Facilitating relationships through play: The use of Video Enhanced Reflective Practice in a neurorehabilitation setting.

Author
Roberts Elizabeth
Institution
The Children's Trust
Abstract

Introduction
Acquired brain injury has been found to have a greater impact on family functioning than any other illness. Supporting the family is therefore vitally important, particularly as psychosocial factors have been found to be a better indicator of long term outcomes than the severity of injury (Anderson et al., 2006). Nurturing relationships is therefore a key part of neurorehabilitation. This can be achieved through play, an activity which is known to hold a key role in child development (Yogman et al., 2018).
Given the integral role of play in rehabilitation, the Play Team at The Children's Trust are continually seeking opportunities to develop their relationships with families. To support this, they engaged in a Video Enhanced Reflective Practice (VERP) intervention, facilitated by Educational Psychologists.

Patients and Methods
Five members of the Play Team participated in the VERP intervention. VERP is a framework for professional development that uses video reflections to enhance receptive interactions (Kennedy & Landor, 2015). The VERP intervention was delivered in a group format.

Results
All participants reflected on the helpfulness of VERP, particularly through the use of real video footage, which allowed the intervention to be personalised to their own goals. Participants also fed back about how positive an experience it felt, due to its strength based philosophy. Furthermore, all participants rated themselves higher on scaling in relation to their goals at the end.

Conclusion
VERP provides a supportive method for working in partnership with professionals within a neurorehabilitation setting, to enhance their interactions.

Attached file
Ref. N.
P9391