Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.643027
Title: The impact of video interaction guidance and the underlying mechanisms of change : the parents' perspective
Author: Hawtin, Clare
ISNI:       0000 0004 5353 5500
Awarding Body: UCL Institute of Education (IOE)
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2014
Availability of Full Text:
Access from EThOS:
Access from Institution:
Abstract:
Video Interactive Guidance (VIG) is a goal focused, relationship based intervention, using video feedback, together with guidance from the practitioner, to support the client to reach their relational goals. VIG can be accessed by a range of individuals who are seeking support to improve their relationships, such as teachers, teaching assistants, parents, foster carers and adoptive parents. This study focuses on VIG as used with parents. VIG is an intervention which is growing in reputation as an effective method in promoting secure relationships between parents and children (Fukkink, 2008; NICE Guidance, 2012). Educational Psychologists are among a range of professionals who are now widely using VIG to promote positive relationships for parents and their children within the community context. In view of the agenda in Health, Social Care and Education to employ evidence based practice (Swinkels, 2002; Frederickson, 2002; Slavin, 2008, Axford, 2012), there is a clear need to explore the effectiveness of VIG when used with parents. This research adopted a case study design with parents who have engaged with a VIG intervention. The study utilizes qualitative methodologies across two phases of semi structured interview and video elicitation interviews to explore the perceived impact of VIG for parents and to explain the underlying mechanisms of how VIG brings about change for parents. The findings suggest that VIG is effective in facilitating a range of perceived outcomes for parents, including more attuned relationships and increased attachment with their child and personal development through increased levels of self-reflection and positivity. In addition, the findings offer evidence to support mediated learning theory and cognitive dissonance theory, specifically relating to video self-confrontation as underlying theoretical mechanisms to explain how VIG facilitates change for parents during the shared review.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.643027  DOI: Not available
Keywords: Psychology and Human Development
Share: