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Part One
VIDEO ENHANCED REFLECTIVE
PRACTICE (VERP)
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CHAPTER 1
Introduction
Hilary Kennedy and Miriam Landor
By far the most helpful elements of the VERP process were the use of real video footage of me actively engaged in the process that I wanted to change, [and] the sessions with the VIG guider. These were very powerful in enabling self-reflection and consideration of strategies for improvement. The setting of individual objectives at the start of the process was another helpful element in that it created clarity around the purpose of the process and allowed for reflection on progress.
These [VERP] sessions were extremely helpful in allowing me to see aspects of my communication of which I was not fully aware. The sessions really made me think about what I was doing in the interactions and have influenced my interactions since, in a number of contexts.
These quotations come from two members of a staff team who received training in VERP from author Miriam Landor. Their comments show how the microanalysis and reflective review of video of their working practice, which are at the heart of VERP, enhanced their professional development.
What is VERP?
Video Enhanced Reflective Practice™ (VERP) is a method of professional development that focuses on enhancing attuned interactions through a specific way of using video reflection. VERP is the review, often in groups, of short video clips of one’s own professional practice. The focus is on the practitioner’s goal for change. Usually the practitioner will take the video and select the clips. Repeated sessions over two to four months supports sustained reflection on practice. Through ‘reflective practice’, people can take ownership of their own development in their work environment by reviewing and reflecting on their professional action. The term ‘attuned interactions’ describes a communication where two or more people have an effect on each other by being mutually receptive and sensitively responsive. The term comes directly from Colwyn Trevarthen’s view of intersubjectivity (Trevarthen and Aitken 2001), with the proposition that in any conversation there are two equally important people where the emotional dialogue is of central importance.
VERP supports individuals or groups to reflect on and develop their communication skills with their clients, through reviewing short video clips of their day-to-day practice. With the guidance of an accredited facilitator (VERP guider), trainees identify clips that demonstrate moments where their attuned interaction helps them towards achieving their self-set goal. VERP programmes of two to five sessions support sustained development. VERP has developed from Video Interaction Guidance™ (VIG) (Kennedy, Landor and Todd 2011), and uses the same key values, theory and principles. It gives individuals a chance to explore and reflect on their interactions, drawing attention to elements that are successful, and supporting them to make changes where desired. VERP is delivered by VIG practitioners, or those in VIG training under supervision. For clarity, the term ‘VERP guider’ is used for the person who is delivering the VERP training.
The aim of VERP is to support active, enthusiastic learners who experience exciting changes in their professional interactions. They discover how important they are in any interaction, and that as they change, their client also changes. For example, it is powerful to hear the volume of children’s voices go down when they, the teacher, lowers their voice.
There are many methods for reflective practice that are enhanced by the use of video. VERP is unique because it is linked to VIG. This means that the values and beliefs underpinning the method, the way the trainee sets learning goals, the framework used to microanalyse the video, the way the video clips are reviewed and the way the VERP guider reflects on their contribution to the process are all in line with VIG.
Values and beliefs
The Association for Video Interaction Guidance (AVIGuk) ‘values and beliefs’ (see Box 1.1) are of central importance to the way VERP training is negotiated and delivered. By appreciating both the trainees’ existing skills and also their wish to develop further, the foundations for a trusting, respectful, learning relationship are set.
Respect Trust Hope Compassion Co-operation Appreciation Connections Empathy |
•Everybody is doing the best they can at the time •All people, even in adverse situations, have the capacity to change •People have an innate desire to connect with others •People must be actively involved in their own change process •Affirmation and appreciation of strengths is the key to supporting change •Recognition and empathetic regard for what people are managing builds trust |
Setting learning goals
The trainees set their own goals or ‘helping questions’, for instance ‘How can I help Emma (who has not yet spoken or looked at any adults in nursery) start to communicate with me?’ When the trainee makes their first video of themselves with a client, they already have an understanding (from prior knowledge and the initial VERP course) of what makes a good interaction, and so they will, in a sense, be ‘acting for the camera’. This first video is likely to be more attuned than normal, as they already have knowledge of the principles that make good interaction. They may already have discussed their goal and possible strategies to try in the first video, in line with the attunement principles (Table 1.1). These may, for instance, be using ideas from the ‘encouraging initiatives’ section, especially naming what you and they are doing, instead of asking questions when with Emma.
Framework for selecting video clips
The trainee, once the video is taken, selects short ‘attuned’ clips with two dimensions in mind: the VIG principles of attuned interactions and guidance, sometimes shortened to ‘attunement principles’ (see Table 1.1), and ‘better than usual’ moments relating to the trainee’s goals. VERP, like VIG, is a microanalytic approach where the ‘attuned interactions’ are looked at moment by moment, exploring the effect on the other of each person’s communication (non-verbal, verbal and the emotional message). As Landor has written in Bolton’s new edition of Reflective Practice (Landor 2014, p.56), these video clips are chosen to show the best possible example of interaction between two people, the exceptional – the model for future development and change. The point is that the model is provided from the person’s own repertoire of behaviours, so it is within their capacity and experience.
Table 1.1 AVIGuk principles of attuned interactions and guidance (for professional reflection on their own communication) |
Being attentive | •Looking interested •Turning towards •Friendly intonation and posture •Giving time and space for other •Wondering about what they are doing, thinking or feeling | The foundations for intersubjectivity |
Encouraging initiatives | •Waiting •Listening actively •Showing emotional warmth through intonation •Naming positively what you see, hear, think or feel •Naming what you are doing, hearing, thinking or feeling •Looking for initiatives | |
Receiving initiatives | •Showing you have heard, noticed the other’s initiative •Receiving initiative with friendly body language •Returning eye contact, smiling, nodding in response •Receiving what the other is saying or doing with words •Repeating/using the other’s words or phrases | Intersubjectivity |
Developing attuned interactions | •Receiving and then responding •Checking the other is understanding you •Waiting attentively for your turn •Giving a second (and further) turn on same topic •Giving and taking short turns •Interrupting long turns by checking for reception •Supporting turn-taking round a group (if in a group) •Contributing to interaction/activity equally •Co-operating – helping each other (Italics show new interactions added for professional reflection) | Intersubjectivity |
Guiding | •Extending, building on the other’s response •Scaffolding – judging the amount of support required and adjusting •Giving information when needed •Providing help when required •Offering choices that they can understand •Making suggestions that they can follow | Mediated learning |
Deepening discussion | •Supporting goal-setting •Sharing viewpoints •Discussing collaboratively and problem-solving •Naming differences of opinion •Investigating the intentions behind words •Naming contradictions/conflicts (real or potential) •Reaching new shared understandings •Managing conflict (back to being attentive and receiving initiatives with the aim of restoring attuned interactions) | |
Shared review
Trainees bring these clips to a ‘shared review’ session when they reflect with the VERP guider on what they were doing that was making the interaction successful. They can be prompted to remember what they were thinking and feeling at the time, and what they feel on watching it in the present. They see the effect of their action on their interaction partner – whether child, pupil, colleague or employee – and reflect on what this tells them. The video acts as a retrospective mirror.
Again, the success of the method depends on the way the guider embodies the attunement principles (Table 1.1) and on the active open learning style of the trainee. There are two equally important people in this interaction and the energy between them will be enhanced when they are both active, learning from each other, and open to new possibilities as they work together.
The atmosphere needs to be encouraging, enjoyable and safe, where compliments are only used with matching video evidence and are often better elicited from the trainee themselves (for example, ‘What did you do just there that helped Emma look towards you?’). Although VERP looks at strengths, the use of praise for talents or behaviours is much less effective than noticing and naming specific behaviours that have changed through ‘effort’. The intersubjective rel...
