What are the Benefits of Video Interactive Guidance (VIG)?
What is Video Interactive Guidance (VIG)?
VIG is a relational intervention that uses video feedback to promote attuned interaction and effective communication between children, parents and professionals (Kennedy, Landor & Todd, 2011; 1).
The VIG process involves a trained VIG practitioner reflecting with the client on the strengths of short edited clips of better than usual interactions between the adult and child, which relate to agreed goals. The VIG practitioner delivering the VIG intervention is known as a ‘guider’. They are known as a ‘guider’ because the aim is for the professional to guide the client through the process of self-reflection, rather than providing direct instruction.
The principles of VIG are rooted in key psychological theories, including theories of attachment (Bowlby, 1969, 82; 2), cooperative intersubjectivity (Trevarthan, 1979; 3), mediated learning (Vygotsky, 1962; 4) and positive psychology (Seligman, 2012; 5). In VIG, it is assumed that a firm foundation for optimal development within a secure attachment is developed through the process of the adult noticing and responding to the child’s initiatives in an attuned way, such that the child feels loved, recognised and important. Once this is established, the relationship can move beyond attachment to cooperative intersubjectivity, such that the interaction is collaborative and values both individuals as two equally important individuals (e.g. adult follows the child and the child follows the adult in a balanced and joyful exchange). When an adult is required to lead the child, this should be carefully scaffolded (e.g. in the ‘zone of proximal development’), so that the guidance is attuned.
Through observing successful moments of attuned interaction on video, VIG aims to empower clients to identify what is working well so that a more attuned pattern of interaction and effective communication can develop.
What Does the Research Tell us About the Benefits of VIG?
There is a growing body of evidence highlighting the effectiveness of VIG in improving relationships in many different contexts.
In relation to parents, VIG has been identified as an effective intervention for improving parenting sensitivity, self-esteem and self-efficacy, attitude– behaviour change, parent-infant bonding and family happiness (Doria, Kennedy, Straighie & Straithie, 2014; 6; O’Hara, Smith, Barlow, Livingstone, Herath, Wei & Macdonald, 2019; 7). In relation to school staff, VIG has been found to increase the quality of TA- child interactions and has been linked to improved TA confidence in supporting children in the classroom and in an individual support context (Hayes, Richardson, Hindle & Grayson, 2011; 8).
In the context of this, video feedback interventions, such as VIG, are now recommended as an evidence-based intervention for children and young people who are adopted, in care or high risk of going into care as well as early years children with social and emotional difficulties in the National Institute of Clinical Excellence (NICE) Guidelines (NICE 2015, 2012; 9 & 10).
Sources:
Kennedy, H., Landor, M., & Todd, L. (2011). Video interaction guidance. London, UK: Jessica Kingsley.
Bowlby, J. (1969/1982). Attachment (Vol 1). New York, Basic Books.
Trevarthen, C. (1979). Communication and cooperation in early infancy: A description of primary intersubjectivity. Before Speech: The Beginning of Interpersonal Communication, 1, 530-571.
Vygotsky, L. S. (1962). Language and thought. Massachusetts Institute of Technology Press, Ontario, Canada.
Seligman, M. E. (2012). Positive psychology in practice. John Wiley & Sons.
Doria, M. V., Kennedy, H., Strathie, C., & Strathie, S. (2014). Explanations for the Success of Video Interaction Guidance (VIG) An Emerging Method in Family Psychotherapy. The Family Journal, 22(1), 78-87.
O'Hara, L., Smith, E. R., Barlow, J., Livingstone, N., Herath, N. I., Wei, Y., ... & Macdonald, G. (2019). Video feedback for parental sensitivity and attachment security in children under five years. Cochrane Database of Systematic Reviews, (11).
Hayes, B., Richardson, S., Hindle, S., & Grayson, K. (2011). Developing teaching assistants’ skills in positive behaviour management: an application of Video Interaction Guidance in a secondary school. Educational Psychology in Practice, 27(3), 255-269.
National Institute for Health and Care Excellence (NICE). (2012). Social and Emotional Wellbeing. Retrieved fromhttps://www.nice.org.uk/guidance/ph40/resources/social-and-emotional-wellbeing-early-years-pdf-1996351221445.
National Institute for Health and Care Excellence (NICE). (2015). Children’s attachment: attachment in children and young people who are adopted from care, in care or at high risk of going into care. Retrieved from https://www.nice.org.uk/guidance/ng26.