Using Video to Promote the Development of a Collaborative Approach between Parents and Teachers around Pupil Behaviour

Abstract

Studies of difficult pupil behaviour suggest that this is a complex and multifaceted phenomena, which can be seen as involving individuals and interactions both within and across the boundaries of the school and family system. Difficulties in achieving collaborative home-school relationships and effective partnership are well documented in the research literature, particularly in the often highly emotionally charged circumstances where pupil behaviour is an issue. The literature and the experience of the researcher suggested the need for an approach which enabled a collaborative approach between the parent, teacher and child, and video emerged as a possible facilitating tool. This study set out to examine the effects of a video intervention based upon the principles of Video Interaction Guidance (VIG), upon the home-school relationship in a situation where there was a perceived difficulty with pupil behaviour. Adopting a constructivist approach, the case study used an action research model to explore changes in the experiences, perceptions and attributions of the parent, teacher and child as portrayed within the differing narratives that unfolded and were shared about the situation and relationships as the intervention progressed. Findings of the study suggested that the video intervention was perceived as promoting the development of a collaborative relationship between the parent and teacher. There was a focus on the interaction between individual and social psychological factors in relation to the situation, with changes in the situation being interactive and circular. More positive communication and interaction was also reported in the parent-child and teacher-pupil relationships, and beyond the parent-pupil-teacher sub-system to the child’s relationships with peers and other family members. Increased self-efficacy and self-awareness were reported by those involved and strengths based narratives highlighting the capacity and resources of those involved, particularly the child were found to develop overtime. Based upon the findings of the study a two stage psychosocial model of collaborative development is proposed and discussed in relation to future implications for the professional practice of Educational Psychologists. Further consideration is also given to ways in which the model may be further tested and possibilities for the application of the video intervention in relation to research and practice more broadly