.jpg)
Video Interaction Guidance and staff wellbeing: a guider’s reflections
Dr Kathryn Lynch
Context
I am an Educational Psychologist, working in a special school and Video Interaction Guidance (VIG) is an integral part of my work. Upon returning to school in September 2020, the school development plan was adjusted to focus upon wellbeing, as it was anticipated that the challenges of changes to routines, limitations on activities and arrangements for respite and community services (brought about by the Covid-19 pandemic) would impact on pupil wellbeing (Harris, 2020; MENCAP, 2020). In addition, the school day looked different to how it did prior to the pandemic. Equally, it had not been underestimated that the Covid-19 pandemic had impacted upon all staff for similar reasons.
​
In September 2020, the school’s Deputy Head Teacher and I agreed that the ongoing use of VIG might be a helpful vehicle for supporting pupil wellbeing and communication through adult attunement for some of our pupils, particularly in the context of the Covid-19 pandemic.
​
Due to lockdowns and periodic closing of bubbles, school and learning looked different to how it had done before the pandemic. Some pupils engaged in online learning and others in personalised learning programmes. Almost all pupils and their families had been unable to access the usual forms of support within the community, outside of school.
Communication also remains a key area of the school development plan, as many pupils have communication needs, in addition to other needs such as autism, for example.
What is Video Interaction Guidance?
Video Interaction Guidance, or VIG, is a strengths-based intervention which uses video feedback, chosen by a trained guider, to help a client to enhance their communication and relationships. Typically, the guider will film an interaction between a client and child and will edit the clips to then share with the client, to explore their helping question as a focus for discussion when viewing the video clips.
​
VIG’s values and beliefs are that a person is doing the best that they can at that point in time and that everyone has the capacity for change; people must be actively involved in their own change process and that affirmation and appreciation of strengths is the key to supporting change; recognition and empathetic regard for what people are managing builds trust (AVIG UK website, 2021; Kennedy, Landor and Todd, 2011).
What is Video Enhanced Reflective Practice?
Video Enhanced Reflective Practice, or VERP has been described as a method to support individuals or groups to develop their interaction skills in their work through guided reflection on their chosen video clips of day-to-day practice (Murray and Leadbetter, 2018).
Staff wellbeing literature
A search of the literature on staff wellbeing suggests that it is an area of concern for teachers (Garland et al., 2018; Ofsted, 2019; Savill-Smith, 2019; Teach Well Alliance 2020). Much of the literature is concerned specifically with teacher wellbeing, rather than other roles in school. In addition, pupil behaviour is cited as a significant cause of stress for teachers. Further investigation of the literature reveals few references to special schools in terms of staff wellbeing.
​
Boujut et al. (2016) report that staff wellbeing in French special schools and resource bases (mainstream schools with additional provision to support pupils with special educational needs) is supported by staff collegiality and positive relationships between staff and the sharing of good practice.
​
In the literature, teacher wellbeing appears to be less positively framed, and focuses on ill health and stress rather than coping and flourishing (Weare and Gray, 2003; Roffey, 2012; Garden et al. 2018).
Positive psychology is a relatively new area of psychology, concerned with growth, flourishing and wellbeing, rather than deficit or mental illness (Seligman, 2011; Dodge et al. 2012)
PERMA theory
Martin Seligman (2011) identified five aspects of wellbeing in his PERMA theory, which people pursue because they are intrinsically motivating. He suggests that working on each area of PERMA increases wellbeing, and decreases distress. See Figure 1 for the five PERMA areas.
​
​
​
​
​
​
​
​
​
​
​
​
​
​
Figure 1 The five aspects of PERMA
PERMA theory has provided a useful framework for supporting staff wellbeing at school, since the pandemic began.
What we did
A class teacher (with experience of VIG) identified that the support staff in her class are excellent practitioners. They are naturally attuned to each other and to pupils and enjoy the daily challenges of working with pupils who have the most complex needs. The teacher noted that the support staff were concerned about the pupils because of the significant changes to routines they had experienced due to the pandemic, and that they find it difficult to express their anxiety and worries to adults. VIG appeared to be an answer to this challenge by providing a means for staff to be able to see what they did well and how they were able to support pupils’ wellbeing and communication through connection.
​
We initially met as the class team and EP and discussed VIG- what it is, how we might use it and how it could support staff to develop communication skills and pupil wellbeing. Staff were cautious about participating, but felt that it might be a nice opportunity to see what was working well, and what else might be done to support pupils. Two members of staff worked with the EP guider, and one with a trainee guider. Dates were arranged for filming and shared reviews.
​
At this point, it was planned that the support staff would do two or three cycles of VIG followed by a training session on VERP. Staff would participate in a VERP group following the training. The VIG cycles and VERP group would be evaluated, in the context of the pupils’ progress in their individual communication targets and informally, in their wellbeing. The plan, however, became subject to the challenges of the pandemic, firstly with staff absences and secondly with closures of bubbles and the school.
The first cycle
The first cycle was interesting; films of staff in their daily work with their focus pupils. As we viewed the clips, it became apparent that the positive impact for the pupils was greater than initially thought as it demonstrated that staff are extremely skillful in supporting and developing pupils’ communication skills. One member of staff commented that ‘it’s just what we do- we’ve always done it’. Additionally, time to reflect on this and to think about how and why communication is the foundation of their work and the impact on pupils’ wellbeing was particularly helpful, both for the staff and for me as a guider and EP.
​
Staff were a little nervous about their first shared review and worried about doing it ‘right’. However, the principles of attuned interactions as a lens for viewing their clips appeared to give justification, or permission for doing what they did, as well as providing the focus for the clips.
​
At the end of the first shared reviews, staff appeared to be more confident about their work and what they did well. They were sure that their interactions supported pupils’ wellbeing; something that can be difficult to judge in pupils who have little language and atypical communication styles. In addition, staff were quick to note that in spite of the frequent closure of bubbles and subsequent school closures, individual time with pupils helped to support the wellbeing of pupils- demonstrated through their clips- which in turn had a positive impact on staff wellbeing. Staff remarked how much they had missed the pupils and their daily interactions with them.
The second cycle
As a guider, this cycle is often the one where I have noticed the greatest change- thinking often shifts and attunement between guider and client deepens. The second cycle appeared to confirm this. Here, a change in staff presentation was immediately noticeable; a new confidence was evident, pride in their work, and pride in their considerable skills and in the value of their work was evident.
​
During the second cycle shared reviews, enthusiasm for their work and unconditional positive regard for pupils was palpable. It was clear how much staff go above and beyond for pupils and how tiny steps of progress have a positive impact on staff and how they feel about themselves as practitioners. They spoke of their growing confidence in what they did as practitioners, and that seeing pupils and themselves making progress, was empowering.
​
Staff noted that they liked to be ‘held in mind’ by the guider and thought that they were more mindful of VIG principles and attunement in their other work and interactions throughout the day. What I found interesting, was that VIG had become part of their daily talk, both in class and outside the classroom; VIG seemed to be intuitive to them and had allowed them to see themselves in a new way.
Impact on staff wellbeing
At the time of writing, we are currently in our third cycle of VIG, due to significant delays. However, VIG is very much part of our general conversations, which is in itself, is pleasing to hear. This includes being attentive, encouraging initiatives, receiving initiatives, developing attuned interactions, guiding and deepening discussion.
​
However, reflecting on our work so far, the greatest surprise has been that of staff wellbeing. Changes to client efficacy have been documented, but the apparent impact on wellbeing has been an added bonus in these challenging times. PERMA through VIG was evident: staff report that seeing themselves doing their daily work very well (accomplishment) has given them a sense of control (meaning; engagement), especially in uncertain times and has shown them how their connection with pupils (relationships) has not only deepened these relationships but has impacted on their own wellbeing (positive emotions) and that of pupils. Staff feel good about themselves and this has improved the quality of the interactions and relationship with pupils, which in turn has positively impacted upon how staff feel about themselves.
The benefit for pupils is also apparent; they evidently enjoy time with staff and staff enjoy time with pupils (relationships, positive emotions). The effect of good staff wellbeing on pupils has also seems to have been that of more equal turn taking, more frequent pupil initiation of interaction and increased sense of fun and humour in the clips shared. Staff reported that pupils seemed to be calmer and more alert in general.
​
Shared reviews have provided an opportunity to share their values, and discuss how they align with those of the school; to talk about their daily experiences and the challenges of working with young people who have complex needs.
Staff were initially reluctant, or modest, to talk about their strengths as practitioners, and about their perceptions of their impact on pupil progress. This quickly changed by the second cycle, when staff were keen to recognise their successes and strengths and to reflect on what they could do even more of. Their physical appearance seemed to change and they appeared to have a spark from within.
​
I hadn’t appreciated the impact of VIG upon staff wellbeing. They told me that it has been a very positive experience, and one where they have felt valued and validated in what they do. They have enjoyed time to talk about their practice, and to be listened to. This has made me reflect on our moral responsibility as guiders, to explicitly consider the wellbeing of our clients through VIG. This seems to be even more important at the moment, as we come to terms with the pandemic and begin to understand its impact on staff, particularly as they have continued to support families through these difficult times and when many of the usual sources of support have been reduced or unavailable.
​
The staff involved in the VIG work have said that in recent months, there has been little time for themselves, and that having time out to think about themselves and what they do to support our pupils has been invaluable. VIG has been something which has been appreciated and one member of staff reported that it has been an opportunity to validate her in her work, and also as a person.
Next steps
Our next steps will be for staff to form a VERP group, so that they can continue to share good practice, and hopefully, other staff will feel inspired to join us. We would like to share clips with parents in person at an informal event, when it is safe to do so. We have also considered that the clips could be used for staff training and development purposes.
​
Once this work is complete, it will be formally evaluated to explore the impact of VIG on pupils’ communication and wellbeing, and the impact it has had on staff wellbeing.
​
In spite of the challenges and interruptions, it seems important to remember the VIG values and that we are doing the best that we can at this moment in time.
References
Association for Video Interaction Guidance UK (AVIGuk) (2012) About VIG. Accessed on 31.03.21 at https://www.videointeractionguidance.net/page/show/4094
​
Boujut, E., Dean, A., Grouselle, A. and Cappe, E. (2016) Comparative Study of Teachers in Regular Schools and Teachers in Specialized Schools in France, Working with Students with an Autism Spectrum Disorder: Stress, Social Support, Coping Strategies and Burnout, Journal of Autism and Developmental Disorders, 46:2874–2889, DOI 10.1007/s10803-016-2833-2
​
Dodge, R., Daly, A., Huyton, J., & Sanders, L. (2012), The challenge of defining wellbeing, International Journal of Wellbeing, Vol 2, No.3, pp 222-235. doi:10.5502/ijw.v2i3.4
​
Fukkink, R., Kennedy, H. and Todd, L. (2011) ‘What is the Evidence that VIG is Effective?’ In H. Kennedy, M. Landor and L. Todd (eds) Video Interaction Guidance: a relationship-based intervention to promote attunement, empathy and wellbeing. London: Jessica Kingsley Publishers
​
Garland, L., Linehan, T., Merrett, N., Smith, J. and Payne, C. (2018) Ten Steps Towards Staff Wellbeing, Anna Freud National Centre for Children and Families, London
​
Harris, E. (2020) Lockdown has brought families of learning disabled people to their knees. Accessed on 25.03.21, https://www.theguardian.com/society/2020/aug/11/lockdown-families-learning-disabled-people-coronavirus
​
MENCAP (2021) Social Care Crisis, acceded on 25.03.2, https://www.mencap.org.uk/get-involved/campaign-mencap/socialcarecrisis
​
Murray, S. and Leadbetter, J. (2018) Video Enhanced Reflective Practice (VERP): supporting the development of trainee educational psychologists’ consultation and peer supervision skills, Educational Psychology in Practice, 34, 4, 397-411, DOI: 10.1080/02667363.2018.1488679
​
Roffey, S. (2012) Pupil wellbeing – Teacher wellbeing: Two sides of the same coin? Educational & Child Psychology 29, 4, 8-17.
​
Savill-Smith, C. (2019) Teacher Wellbeing Index 2019, Education Support, London
​
Seligman, M.E.P. (2011) Flourish: A new understanding of happiness and wellbeing and how to achieve them, Nicholas Brealey Publishing, London
​
Teach Well Alliance (2020) Teachers’ Lack of Wellbeing and Mental Ill-Health in Schools
​
Weare, K. and Gray, G. (2003) What works in developing children's emotional and social competence and wellbeing? London, UK. Department for Education and Skills
