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Verp project with newly qualified social workers


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Robin Sen's presentation slides to accompany a talk at Glasgow School of Social Work research seminar series, 25 October 2012. A recording of the talks can be heard on …

Robin Sen's presentation slides to accompany a talk at Glasgow School of Social Work research seminar series, 25 October 2012. A recording of the talks can be heard on

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  • Fig 1.1.3 Building attuned relationship
  • My motivations for undertaking the project: VIG training by self; evidence based intervention & SW knowledge developmentForrester and communication in SW
  • In between training days exercises and an online support forum were provided to discuss editing videos and analysing the interaction within them. Targeted reading was also provided.
  • Conversations in difficult circumstances, what are the principles of interaction here?Do the Rogerian, person-centred counselling principles apply? (Acceptance/UPR, congruence, empathy)Yes, but ‘social work’ conversations often different circumstances to ‘counselling’ conversationsApplying the positives of other conversations to these difficult onesAn example of personal learning from VERP – turn taking and deepening discussion
  • Methodological issues – what participants say/think rather than do (but links to greater confidence and ability); do all the tasks relate to communication? Are the differences in scores ‘caused’ by VIG.
  • Transcript

    • 1. VERP Project With Newly Qualified Social Workers October 25th, 2012 Robin Sen (University of Sheffield) 1
    • 2. Introduction• Introduce VIG and VERP• Focus on the process of what we did• Consider evaluation methodology and data for this project• Reflect on learning from the project 2
    • 3. Acknowledgments• Higher Education Authority• Rotherham Metropolitan Borough Council• Hilary Kennedy Avig
    • 4. AVIGuk Projects in UK March 2012 Social Work Health Education Charity University postgraduate 80 AVIGuk 750 trained practitioners At least 500 in training
    • 5. The core principle for attuned interaction Returns look toEg child points child, smilesat ball 1. Child‘s Initiative 2. Parent‘s Reception and then looksand looks back towards ballat parent saying ‘ball’ Context Saying ‘Yes, youVigorous nod can see the ball upAnd returns 3. Parent‘s Response high. I think youlook from 4. Child‘s Reception New initiative want it’.ball to parent In approving tone, looking from ball to childPulls parent Parent gets ball downtowards ball for childAnd points 5. Child‘s Response 6. Parent‘s Reception and gives it sayingagain looking (second turn) ‘there you are’ .Back at parent With friendly look and tone . Interaction can continue
    • 6. VIG and VERP VIG VERP• Parent-child interaction • Developed in the UK from• Roots in Netherlands (in VIG social work!) • Focus on inter-professional• Brought to UK in late communication and 1980s/90s interaction with service• Strong evidence based in users Netherlands • Tool for reflection on• Emerging evidence base practice
    • 7. Building blocks for Possible impact of each block parent as care-giver for child as care-seeker Is helped to manage difficult situations 3. DEEPENING or learn new things MEDIATED LEARNING DISCUSSION Developing the Enjoys being helped and learning attuned relationship GUIDING from their parents Enjoys interacting with their 2. ATTUNED INTERACTION parent INTERSUBJECTIVITY Experiencing being The core ofParent led received, parent commenting on attuned RECEIVING INITIATIVES what they are doing and their interactions wishes Knows their parents are ENCOURAGING INITIATIVES interested in what they are 1. doing and their wishes TOWARDS INTERSUBJECTIVITY Feels love, recognized Pre-requisite for BEING ATTENTIVE and important building attuned interactions
    • 8. The Project‘Control Group’ NQSWs ‘Intervention Group’ 11 NQSWs 6 Consultant SWs (4) SW Lecturers 2 8
    • 9. The format of training• Day One (Full Day) Introduction to VIG and techniques for filming and reviewing• Day Two (Half-day) Reviewing films and making plans for change• Day Three (Half-day) Review/ supervision session with strengths and working points. Introduction to difficult conversations with families• Day Four (Half-day) Review/ supervision session. Deepening discussion on difficult 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’ conversations 10
    • 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 conflict 12
    • 13. Evaluation 13
    • 14. Outcomes of social work educationCarpenter’s (2005)levels of outcomes 4. Benefit to Users and Carers 3a. Changes in Behaviour 3b. Changes in Organisational Practice 2a. Changing Attitudes and Perceptions 2b. Acquisition Knowledge and Skills 1. Learner’s Reactions
    • 15. Evaluation Data InterventionControl Group Group NQSWs NQSWs 9 5 Consultant Social Workers 4 15
    • 16. Evaluation DesignAll NQSWs• Time 1 (1) [start of training] and Time 2 (2) [end of training] self-evaluation questionnaire• Vignette scenario at start (T1) and end (T2) of training• Open questions about their trainingIntervention Group Only• Feedback on VIG training 16
    • 17. • Carpenters Levels 1, 2a and 2b – Learner’s Responses (Feedback Sheets on Training) – 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 and around [my] strengths based positives/strengths approaches. VIG clearlyhas great potential for use in many roles. Despite our initial Negatives: doubts, it has been -Time beneficial and a real -Technology Has built not always privilege to have [my] had the opportunity workingconfidence to take part.
    • 19. Changes in attitude/acquisition of knowledge and skills• Please see handouts at back of slides• Consultants – Increase in average confidence levels by 15 points or more on all areas from T0 to T1.• Control group – increases in confidence in 12/15 areas, one of 15 points or more. Decrease in 3 areas, not related to communication 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 to course syllabus of VERP training. 19
    • 20. Acquisition of knowledge and skills• Positive differences in both groups between t0 and 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. for both 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 greater increases for IG• Increased knowledge evidenced most areas for both groups 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 unexpected problems – Were the vignettes the best method to pick up changes through VERP?• VERP Learning – Very useful but from the micro to change of self