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Title: Using Video Enhanced Reflective Practice (VERP) to support the development of consultation and peer supervision skills
Author: Murray, Sarah
ISNI:       0000 0004 5994 1796
Awarding Body: University of Birmingham
Current Institution: University of Birmingham
Date of Award: 2016
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This study aims to seek trainee Educational Psychologists’ (EPs) views about their experiences of using Video Enhanced Reflective Practice (VERP) to support the development of consultation and peer supervision skills. VERP is a new pedagogical approach. Limited research has focused on professionals’ experiences of using VERP, alongside exploring the supervisors’ views regarding VERP. Trainee EPs’ are studying a doctoral training course to become qualified EPs. Participants engaged in three cycles of VERP reflecting upon their practice, using video clips of themselves. An action research design was implemented and views from trainee EPs’ and the Video Interaction Guidance (VIG) supervisor were sought, using semi-structured interviews. A form of thematic analysis was used in order to analyse the data. Findings suggest that VERP was generally a positive experience for trainees and their experiences highlighted the impact of observing themselves in practice, as oppose to retrospective reflection. Trainee EPs’ acknowledged factors to consider within a ‘shared review’, their experiences of being filmed and using technology: the strengths and the challenges of which are considered. The findings are discussed in relation to the existing literature surrounding VERP and the potential limitations are also considered, whilst highlighting implications for educational psychology professional practice and research.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.App.Ed.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: BF Psychology ; LB2300 Higher Education ; N Visual arts (General)