Sharing EP Practice I Video Enhanced Reflective Practice: A Powerful Tool for Practice

Keith Houghton, Trainee Educational Psychologist at the University of East Anglia shares his experience of using Video Enhanced Reflective Practice to develop consultation skills. 

What is VERP?

Video Enhanced Reflective Practice (VERP) is a strengths-based, relationship-based method of professional development that was initially developed on the principles and beliefs of Video Interactive Guidance (VIG) (Strong & Soni, 2018). VERP involves change through building on strengths (doing more of what works) and viewing the impact of these changes through film. VERP places an emphasis on enhancing attuned interactions within a work context, though reflection upon one’s own practice ‘within the moment’ (Kennedy& Landor, 2015).

Attuned interactions refer to a communication where two or more people have an effect on each other by being mutually receptive or sensitively responsive in order to promote more positive and reciprocal interactions (Begley, 2013). The term originates from Trevarthen and Aitkin’s (2001) view on intersubjectivity, with the suggestion that within any conversation there are often two important individuals where the emotional dialogue is of central importance (Kennedy & Landor, 2015).

VERP is often completed within confidential and respectful small groups in which the primary focus is on the practitioner’s goal for change (Kennedy & Landor, 2015). This is often centred around the development of a ‘Helping Question’ before participants are supported to micro-analyse and reflect upon short video clips. These clips are often selected and edited by the individual who has developed the specific helping question. This enables individuals to take ownership of their own development by allowing them to review and reflect upon their professional practices (Kennedy & Landor, 2015).

Within the world of Educational Psychology, numerous studies have documented the effectiveness of using VERP to aid professional practice, specifically with Educational Psychologists (Begley, 2004; Findlay, 2006; Sancho et al., 2015) and Trainee Educational Psychologists (Murray, 2016; Putt & Soni, 2018; Strong & Soni, 2021).

How is VERP being used on the UEA Course?

VERP is being used within the UEA Doctorate in Educational Psychology (EdPsyD) course to provide Trainee Educational Psychologists (TEP’s) with the opportunity to reflect and receive feedback on their interactions through the micro-analysis and review of selected video clips which are often ‘better than usual interactions’. These clips are often of our own successful interactions within practice or with specifically trained actors who often take the role of specific multi-disciplinary or multi-agency team members that we often collaboratively work with (E.G – Speech and Language Therapist, Paediatrician etc).

As TEP’s we are engaged and empowered by the VERP process by developing and negotiating our own ‘Helping Questions’ and subsequent goals. We reflect collaboratively during shared sessions within small groups on what we are doing well and what it is that is contributing to the achievement of these goals.

Within this approach we focus upon the moment when fellow TEP’s respond in a positive way to another person’s action or initiative using a combination of non-verbal and verbal responses. The micro-analysis and evaluation of the video clips is carried out using a set of descriptors, referred to as the ‘Attuned Responses’, which serve to identify the basic building blocks required to promote successful communication within our practice.

Why is VERP good for our practice?

Utilising VERP as a pedagogical approach within TEP/EP practice is primarily advantageous in the development of consultation skills or the development of specific interpersonal skills which can be extremely useful within consultation and other areas of TEP/EP practice (E.G – active listening, flexibility, patience etc). Furthermore, the reviewing of short ‘better than usual’ video clips allow participants the opportunity to be engaged, enabled, and supported to reflect on and further develop communication skills with a range of stakeholders.

From my own personal experiences, VERP has provided a unique opportunity for me to reflect more deeply on my level of attunement with others and the processes of interaction. This has been completed with a safe, comfortable environment with colleagues of whom I respect. Therefore, their feedback, comments and general advice has helped shape many other areas of my TEP practice, both in person and virtually through Microsoft Teams.

The personal, collaborative approach of how VERP is applied within UEA has allowed us distinct learning opportunities as TEP’s to learn from one and other. How others engage with the principles of attunement, what phrases or terminology others are using, or even more making us more consciously aware of our unconscious nuanced forms of communication whilst interacting that may have both positive or negative connotations. This has enabled further depth of discussion and learning from a TEP perspective.

Utilising VIG/VERP in further TEP/EP practice is something both the literature and I personally would recommend. Personally, I can envisage great implications for the use of VIG principles alongside Lego Based Therapy as a tool to further aid or develop children and young peoples’ social communication and social development. Particularly for those with specific social communication difficulties.

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References

Begley, J. (2013). Trainee educational psychologists’ experiences of Video Enhanced Reflective Practice (Unpublished Doctoral Dissertation). Institute of Education, University of London, London

Kennedy, H., Landor, M., & Todd, L. (2015). Video enhanced reflective practice : professional development through attuned interactions. Jessica Kingsley Publishers.

Begley, J. (2013). Trainee educational psychologists’ experiences of Video Enhanced Reflective Practice (Unpublished Doctoral Dissertation). Institute of Education, University of London, London

Findlay, K. (2006) The Mirror, the Magnifying Glass and the Map. An action research approach to raise awareness of supervision skills (PhD Dissertation). University of Dundee, Dundee.

Murray, Sarah (2016). Using video Enhanced Reflective Practice (VERP) to support the development of consultation and peer supervision skills. University of Birmingham. AP.Ed&amp:ChildPsy.D

Pitt, S., & Soni, A. (2018). Video Enhanced Reflective Practice (VERP) for a Trainee Educational Psychologist (TEP) seeking to improve their work with parents. Attuned Interactions, (5).

Sancho, M., Upton, H., & Begley, J. (2015). Turning the lens on the professional learning and development of trainee educational psychologists. In H. Kennedy, M. Landor, & L. Todd (Eds.), Video enhanced reflective practice: Professional development through attuned interactions (pp. 184–194). London: Jessica Kingsley

Strong, E., & Soni, A. (2021). Reflections on the use of Video Enhanced Reflective Practice to enhance a trainee educational psychologist’s attuned interactions in supervision. Educational and Child Psychology, 38(3), 11-30.

Trevarthen, C., & Aitken, K. J. (2001). Infant Intersubjectivity: Research, Theory, and Clinical Applications. Journal of Child Psychology and Psychiatry, 42(1), 3–48. https://doi.org/10.1111/1469-7610.00701