The Video Interaction Guidance Service - the context

1. The Video Interaction Guidance Service -the context • Clare Lowry • September 2018

2. VIG in Cornwall Introduced to the Educational Psychology (EP) Service and Early Years Inclusion Service by an EP who moved from Scotland Opportunity for 3 of the team to do initial training in London in 2009 Developed an ambitious plan for rolling out VIG in 2013/14, with Jack’s support – clear focus for the work

3. Service structure Hub and cluster service model Multi-disciplinary hub of educational psychologists, social worker and health visitor Family workers, fostering support workers and social workers in early help and social care teams (cluster) Requests for VIG come in to a central point – Early Help Hub and the service manager assigns the work to a VIG practitioner or trainee practitioner

4. Current data VIG Service requests VIG training

5. Impact of our work - Internal evaluation First 9 months of the project – December 2014 • 36 clients completed the intervention • 100% of client goals were rated as having improved between the start and finish of the work • 87% of clients reported improvements in parenting self-efficacy, with an average increase in scores of 15% using a parenting questionnaire (TOPSE) • End of service satisfaction questionnaire 100% were satisfied with the service they had received and 100% had confidence in the VIG guider • For a relationship therapy, this was felt to be significant and linked to the effectiveness of the intervention.

6. External evaluation from Cardiff University - December 2016 • 55 cases were referred • 13 cases were completed during the parent interview period (February-March 2016) TME scores TOPSE scores

7. Key points from parents included • The importance of VIG happening in the home environment • Time to reflect on what they do well and the opportunity to build upon this • By becoming more attuned to their children the bond between them grew • The VIG guiders were perceived very positively and were deemed to be integral to the intervention • Having the same Guider throughout the intervention was highly regarded as parents felt able and comfortable to develop their skills in a trusting environment Conclusion • The VIG Service would therefore appear to be a cost effective, yet minimal intervention which is time limited and was felt to have lasting benefits and impact

8. Feedback from families ‘Found it really helpful, showed me things that I didn’t think were there in our relationship. I couldn't fault the VIG practitioner ,she is a really lovely lady, she was very compassionate. I would recommend the service to my family and friends’ ‘The guider was lovely and helpful, helped me and my grandaughter; understanding her needs, watching her expressions and responding to them, overall we did well and she is a lot calmer these days’

9. Challenges Staff in cluster services being able to deliver VIG in amongst other priorities Technology within the constraints of a local authority system Clients’ chaotic lives Finding a quiet space without their child, to reflect, when they don't have people they can call on always to help Travel time Ensuring clients are fully prepared and informed about what the opportunity entails Motivation to change Being mindful of clients’ timescale and working with this

10. What next Impact of being a VIG practitioner on other aspects of work- outcomes from current research project with Cardiff University Development of VIG and VERP in schools and early years settings Working with groups – WILD Longer VIG interventions with families in more complex situations Continuing to train VIG practitioners and embedding the new VIG training route Working with service users to further develop supportive tools, e.g. the VIG Journal (see the poster)

11. The film

12. Cornwall CouncilCounty HallTruro TR1 3AYTel: 0300 1234 100www.cornwall.gov.uk