Video Enhanced Reflective Practice (VERP), an application of Video Interaction Guidance, supports individuals or groups to reflect on and develop their professional communication, teaching or therapeutic skills with their clients through shared review of moments of attuned interaction in video clips of their day-to-day practice.
This book brings together international researchers and practitioners from a range of professions to define VERP, present its theoretical basis and review the current research evidence. Increasing in popularity, VERP is used as a reflective professional development tool for a wide range of professionals and employees, supporting them to analyse and reflect on moments of their effective interaction on video, in situ in the professional environment. The VERP approach is optimistic and empowering, focusing on strength and potential rather than problems or weaknesses.
This book provides examples of VERP's application in a wide range of sectors and will be of interest to trainers, CPD providers, managers, psychologists, social workers, higher education educators, health visitors, early years professionals, teachers, counsellors, therapists, and professionals in the private, voluntary, government and local authority sectors.
Contributions by: Jo Birbeck, Emma Cartwright, Nancy Ferguson, Stephanie Satariano, Ruben Fukkink, Terri Pease, Kaisa Martikainen, Martin Elliott, Anna-Greta Ledin, Emily Archer, Clare Webster, Monika Celebi, Michelle Sancho, Joanna Begley, Fiona Williams, Carole Chasle, Bev Jowett, Cyril Hellier, Helen Upton, Robin Sen, Kirsty Quinn, Wilma Barrow, Helen Gibson, Alex Greene, Ben Hayes, Jenny Jarvis, Angela Underdown, Lucy Browne, Sandra Strathie, Susan Lyon, Jane Nestel-Patt, Maria V. Doria, Katja Burakoff, Karen Williams, Lia van van Rosmalen, Sheridan Forster, Joanne Hewitt, Annemie Wetzels
