Video Interaction Guidance
Sandra Strathie and Calum Strathie are experienced Video Interaction Guidance supervisors, trainers, and AVIGuk accreditors for the method of VIG. Sandra and Calum are co-authors of chapters in the book Video Interaction Guidance, including ‘Supporting Vulnerable Families to Change using VIG’.
We have long standing experience of using VIG with families and can provide training and supervision to those who wish to become accredited practitioners or supervisor/trainers in the method. We have experience of supporting the development of VIG in a variety of agencies; health, social work, education and pre-school education in the private and public sectors. We can support you to develop VIG in line with your agency’s policy and procedures, for example - referral for VIG, assessment and child and adult protection. We can give guidance on data protection and technical matters.
Sandra Strathie has supported the implementation of VIG services in two Local Authorities in Scotland and two large charities in England.
If you are an individual or organisation please contact us to discuss your requirements. Sandra and Calum, along with other colleagues using VIG, hold training across the UK and internationally. VIG introductory courses can be delivered to teams as well as to individuals across the UK.
Sandra and Calum are keen to train young people and carers in the method as they are under-represented within the current VIG Supervisor/Trainer group. We may be able to provide free training and/or supervision. Please contact us to discuss.
Introduction to Video Interaction Guidance
The Introduction to VIG is held over two days which can run consecutively or be delivered as two one-day trainings. The course gives participants the initial skills and experience to start using Video Interaction Guidance under supervision. VIG courses are highly regarded for the balanced input of theory and practice so that the trainee can begin putting the method into practice in the work setting immediately.
Day 1 will provide an introduction by showing what VIG is, and how and why it works by exploring underlying psychological theories of intersubjectivity and looking at the current research evidence. There will be an emphasis on using VIG with young children in families although the range of applications will be introduced during the day - i.e. with young people, those with communication differences, learning disabilities, and dementia. The skills training part of the course will focus on learning to select suitable strengths-based clips from video recordings of parents and young children using the 'principles of attuned interaction' which are at the core of VIG. All participants will get the chance to prepare a video recording. (preferably their own or one provided by trainers)
Day 2 will provide experiential training in conducting a 'shared review' of the video with parent/carers where participants will bring a 10 minute recording of a parent and child, or caregiver and client, from their own practice. Participants will be recorded reviewing the selected clips and receive video enhanced coaching in small groups. At the end of the day they will be prepared to review a recording with the family or subject of the recording (if they brought their own recording) or to take their first video recording and start VIG supervision.
It is possible to attend the course on its own and then decide whether to buy into supervision to become an accredited practitioner or supervisor.
Brief Training Guidelines
Training takes the form of an initial 2 day course followed by 30 hours of supervision usually over 18 months. The timing of this can be extended depending on individual circumstances. A fourth phase is added if a trainee wishes to also train as a supervisor/trainer.
Each phase takes a minimum of 6 months. Each phase has 10 supervision sessions. Flexible supervision arrangements can be made and the exact cost negotiated depending on travel time and expenses. Supervision is face to face or through Skype or similar technologies.
You will also gain access to the SPINLINK intranet site for AVIGuk training materials and research articles once you have enrolled on the course. The fee for this will be included in your course fee and will be valid for the time of your VIG training.
Please contact Sandra Strathie for more information.
Evaluation comments from parents who have undertaken VIG
"Now, I feel better with myself, like I took this heavy weight from my shoulders. I've stopped anti-depressants."
"I kept asking to do more, because the more I did of it the more it made me feel confident, and the more I was able to go home that day feeling upbeat and happy, and carrying on whatever I'd been doing in the recording or feedback that day. It's made me a better mother. A better parent."
"I feel my life changing now. I feel more confident in myself-and more protective with the kids than I used to be. And getting the house in order and that-it's a lot better than it used to be. An awful lot better."
Twenty five parents were asked through a questionnaire if they would recommend VIG to other parents. All twenty five said that they would.
"Video Interaction Guidance works well with adults who have learning disabilities because it is immediate and visual."
Speech and Language Therapist
"Involvement with VIG has been life changing for some service users. One mum in particular, who has mental health problems, is now communicating with people in groups and attends meetings, whereas before she was not confident enough to take part"
Play Therapist
"Video Interaction Guidance is undoubtedly an intervention whose time has arrived, and we need wide–ranging groups of practitioners including midwives, health visitors and social workers to develop the necessary knowledge and skills to intervene with families using this highly effective method of working to bring about change."
Professor Jane Barlow, Professor of Public Health in the Early Years, Warwick Medical School, University of Warwick.
Video Interaction Guidance: A Relationship-Based Intervention to Promote Attunement, Empathy and Wellbeing. 2011
