Video interaction guidance : a relationship-based intervention to promote attunement, empathy and wellbeing / edited by Hilary Kennedy, Miriam Landor, and Liz Todd.

Enhanced descriptions from Syndetics:

Video Interaction Guidance (VIG) is an effective intervention which builds positive relationships through filming and feedback sessions. By micro-analysing actions and communications in this way, clients are supported to resolve their current difficulties and increase their sensitivity and attunement within the relationship.

Bringing together contributions from researchers and practitioners across a range of professions, this book provides a definitive introduction to VIG. The book explains the theory behind the approach, reviews research evidence, and offers case studies that document how VIG has been successfully applied to family relationships, schools and higher education, individuals with communication and developmental disorders, and as a reflective professional development tool. The approach is then discussed from a range of theoretical perspectives and within the contexts of narrative therapy, infant and attachment interventions, positive psychology and mindfulness.

This authoritative and comprehensive guide to VIG will be an important text for psychologists, psychiatrists, counsellors, social workers, therapists, and mental health and education professionals, as well as students and academics in these fields.

Table of contents provided by Syndetics

• Preface (p. 13)
• Part 1 Video Interaction Guidance
• 1 What is Video Interaction Guidance (VIG)? (p. 30)
• 2 VIG and the Supervision Process Katefina Silh^nova, co-founder of the National Centre for VIG (p. 43)
• 3 How and Why does VIG Work? (p. 38)
• 4 What is the Evidence that VIG is Effective? (p. 82)
• Part2 Applications Of vig
• 5 VIG as a Method to Promote Sensitive Parent-Child Interaction in Infancy (p. 106)
• 6 Supporting Vulnerable Families to Change through VIG (p. 121)
• 7 Use of VIG in Schools David Gavine, formerly principal educational psychologist,Dundee City Council, UK and Penny Forsyth, senior educational psychologist, Dundee City Council and co-founder of the VEROC Centre, University of Dundee, UK (p. 134)
• 8 VIG when Working with Children and Adults on the Autistic Continuum (p. 144)
• 9 VIG in the Context of Childhood Hearing Impairment: A Tool for Family-Centred Practice (p. 157)
• 10 Video Enhanced Reflective Practice Sandra Strathie (p. 170)
• 11 Enhancing Teacher and Student Interactions in Higher Education through Video Enhanced Reflective Practice (p. 181)
• Part3 Connections
• 12 Confirming Companionship in Interests, Intentions and Emotions: How VIG Works (p. 198)
• 13 VIG and Attachment: Theory, Practice and Research (p. 213)
• 14 Video Feedforward: Towards a Preferred Future (p. 228)
• 15 Reflecting on VIG Practice from a Relational Systemic Perspective (p. 243)
• 16 Narrative Therapy and VIG: Windows into Preferred Identities Denise McCartan, Stockton-on-Tees Educational Psychology Service, UK and Liz Todd (p. 255)
• 17 Mindfulness, Attunement and VIG: Being Fully Present while Communicating Henk Vermeulen, mental health psychologist, Max Ernst GGZ, the Netherlands, Jacqueline Bristow, educational psychologist, UK and Miriam Landor (p. 267)
• 18 Beyond Therapy: Supporting a Culture of Relational Democracy Wilma Barrow, educational psychologist, Scottish Borders Council and tutor, Newcastle University, UK and Liz Todd (p. 278)
• Glossary (p. 290)
• References (p. 295)
• The Contributors (p. 323)
• Subjecr Index (p. 327)
• Author Index (p. 332)

Author notes provided by Syndetics

Hilary Kennedy has been developing VIG training in Educational Psychology Services in the University of Dundee, Scotland, and then expanding to UK-wide training across different professions since she started her own training in VIG in the Netherlands in 1993. She was the founder of the Video Enhanced Reflection on Communication Centre at the University of Dundee. She has over 35 years of experience as an educational psychologist and currently is a freelance VIG trainer and an honorary senior lecturer at University College London. Miriam Landor is an associate tutor/lecturer on the MSc Educational Psychology programme at the University of Dundee and is an educational psychologist with West Lothian Council Psychological Services, Scotland. She has a background in early years education and is also a VIG supervisor and trainer. Liz Todd is Professor of Educational Inclusion at Newcastle University. She practises and trains others in VIG and she has over 20 years of experience as an educational psychologist working with families, schools and professionals. Liz plays a leading role in Newcastle University's Research Centre for Learning and Teaching with a number of funded research projects.