How can Video Interaction Guidance be implemented with children and young people to promote wellbeing?

Abstract

There are growing concerns for children and young people’s (CYP) mental health and it has been suggested that more needs to be done within schools to support CYP’s wellbeing. Within this research, I adopt a relational stance to understanding wellbeing and propose that wellbeing can be enhanced through developing CYP’s relationships at school using Video Interaction Guidance (VIG). VIG, a relationship-based intervention, provides the focus of this thesis. As an under-researched area, the use of VIG with CYP as participants is explored. The systematic literature review looks into the benefits of VIG as a school-based intervention with CYP as participants in the process. The findings of studies included in the review describe a wide range of benefits, which are summarised into two overarching categories – personal benefits and relational benefits. The empirical research project reports on a professional inquiry, which explored how VIG can be used to support relationships between pupils within a single Year 4 class. Thematic analysis of interview data from the teacher, teaching assistant and seven children, suggests that participating in VIG facilitated children’s appreciation of interpersonal skills in themselves and others, promoted prosocial attitudes and behaviour and fostered an inclusive relational environment within the class. Implementation factors associated with VIG are also reported and related to the organisation of the project and shared reviews. As professional psychologists embedded within educational settings, educational psychologists have a significant role in providing support to promote CYP’s wellbeing. This research has implications for future initiatives aimed at enhancing CYP’s wellbeing, highlighting VIG as an intervention which has the potential to develop relationships between CYP and promote an inclusive social environment.