Video Enhanced Reflective Practice (VERP) for a Trainee Educational Psychologist (TEP) seeking to improve their work with parents.

Sophie Pitt, Anita Soni

Research output: Contribution to journalArticlepeer-review

Abstract

Video Enhanced Reflective Practice (VERP) is a method of professional development that aims to improve practitioners’ attuned interactions with their clients, through a specific way of using video reflection (Kennedy, Landor and Todd, 2015). Existing literature on VERP is scant, but suggests VERP’s utility in: improving practitioners’ attuned interactions with their clients, providing a reflective space for practitioners and improving outcomes for practitioners’ clients. In the current professional practice report, as a Trainee Educational Psychologist (TEP), I used VERP to improve my collaboration with parents during consultation meetings. My initial goals for VERP were to encourage parents’ full participation in consultation meetings and to empower them to generate actions and ideas about the provision their child needs in school. After two cycles of VERP with my university supervisor/VERP guider, I rated my goals as largely met and reflected that my attuned interactions had improved. My mindfulness had increased and I was encouraging initiatives from parents more. The report discusses the logistics of using VERP and potential limitations of the research.
Original languageEnglish
JournalAttuned Interactions
Issue number5
Publication statusPublished - 20 May 2018

Fingerprint

Dive into the research topics of 'Video Enhanced Reflective Practice (VERP) for a Trainee Educational Psychologist (TEP) seeking to improve their work with parents.'. Together they form a unique fingerprint.

Cite this