The process begins by helping the family or professional to negotiate their own goals. Asking them what it is they want to change helps to ensure that they are engaged in the process. Adult-child interactions are then filmed and edited, to produce a short film that focuses on the positive.
In the sessions that follow, the family or professional reviews the moments of successful interaction, particularly those when the adult has responded in a positive way to the child’s action or initiative using a combination of non-verbal and verbal responses. They reflect collaboratively on what they are doing that is contributing towards the achievement of their goals, celebrate success and then make further goals for change. These reflections move very quickly from analysis of the behaviour to the exploration of feelings, thoughts, wishes and intentions.
VIG emphasises that change can be achieved more effectively and in a more empowering way in the context of a ‘coaching’ relationship, which is collaborative rather than prescriptive, empowering rather than deskilling and conveys respect for strengths and potential. Throughout filming and feedback sessions parents and professionals can be supported to become more sensitive to children’s communications to them and aware of how they themselves can respond in a positive way. Being able to stand back and look at themselves on screen and the process of actually observing themselves communicating effectively is empowering and changes self-perception.
VIG is based on three components all of which are supported by strong research evidence as being effective in promoting learning and change.
All practitioners are also involved in their own supported reflection through the analysis of themselves in filmed interaction. The films of the feedbacks are used in supervision to develop guider’s attunement to clients.
The Method is based on a model developed by Harrie Biemans through Orion and SPIN (Stichting Promotie Intensive thuisbehandling Netherlands) projects over the last 20 years.
Professor Colwyn Trevarthen at Edinburgh University has provided the central theoretical core (Primary and Secondary Intersubjectivity and Mediated learning) of this method and has been personally involved in its development from the start. The idea is to use principles which promote successful early mother-infant dialogue as the framework for picking out positive moments in any communication.
These are called the Contact Principles or principles for successful communication. VIG uses these Contact Principles as a framework for video micro-analysis starting with adult’s attuned responses to children’s initiatives