VIG Past, Present & Future: a Celebration


Newcastle University, in London

12th January 2019

Click on the contributors names to download a pdf of their presentations and scroll down to read about the contributers

Dr. Felicity de Zulueta  

What VIG tells us about the human mind and why attunement is so important in healing the effects of adverse childhood events such as depression, trauma and even psychosis.

David Gavine

Back to the Future

Martin Carey

VIG, a journey towards sustainable implementation in the NHS via CYP-IAPT

Liz Todd

Meeting our ideas and values in each other

Chloe Erlam

My VIG journey

Moni Celebi

Through the Looking Glass

VIG in Action: Today and Tomorrow

Helen Gibson & Claske Houwing

The Systemic Impact of Holding, Experiencing and Witnessing the AVIGuk Values and Beliefs

Jenny Jarvis

The Jedhi impact of VIG

Alice Kennedy

Oracy: Promoting dialogue in the Primary Classroom

Ferdinand Kennedy-Mak

My Granny and I

This conference was an opportunity for AVIGuk to celebrate the growth of Video Interaction Guidance (VIG) over the last 30 years from its inception in the Netherlands (Harry Biemans, 1980s) and the core theories of primary and secondary intersubjectivity and medicated learning added by Colwyn Trevarthen, to establish VIG as a framework for enhancing communication within relationships.  

The conference was a chance also, for AVIGuk colleagues to celebrate Hilary Kennedys 70th Birthday and to acknowledge the enormous contribution she has made to the development of VIG. Hilarys leadership has been central to establishing VIG as an evidence-based intervention and interdisciplinary training programme, to support vulnerable families at risk of being excluded. Her role has been instrumental in facilitating the expansion of VIG in the UK and across the world, in the Czech Republic, Finland, Greece, Italy, Turkey, Ecuador, Mexico and Tanzania.

Hilary trained at the University of Cambridge in Experimental Psychology, followed by a Dip. Ed. After completing her training as an educational psychologist at Edinburgh University, she travelled to the Netherlands to be supervised by Claske Houwing to become a practitioner and supervisor in Video Interaction Guidance. In 2013 she was awarded the BPS Distinguished Contribution to Educational and Child Psychology.

She has co-edited two books on VIG with Miriam Landor and Liz Todd. Video Interaction Guidance: A Relationship-Based Intervention to Promote Attunement, Empathy and Well being (2011) and Video Enhanced Reflective Practice (VERP: Professional Development through attuned interaction (2015). Her extensive publications include a chapter in the book: Innovative Research in Infant Wellbeing, Family Justice and Neglect (2018).

Hilary is currently a freelance VIG trainer and Honorary Research Associate at University College London. She continues to lead VIG training at the Tavistock Institute and other locations in the UK and across the world.



  Dr Felicity de Zulueta  is an  Emeritus Consultant Psychiatrist in Psychotherapy at the South London and Maudsley NHS Trust and Honorary Senior Lecturer in Traumatic Studies at Kings College London. She developed and headed both the Department of Psychotherapy at Charing Cross Hospital in 1984 and the Traumatic Stress Service in the Maudsley Hospital in 1996 which specialises in the treatment of people suffering from Complex Post Traumatic Stress disorder. She has published papers on the subject of Bilingualism and PTSD and dissociative disorders from an attachment perspective and is author of "From Pain to Violence; the traumatic roots of destructiveness", Wiley & Sons, 2006.Dr Felicity de Zulueta now works as a free-lance consultant psychotherapist with a training in psychoanalytic psychotherapy, systemic family therapy, group analysis, EMDR and Lifespan Integration.

We are born to interact with one another: there-in lies our emotional and creative fulfilment. However, we live in an individualistic based culture focused mainly on our cognitive abilities: what are the social and therapeutic consequences of this mismatch? The power of VIG lies in its use of moments of attunement captured on video to enable those of us who have lost that ability, to re-engage with their child or partner, a gift that is reinforced by the joy that it gives and the resulting strengthening of their social sense of self.

  David Gavine started out as a physicist and later became a psychologist, working in his home town of Dundee for most of his career.  He was an academic tutor on the Educational Psychology programme at the University of Dundee from 1998 - 2006, during which time he helped set up the Centre for Video Enhanced Reflection on Communication.  He retired from the post of Principal Psychologist in 2010 and became one of the founders of AVIGuk.

Should VIG aspire to the traditional "gold standard" evaluation methodology of the medical sciences?  Or is there a conflict between the values of these methods and the value base of VIG?  Does the answer lie in the past?

Martin Carey is a Consultant Clinical Psychologist who works in an NHS led 0-5s early intervention service in Manchester that has delivered VIG (alongside other evidence based interventions) for over 10 years. Martin is also currently the programme lead for the Post graduate diploma in psychological therapies for 0-5s, offered by the University of Manchester. The course teaches students VIG and is part of the national children and young people improving access to psychological therapies (CYP-IAPT) Programme. Martin is a national VIG supervisor and Trainer and a board member of the Association for Video Interaction Guidance UK

Prof Liz Todd is Professor of Educational Inclusion and is Director of the Institute of Social Renewal at Newcastle University. She has been a mathematics teacher, an educational psychologist, a market trader and a therapist. She was director of educational psychologist for over 12 years at Newcastle University and now runs the VIG training for all trainees. She is interested in diverse uses of VIG and how the principles and practices can be applied in different ways. Liz presents and publishes her research internationally but is also involved in community organising in her local area.

There would be something very wrong with a day celebrating VIG and what Hilary brings to the connections we each have with her and with VIG if we didn’t spend some time during this day connecting with each other. I will facilitate this session to give you opportunities to talk to people you know and those you don’t. I have not planned this fully yet so at the moment all I know is that we will be sharing stories from our VIG lives and reflecting on what made those stories important to us and imaging how VIG could be used in the future. As for anything else we end up doing - you can find out on the day!

Chloe Erlam started her career as a secondary school teacher, teaching psychology and social sciences, at Sir John Cass Secondary School in Tower Hamlets. After 2 years, she returned to University to train as an Educational Psychologist. She worked as an Educational Psychologist in Camden for 10 years. Whilst undertaking this role, she realised she was most interested in a 'can do' approach, focusing on what enables teachers, parents and children to be the best they can be. A key part of this journey was her discovery of VIG. Chloe now works as an independent VIG practitioner.

I will share how VIG has impacted my personal and professional development over the last 10 years. I will talk about my perspective for the development of VIG in the future.

  Monika Celebi began her career in a collective, which established the first refuge for women and children escaping from domestic violence in Israel. Later she worked as a movement therapist in psychiatric institutions in Tel Aviv, Vienna and London. After starting her own family she specialized in supporting parents and babies in the perinatal period, both as an antenatal educator and Yoga teacher, then as parent infant psychotherapist, when she developed an integrative mind-body approach to facilitating parent baby groups. Monika edited ‘Weaving the Cradle’, where multi-disciplinary practitioners shared best practice for leading parents baby groups. Monica is a National Supervisor and is involved in developing VIG projects in social, health, education and third sector settings.

VIG is transformative for clients and for practitioners. I will talk about these aspects of VIG practice and the potential VIG has to reach many more families and professionals.

  Helen Gibson (joint talk with Claska Houwing) is a systemic family psychotherapist and supervisor and a National AVIGuk Supervisor. She has spent 25 years working as a therapist in CAMHS and five years working as a freelance supervisor into Health, Education and Social Services both systemically and with VIG.

  Claske Houwing (joint talk with Helen Gibson). Over the past 30 years Claske has worked in Youth care. In 1989 she started training in Videohometraining and became a supervisor. She was involved in the turn of residential work towards ambulant care. For 10 years she worked for SPIN, at that time the national instituted for the promotion of VIG. Being in management as well as involved in the changing process in the Youth care, her interest shifted from working with families towards working with teams in organisations. Recent:  Manager at Intermetzo a Youth care organisation that operates on a regional and national level.  I m responsible for an out-patient clinic, FACT team and day-care centre, specialising in trauma and attachment disorder.

We will talk about the impact of these values and beliefs on our professional development as practitioners (past), the impact (now) of holding these as supervisors and our hopes for how they can impact on the wider organisational systems (future)

  Jenny Jarvis is a Counselling Psychologist and National AVIGuk Supervisor who trained in VIG nearly 20 years ago. VIG has been central to her work in Child and Adolescent Mental Health and with Children’s Centres in Suffolk and Norfolk. She has been training and supervising others in many organisations across health, social care and education for many years.  Alongside Hilary and David, Jenny has been contributing to the development and running of AVIGuk for 4 years in a voluntary capacity.

How VIG has helped AVIGuk change and grow.  Complexity, messiness and transformation!  A real life experience of working within AVIGuk.  Drawing on personal experience of how the organization itself has managed complex issues and the change and growth of the organization.

  Alice Kennedy is a Year 4 teacher and the Oracy Lead at Torriano Primary School in Camden, London, where she has been experimenting with and leading the implemention of oracy rich classroom practice. She was part of the first cohort for the National Oracy Leaders Programme, run by Voice 21 and Cambridge University, to build capacity in the state school system to teach through talk. Previously, she was the EAL specialist teacher at Churchfield Primary School, Edmonton, Enfield where she worked alongside class teachers to develop good teaching for language development. She has previously worked as a Teacher of English as a Foreign Language, and for organisations that aim to protect refugees and migrants overseas (in Kyrgyzstan and Lebanon) and in the UK.

She will discuss the why and how of promoting effective dialogue in the classroom. Drawing on her day to day practice as oracy lead and class teacher at a leading London primary school, Alice will show examples of how children can be encouraged to realise and develop the power of their own voices, and the importance of valuing and listening to others around them. She will present practical tools for how to achieve this, and discuss the rationale behind promoting oracy in the classroom and how it links with Video Interaction Guidance

Ferdinand Kennedy-Mak (Ferdie) - will create a presentation using video and pictures with writing on PowerPoint to show the sorts of things he enjoys doing with his granny.

Ferdinand Kennedy-Mak is a year 2 pupil at Millennium Primary. He enjoys playing outdoors and climbing trees, swimming particularly diving and jumping into the water, dancing, hockey, creating computer programmes from Scratch, coding and making Lego models. Ferdie has been interested in science for 4 years and at the moment is particularly interested in nuclear physics


Alex Greene trained as a nurse and health visitor before studying anthropology at St Andrews University and gaining a PhD in a clinical & medical anthropology. She has used VIG in the NHS to support the advocacy of children and young people with long-term illnesses. This research is underway as an RCT in Dundee (lead by Dr Clare Webster). She has published extensively and co-edited a volume on: Researching Health and Trust (Routledge). Alex lives in London and enjoys working as an AVIGuk Advanced VIG Supervisor and Trainer. She directs ‘Family Matter’ , which deliver VIG to support families, children & young people.


Michelle Sancho works in Berkshire as a Service Manager & Principal Educational Psychologist. She is a BABCP accredited CBT therapist and is a VIG National Supervisor and Trainer. Michelle has co-authored chapters in the Video Interaction Guidance and the Video Enhanced Reflective Practice books. She is an honorary lecturer as well as a research advisor at University College London. Michelle has also collaborated with the University of Reading around a massive open online course (MOOC) on adolescent mental health.

Sophie Levitt is an Educational Psychologist in London, a University Tutor for the Educational Psychology doctorate at the UCL Institute of Education and a freelance Advanced Supervisor and Trainer in Video Interaction Guidance. She studied Psychology and Zoology at Bristol, focusing on behavioural ecology and later human behavior. She developed an interest in working with children, families and the educational system which led her to train as a teacher and Educational Psychologist at the Institute of Education in London, She is very grateful to have had the opportunity to train in Video Interaction Guidance, which has enhanced not only her work with children, families, schools and colleagues, but also her own parenting.


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