A systematic review of the existing research around parent-child interaction video interventions and an exploration of the learning space created within video interaction guidance supervision

Abstract

The most important aspect of good supervision is said to be the relationship, yet we know little about what type of relationship may support the learning process in supervision. The aim of this project was to explore the current literature on, and the learning process within Video Interaction Guidance (VIG) supervision, which is widely acknowledged for its focus on developing attuned interactions. This is a relatively under-researched area both within the VIG literature and in the wider supervision literature more generally, where there is little mention of VIG as a potential supervisory model or approach. Due to the limited literature and research on VIG and supervision the systematic review widened the search to explore the impact of the use of video to support care giver-child interactions. Results suggested that there were short term effects on the interaction, although the long term effects were unclear. The following research asked two questions a) what kind of learning occurs within VIG supervision, and b) what type of supervision brings this about. Seven VIG facilitators, training to become VIG guiders were interviewed on their supervision sessions. VIG supervision was described as qualitatively different from more process driven supervision which was generally viewed as being less meaningful, beneficial and supportive. The types of learning that were supported are discussed.