Video self-modelling and its impact on the development of communication skills within social work education

Abstract

Summary

This article describes the evaluation of a programme which utilised video self-modelling to develop communication skills and associated skills of reflection and self-assessment within social work education at the Robert Gordon University in Aberdeen, Scotland. Video self-modelling techniques were adopted utilising role-play scenarios, simulating situations commonly encountered in social work practice, with social work students prior to their first period of Practice Learning. Eleven participants were observed via video footage and independently rated according to the communication skills they displayed. Group discussion in conjunction with pre- and post-test questionnaires encouraged participants to reflect on their practice.

Findings

The greatest increase in the frequency of observations of desirable communication skills was most often achieved by participants who had scored the lowest in the rating of their skills during the pre-test videos. Overall there was no statistically significant difference between the pre- and post-tests scores with regard to the communication skills demonstrated. By contrast, all 11 participants expressed a belief that the majority of their skills had improved as a result of experiencing video self-modelling techniques which led to a greater level of reflective practice and growth in self-efficacy with regard to their professional competence.

Applications

This approach can be applied to measure the impact development of communication skills on social work courses.