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Seminars, conferences and online resources on psychotherapy and human relationships
Video Interaction Guidance: Introductory Training Programme
In association with the Association for Video Interaction Guidance uk ™

Friday 7 and Saturday 8 March 2014


This two day course provides the official AVIGuk Initial Training Course in the approach of Video Interaction Guidance (VIG) for professionals who work with parents and children, couples or carers who are experiencing difficulties in communication in their closest relationships.

Considered by many psychotherapists to be a highly effective technique, VIG works by actively engaging clients in a process of change. By making a video recording of their clients' interactions, the VIG Guider then edits the recording to select elements that best display moments of successful attunement. These are then shown to the client in a subsequent session where the VIG guider explores the client's experience of seeing the clips and what they were doing to create those attuned moments. This process demonstrates and thus reinforces the client's most affirmative and effective interpersonal skills, building their confidence, and their sense of agency in making relationships flourish.

VIG Guiders are themselves guided by the values around respect and empowerment. These include a belief that people in troubled situations want solutions; an empathic regard for what they are managing despite their current difficulties, and a conviction that they have the power, capacity and responsibility to make the changes they wish to achieve.


Hilary Kennedy
Hilary Kennedy is an educational psychologist and a leading developer of Video Interaction Guidance (VIG) in the UK. Her recent book on the subject of VIG has the sub-title A Relationship-Based Intervention to Promote Attunement, Empathy and Wellbeing (Editors: Hilary Kennedy, Miriam Landor and Liz Todd). She is currently is a freelance VIG trainer working on projects around the UK including the Family Drug and Alcohol Court, Camden, Tower Hamlets safeguarding, NSPCC Neglect, Czech republic, Finland and Mexico. She is also an honorary senior lecturer at University College London, an associate fellow of the British Psychological Society and is involved in supporting research in the effectiveness of VIG as an intervention.

Helen Gibson
Helen Gibson is a Systemic Psychotherapist and Supervisor and Video Interaction Guider Supervisor and Trainer. She has many years of experience working with children and families and using VIG as an intervention. Her current focus is on training in-patient staff groups using Video Enhanced Reflective Practice (VERP) that is based on the same principles and has originated from VIG. The aim is to support staff groups to optimise their communication and therapeutic relationships with their client group. She also works as a freelance VIG trainer and supervisor.

Jenny Jarvis
Jenny Jarvis is Counselling Psychologist and National AVIGuk Supervisor and trainer. She has been using VIG since she trained with Hilary Kennedy in the late 1990s. Jenny initially set up the VIG South of England organisation, then later moved to Norfolk where she used VIG in her work in Child and Adolescent Mental Health Service within Norfolk and Suffolk Foundation Trust. Jenny currently works as a freelance trainer and supervisor with many practitioners across Norfolk and Suffolk, as well as contributing to other projects across the UK. Jenny has experience of using VIG with parents and babies, school age children and adolescents. She supervises practitioners from Education, Mental Health, and Social Care.

The course will provide
The 2-day training course will provide an introduction to Video Interaction Guidance practice and theory. It will introduce the framework for micro-analysis of attuned and non-attuned interaction based on the work of developmental psychologist Colwyn Trevarthen. At the end of the two days participants will understand how and why VIG works, will be able to describe the principles of attuned communication. Participants will also be able to take their new awareness of initiatives and reception and other principles of attuned interactions into their professional observations of parent-child or teacher-student communication. Having seen themselves on video and experienced supportive feedback about their communication style from peers, participants will also be able to describe their own strengths in communication with clients and identify for themselves a working point or goal for change in communication. Participants will also have practice in using a camcorder and downloading video on to a laptop.

Evidence for effectiveness of VIG
VIG is recommended in draft NICE guidelines 'Social and Emotional Wellbeing' (October 2012)

Key findings from a review of studies conducted by the Department for children, schools and families (Barlow & Schrader-MacMillan, 2010) indicates that targeted early interventions that are aimed at increasing parental sensitivity and promoting attachment are effective in preventing emotional maltreatment. They cite evidence of the effectiveness of Video Interaction Guidance in improving parental sensitivity. VIG has now been selected to be part of European evidence -base interventions as a follow-up to the above review.

Femmie Juffer and her team in Leiden have produced an important book called Promoting Positive Parenting summarizing research carried out over the last 10 years. This contains high quality research evidence demonstrating that interventions that promote sensitivity and use video are effective and that VIPP is particular is effective in promoting sensitivity between parents and young children with attachment and feeding difficulties. ( Juffer et al. 2007)

A further meta-analysis of studies using Video feedback conclude that parents become more skilled in their interactions with their children, and have a more positive perception of parenting which helps the overall development of their children. (Fukkink 2008). The paper claims that in addition, interventions using video feedback are not only influential in increasing parental sensitivity, but that this results in behavioural and attitudinal changes towards their children. The specific gains are, reducing parental stress and increasing self-confidence in parenting.

About the training Course
This two-day introductory training is provided by Video Interaction Guidance uk ™. Their methods, quality and standards are specified by the Association for Video Interaction Guidance UK.

The ratio of trainers to participants will be roughly 1:4 to allow close support to the small group skills based-practice sessions that participants will engage in on both days.

At the end of the two days, participants will receive an AVIGuk certificate for participation in the Initial Training Course and can start VIG intervention under AVIGuk Supervision (Stage 1). See for details of follow-on training.

Where and how has VIG been used?
VIG uk ™ has been used by a wide range of staff including educational and clinical psychologists, social workers, CAMHS workers, health visitors, residential care staff, speech and language therapists, children's centre workers and peripatetic teachers in early years and special education settings. It has often been used in situations where communication and relationships between adults and children or young people have almost completely broken down as well as in situations in which good communication has been slow to develop. There is a developing evidence base for the effectiveness of VIG in promoting change in families where a history of professional input has failed to lead to change.

Recommended reading
Landor, Miriam., Kennedy, Hilary. , Todd, Liz., (Eds)
Video Interaction Guidance: building a relationship-based Intervention to Promote Attunement, Empathy and Wellbeing (Jessica Kingsley, 2011)

Barlow, J. & Schrader-MacMillan, A. Safeguarding children from emotional maltreatment:
What works?
(Jessica Kingsley, 2010).

Juffer, F. , Bakermans - Kranenburg and van IJzendoorn, M.H. Promoting Positive Parenting: an attachment based intervention ( Lawrence Erlbaum, 2007)

Fukkink, R.G.," Video feedback in the widescreen: A meta-analysis of family programs" in Clinical Psychology Review 28(6), 904-916 - (2008)

Kennedy, H., Landor, M. & Todd. L. "Video Interaction Guidance as a method to promote secure attachment" in Educational and Child Psychology Vol. 27 No. 3. (2010)


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  • Whole event: £400
CPD Hours

Certificates of Attendance for 12 hours will be provided at each event

The October Gallery
24 Old Gloucester St

09.00 Registration
09.30 Start
17.30 End

Friday 7 March 2014
Saturday 8 March 2014