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Title: Video Interaction Guidance (VIG) : experiences of parents, Teaching Assistants, Educational Psychologists and children
Author: McKeating, Rachel
ISNI:       0000 0004 7429 2034
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2018
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The present study examined the experiences of parents, Teaching Assistants (TAs), children and Educational Psychologists (EPs) who took part in or delivered Video Interaction Guidance (VIG). VIG is a relational intervention that uses video feedback to enhance the communication between two people. VIG is typically used by EPs to enhance the communication between a child and parent/TA. Previous literature has focused on the experiences of parents or EPs. This study uniquely included the experiences of children. This small scale qualitative study applied thematic analysis (Braun & Clarke, 2006) to explore the experiences of its participants. It used multiple case studies (N=6) which consisted of child, parent/TA and EP triads. Key findings of the study were that all participants reported having a positive affective experience of VIG. Links have been made between VIG and Containment theory (Bion, 1961) and crucially, children’s views were included in VIG to varying degrees; ranging from not included, included when judged as age appropriate and always included. The implications of this study are important for understanding how current legislation (SEND Code of Practice, 2015, United Nations, 2017) on including the views of children in all matters which affect them, is being interpreted and implemented. Implications for EPs are discussed on how to ensure children’s views are included in interventions concerning them.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available