How Do Parents of Children with Communication Difficulties Experience Video Interaction Guidance? A Practitioner Research Project

Autor/in	Taylor, Amelia Fay
Titel	How Do Parents of Children with Communication Difficulties Experience Video Interaction Guidance? A Practitioner Research Project
Quelle	In: Educational Psychology in Practice, 32 (2016) 3, S.296-309 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2016.1170000
Schlagwörter	Video Technology; Research Projects; Parents; Children; Communication Disorders; Foreign Countries; Parenting Skills; Parent Child Relationship; Communication Skills; Interaction; Mothers; Grandparents; Preschool Children; Allied Health Personnel; Speech Language Pathology; Semi Structured Interviews; United Kingdom + Suchen Sie Ihr Suchwort? Forschungsvorhaben; Eltern; Child; Kind; Kinder; Kommunikationsstörung; Ausland; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kommunikationsstil; Interaktion; Mother; Mutter; Großeltern; Pre-school age; Preschool age; Children; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Großbritannien
Abstract	This practitioner research article sought to provide an interpretation of the parental experience of video interaction guidance (VIG). Two mothers and one grandmother participated in one cycle of VIG and one interview about their experiences. Transcripts were analysed using Interpretive Phenomenological Analysis (IPA). Findings indicated that parents valued the opportunity to use video to reflect on their interaction skills. They felt empowered to use their learning to develop relationships with their children. Questions emerged about parents' experiences of control and feeling judged during VIG. Participants' felt VIG involved some judgement of their parenting skills and their children's communication skills. This is discussed within the wider socio-cultural context of practitioner-client relationships. The article highlighted implications for VIG practitioners to be honest about their positions and mindful of the feelings of the clients they support. Understanding of the function of the relationship between the guider and the VIG client was identified as an area for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01