1. Video Feedforward Creating Brighter Futures
Background
VFF is an intervention that promotes behavioural change based on the concept of self- modelling.
Children are shown edited video clips of themselves succeeding in tasks/ situations they find challenging. The desired change has to be possible (components of this skill have to be within their repertoire).
VFF has a long history based on the work of Professor Peter Dowrick in New Zealand and the USA.
Research suggests that VFF has been effective at improving outcomes for children.
Applications;
Developing a new skill within their ZPD
Adapting social/ class/ school behaviour
Reducing anxiety in situations
Developing language, supporting speech
Teaching reading
Developing mathematical skills
Preparation for transitions (e.g. to pre-school/ primary/secondary school/ adulthood)
Developing responses (e.g. developing assertiveness)
Goal Setting Consult with key adults and child-Targets may arise through direct involvement- Must be observable on film- Scale goals
Planning
Involve the child- Consider using storyboards- Ensure success with prompts, rehearsal, setting, props etc -VFF practitioner as film director
Videoing
Remind the child about the goals and plan- Use a good video recorder/ iPad- Reassure them parts can be edited
Editing
Use an editing program- ‘Grab’ successful moments and delete unwanted scenes- Subtitle pages can show goals- Aim for 2-3 minute film
Sharing
Adult shares with child- Pause and discuss success and generalising- Consider best time and place to view-Encourage the child to be responsible for viewing process
Review and Evaluation
Discuss and review progress- Scaling goals- Consider further evaluations
VFF Process
Theoretical links;
Vygotsky’s Socio-cultural theory: Model of Zone of Proximal Development (ZPD) whereby learning is scaffolded by a more skilled person. VFF works within the ZPD and is scaffolded by adults.
Bandura’s Social Learning theory: Self modelling strengthens belief in an individuals capacity. This is an essential element for self efficacy. Self efficacy influences generalisation and maintenance.
Skinner’s Operant Behaviour theory: Behaviour is modified as a result of seeing/ experiencing the consequence.
Seligman’s theory of Learned Optimism and Beck’s Cognitive Behaviour Theory : consciously challenging negative self talk/ beliefs.
Pre-intervention checklist;
Self recognition: Can the child recognise themselves on video?
Motivation: Will the child find it intrinsically rewarding to change their behaviour?
Distraction: Is the child able to block out background distractions on the video?
Observable behaviour: Is it within their ZPD? Can the elements be recorded using supports or different contexts to give a good edited performance?
Client capacity: Do they understand the process?
ICT skills: Is someone able to edit the video?
Viewing capacity: Is a key adult able to view the video with the child?
Permission: Obtain necessary permission.
Still images from VFF intervention work:
References: Landor, M. & Strathie, C. Video Feedforward: Towards a preferred future. In Kennedy, H., Landor, M. & Todd, L. (2011). Video Interaction Guidance: A relationship based intervention to promote attunement, empathy and well being.
Roosje Rautenbach - Educational Psychologist -