Exploring the use of video interaction guidance (VIG) with hearing parents of deaf / hard of hearing children

Abstract

Deafness can impact many different aspects life including the relationship between hearing parents and deaf/hard of hearing (DHH) children. Video Interaction Guidance (VIG) is a video-feedback intervention, which aims to enhance communication and attuned relationships. This research explored the use of VIG with hearing parents of severe or profoundly DHH children aged between 6 months and 3 years. Case study design utilising both quantitative and qualitative methods was used to explore attuned interactions, parenting stress, parental self-efficacy (PSE) and parents’ experiences of participating in VIG. Three hearing parent-DHH child dyads participated in three VIG cycles. The Principles of Attuned Interaction, The Parenting Stress Index (PSI) and Tool to measure Parenting Self-Efficacy (TOPSE) were utilised as pre- and post-measures. Parents’ experiences of VIG were explored through semi-structured interviews and analysed using thematic analysis. For Rachel, Sarah and Elizabeth VIG appears to have positively impacted their attuned interactions and PSE as evidenced through descriptive statistics and analysis of parental interviews. Parenting stress was reported to be within ‘normal’ ranges pre- and post-VIG. Two themes ‘process of VIG’ and ‘outcomes of VIG’ with additional subthemes were identified from parental interviews for each parent. Qualitative analysis indicates that the parents of DHH children in this study perceived VIG to have some positive outcomes and to be a worthwhile intervention. Strengths and limitations of the research, and implications for families of DHH children, VIG and Educational Psychologists (EPs) and future research are discussed.

Date of Award	Dec 2020
Original language	English
Awarding Institution	Queen's University Belfast
Sponsors	Northern Ireland Department for the Economy
Supervisor	Agnieszka Graham (Supervisor) & Maria McAleese (Supervisor)