THE EDUCATION OF FAMILY CARE PROFESSIONALS

1
THE EDUCATION OF FAMILY CARE PROFESSIONALS
Dr. Paul M.A. Wels
Radboud University Nijmegen The Netherlands
2
COURSE VIDEO INTERACTION ANALYSIS (VIA)

• a five months advanced practicum
• 10 ECTS points/280 hrs of study
• third year bachelor students
• efficiency in teacher students contacts
• full text course scenario available
• communication via Blackboard
• 9 assignments
• 10 plenary sessions
• participants 16/24 students in 4 subgroups

3
BASICS FOR THE SUBGROUPS

• find yourself a family
• do your own planning of assignments
• make two appointments with the teacher
• make two main reports
• two evaluations in plenum and in subgroup
• two feedback sessions with the teacher
• per subgroup

4
10 ASSIGNMENTS FOR THE SUBGROUPS

• first visit video-recording of the family
• write general family report
• plan for feedback session
• video interaction analysis of family
• edited video
• plan for the session
• first main report and feedback from teacher
• feedback session with family

5
10 ASSIGNMENTS FOR THE SUBGROUPS

• 6. report of feedback session
• video analysis of helper - edited video - report
• 7. family counseling session on child-rearing
  issue
• video analysis of session
• edited video
• plan for the session
• 8. Interpersonal Process Recall assignment
• family counseling session analysis and report
• 10. second main report

6
PLENARY SESSIONS

• 1. Opening and workshop camera
• Lecture and demonstration of editing
• 3. Workshop editing in two groups hands on
• 4. The practice of VHT and diagnostics. Film
  Yes
• 5. Presentation of family feedback plan
• 6. Workshop video interaction analysis
• mother-baby interaction and family interaction
• 7. Presentation feedback session
• Presentation IPR assignment
• (Interpersonal Process Recall Kagan 1978)
• 9. Presentation child-rearing session

7
MAIN LEARNING INSTRUMENTS (1) DOING

• Hands on-learning in the practice of the
  assignments
• Working with the medium video
• camera, computer and software iMovie
• Three sessions with the family
• first visit, feedback session, child-rearing
  session
• Giving professional presentations
• with powerpoint, edited video
• Giving and receiving feedback
• Writing professional standard reports

8
MAIN LEARNING INSTRUMENTS (2) FEEDBACK

• Feedback by means of video medium self-modeling
• Feedback in plenum on assignments/presentations
• by fellow students
• by teachers
• Feedback from fellow students in subgroup
• Feedback from parents
• Indirect feedback from performance by other
  students
• Feedback from teachers on main reports
• Individual feedback by teachers resulting in a
  grade
• and learning points for next year internship

9
WORKSHOP CAMERA HANDLING

• We have three digital cameras
• Explaining main camera handling principles
• light, frame, audio, timing, handheld or tripod
• Presenting basic literature and camera
• Emphasizing practice try before going to family

10
LECTURE AND DEMONSTRATION OF EDITING

• Presentation/modeling by teacher
• The principles of conveying the message
• Analyzing weak and strong examples
• Presenting examples of edited family vignettes
• Presenting the principles of digital editing
• Demonstration of software iMovie

11
WORKSHOP EDITING

• In two groups one hour and a half sessions
• Apple computers and software iMovie
• Do it yourself with family video vignette
• Show a 5 minute vignette
• Edit the parenting action of the parents
• Teacher available for questions

12
WORKSHOP EDITING

• Short video

13
WORKSHOP VIDEO INTERACTION ANALYSIS

• Vignettes from Marij Eliëns book and dvd
• First example Body language of baby Thijs
• Second example Family video of mother Marion
• shown without any comment
• Step by step analysis of short vignettes on
  turn-taking
• Preparing comments in subgroups
• Presentation comments per subgroup
• Second example shown again with comments from
  Marij
• Evaluation

14
WORKSHOP VIDEO INTERACTION ANALYSIS

• Short video

15
IPR ASSIGNMENT (Kagan)

• Insight in different relevant roles
• Insight in own performance by means of video
• 4 roles
• Counselor
• Client
• Inquirer
• Editor (video - analysis - montage)

16
IMPRESSION OF IPR ASSIGNMENT

• Short video

17
THEORETICAL ORIENTATION

• Empowerment philosophy
• Video Home Training method orientation
• on basic communication in families
• Modeling and self-modeling
• Client-centered orientation
• General counseling skills orientation
• Counseling practice led by images
• The medium is the message (Marshal McLuhan,
  1964)

18
COURSE GOALS

• Learn to observe and analyze families and their
• communication behavior
• Mastering the essentials of counseling practice
• Mastering the video medium
• Learning what your counseling attitude is like
• Strong points
• What to develop
• Knowing what your specific learning points are
• for the internship next year

19
COURSE FILM

• giving an impression of the
• Conduct of the plenary sessions
• Atmosphere
• Seriousness of students
• (Development of) presentation skills
• Role of feedback
• Role of the video medium

20
COURSE FILM

• Longer video

21
EVALUATION OUTCOMES

• Students really like the program
• Students work hard
• Practice-orientation is felt, although no real
• clinical clients are seen
• Students really learn to see instead of to
  look at
• They learn to see a lot of detail in videos
• and show an increased sensitivity
• Students have a natural affinity to and interest
  in
• computers and computer-linked activities

22

• EVALUATION OUTCOMES
• (in the students own words)

My experiences are very positive. We have
learned to work in a team. We have grown in
this program! I was surprised by the reaction
of the mother I learned that she could see some
points for improvement in her behaviour by
looking at the video even before we gave
feedback. A statement frequently formulated by
our teachers is that well chosen images speak for
themselves. I never thought that this turned out
to be so true.
23

• EVALUATION OUTCOMES
• (in the students own words)

I have seen that my body language shows
calmness, while my voice does not. Our
cooperation was very good. That resulted in a lot
of good feedback from each other. Giving and
receiving feedback is difficult but very
important. You learn to respect each other. I
have seen and experienced what my stronger and
weaker points are this is very important for my
own development.
24

• EVALUATION OUTCOMES
• (in the students own words)

My fellow students were critical and I received
good feedback from them. Fortunately, there
was a good atmosphere in the group, so I felt
free to practice the various roles in the
assignments. It was very helpful to receive
feedback on my presentation skills. It helped to
develop my self-confidence. In the last
presentation I had the feeling that we integrated
everything we had learned in the program.