[1][2] Applications include a caregiver and infant (often used in attachment-based therapy), and other education and care home interactions.
[7] Colwyn Trevarthen, a Professor at Edinburgh University, studied successful interactions between infants and their primary care givers, and found that the mother's responsiveness to her baby's initiatives supported and developed intersubjectivity (shared understanding), which he regarded as the basis of all effective communication, interaction and learning.
[14] The limitations of the experimental studies undertaken so far, such as their small number of subjects, are acknowledged, and more research is needed.
[7] Theories of why VIG is effective includes that the use of video clips enables a shared space to be created, where positive sensitivity and attunement moments can be seen.
This allows clients to improve their relationship attunement skills, by developing their ability to mentalise about their own and their infants mental states, and by encouraging mind-minded interactions.
"[19]) Qualitative research studies have also illuminated some of the ways in which Video Interaction Guidance can help individual parents.
[7] Some parents started to do activities with their children, which involved a small element of risk, after having agreed to do them for the first time as part of Video Interaction Guidance.
[22] A principal factor which influences parents' engagement and perception is the quality of the relationship that they are able to build up with the practitioner delivering the programme.
This is shown in the emergence of similar video feedback interventions with much shorter training, such as Video Enhanced Reflective Practice (VERP), a particular application of VIG,[31][32] and Video-feedback Intervention to Promote Positive Parenting and Sensitive Discipline (VIPP-SD),[33][34][35][36] and other 'introductory' VIG courses.