to focus on what we could have done better or what we wish we had done differently. By having the opportunity to watch the video clip together and reflect collaboratively, it provided a different perspective, and it was empowering to witness Preeya highlighting her own strengths unprompted. This is an observation which has been echoed within previous research using VERP, whereby nursery staff felt able to recognise progress, they felt more affirmed and gained confidence (Soni 2021).
Relating – what is the underpinning psychology behind the approach?
When considering the underpinning psychology behind using video to support development, we reflected on the work of Hattie (2011) and his research into learning, in particular, the importance of feedback. Feedback is demonstrated to be one of the top 10 influences on student’s achievement and this can be applied here also. Hattie (2011) found it is the nature of the feedback which is significant: it should be specific and elaborative, but also clear and simple. We achieved this by using themes to organise our discussion and chunked the feedback according to these. Feedback should also promote a learning goal orientation (Hattie, 2011), which we did through co-developing key learning points and an action plan at the end of the supervision session. We reflected that the use of feedback has also been identified as an important strategy in supporting ‘learners’ move through Haring, Lovitt, Eaton and Hansen’s (1978) learning hierarchy. This model posits that there are four stages to achieve mastery of a skill. These include acquisition, where the learner is building their accuracy in completing the skill; fluency, where the learner is improving their speed of response; generalisation, where the learner is using the target skill in a range of different situations and settings; and finally, adaptation, where the learner is able to modify elements of previously learned skills to fit new demands or situations. Preeya was able to use the feedback to consider how she might maintain the learning from this training session and generalise it to future practice, for example, integrating theory alongside considerations for practical application within school settings. Use of feedback is also supportive of metacognition, another influence Hattie (2011) identified as having a significant impact on learning. Preeya was able to identify some of the thinking processes that she maybe wasn’t aware of in the moment but could reflect on afterwards; for example, the way she processed and responded to staff questions during the training session.
Reasoning – what were the factors that supported the process?
What led to us deciding to use this tool?
Harriet: As a result of attending the University of Birmingham supervisor’s course, using video within supervision was a tool I had become aware of. As such, when a naturally occurring opportunity arose for Preeya to record her involvement, it led to us discussing whether using video reflectively in supervision was a tool Preeya would like to explore.
Preeya: During university input on the topic of supervision, trainees have been encouraged to use video as a reflective tool and I was keen to become more comfortable with doing this. I also had limited prior experience of delivering training, so this felt like a good way to support my learning and confidence in this area using a positive, strengths-based approach.
How did we set up the session?
Harriet: At time the opportunity arose, it was nearing the end of Preeya’s placement and as such we had developed a trusting and established relationship prior to using the tool, in order to ensure supervision felt a safe space for Preeya. It was important that Preeya felt comfortable, that she had autonomy in deciding whether she would like to use video in supervision, and in identifying which clip she would like to bring. There were also additional considerations which increased feelings of safety, for example, being explicit that we would use an appreciative inquiry approach and establishing that using video in supervision would be a shared learning experience, as I had not previously used the tool as a supervisor.
Preeya: It was important for me to be able to identify a clip which was an accurate representation of the training session I had delivered, and to select this section of the recording to share with Harriet in the supervision session. This gave me the opportunity to first pick out my own strengths and then discuss these with Harriet, where she highlighted further positive aspects of the training session which I had not initially identified. Through working together on placement, Harriet was aware of what I wanted to develop, my values and what is important for me. This meant that Harriet knew what to focus on when facilitating my reflections.
Additionally, we discussed that as Harriet was new to supervising, and Preeya had recently started the doctoral training programme, this may have been conducive to using video in supervision as we both felt open to trying out and exploring new approaches through the safety of a trusting relationship.
Reconstructing – what is our understanding of the approach and the implications for practice?
When considering our understanding of the approach, we reflected that supervisors and supervisees can be flexible in terms of how video and the principles of VERP can be used in supervision. The approach can be applied to meet the core competency requirements for the TEP, as well as providing an opportunity to observe the TEP to support their self-awareness and reflective practice. Principles of VERP could be applied to a range of typical TEP activities, for example, the delivery of training, as described here, as well as consultations with staff and families, and direct assessment work with young people. In addition, it is a pragmatic approach as using video as an opportunity to reflect can be interwoven within a supervision session and, due to the increasing access to and use of technology, opportunities to record our practice are becoming more frequent.
In the current example, we used video-based supervision with an appreciative inquiry focus to highlight strengths and personal qualities. However, there is wide applicability for the principles to be used across settings. The importance of reflective practice is evident in most educational professions, for example to support school and nursery staff’s interactions with children (Soni 2021). We reflected that video could be used to support teacher observations in a more strengths-based and empowering way, either through upskilling members of Senior Management Teams in education settings or as part of the EP delivery offer.
Moreover, with the current context of the Covid-19 pandemic, there could be valuable implications for practice in using video to appreciate development. We are able to take advantage of the new ways of working, by using software and technology such as Microsoft TEAMS, which makes recording straight forward, increasing the pragmatism of using video in supervision. It is likely that such opportunities to record our work will continue to be available for us as we move towards hybrid ways of working, consisting of a mixture between face to face and virtual work, in the future. The ease of recording our work when working virtually may reduce the potential for observer bias which may be more present if we needed to set up technology to record the session when delivering face-to-face.
Conclusion
In this article we have reflected on a number of key themes that we have taken from the experience of using video in supervision. In terms of the relationship between placement supervisor and TEP, we reflected upon the importance of building trust and establishing a rapport to create a safe space in supervision in which to use video-based approaches. In terms of using video to reflect, we have highlighted that the trainee should lead on selecting the clip, and the approach should be non-judgemental, empathetic and appreciative. This may contribute towards alleviating the apprehension that is often associated with watching yourself back on video. We have also discussed the varied implications of using video in supervision, recognising that through Educational Psychologists’ developing use of technology as a result of COVID-19, the approach is increasingly easily accessible and practical.
References
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