YOU ARE DOWNLOADING DOCUMENT

Please tick the box to continue:

Transcript
  • 1. VERP Project With Newly Qualified Social Workers October 25th, 2012 Robin Sen (University of Sheffield)r.n.sen@sheffield.ac.uk 1

2. Introduction Introduce VIG and VERP Focus on the process of what we did Consider evaluation methodology and data forthis project Reflect on learning from the project 2 3. Acknowledgments Higher Education Authority Rotherham Metropolitan Borough Council Hilary Kennedy Avig 4. AVIGuk Projects in UKMarch 2012 Social Work Health Education CharityUniversity postgraduate80 AVIGuk supervisorswww.videointeractionguidance.net750 trained practitionersAt least 500 in training 5. The core principle for attuned interaction Returns look toEg child pointschild, smilesat ball 1. Childs Initiative2. Parents Reception and then looksand looks back towards ballat parent saying ballContext Saying Yes, youVigorous nod can see the ball upAnd returns 3. Parents Response high. I think youlook from4. Childs Reception New initiative want it.ball to parentIn approvingtone, looking from ball to childPulls parent Parent gets ball downtowards ball for childAnd points5. Childs Response6. Parents Receptionand gives it sayingagain looking (second turn) there you are .Back at parent With friendly lookand tone.Interaction can continue 6. VIG and VERPVIGVERP Parent-child interaction Developed in the UK from Roots in Netherlands (in VIGsocial work!) Focus on inter-professional Brought to UK in latecommunication and1980s/90sinteraction with service Strong evidence based in usersNetherlands Tool for reflection on Emerging evidence base practice 7. Building blocks for Possible impact of each block parent as care-giverfor child as care-seeker Is helped to manage difficult situations3. DEEPENING or learn new thingsMEDIATED LEARNING DISCUSSIONDeveloping theEnjoys being helped and learning attuned relationship GUIDINGfrom their parentsEnjoys interacting with their2. ATTUNED INTERACTIONparent INTERSUBJECTIVITY Experiencing beingThe core ofParent led received, parent commenting on attuned RECEIVING INITIATIVESwhat they are doing and their interactionswishes Knows their parents are ENCOURAGING INITIATIVESinterested in what they are 1. doing and their wishesTOWARDSINTERSUBJECTIVITY Feels love, recognizedPre-requisite for BEING ATTENTIVE and important building attuned interactions 8. The ProjectControl Group NQSWsIntervention Group11 NQSWs 6 ConsultantSWs (4) SW Lecturers 28 9. The format of training Day One (Full Day)Introduction to VIG and techniques for filming andreviewing Day Two (Half-day)Reviewing films and making plans for change Day Three (Half-day)Review/ supervision session with strengths and workingpoints. Introduction to difficult conversations withfamilies Day Four (Half-day)Review/ supervision session. Deepening discussion ondifficult conversations Day Five (Full day)Presentation of edited films by participants. 9 10. Some key principles Strengths based approach to work Coaching/Guiding not Teaching approach Parallel processes for guider and guidee Difficult conversations or just conversations10 11. 11 12. Turn Taking and Deepening DiscussionDeveloping Attuned Interactions: Waiting attentively from your turn Giving a second (and further) turn on same topic Giving and taking short turns Interrupting long turns in the yes cycleDeepening the discussion by Supporting goal-setting Sharing viewpoints, collaborative discussion, problem-solving Naming difference of opinion; contradictions/conflicts Investigating the intentions behind words Reaching new shared understandings Managing conflict12 13. Evaluation 13 14. Outcomes of social work educationCarpenters (2005)levels of outcomes4. Benefit to Users and Carers 3a. Changes in Behaviour 3b. Changes in Organisational Practice 2a. Changing Attitudes and Perceptions2b. Acquisition Knowledge and Skills 1. Learners Reactions 15. Evaluation Data InterventionControl GroupGroup NQSWsNQSWs 9 5 Consultant Social Workers 415 16. Evaluation DesignAll NQSWs Time 1 (1) [start of training] and Time 2 (2) [end oftraining] self-evaluation questionnaire Vignette scenario at start (T1) and end (T2) oftraining Open questions about their trainingIntervention Group Only Feedback on VIG training16 17. Carpenters Levels 1, 2a and 2b Learners Responses (Feedback Sheets onTraining) Changes in Attitudes and Perceptions (Self-evaluation questionnaire) Acquisition of knowledge and skills (Vignettes)17 18. 1. Learners Responses to VIGVery helpful in developing Change of thoughtcommunication skills andaround [my] strengths based positives/strengths approaches. VIG clearlyhas great potential for usein many roles. Despite our initialNegatives:doubts, it has been -Timebeneficial and a real-Technology Has builtnot always privilege to have [my] had the opportunity workingconfidence to take part. 19. Changes in attitude/acquisition ofknowledge and skills Please see handouts at back of slides Consultants Increase in average confidence levels by 15points or more on all areas from T0 to T1. Control group increases in confidence in 12/15 areas, one of15 points or more. Decrease in 3 areas, not related tocommunication skills. Intervention group increases in confidence in 14/15 areas.and two areas where increases of 15 points or more. Two areas of difference between CG and IG can be linked tocourse syllabus of VERP training. 19 20. Acquisition of knowledge and skills Positive differences in both groups between t0and t1 other than for CG in Areas 4. 8. and 9 IG no areas but Area 9. no change Strong evidence of gains in areas 1. and 6. forboth groups, with slightly better gains for IG Significant positive difference in Area 4 Significant negative difference in Area 7 21. Conclusions and reflections Positive learners reactions to VERP after tricky start Increased self-confidence in skills with some greaterincreases for IG Increased knowledge evidenced most areas for bothgroups with similar gains. Greater gains for IG in some areas related to VERP But also greater gain for CG in one area (Area 7) and gains for CG in 1 or 2 areas that are hard to explain in terms of VERP alone 22. Conclusions and reflections Process Teething problems Time Concerns about video recording Methods Randomly allocating SWs to VERP unexpectedproblems Were the vignettes the best method to pick upchanges through VERP? VERP Learning Very useful but from the micro to change of self


Related Documents