Using Video Enhanced Reflective Practice (VERP) for the continuing professional development of a team of music therapists: Evaluation and reflections

Abstract

In 2018, six music therapists undertook a short course on Video Enhanced Reflective Practice (VERP). A group goal was co-constructed for team development as part of the project, with application for individual casework. The training course was held over two 1.5-hour sessions where the principles for developing attunement were explained, individual goals for each practitioner’s development were decided upon, and casework discussion took place. The process for recording and analysing short film clips ahead of group supervision was also discussed. Target Monitoring and Evaluation (TME) was used to quantify the impact of the goals pre- and post-project. Other measures used included a self-rating scale of the Communication Principles before and after, and open ended questions on evaluation forms. TME data revealed a positive shift of 3 points for the group goal pre- and post-project, and an average shift of 3.6 points in a positive direction for individual goals. Furthermore, the self-rating scales of individual practitioners also showed increased frequency in their use of the Communication Principles in their interactions with children. This project builds on research that VERP is a professional development tool that enhances practitioner’s self-belief and agency through self-awareness and knowledge of skills used in everyday clinical practice. Additionally, it provided a mechanism for a team to think and work creatively and therapeutically together.