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Parent-Child Interaction Therapy

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Megan Quinn

on 23 March 2016

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Transcript of Parent-Child Interaction Therapy

Parent-Child Interaction Therapy
An evidence-based approach to working with children with disruptive behavior disorders
What is PCIT?
Historical & Theoretical Background
Key Features
Stages of PCIT
Teacher-Child Interaction Therapy
Child-Directed Interaction
Parent-Directed Interaction
Therapist works with parent(s) and child together
Therapist directly coaches parent-child interactions
Therapist uses data
Therapist ensures treatment is developmentally appropriate
PCIT stresses early intervention
PCIT can be applied to a range of behavior problems
Therapist utilizes special space and equipment
Treatment focuses on patterns of interaction, not just behaviors
Therapist utilizes a positive approach
1. Assessment
2. CDI Teaching Session
3. CDI Coaching Sessions
4. PDI Teaching Session
5. PDI Coaching Sessions
6. Graduation
7. Post-Treatment Evaluation
8. Booster Session(s)
CDI is child-lead.
Parents are instructed to have daily 5-minute CDI sessions with their child at home.
Parents are taught a list of "DO" skills and a list of "AVOID" skills during the teaching session. Parents are then required to master these skills before moving on to the next phase of treatment.
PDI focuses on commands and discipline. PCIT holds that following parental commands will increase the well-being of a child.
Parents are instructed to maintain structure for their children through consistency, predictability, and follow-through.
Compliance is the number one rule of PDI.
Child's problem behaviors are divided into two categories: noncompliance and disruptiveness.
"DO" Skills
PRIDE skills
Be enthusiastic
"AVOID" Skills
Avoid commands
Avoid questions
Avoid criticism and sarcasm
Giving commands effectively
Direct vs. indirect commands
Single commands
Positive commands
Specific commands
Neutral tone of voice
Polite and respectful
Only when necessary
Include choices
Carefully timed explanations
Consequence for noncompliance is time-out.
Time-out should take place in a time-out chair.
Parents should always give a time-out warning.
Parents should escort a child to a time-out chair. If the child will not go to the time-out chair willingly, parents should use a "barrel carry."
Parents should ignore all verbalizing behaviors.
If a child escapes the time-out chair, a time-out back-up room may be used.
Time-out should only be three minutes long, plus 5 seconds of silence.
Time-out ends when the child complies with the original command.
Evidence-based behavioral parent training program for young children
Short-term intervention, generally 12-20 1 hour weekly sessions
The therapist coaches the parent in specific, measurable skills
Child-directed interaction (CDI) and parent-directed interaction (PDI)
Progression is based on skill mastery
• Diana Baumrind's (1966) authoritative parenting: nurturance and limit-setting parallel child-directed interaction and parent-directed interaction of PCIT
• Attachment theory
• Social learning theory
Patterson’s coercion theory (1982)
• Dr. Constance Hanf’s operant model- differential reinforcement
• Traditional play therapy- developmental
Personalized training based upon strong working alliance
Motivate teacher buy-in
Various training modalities
Same mastery criteria
Consultation and booster sessions as needed
McNeil, C., SpringerLink, & Hembree-Kigin, Toni
L. (2010). Parent-child interaction therapy (2nd ed., Issues in clinical child psychology). New York: Springer Verlag.
Child Welfare Information Gateway. (2013).
Parent-child interaction therapy with at-risk
families. Washington, DC: U.S. Department of
Health and Human Services, Children’s Bureau.
Aliza Katz
Megan Quinn
PCIT was first applied to work with white families.
However, it has since been used to work with many different children and families.
PCIT is not one-size-fits-all; it is very important that the therapist ensure the treatment is specific to the needs and circumstances of each family.
Full transcript