THE IMPACT OF VIG FOR PROFESSIONALS AND THE IMPACT OF VIG FOR PROFESSIONALS AND FAMILIES FAMILIES Dr Nina Maxwell & Dr Alyson Rees, CASCADE, Cardiff University AVIGuk International Conference, Cornwall 2018
THE IMPACT OF VIG ON FAMILIES ➤ Cascade, Cardiff University were commissioned by Cornwall Council 2016 ➤ Qualitative semi-structured interviews with referrers ➤ Qualitative semi-structured interviews with clients who received service between Feb - March 16 ➤ Immediately after VIG ➤ Six months later (longitudinal data)
INTERVIEW FINDINGS ➤ VIG is an inclusive intervention: ➤ Clients vary in the extent and nature of their previous service involvement. ➤ Range of presenting difficulties ➤ Age of children ranged from 10 months to 17 years. ➤ Only 3 men in the sample but guiders actively involve fathers. ➤ Offering VIG in the home enhances the experience for parents and children. ➤ No of sessions tailored to the needs of the family. ➤ All 13 clients were positive about their experiences of VIG. ➤ All 12 referrers were positive about VIG as an intervention.
RELATIONSHIP BASED ➤ In the home-builds personal knowledge-spend time with families ➤ "We connected really well. It was really emotional when it was her last session. We had such a good bond it felt like I’d known her for years" (Participant 9). ➤ "It’s fantastic and the guider knew that I loved it, I was really appreciative and it was really sad and the kids were really sad to see her go. It was amazing. The guider was really proud of me and the kids" (Participant 13). ➤ It was important that it wasn't someone who was in a mandatory capacity: ➤ "Yeah I wouldn’t have been able to do it with the social worker. Me and her don’t see eye to eye" (Participant 12)
ATTACHMENT AND ATTUNEMENT ➤ VIG had a big impact on attunement and attachment ➤ " Helping us interact with ‘Sam’ and listening to him more when it comes to play and things like that, understanding him a bit better." (Participant 5) ➤ Our bond has got a lot closer [P1] and daughter. She's settled at nursery, she's settled at home. She's just a very content little girl (Participant 1).
CHILDREN LOVE IT - PLAY ➤ Children loved being involved and the attention that it garnered ➤ "There ‘was an overwhelming sense of (the child) having enjoyed it" (Referrer 8) ➤ " …and all of the concentration is on him so I think that makes him feel a little more, I want to say ‘wanted’ but does that sound right if I say that?" (Participant 5) ➤ "It helps with kids with their inhibitions, my son loved doing it. He was really excited every time we did it". (Participant 6).
OLDER CHILDREN AND MEN ➤ Older children found watching the interaction (bio-directional) useful to consider their own part and responsibility for interaction ➤ Could be useful for teenagers and conflict management ➤ Three of the participants were men who appreciated the non- confrontative, strengths based approach ➤ One man had previously had a very negative relationship with a social worker and it was a useful intervention for him to demonstrate what he could do: ➤ "It did yeah because it showed the social workers that I can have a bond with my child and he was, he was all for Daddy, he was kissing Daddy and what not" (Participant 12).
RELATIONSHIP ➤ The building of a relationship (Ruch, 2012) with the guider was paramount and vital to service satisfaction and efficacy ➤ " I think it was just because she was consistent and I had the same person over and over again and so many of the services, groups or people I’ve been given I’ve had one, one week and one another and you didn’t learn to trust them or anything. It’s horrible, as soon as you trust them you get someone else and you end up having to tell your story over and over again. I didn’t like people in authority trying to help me anyway it felt like people were interfering but to get the same one you can actually make a bond with and you don’t have to keep going over and over again, that makes a big difference" (Participant 10).
AFTER 6 MONTHS ➤ Four families no longer involved with social services ➤ All continued to use elements of VIG ➤ "I do use it all the time. It works and as it works I will keep using it….It’s because all of those things were very useful and I keep them in practice. That’s why it’s so fresh" (Participant 11). ➤ "Sometimes I have to go back over everything, I kept the notes that I was given through the VIG and I look back on them and I read through them if I forget things like what steps to take, like first, second and third and stuff like that. I do look back on them….…we did say the other day we would look at the videos again to see if we could pick up an on anything that we’re missing" (Participant 5)
CONCLUSIONS ➤ Well received, non-judgmental, non-intrusive intervention ➤ Relationship based ➤ Respectful ➤ Builds confidence and belief in self ➤ Improve parent-child relationships ➤ Enjoyed by parent and child ➤ Useful for a range of situations e.g. Adoption, older/ teenage children ➤ Highlighted need for further research into the impact of VIG on practice
THE IMPACT OF VIG ON PROFESSIONALS Children, impact on staff, recordings of practice & diaries ➤ Interviews with practitioners – 6 completed ➤ Interviews/participatory activities with children – 5 completed ➤ Discussions with parents – 5 completed ➤ Recordings of Practice – yet to receive ➤ Diaries completed by families - yet to receive
CHILDREN’S VIEWS
INITIAL THEMES - DO THEY RESONATE WITH YOU? 1. Needs to fit with your value base? 2. VIG guiders become closer to families and workers experience more of a sense of failure when it doesn’t work? 4. More intense- difficult to sustain-vicarious trauma 4. More need for clinical supervision? 5. The way of working does not always fit with other models- Signs of Safety, as it doesn’t focus on risk? Can become too accepting? 6. Increased worker job satisfaction less likely to move into management? 7. VIG is as useful for staff supervision and reflection, as for working with families? ➤ In groups of 3-4 please consider one or two of the themes
REFERENCES Bandura, A. (1986) Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall. Benzies, K. M., Magill-Evans, J., Kurilova, J., Nettel-Aguirre, A., Blahitka, L., & Lacaze-Masmonteil, T. (2013). Effects of Video-Modeling on the Interaction Skills of First-Time Fathers of Late Preterm Infants. Infants & Young Children, 26(4), 333-348. Biemans, H. (1990) Video home training: Theory method and organisation of SPIN. In J. Kool, International Seminar for Innovative Institutions. Ryswijk, Netherlands: Ministry of Welfare Health and Culture. Bowlby, J. (1969). Attachment and loss: Vol. 1. Attachment. New York: Basic Books Fukkink, R. G. (2008). Video-feedback in widescreen: A meta-analysis of family programs. Clinical Psychology Review, 28(6), 904-916. Hoffenkamp H, Tooten A, Hall R, Braeken J, Eliëns M, Vingerhoets A, Van Bakel H . (2015) Effectiveness of hospital-based video interaction guidance on parental interactive behavior, bonding, and stress after preterm birth: A randomized controlled trial. J Consult Clin Psychol. 83(2), 416-29. Moss, E., Dubois-Comtois, K., Cyr, C., Tarabulsy, G. M., St-Laurent, D., & Bernier, A. (2011). Efficacy of a home-visiting intervention aimed at improving maternal sensitivity, child attachment, and behavioural outcomes for maltreated children: a randomized control trial. Development & Psychopathology 23(1),195-210. Trevarthen, C. (1979). Communication and co-operation in early infancy: A description of primary intersubjectivity. In M. Bullow (Ed.) Before speech. Cambridge: Cambridge University Press. Vik, K. and Hafting, M. (2006) Video interaction guidance offered to mothers with postnatal depression: experiences from a pilot study. Nord J Psychiatry, 60(3), 234-8. Vygotsky, L. S. (1962). Thought and language. Cambridge, Massachusetts: MIT Press. Whalley, P. and Williams, M. (2015). Child neglect and Video Interaction Guidance: an evaluation of an NSPCC service offered to parents where initial concerns of neglect have been noted. NSPCC Evaluation Department. Available 16.05.2016. at https://www.nspcc.org.uk/services-and-resources/research-and-resources/2015/video-interaction-guidance-vig-evaluation- report/
Recommend
More recommend
