Video Interaction Guidance
VIG therapeutic intervention: highlighting and building on positive moments in parent-child interaction
VIG Supervision for professionals training with AVIGuk
Supervision and therapeutic work can be online
What is Video Interaction Guidance?
VIG is a strengths-based, effective, brief intervention for parents of children across all ages. VIG highlights and builds on attuned moments in parent-child interaction.
Parents are supported by a VIG Practitioner to view and reflect together on strengths-based micro-moments of video. Parents are asked:
What do you see?
What is it that you are doing that is making a difference?
Through this process of active engagement and reflection, parents become aware of, and build on, their skills in attunement. VIG is client-centred – moving at the clients’ pace, with their goals in mind.
VIG has a strong theoretical base: attachment theory, co-operative intersubjectivity, mediated learning, mentalization, and positive psychology.
The evidence base for Video Interaction Guidance is an international one. VIG is recommended in the NICE guidelines.
Parents’ experience of increasing attunement
As the three quotations above indicate, many parents have ‘light bulb’ moments of increased attunement when viewing themselves with their child in a supportive setting.
The first and second quotes reflect a sense of empowerment which parents also feel through VIG. Many struggle with negative perceptions of themselves as parents. This sense of being ‘no good’ can be unhelpfully ‘projected’ into the child, further exacerbating a difficult relationship. So it is helpful and empowering for parents to see themselves interacting well with their child.
The third, longer quote came when reflecting with a mother on her changed perception of Colin (4 years old) who had witnessed domestic abuse.
Evidence of the effectiveness of VIG lies in the parent’s increasing capacity to take in something positive and use it for themselves. For example, a recognition that waiting and giving space helps their child to be calmer, and can build the child’s attachment relationship.
The VIG intervention can be highly effective in initiating change in relationships which can feel very ‘stuck’. VIG can be the beginning of a ‘benign cycle’ of interaction between parent and child, moving away from the ‘negative cycle’ that they may have been stuck with for years.
As neuroscience shows us, these kinds of changes set in motion changes in the structure of the brain (of the developing child and the parent), so that new brain pathways are formed which reinforce the positive interactions.
About VIG training
AVIGuk has an established UK training and accreditation programme which includes on-going video-reflective supervision, and rigorous accreditation criteria.
Video Interaction Guidance requires skill and sensitivity, to facilitate the client in thinking about both strengths and challenges.
An essential part of the professional training for VIG is videoing yourself and the client in discussion of the parent-child video clips (a ‘shared review’).
The core 'Principles of Attunement' are used by the VIG Practitioner and supervisor to analyse and reflect on this shared review and the Practitioner’s attunement to the client – a truly reflexive process.
VIG Supervision with Rachel Pardoe for professionals training with AVIGuk
Face-to-face or online using Zoom.
I have experience of supervising clinical psychologists, perinatal mental health practitioners, infant mental health specialists, child psychotherapists, family support workers, health visitors, community nursery nurses and play therapists, both in the NHS and independently.
I used VIG in my CAMHS work, with families with children across the age range. I have been using video feedback as part of my parent-infant therapeutic approach since 2011. I trained in VIG in 2015-16, and qualified as a VIG Supervisor in 2017.
I offer VIG supervision for professionals who have:
(i) completed the 2-day Introductory Training Course with AVIGuk;
(ii) registered to do the VIG Practitioner training, or the VIG Advanced Practitioner training: www.videointeractionguidance.net
To enquire about supervision (whether face-to-face in Bristol, or online) please contact me using the form below.
My own experience of VIG training
My own VIG training was a fascinating process for me. VIG has significantly increased my awareness of non-verbal behaviour – by the parent, infant/child/young person, and therapist.
Whilst, as a Child Psychotherapist, I have always sought to track the client’s emotional state, I feel that my skills have been enhanced by seeing on video when I manage to achieve this, and the times when I don’t, and discussing why not.
In using VIG I have learned to focus more on ‘encouraging and receiving initiatives’, to activate the parent, rather than compensating by offering suggestions or comments.
More about VIG
There is more about my own experience of integrating VIG and psychoanalytic therapeutic work in my article, published in the May 2016 Bulletin of the Association of Child Psychotherapists: (LINK).
This book provides a definitive introduction to VIG, with case studies: Kennedy, H., Landor, M. & Todd, L. (2011) ‘Video Interaction Guidance: A Relationship-Based Intervention to Promote Attunement, Empathy and Well-being’. Jessica Kingsley.
VIG Therapeutic Work with Rachel Pardoe
Face-to-face or online
I am available for therapeutic work in Bristol, with parents/carers and infant/children of all ages. VIG work can be done in the home or at a clinical practice room. VIG can also be done online – see below.
Initially I meet with your family – or just with parent(s) – to hear your concerns, to explain how VIG works, and to understand what you would like to achieve (your ‘goals’). This initial session offers an opportunity to discuss any concerns you may have about film recording and how the ‘video’ will be used.
I then meet with one parent and infant/child to film a few minutes of you engaging in an activity of your choice. If your child was not present at the initial meeting, I explain carefully what we are doing, invite the child to talk about any concerns and what they might hope to gain from the work. Older children can be helped to identify ‘goals’ too.
The next session is a ‘Shared Review’ with the parent/carer (and may involve the child), to look at the ‘best moments’ of interaction which I have selected. In-between VIG sessions, I look carefully at the film recording to identify interactions we can learn from. Together we try to understand more about what is working well between you and your child.
This sequence of filming an interaction, followed by a shared review, is called a ‘VIG Cycle’. Usually 2-3 Cycles of VIG is an optimum intervention. Sometimes more cycles will be needed.
VIG can be carried out online. In the current climate, online VIG is increasingly being used. If you have a device such as a laptop or iPad, you can sign up online to Zoom for free. You can also use your mobile phone, but the screen is small. We can ‘meet’ on Zoom, talk to each other, and see each other. This would be the initial session to think about what you want to change in your family relationships.
At a time that suits you, we can then ‘meet’ again. You place your device so that I can see you and your child. I then film you and your child remotely using Zoom. After this meeting, I edit the film, and arrange a time when we can look at the ‘best moment’ clips together (shared review) by ‘sharing screens’ on Zoom. This may seem strange, but it looks as though we will all need to become more familiar with online contact – it’s nothing new to our children!
Initial session: £110
Each VIG Cycle: £240
Travel time and costs are additional.
Court work: note that if VIG is ordered by a court, the costs will be greater due to additional time required for documenting the work and writing a comprehensive report.