Taking Time to See
•
........and capture the beautiful moments.
• Enhancing Home visiting Programs through
Video Intervention and Reflective Practice.
Collaborating Partners
CARRIE LECHLER, LSW
EARLY HEAD START
BETSY BYKER, IMH-E(II)
ESSENTIAL CONNECTIONS FOR
FAMILIES
Learning Opportunities through Video Intervention
Three Relationships
• 1. Parent-Child Relationship
• 2. Home Visiting Relationship
• 3. Supervisory Relationship
Data Collection
• Primarily Anecdotal
• Saving Quotes (home visitors and parents)
• Case Presentation
Training Schedule
• October: Video Equipment/IT
• November: Staff Training
• Procedures/PCERA
• Practice
• Buy In
• March: Staff Video Presentation
• Monthly Consultation
Parent-Child Early
Relational Assessment
DR. ROSANNE CLARK, (1985, 2015)
PCERA
“The purpose of the ERA is to attempt to capture the
child’s experience of the parent, the parent’s experience
of the child, the affective and behavioral characteristics
that each bring to the interaction, and the quality or
tone of the relationship.”
ERA Procedures
• Observations of 5-minute video-taped interaction
• Situation #1-Feeding
• Situation #2-Structured Task
• Situation #3-Free Play
• Situation #4-Separation/Reunion
• Video Replay
• Relational Profile
Clark(2015)
•
Innovation Grant
• ERA-SF Innovations Project
• Adaption of the PCERA to a short-form assessment
• Professional Development
Introducing Video to your
Home Visiting Program
• Things to consider:
Numerous screening tools already being administered.
Demands on home visitors and supervisors time.
Not possible to intervene with all families
Learning to video-tape
• “The word video felt like I had to perform or ask the
family to perform.”
6 STEP Procedure
• 1. Video-Tape
• 2. Viewing and replay prep in Reflective Supervision
• 3. Video Replay with family
• 4. Reflect upon replay experience in supervision
• 5. Request Relational Profile.
• 6. Case Staffing with Video
Structure and Language
“The steps and structure of the process were key to the success for everyone. I loved it!”
COMFORT IN STRUCTURE
NEW LANGUAGE
“The family interview questions allowed me to ask
the difficult questions.”
“I’m used to being more involved in the parentchild interactions.”
Practice, Practice, Practice
EHS Video Pilot Project: Taking time to See
PROCEDURE
• Who?
• When?
• How?
INNOVATION
WHO?
Identifying Families
 “I’m not sure why I
am there.”
 Goals are not being
accomplished.
Participants
• 1.
Families
• Those who would benefit from visual learning.
• Those who have experienced trauma that may be impeding their
parenting.
• Those that were willing
2.
Home Visitors
Family Similarities
• Lack of Confidence
• Birth to Three
• Long Term Enrolled
(word of mouth)
“The relationship is your client.”
CHILD FOCUSED
RELATIONSHIP FOCUSED
• Activity provided
• Parent led visit
• Teaching through modeling
• Strength-based teaching
• Watching and wondering
“I felt as if I were practicing reflective skills with the
parent like we do in supervision.”
“How does a “snapshot in time” have long term effects
on a family?”
A Change in Goals
• “There were times when I felt the video showed a different
relationship than what I had observed over time.”
Collaborative Goals
•Let go of the goals and focus on the
relationship.
What if the relationship were the goal?
Change
INITIAL FAMILY GOAL
NEW FOCUS
• Motor and Language Development
• Video Replay prompted discussion
about touch and both Mom and
child’s comfort level.
• IFSP Driven
• Give “A” more involvement and
experiences to help her reach her
milestones.
• Parent and child have begun infant
massage!!!!
“Our initial goals were more on the surface, the video
helped us to get to a social/emotional goal.”
Home Visitor/Family Relationship
WE
“Watching the tape really helped us
figure out what he needed.”
“This was a totally different paradigm shift. It went
from me sharing with the family my observations, to
them actually seeing and reflecting on their
interactions.”
Supervisory Relationship
•“Using the video in supervision shares the
weight of the visit between home visitor
and supervisor.”
Staff Feedback
• “It was very useful to have my supervisor as a second set of eyes. This helped me see and understand the
relationship in a very different way that was much more beneficial to me and the work I do with the family.”
• “It was very helpful for my supervisor to see what I am working with. I can feel isolated as a home visitor and
this provided a new opportunity for us both to be able to see and discuss together.”
• “This was a nice addition to reflective supervision. Viewing the tape with my supervisor put us both in the
same place together.”
Sharing the Weight
Take the time to just observe.
Don’t just do something. Stand there and pay attention.
Sally Provence
References:
• Clark, R. (1985, 2006, 2009, 2010, 2015) The Parent-Child Early Relational; Assessment. Instrumental and
Manual. Department of Psychiatry, University of Wisconsin Medical School, Madison,
• Eugster K.(2014) Special Play Time: an Important Way for Parents to Spend Time with their Children.
• Fraiberg, S., Adelson, E. & Shapiro V.(1980) Ghosts in the Nursery In. S. Fraiberg(Ed.) Clinical Studies in
Infant Mental Health: The First Year of Life,(pp. 164-203). New York, NY: Basic Books
• Hack, J. & Noddings, C. Reflective Practice, University of Wisconsin Infant, Early Childhood and Family
Mental health Capstone Certificate Program, Madison, WI. October, 2014.
•
Heller, S. & Gilkerson, L. (Eds.). (2009). A practical guide to reflective supervision. Washington D.C. ZERO TO
THREE.
• Slade, A. (2002). Keeping the Baby in Mind: A critical factor in perinatal mental health. Zero to Three,
June/July 2002, 10-16
• Slade, A. (2015). Attachment, Threat, and Mentalization in Mother-Infant Intervention. University of
Wisconsin Infant, Early Childhood and Family Mental Health Capstone Certificate Program. Madison, WI.
May 2015