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
Psychological Service
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)
Psychological Service
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
Psychological Service
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
Psychological Service
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
Psychological Service
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
Psychological Service
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
Psychological Service
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
Psychological Service
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
Psychological Service
Embedding VERP Smart Survey May 2016
Psychological Service
Psychological Service
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
Top Related