using video enhanced reflective practice (verp) to … g... · (verp) to support the implementation...

Psychological Service

Using Video Enhanced Reflective Practice (VERP) to support the implementation of North

Lanarkshire Council’s Early Years Literacy Strategy.

Giselle Rothenberger & Karen Telfer


Video Enhanced Reflec.ve Prac.ce (VERP)

An applica7on of VIG, is a reflec7ve professional development tool which can be used with individuals or groups to improve communica7on, teaching or therapeu7c skills in a range of sectors.

Kennedy, Landor and Todd (2015)


Introduc7on to VERP (full day)

Workshop 1 (half day) Workshop 2 (half day ‘Nurturing Young Readers’ Literacy Training (half day)

Workshop 3 (half day) Workshop 4 / appraisal (half day)

VERP/LITERACY Structure of Training

VERP across NLC March 2013 – May 2017

•  438 prac77oners across NLC

•  324 are Early Learning Prac77oners

•  57% of ELPs across NLC are trained

•  87% of Early Years Establishments have at least one person trained.

•  78% of these establishments have more than one person trained.

•  27% of establishments have all of their staff trained.

57

324

5 8

13 11

20

Primary teachers

ELPs

EY Teachers

Special

EY Support staff

CLD

Psychologists


Evalua7on Research Design

VERP

Formal analysis of

video footage

Colla7on & thema7c analysis of training

evalua7ons

SmartSurvey tracking

longitudinal impact of training Case studies

from prac77oners – wri_en & videos

Outcomes for children e.g.

Literacy development


Thema.c Analysis of Trainee Evalua.ons March 2015 – June 2016

•  100% of par.cipants reported VERP was either highly relevant (84%) or relevant (16%) to their working prac.ce

•  70% valued the opportunity to reflect on, and evaluate their prac.ce using the PAIG Many also went on to comment on the posi7vity of the approach and opportuni7es for peer support

•  95% reported changes to their prac.ce. Most commonly trainees reported applying the a_unement principles in their daily life

•  100% reported posi.ve outcomes for children with whom they work 52% noted posi7ve outcomes in rela7on to children’s social and emo7onal development and 45% reported improvements in the quality of interac7ons between staff and children

•  100% reported it was either highly valuable (86%) or valuable (14%) to combine the 3 read training with VERP


0

5

10

15

20

25

30

35

40

Ac7ve Literacy Control

Pre

Post

A_unement Number of Child Ini7ated ‘Strive for Five’ Conversa7ons

Post interven7on: •  VERP group prac77oners were receiving more verbal ini7a7ves •  Control group prac77oners were receiving fewer ini7a7ves


Ferguson, N (2015)

-‐40

-‐20

0

20

40

60

80

100

Developing Literacy Skills Narra7ve Story Elements Aiding Comprehension

Ac7ve Literacy Control

Difference in Scores for Literacy Teaching Behaviours

•  VERP /Ac7ve Literacy group increased in all three areas of literacy teaching behaviours


Ferguson, N (2015)

Comparison of Difference for Ques7on Types

•  VERP /Ac7ve Literacy group asked more open challenging ques7ons than the control group

-‐50

0

50

100

150

200

Knowledge Inferen7al Comprehension

Literal Comprehension

Ac7ve Literacy

Control


Ferguson, N (2015)

Areas where VERP has had the greatest impact on prac.ce

12-‐30 months post training

I am more aware of areas of strength in prac.ce in rela.on to communica.on and interac.on.

92%

I am more attentive to children’s initiatives. 70%

I am more careful to receive children’s initiatives, verbally or non-verbally.

78%

I am conscious of giving children more equal turns in conversation.

74%

I am now consistently using the 3-‐read approach. 67%

LONG TERM IMPACT Smart Survey May 2016


Embedding VERP Smart Survey May 2016



Planning

Ongoing Professional Review and Development •  peer •  management

Reviewing prac7ce in rela7on to individual children Highligh7ng posi7ve interac7ons with children

Embedding VERP Range of Prac7ce

using video enhanced reflective practice (verp) to … g... · (verp) to support the implementation...

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