Exploring Practitioners’ Experiences of Delivering Video Interaction Guidance to Mothers Who Report to Have Been Domestically Abused

The national context shows that violence against women and girls is a widespread issue in society leading to significant and long-lasting consequences. Furthermore, the impact of domestic abuse (DA) on children and young people (CYP) is a growing concern with government statistics showing an increase in prevalence rates across the country with support for families being inconsistent and often down to a ‘postcode lottery’. Educational Psychologists (EPs) as professionals are well placed to improve outcomes for CYP.

Video Interaction Guidance (VIG) is an intervention aimed at improving communication and attuned interactions. This exploratory study focused on the views of four practitioners who have delivered VIG to mothers who report to have been domestically abused. A systematic literature review was conducted, highlighting a gap in the research relating to VIG for families who have experienced DA across a range of settings. The study aimed to add to the knowledge of research regarding strength-based, relational interventions which can lead to positive change for vulnerable families.

The researcher embodied the VIG methodology throughout and valued social justice. Epistemological and ontological positions included relativism and social constructivism. A qualitative design was adopted using conversational-style interviews online. Interpretative phenomenological analysis revealed findings relating to strengths and challenges of delivering VIG and careful considerations for practitioners. The roles of power, culture and risk management were emphasised.

Overall, despite complexities in the system, VIG seemed a positive experience for participants yielding successful results. This suggests the need to build capacity in services for professionals and EPs to be able to deliver such interventions. Opportunities for empowering and instilling hope are considered with the belief that everyone has the capacity to change. Addressing societal inequalities and unhelpful dominant narratives remain imperative for the work of EPs.