Brigid Daniel
Relationships and Resiliance
Brigid-Daniel-Resiliance.pptCathy Byron
Using VIG to support School improvement
Cathy-Byron-VIG-schools.pptChristine Puckering
Mellow Parenting and VIG
Christine Puckering Mellow Parenting and VIG.pptColwyn Trevarthen
Collaborative Regulation of Vitality
in Early Childhood:
Understanding Intimate Relationships,
Their Motives and Their Futures
colwyn_trevarthen.ppt (large download)David Gavine & Raymond Simpson
Enhancing Practice in Formative Assessment by Means of Video-Feedback
David Gavine & Raymond Simpson.pptDivya Jindal-Snape & Elizabeth A Holmes
Investigating methods for enhancing reflective practice used by EPiTs and practising EPs
Elizabeth-Holmes-&-Divya-Snape-Reflective-Practice.pptEva Bidlova
Social Skills of Teachers and Possibilities of Their Development by VTI
Eva-Bidlova.pptHeather Sked
Comparative study of interactions between children with ASD and adults – without/with VIG feedback to adults
Heather-Sked-interactions-between-children-with-ASD.pptHenk Vermeulen
VIG in family support programs and positive behaviour change
Henk-Vermeulen-VIG-IN-FAMILY-SUPPORT-PROGRAMS.pptJacqueline Bristow
The Emotional Well Being of Deaf Infants and the role of Video Interaction Guidance(VIG)
Jenny Cross
Do people trained in Video Interaction Guidance (VIG) perceive adult-child interaction differently from those who are not trained?
Jenny-Cross-Impact-of-short-VIG-training.pptMiriam Landor & Elizabeth Owen
Deepening the Discussion
Landor-&-Owen-Deepening-the-discussion.pptMaili Malin & Aila Viinikainen
Guiders’ experiences of VIG/VHT in child welfare services in Finland
Malin-VIG-in-Finland.pptMaili Malin
VIG in Finland
Malin VIG IN FINLAND.pptMarcela Mikova
Intervention into the teaching skills based on video interaction guidance – case study of a physics teacher
Marcela-Mikova-Physics-VIG.pptMiriam Landor
Dynamic Assessment VIG
Miriam-landor-Dynamic-Assessment-VIG.pptPaul M.A. Wels
The Education of family care professionals
Paul-Wels-Education-Family-Care-Professionals.pptPenny Forsyth, Allen Thurston, Carole Thomson, Lindsay MacDougall and Mhairi McFarlane
Equipping the Reflective Practitioner in initial training: student and mentor
Penny-Forsyth-Reflective-Practitioner-Teacher-Training.pptRanghild & Anne Sofie Samuelsen
Norwegian Support System for Special Education
Ranghild-&-Ann-Marte-meo.pptRanghild & Anne Sofie Samuelsen
Marte meo in schools in Trondheim
Ranghild-&-Ann-Marte-meo-in-schools-in-Tro.pptRianne Jansen
VHT in families with a hyperactive child: Does is work?
Rianne-Jansen-ADHD-&-VIG.pptRuben Fukkink
Studying the effects of Video Interaction Guidance in a family context
Ruben-Fukkink-Effects-of-VIG-in-a-Family-Context.pptRuben Fukkink
The Effects of Video Interaction Guidance on childcare workers
Ruben-Fukkink-Effects-of-VIG-on-Child-Care-workers.pptRuben Fukkink
Effects of VIG in a Family Context
Ruben Fukkink Effects of VIG in a Family Context.pptRuth Jones & Dr Angela Roger
VFE in HE
Ruth-Jones-Angela-Roper-VFE-in-HE.pptSarah Philp
Working with EPs
Sarah-Philp-working-with-EPs.pptTerri E. Pease
The Science of Spin
Terri-Pease-Science-of-VIG.ppt