The programme allows social workers to immerse themselves in a case like „a fly on the wall“, prompting them to reflect on how they relate to families
In a lilac-painted room, a social worker named Louisa sits on a couch opposite me as she explains the purpose of her visit to Fiona and John Harris.
The Harris family, which also includes a two-year-old, a nine-month-old and an 11-year-old girl from Fiona’s previous relationship, has been referred to social services due to domestic abuse witnessed by the children.
But while Fiona sits nervously next to Louisa, her leg bouncing, John paces around the room. Visibly agitated, he dominates the conversation with objections and accusations aimed at both the practitioner and his partner.
I am struck by how little I can concentrate on what Louisa is saying with John towering over me.
Only on my second watch do I notice Louisa’s calm yet firm approach and how her polite demeanour encourages the parents’ co-operation, despite John’s reluctance.
Because this wasn’t a typical visit, nor was I shadowing a social worker. In reality, I was seated in a conference room in a stadium in Birmingham, wearing a pair of virtual reality (VR) goggles.
‘Being a fly on the wall’
The video is part of the research-informed virtual relationship-based practice training (RIVRT) package, developed by the University of Birmingham and Sandwell Children’s Trust, and launched earlier this year.
The VR headsets and immersive 3D and 2D videos allow trainees to follow two versions of Louisa’s 11-month journey with the Harris family.
In one, the family remains on a child protection plan, with Louisa left frustrated by the outcome, while in the second, the plan is removed and the Harrises are enabled to deal with their circumstances, with support.
The ‘barrier’ and ‘enabler’ versions illustrate how social workers’ actions, tone, body language and approaches can either facilitate or prevent relationship-based practice
Developed by Dr Tarsem Singh Cooner, associate professor of social work at the University of Birmingham, the VR training translated his research into an immersive experience, enabling trainees to observe practice situations as if they were a “fly on the wall”.
Translating research findings into 3D
Between 2016 and 2018, Cooner spent 15 months shadowing social workers in two child protection teams, exploring what facilitated or prevented long-term relationships with families.
However, upon publishing his findings, he found that practitioners had little time to read research papers. So, he decided to find a more creative way of sharing his findings and embedding them in practice.
Cooner is known for developing innovative digital learning approaches to help social work students navigate ethical issues, including using film and social media platforms like Facebook as learning tools.
“One day I just happened to be watching a television programme and they were using a 360-degree video and showing how it impacted people’s feelings and helped them reduce their anxiety and so on,” he says. “And I thought, ‘why don’t we try that?’.
“The research team thought it was a bit mad at first, but we bought a cheap 360-degree camera, re-enacted some of the scenes [of social workers’ experiences with families] and… it was amazing. It really got across the messages that we wanted to get across.”
To bring the research findings to life, the team behind RIVRT created the Harris family, adding authenticity by casting experienced social workers as the parents.
“We took great care to ensure authenticity in the scripts by also involving young people who had experience of social work involvement, to ensure the voices of the service users were present,” adds Cooner.
The videos show Louisa facing hostility and dealing with resistance and conflict from the parents, allowing students to experience challenging situations in a safe environment.
Prompting social workers to reflect
In the training’s first trial, in April 2021, participants, ranging from newly qualified staff to those with six years’ experience, noted seeing themselves and some of their behaviours in the barrier version, prompting self-reflection.
“I literally felt myself clenching my fists and having a physical reaction at points during the barrier videos, how the family were being spoken to,” said one.
Feedback indicated that practitioners became more mindful of being on time, thoroughly reviewing family files and recognising how “a good relationship with people is more likely to bring a change of behaviour”, says Aman Basi, practice development manager at Sandwell Children’s Trust.
The training was later tested on a group of 24 social work students, in the period between their first and second placements.
Cooner notes that, within the two-day training programme, students became more aware of the meaning of relationship-based practice and “the responsibilities and expectations” of their role.
Basi says a key value of virtual reality training is the focus practitioners can bring to the scenario they are viewing.
“You don’t know what’s going on around you in the room, other than being fully immersed into what you see on the screen,” she adds. [You] notice things that you may not necessarily have noticed if you were watching specific content on a basic screen.”
‘I now make a conscious effort to put families at ease’
Paul Wareham, a senior practitioner at the trust’s fostering service, who was part of the 2021 cohort, says it would have been “amazing” to have had the training at the start of his career.
Even with years of experience under his belt, the videos made him more conscious of putting families at ease.
“Sometimes it can be as simple as sitting next to them, clarifying questions or helping them understand what is being talked about,” he adds. “I’ve always been supportive, but I’m now more aware of the support in place and the emotions it evokes.
“I’m also aware that if they perceive you to be pushing or aggressive, they will echo that back. It helps me think about dialling it down again.”
According to Wareham, the best way to maximise the training is by “being honest with yourself”.
“You can see your practice in both sides – the good and the bad stuff – and it’s just about making sure that you’re learning from the bad. We’ve all done it; nobody’s perfect. Recognise that in yourself, take a step back and reflect.”
‘More evaluation needed’
Vijay Patel, head of safeguarding at Social Care Institute for Excellence, calls the videos “invaluable” for newly qualified social workers and students, particularly those new to “dealing with challenging behaviours [and] language”.
“I also think it’s a really good tool for experienced people, because we can always learn. It can be helpful for any practitioner at any point in their career,” he says.
However, Patel emphasises the need for long-term evaluation of the training’s impact on practice that includes feedback from parents and children.
With RIVRT now launched, the team is looking to generate enough funding through working with local authorities and other organisations to expand the range of training it provides using the approach, says Cooner.
“We’ve got a large amount of research data and so to work together with Sandwell again to produce those would be amazing.”
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Foto: (left) Aman Basi, from Sandwell Children’s Trust, and Dr Tarsem Singh Cooner, of the University of Birmingham