An exploration of the application of Video Interaction Guidance (VIG) in Educational settings and an Educational Psychology Service

Abstract

Background: There is a growing evidence base for the effectiveness of Video Interaction Guidance (VIG) and as such, increasing numbers of practitioners, including Educational Psychologists (EPs) are using VIG in their practice. The research investigating the use of VIG in education settings is exploratory and there are a number of challenges regarding its application, evaluation and outcomes. VIG as a model of delivery to schools and early years settings is explored through a practice-based case study of one Educational Psychology Service (EPS). Methods/ participants: A systematic scoping review was undertaken to collate and synthesise the existing literature describing the use of VIG in education settings to date. An empirical study within an EPS was also conducted, in which seven participants took part in individual semi-structured interviews. Interviews were thematically analysed and focused on the development of a VIG framework within the EPS, considering the factors that influenced the process and delivery of the approach. Analysis/ findings: The scoping review identified 14 studies which detailed how VIG has been applied with various clients, focusing on staff development, pupil’s skills, and relationships across education settings. The empirical paper identified a range of factors that influenced the development of a VIG delivery model at the service level. Themes included motivational factors, setting up an infrastructure to support delivery, VIG in EP practice, and sustaining factors. Conclusion/ implications: More research is needed to provide clarity on the application of VIG in education settings and future researchers may wish to develop a framework which supports its systematic evaluation. A dissemination strategy for sharing findings with participants from the empirical study and the wider EP community is proposed.

Date of Award	31 Dec 2021
Original language	English
Awarding Institution	The University of Manchester
Supervisor	Caroline Bond (Supervisor) & Catherine Kelly (Supervisor)