This multiple case study relates to the field of sport psychology describing coach's tasks and skills. Good communication skills contribute to performance enhancement, personal growth, and good interpersonal relationship and also to positive training and motivational climate. The aim of this multiple case study is to use the Video Interaction Training method for working with coaches in order to develop their communication skills and consequently evaluate utility of this method. This study helps to increase the number of Video Interaction Training application areas and shows the direction how it is possible to educate coaches and improve their skills. Key words: Video Interaction Training, intervention, coach's skills, interaction

This master thesis deals with socials skills of instrumental music teachers and their development through the VTI method. The theoretical part of the thesis sums up a knowledge of music education psychology, social skills and it outlines VTI method. The empirical chapter of the thesis uses a questionnaire focused on music teachers' attitude to social skills and their development. At the same time it analyses by means of a case-study an appropriate form of VTI intervention in the field of music education. The results of the questionnare research show that teachers perceive social skills as important ones. As well they show that teachers are used to developing their skills by consulting their colleagues, practicing their musical instruments or participating in professional workshops and master classes. The case study shows a possible form of the VTI method intervention. Keywords: social skills, video interaction guidance, music teacher

Digital vigilantism är ett fenomen som växer och blir mer och mer populärt (Chia, 2018; Yardley, Lynes, Wilson, & Kelly, 2016). Digitala vigilantister har under ett flertal tillfällen misslyckats i att korrekt identifiera både förövare och offer i händelser som omger socialt oönskade handlingar (Trottier, 2016; Yardley et al., 2016). Denna studie avser att använda konceptdriven designforskning (Stolterman & Wiberg, 2010) för att utveckla ett koncept som ska förbättra precisionen av utredningar genomförda av digitala vigilantister. Konceptet som presenteras i denna studie är en interaktiv videospelare som tillåter användare att navigera i videomaterial genom att interagera direkt med objekt i videorna. På detta vis ska känslan av position och riktning förhöjas. Resultat i denna studie utgörs av nya insikter av aspekter som behövs hållas i åtanke vid skapande av koncept för denna målgrupp. Detta inkluderar den komplexa etiska problametik som uppstår kring socialt oönskade handlingar och utredningar av dessa handlingar. / Digital vigilantism is a phenomenon that is growing and gaining more popularity (Chia, 2018; Yardley et al., 2016). This practice has in various occasions failed to correctly identify both victims and perpetrators in events surrounding socially undesirable acts(Trottier, 2016; Yardley et al., 2016). This study aims to use Concept driven design research (Stolterman & Wiberg, 2010) to develop a concept that will enhance the precision of the investigative research performed by digital vigilantists. The concept presented in this study is an interactive video player that allows users to navigate through video by interacting directly with objects in the video and enhancing the sense of position and direction. This study results in new insights of aspects to take in mind when creating a concept for this particular target group, this includes the complex ethical aspects that arises when dealing with socially undesirable acts and the public investigation of these.

Evidence suggests that Video Interaction Guidance (VIG) is an effective intervention leading to positive behaviour change when used with parents and their children. The aim of this paper is to explore the processes of Video Interaction Guidance (VIG). Utilising a case study methodology it explores some of the key processes within the video intervention through in-depth analysis of shared review sessions. It also examines what parents and EPs perceive as significant and helpful within the process of VIG. Results reveal that the interplay between the visual image and the nature and content of discussions appears to be qualitatively different when parents are more actively engaged in video review sessions. Parents perceived the intervention in different ways, which appeared to correspond with their level of engagement in shared review sessions. The limitations of the study and suggestions for future research are discussed and the direct implications are dealt with in the overall conclusion in Paper 2 (pg. 93). Abstract Evidence suggests that Video Interaction Guidance (VIG) is an effective intervention that leads to positive behaviour change when used with parents and their children. This paper aims to evaluate the perceived impact of VIG when used with four parents and their children. Utilising a mixed methods case study methodology, it explores parents’ views of their experiences of the video intervention and examines whether any changes are maintained over time. Findings indicate that parents perceived some positive attitudinal and emotional changes. However, it was not clear that any changes were maintained over time and whether they could be solely attributed to the impact of VIG but were perhaps a result of a combination of other factors. A number of common themes emerged across cases that related to barriers and enablers of successful outcomes in VIG as perceived by parents and EPs. The direct implications of this study, suggestions for further research, and for Educational Psychology are discussed.

Video Interaction Guidance (VIG) or Video Home Training (VHT) was introduced to the Czech Republic in 1993. SPIN is a provider of education, training and supervision, a non- governmental organization dedicated to VIG/VHT in Czech Republic. The method was conceived in the Netherlands in the 80's, the country from where it is still spread to the whole world, especially to Europe. The method's theory is broadly based on developmental psychology theories, ethnology, learning theories and theories of communication. Initially, the VHT was used as an intervention method focused on families with children, later it entered the fields of education and other professional help and was known as VIG. This Diploma Thesis brings essential information about the VHT/VIG Method, its theoretical basis and applications. The thesis also deals with the programmes of primary prevention in the Czech Republic and Europe. The theoretical part concludes with a description of field where VHT/VIG can be used in primary prevention programmes. In the qualitative study, we describe case studies of seven lecturers of primary prevention who undertook the method VHT/VIG. The data were acquired in the process of observation (participative observation and video-analysis), via semi-structured interviews and questionnaires. We attempted...