How Is Video Interaction Guidance (VIG) Applied in Education Settings? A Scoping Review

Autor/inn/en	Rogers, Ciara; Bond, Caroline; Kelly, Catherine
Titel	How Is Video Interaction Guidance (VIG) Applied in Education Settings? A Scoping Review
Quelle	In: Educational Psychology in Practice, 39 (2023) 1, S.78-91 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rogers, Ciara) ORCID (Bond, Caroline) ORCID (Kelly, Catherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2022.2158455
Schlagwörter	Educational Technology; Video Technology; Guidance; Educational Psychology; Psychologists; Interaction; Intervention; Evidence Based Practice; Feedback (Response); Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Beratung; Erziehungspsychologie; Pädagogische Psychologie; Psychologist; Psychologe; Psychologin; Interaktion; Ausland; Großbritannien
Abstract	The Video Interaction Guidance (VIG) literature has seen rapid growth in recent years. Expanding on its use with families, educational psychologists (EPs) are one of many professions that have trained in VIG. A relationship-based intervention which focuses on strengths and communication, VIG in schools seems appropriate, although the research-base is developing. This scoping review explores how VIG has been applied in education settings. By employing a systematic search of key databases and grey literature, 14 papers met the inclusion criteria. Findings showed that VIG has been applied in education settings with various clients and with a focus on staff development, pupils' skills, and relationships. VIG can be used alongside another intervention or assessment, although the VIG related outcomes can be challenging to measure. EPs are well placed to support schools to invest in evidence-based interventions; therefore, implications for practice and recommendations for further research are suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01