Attuned Interactions: Issue 3 April 2017

Editorial

This is the 3rd issue of Attuned Interactions. We are grateful to the authors for taking the time to write their fascinating accounts of the VIG experience. Several of the authors have  commented how useful they found the peer readers’ detailed and thoughtful comments which helped them to improve their article; the peer readers are anonymous, so we would like to take this opportunity to thank them for their commitment to Attuned Interactions and to VIG.

Prospective article authors and new peer readers are invited to contact the lead editor Miriam Landor.

Attuned Interactions is the e-journal for the international Video Interaction Guidance (VIG) community.

Video Interaction Guidance (VIG) is a video feedback intervention that enhances communication within relationships.  It does this by using video clips of ‘better than usual’ interactions in authentic situations to actively engage clients in change.  Clients are supported to reflect on the video clips in the light of their own hopes of a better future in their relationships with people who are important to them.

Our aims for this e-journal are to promote the benefits of VIG, to develop and communicate the evidence base for VIG and to offer an opportunity to debate issues facing VIG practitioners and clients.

We publish articles in English on VIG, and on other related strengths-based video feedback interventions. These articles range from academic to practice-based, and their authors from expert to novice, from VIG supervisor, guider or trainee to VIG participants and their communities.

Copyright remains with the authors; please contact them with any queries. The views expressed are those of the authors, and not of the members of the editorial group.

All articles are sent to several members of a panel of peer readers for comments, which guide the authors’ amendments before publishing.

Contents:

Developing the use of communication rich pedagogies in classrooms using Video Enhanced Reflective Practice informed methodologies as a vehicle for teacher and speech and language therapist continuing professional development. Jo Flanagan and Bibiana Wigley, Speech and Language Therapists, Clarity (TEC) Ltd, Derby and Dr Rachel Lofthouse, Head of Education Section, School of Education, Newcastle University.

The use of VERP to develop the practice of teaching assistants within a Middle Eastern educational context. Adrian Harrison

Video Interaction Guidance in Cambridgeshire Children’s Social Care: Having Better Relationships in a Safeguarding Context. Deb Holmes, Specialist Clinician, Cambridgeshire Children’s Social Care

Supporting the parent-infant relationship through Video Interaction Guidance. Deborah James, Associate Professor, Northumbria University. Re-printed from NCT Perspective journal (Issue 34, March 2017, http://bit.ly/2lWZFSp) with kind permission.

“if your doing the writ job then fab” (quote from a ten-year-old pupil): Applying Video Interaction Guidance to a whole-class paired writing project. Miriam Landor and Clare Gilfillan

A Literature Review exploring the use of Video Interaction Guidance (VIG) in schools. Sarah Murray

Does video feedback improve the relationship between mothers experiencing mental health problems and their babies? An emerging evidence review. Stefania Pethica,
 Bangor University

CONFERENCE:  Video Interaction Guidance: Closing the Gap. 7th AVIGuk International Conference 2017.