NEW! AVIGuk VERP training pathway – a pilot. Miriam Landor, Clare Lowry, Michelle Sancho (AVIGuk Board Members)

NEW! AVIGuk VERP training pathway – a pilot. (Text taken from poster presentation to Association of Video Interaction Guidance UK (AVIGUK) International Conference in Glasgow ‘Video Interaction Guidance- Closing the Gap’ May 2017)

Miriam Landor, Clare Lowry, Michelle Sancho (AVIGuk Board Members)

What is the VERP training pathway?

It is a parallel training to VIG. Like VIG training, it consists of three stages to full accreditation as a VERP guider (with a Stage 4 for those who wish to train to be a supervisor).

Who is the VERP training pathway designed for?

This ‘VERP training pathway’ is about becoming a VERP guider as an alternative to becoming a VIG guider, from beginner level up until full accreditation; it is for those who do not work with families but who do have an involvement with the professional development of others, and who espouse the VIG values, beliefs and method. Accredited VERP guiders and VERP trainee guiders will deliver VERP sessions, 1-1 or in small groups, to VERP participants who wish to improve their interaction skills in their workplace.

Who can deliver VERP training and supervision?

In line with AVIGuk practice, only Advanced / National supervisors can lead the delivery of the VERP ITCs (Days One, Two and Three) to VERP trainee guiders.

Stages of VERP training

The first stage is experiential, and trainees will undertake VERP courses as a participant, working on some aspect of their own professional development. Following a half-day VERP Initial Training Course (ITC), they will micro-analyse video of themselves in their workplace, in accordance with the Principles of attuned interactions and guidance (PAIG) and with their self-set goal (helping question) in mind. At least some of this experience must be in a group of 3-5 VERP trainees (using virtual means e.g. Skype if necessary). They will sign up with an AVIGuk supervisor, who may provide some of their VERP sessions or who will help them access other VERP sessions.

A second half-day ITC (Day One part 2) follows for VERP trainees only. In total both half-days cover similar input to Day One of VIG ITC.

In Stage 2 the VERP trainee will take part in a one-day VERP ITC Day Two (similar to VIG ITC Day Two), and will then deliver VERP to participants, in 1-1sessions. These participants are people who wish to improve their professional skills in their work practice and who have a genuine ‘helping question’. During Stage 2 the VERP trainee will video-record all their VERP and take these videos to supervision.

In Stage 3 the VERP trainee will now take on small groups of VERP participants (2-4), following a one-day training session (VERP ITC Day Three). They will deliver the half-day VERP ITC part 1 to the groups, observed (in person or by video) by their supervisor. In all other respects Stage 3 follows the same practice as Stage 2.

There will be transition / accreditation sessions with a different supervisor to the trainee’s own, at the end of each Stage, finishing with AVIGuk registration as a full VERP guider – i.e. able to work independently with regular intervision. Work on Stage 4, training to be a VERP supervisor, will follow.

AVIGuk-accredited VIG guiders / trainee guiders delivering VERP

The following groups will continue to be able to deliver VERP sessions to participants without being required to undertake the new VERP training:

  • Stage 3 VIG trainees who wish to deliver some VERP sessions whilst they are still under supervision themselves.
  • AVIGuk-accredited full VIG guiders who wish to deliver VERP sessions.

In line with the apprenticeship model of VIG training, they should first observe an experienced guider delivering VERP, and then be observed themselves, before beginning to deliver VERP independently.

VERP participants

The full VERP training pathway will not be necessary for professionals who want to engage in a VERP course as a participant in order to improve their own professional skills in their workplace, as long as they are not intending to facilitate the development of others by delivering VERP.

If you have any queries please contact


Kennedy, H., Landor, M. and Todd, L. (2015) Video Enhanced Reflective Practice Professional Development through Attuned Interactions. London: JKP




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