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Transcript of The Crowell
What is it?
-The Crowell is a way for a therapist to objectively assess parent-child interactions in a normal setting.
-The set-up is two adjoined rooms with a one-way mirror, phones to communicate, and a video camera.
Setting up Crowell
What you need:
-Two adjoining rooms with one-way mirror
-A phone to communicate with parent
-Minimal furniture: 1 or 2 adult chairs, 1 or 2 kids chairs, toy cabinet with lock, NO tables
Communicating with the Caretaker
-Give general instructions to caretaker prior to assessment.
-Before each segment of assessment, give instructions to caretaker via the phone in the room so the child does not know caretaker is talking to therapist.
Overview of Steps
1. Free play: 10 minutes
2. Clean-up: No more than 5 minutes
3. Bubbles: 2-4 minutes
4. Four tasks: 5-9 minutes
5. Separation from caretaker: Usually 3 minutes
6. Reunion with caretaker: 3 minutes
Approximate total time: 28-34 minutes
Use non-teaching toys
5 minutes or less
Caretaker and/or child cleans up the toys played with during the free play section
2 to 4 minutes
Caretaker and child blow bubbles together
The Four Tasks
Use common toys and activities: refer to Crowell packet
Tasks become increasingly difficult with age of child
First two tasks should be able to be completed with out assistance: 2 to 4 minutes
Final two tasks should require assistance: 3 to 5 minutes
If the task is finished quickly, allow the task to be completed 1 or 2 more times before stopping this segment.
What if the time limit is exceeded?
If the task is close to being finished, allow task completion and joy sharing between caretaker and child.
If child is frustrated, end the task.
If task is not close to being finished, end the task.
3 minutes, unless child is highly distressed
-Minimum: 20 seconds
Leave toy cabinet open
Caretaker leaves as (s)he would at home
Caretaker knocks, calls child's name, and steps all the way into the room
1. The level of comfort with one another
2. The familiarity with play/fun
-Is it typical for dyad?
3. The level of enjoyment of each other’s company
4. Task-oriented vs. child/fun-oriented
5. Partnership vs. solidarity
6. Play together or separately
The 4 Tasks
Who’s in charge?
Are expectations developmentally appropriate?
How is non-compliance managed?
Do the caretaker and child work together?
Are they difficult for child?
Does the caretaker anticipate transitions?
How does caretaker handle difficulty of transitions?
1. Is the affect of the bubbles:
2. Is there enjoyment and enthusiasm from the caretaker and/or child.
1. Increasing difficulty
How does dyad manage difficult tasks?
2. Increased support
Child's reliance for help
Does the child request help or is (s)he unable to use caregiver for assistance
How does dyad stay on task?
4. Maintaining balance (anticipating frustration)
Does the child get frustrated?
How does the caretaker anticipate/diffuse frustration?
Preparation for separation
Child’s response to separation
2. Activate attachment system
System should be activated (reunion response should be proximity and comfort seeking)
3. Self-soothing/coping behavior
Does the child manage distress or end separation early?
1. How does dyad reunite?
Physical or verbal reconnection?
Minimal response or ignoring?
Anger or rejection?
2. Caretaker's response to child's distress
Does the response minimize distress?
Does caretaker acknowledge and respond to distress?
Does response match level of distress?
3. Congruence between separation and reunion
Does child’s reunion response match separation distress level?
Is child comforted by caregiver?
4. Resumption of play/exploration
Does the dyad return to play or not?
Is the level of play same as pre-separation or muted?