McNeil / Hembree-Kigin Parent-Child Interaction Therapy

2. Auflage 2010
ISBN: 978-0-387-88639-8
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 475 Seiten

Reihe: Issues in Clinical Child Psychology

Over the past two decades, Parent-Child Interaction Therapy (PCIT) emerged as a leading-edge method for helping parents improve their children's disruptive and oppositional behavior. Today, PCIT has a robust evidence base; is used across the country in settings as diverse as hospitals, mental health centers, schools, and mobile clinics; and is rapidly gaining popularity in other parts of the world. In keeping with this increasing recognition of PCIT's effectiveness, the authors of Parent-Child Interaction Therapy present this expanded clinical edition to keep readers up to date on new practice developments, current treatment protocols, and the latest research findings.This update retains the fundamentals as detailed by PCIT's founder, Dr. Sheila Eyberg, including an overview of the therapy, detailed description of the course of treatment, and handout materials. The text goes further to explore the evolution of PCIT outside the original target ages of three-to-six (including preventive PCIT for very young children at risk) and examines the use of PCIT with special child populations, such as abuse victims and those with ADHD. Contributing experts discuss uses of the therapy in school, at home, with minorities, and with highly stressed families. But regardless of the population, setting, or topic covered, interventions remain faithful to basic PCIT principles and methods.New features of the expanded second edition include:Adaptations of PCIT for babies, toddlers, preteens, and siblings.Applications for abuse survivors, children with developmental disabilities, ADHD, and severe aggression problems. Uses of PCIT with separating or divorced parents.Culturally relevant PCIT for ethnic minority and international families.Teacher-child, staff-child, and home-based applications.PCIT training guidelines.A brand-new chapter summarizing current research supporting PCIT.As PCIT broadens its scope, Parent-Child Interaction Therapy, Second Edition, brings innovative ideas and proven techniques to clinical child psychologists, school psychologists, and other mental health providers working to enhance the lives of children and their families.

Cheryl Bodiford McNeil, Ph.D., is a Professor of Psychology in the Clinical Child Program at West Virginia University. She received her Ph.D. from the University of Florida. Dr. McNeil's clinical and research interests are focused on program development and evaluation, specifically with regard to abusive parenting practices and managing the disruptive behaviors of young children in both the home and school settings. She has authored two books (Parent-Child Interaction Therapy and Short-Term Play Therapy for Disruptive Children), a continuing education package (Working with Oppositional Defiant Disorder in Children), a psychotherapy DVD for the American Psychological Association (Parent-Child Interaction Therapy), and a classroom management program (The Tough Class Discipline Kit). In addition, Dr. McNeil has published numerous research articles and chapters related to the importance of intervening early with young children displaying disruptive behaviors. She is the wife of Dr. Daniel McNeil, a Professor of Psychology, and the mother of two school-aged boys.Toni Hembree-Kigin, Ph.D., is a licensed psychologist in independent practice in Mesa, Arizona. She received her Ph.D. from the University of Florida. Dr. Hembree-Kigin's clinical and research interests are focused on young children with disruptive behavior problems and those in shelter and foster care. She has authored three books (Mental Health Interventions with Preschool children, Parent-Child Interaction Therapy, and Short-Term Play Therapy for Disruptive Children) and a continuing education package (Working with Oppositional Defiant Disorder in Children). Dr. Hembree-Kigin designed the therapeutic milieu in the group home and shelter care for the Child Crisis Center East Valley based on the PCIT model. In addition, Dr. Hembree-Kigin has published numerous research articles and chapters related to the importance of intervening early with young children displaying disruptive behaviors. She is the wife of Dr. Timothy Kigin, school psychologist, and mother of three school-aged children.

Autoren/Hrsg.

McNeil, Cheryl Bodiford

McNeil, Cheryl

Hembree-Kigin, Toni L.

Inhaltsverzeichnis

1;Preface;6
1.1; Why a Second, Expanded Clinical Edition?;6
1.2; Organization of the Second Edition;7
1.3; Contributors to the Book;8
1.4; Acknowledgments;9
1.5;Reference;9
2;Contents;10
3;Part I Fundamentals of Parent-Child Interaction Therapy;17
3.1;1 Overview of Parent-Child Interaction Therapy;18
3.1.1; What Is PCIT?;19
3.1.2; Typical Course of Treatment;20
3.1.3; Theoretical and Historical Underpinnings;21
3.1.4; Key Features of PCIT;22
3.1.5; Using the Second Edition;29
3.1.6;References;30
3.2;2 Research on PCIT;32
3.2.1; Early PCIT Research;32
3.2.2; Recent Research Initiatives;32
3.2.3; Suggestions for Future Research;38
3.2.4;References;41
3.3;3 Intake Assessment and Therapy Orientation Session;45
3.3.1; Who Should Attend the Intake Session?;46
3.3.2; Flexible Battery Approach;47
3.3.3; Semi-structured Intake Interview;48
3.3.4; Eyberg Child Behavior Inventory (ECBI);49
3.3.5; Sutter-Eyberg Student Behavior Inventory Revised (SESBI R);50
3.3.6; Dyadic Parent-Child Interaction Coding System III (DPICS III);50
3.3.7; Joining with and Motivating Parents;54
3.3.8; Sharing Test Results with Parents;57
3.3.9; Explaining Specialized Parenting;57
3.3.10; Introducing PCIT to Parents and Children;58
3.3.11; Expectations for Attendance;59
3.3.12; Reducing Barriers to Treatment;60
3.3.13; Explaining the First Homework Assignment;61
3.3.14; Summary;61
3.3.15;References;62
3.4;4 Teaching Child-Directed Interaction;63
3.4.1; Overview of Teaching Session;63
3.4.2; Review Homework;65
3.4.3; Presenting the Goals of Child-Directed Interaction;65
3.4.4; Explaining the Five Minutes of Homework Each Day;65
3.4.5; Selling CDI to Skeptical Parents;67
3.4.6; Explaining the Overriding Rule of Letting the Child Lead;69
3.4.7; Teaching the Avoid Skills of Child-Directed Interaction;70
3.4.8; Teaching the Do Skills of Child-Directed Interaction;73
3.4.9; Using Strategic Attention;80
3.4.10; Using Selective Ignoring;81
3.4.11; Handling Disruptive Behaviors That Cannot Be Ignored;85
3.4.12; Modeling Skills in Combination;85
3.4.13; Role-Plays of Child-Directed Interaction;85
3.4.14; Appropriate Toys for Child-Directed Interaction;86
3.4.15; Dealing with One-Parent and Two-Parent Families;87
3.4.16; Incorporating Siblings;88
3.4.17; Adjusting CDI to the Childs Developmental Level;88
3.4.18; Problem-Solving with Parents on Logistical Issues;88
3.4.19; Assigning Child-Directed Interaction Homework;89
3.4.20;References;90
3.5;5 Coaching Child-Directed Interaction;91
3.5.1; Overview of a Typical Coaching Session;92
3.5.2; Setting Up for the Coaching Session;93
3.5.3; Check-In and Homework Review;94
3.5.4; Parental Non-compliance with CDI Homework;95
3.5.5; Observing and Recording Child-Directed Interaction Skills;99
3.5.6; Coaching the Do and Avoid Skills: Tips for Therapists;100
3.5.7; End of Session Debriefing and Homework Assignment;113
3.5.8; Progression of CDI Coaching Sessions;113
3.5.9; What if a Caregiver Does Not Reach CDI Mastery?;114
3.5.10;References;115
3.6;6 Teaching Parent-Directed Interaction;116
3.6.1; Rationale for Why Young Children Should Comply with Parental Commands;116
3.6.2; Structuring the PDI Teaching Session;117
3.6.3; Importance of Consistency, Predictability, and Follow Through;117
3.6.4; Importance of Memorizing PDI Diagrams (e.g., Using Exact Words);119
3.6.5; Rationale for Use of Compliance Exercises;119
3.6.6; Giving Effective Instructions;120
3.6.7; Practicing How to Give Effective Instructions;125
3.6.8; Determining Compliance;126
3.6.9; Praising Compliance;128
3.6.10; Rationale for Disciplining Children with Time-Out in a Chair;129
3.6.11; The Time-Out Warning;131
3.6.12; Logistical Issues Associated with Time-Out;132
3.6.13; Getting the Child to Time-Out;132
3.6.14; What If the Child Agrees to Comply on the Way to Time-Out?;134
3.6.15; What if the Child Takes a Toy to Time-Out?;135
3.6.16; What if the Child Puts Himself in Time-Out?;135
3.6.17; Length of Time-Out;135
3.6.18; Common Misbehaviors in Time-Out that Should Be Ignored;136
3.6.19; Time-Out Does Not End Until the Original Instruction Is Obeyed;137
3.6.20; Use of a Second Instruction to Over-Teach Compliance;138
3.6.21; Use of Play Therapy to Decrease the Childs Anger Level;139
3.6.22; Three Time-Out Behaviors That Cannot Be Ignored;139
3.6.23; Using the Time-Out Room as the Back-Up for Time-Out Chair Behaviors that Cannot Be Ignored;140
3.6.24; Role-Playing and Wrap-Up;144
3.6.25;References;145
3.7;7 Coaching Parent-Directed Interaction;146
3.7.1; Overview of a Typical PDI Coaching Session;146
3.7.2; Preparing for PDI Coaching Sessions;147
3.7.3; Check-In and Homework Review;148
3.7.4; Observing and Recording Parent-Directed Interaction Skills;149
3.7.5; Criteria for Mastery of Parent-Directed Interaction Skills;150
3.7.6; General Guidelines for Coaching PDI;151
3.7.7; Debriefing Parents Following the Session;161
3.7.8; Homework;164
3.7.9;References;165
3.8;8 Progressing Through the Parent-Directed InteractionSessions;166
3.8.1; First PDI Coaching Session;170
3.8.2; Second PDI Coaching Session;178
3.8.3; Third PDI Coaching Session;179
3.8.4; Fourth PDI Coaching Session;182
3.8.5; Fifth PDI Coaching Session;185
3.8.6; Sixth PDI Coaching Session;188
3.8.7; Seventh PDI Coaching Session and Beyond;189
3.8.8; Graduation Session;191
3.8.9; Conclusion;194
3.8.10;Reference;195
4;Part II Adaptations of Parent-Child Interaction Therapy;196
4.1;9 Younger Children;197
4.1.1; Meaningful Differences in the Everyday Experience of Young American Children;198
4.1.2; Using Child-Directed Interaction with Infants;203
4.1.3; Adapting Child-Directed Interaction and Parent-Directed Interaction for Toddlers;204
4.1.4; Case Illustration;207
4.1.5; Parent-Child Interaction Therapy and Prevention;210
4.1.6;References;211
4.2;10 Older Children;212
4.2.1; Developmental Issues;212
4.2.2; University of Oklahoma Health Sciences Center Adaptations for Older Children;213
4.2.3; Concerns Raised by the SAMHSA Study Regarding PCIT with Older Children;213
4.2.4; Adapting CDI to Older Children;215
4.2.5; Adapting PDI to Older Children;219
4.2.6; Command Training (CT) Module;220
4.2.7; Time-out with Incentive Chart (TIC) Module;225
4.2.8; Time-Out with Suspension of Privilege (TSP) Module;230
4.2.9; Alternatives to the TSP Module for Children Who Are Extremely Aggressive and Defiant;232
4.2.10; Conclusion;233
4.2.11;References;234
4.3;11 Siblings;235
4.3.1; Including Siblings with Disruptive Behavior Problems;236
4.3.2; Including Siblings Without Behavior Problems;236
4.3.3; Coaching Older Siblings as Babysitters;237
4.3.4; Direct Coaching of Children to Decrease Sibling Conflict;237
4.3.5; Direct Coaching of Children to Improve Social Skills (e.g., Aspergers);238
4.3.6; Using the Cooperation Game;239
4.3.7; Conclusion;245
4.4;12 Autism Spectrum Disorders;246
4.4.1; Theoretical Similarities of PCIT and Empirically Supported Treatments for ASD;248
4.4.2; Child-Directed Interaction;249
4.4.3; Working with Stereotyped, Repetitive Behavior During CDI;250
4.4.4; Parent-Directed Interaction;251
4.4.5; Time-Out Concerns;253
4.4.6; Clinical Limitations;254
4.4.7; Adapting PCIT: Communication and Social Skills Component;256
4.4.8; Case Study;259
4.4.9; Conclusion;261
4.4.10;References;261
4.5;13 Child Physical Abuse;264
4.5.1; Understanding the Population;265
4.5.2; Typical Referral Concerns;266
4.5.3; Adaptations and the Unique Treatment Needs of Families with a History of CPA;270
4.5.4; General Therapeutic Issues;271
4.5.5; Assessment;274
4.5.6; Treatment;279
4.5.6.1; Incorporating Additional Coaching Targets;279
4.5.7; Tailoring and Adaptations Specific to PDI;281
4.5.8; Case Illustration;283
4.5.9; Conclusion;290
4.5.10;References;291
4.6;14 Anxiety Disorders;294
4.6.1; Separation Anxiety Disorder;294
4.6.2; CARD Protocol for Adapting PCIT for Treatment of SAD;296
4.6.3; Treatment Outcome Research;299
4.6.4; Generalized Anxiety;300
4.6.5; Enhancing PCIT for Young Children with Generalized Anxiety;300
4.6.6; The Case of Alexander H;302
4.6.7;References;308
4.7;15 Attention Deficit Hyperactivity Disorder;310
4.7.1; Conducting PCIT with Children Diagnosed with ADHD;311
4.7.2;References;326
4.8;16 Extremely Aggressive and Explosive Children;327
4.8.1; The Case of Mario;327
4.8.2; CDI Pitfalls with Explosive Children;328
4.8.3; CDI Adaptations for Explosive Children;329
4.8.4; PDI Adaptations;333
4.8.5; Conclusion;335
4.8.6;Reference;335
4.9;17 Marital Conflict;336
4.9.1; Encouraging Both Parents to Attend Treatment;337
4.9.2; Assessment Techniques;337
4.9.3; Integrating Marital Therapy Within PCIT;340
4.9.4; Termination of Treatment;346
4.9.5;References;347
4.10;18 Parents with Major Life Stressors;348
4.10.1; Strategies for Working with Multi-stressed Families in PCIT;350
4.10.2; Divorce;351
4.10.3; Substance Abuse;355
4.10.4; Intimate Partner Violence;358
4.10.5; Low-Income Families;364
4.10.6; Parting Words;367
4.10.7;References;368
4.11;19 Ethnic Minority Children and Families;370
4.11.1; Parent Training, PCIT, and Application to Ethnic Minorities;370
4.11.2; PCIT with Hispanics;371
4.11.3; PCIT with Native Americans;375
4.11.4; PCIT with African-Americans;378
4.11.5; Examining Social Validity;380
4.11.6; Conclusion and Final Recommendations for Therapists;381
4.11.7;References;382
4.12;20 Staff-Child Interaction Therapy;384
4.12.1; Baseline;387
4.12.2; SCIT Video on Child-Directed Play;388
4.12.3; Didactic Child-Directed Interaction Session with Trainer;388
4.12.4; Coding and Coaching of Child-Directed Interaction;388
4.12.5; SCIT Video on Staff-Directed Interaction;389
4.12.6; Didactic Staff-Directed Interaction Session with Trainer;389
4.12.7; Coding and Coaching of Staff-Directed Interaction;389
4.12.8; Coaching Sessions on the Milieu (Two-Way Radio with Earpiece for Staff);389
4.12.9; Post-intervention Findings;391
4.12.10; Conclusion;391
4.12.11;References;391
4.13;21 Teacher--Child Interaction Therapy for Preschool Classrooms;392
4.13.1; Research Underpinnings;392
4.13.2; Establishing Rapport with the Teacher;392
4.13.3; Format of Training;393
4.13.4; Coaching TCIT;393
4.13.5; Child-Directed Interaction in TCIT;393
4.13.6; TCIT Mastery Criteria;395
4.13.7; Teacher-Directed Interaction Phase;395
4.13.8; Follow-Up Consultation;397
4.13.9;References;397
4.14;22 School Consultation;399
4.14.1; Assessment;400
4.14.2; Establishing Rapport and Credibility with the Teacher;401
4.14.3; Conclusion;417
4.14.4;References;417
4.15;23 Home-Based PCIT: From the Lab to the Living Room;419
4.15.1; Clinical Advantages;419
4.15.2; Clinical Tips;421
4.15.3; Concluding Remarks;425
4.15.4;References;425
4.16;24 PCIT Around the World;426
4.16.1; Adapting PCIT for New Countries;427
4.16.2; International Issues with PCIT;429
4.16.3; Conclusion;431
4.16.4;References;432
4.17;25 Training Issues;433
4.17.1; PCIT National Advisory Board;433
4.17.2; Minimum Professional Qualifications to Conduct PCIT;434
4.17.3; Becoming a PCIT Therapist: Minimum Training Requirements;435
4.17.4; Becoming a PCIT In-agency Trainer: Minimum Training Requirements;438
4.17.5; Becoming a PCIT Master Trainer: Minimum Training Requirements;438
4.17.6; Costs of Starting a PCIT Program;438
4.17.7;References;441
4.18;Appendices;442
4.18.1;Appendix 1;442
4.18.2;Appendix 2;443
4.18.3;Appendix 3;444
4.18.4;Appendix 4;446
4.18.5;Appendix 5;447
4.18.6;Appendix 6;448
4.18.7;Appendix 7;450
4.18.8;Appendix 8;451
4.18.9;Appendix 9;452
4.18.10;Appendix 10;453
4.18.11;Appendix 11;454
4.18.12;Appendix 12;455
4.18.13;Appendix 13;457
4.18.14;Appendix 14;458
4.19;Subject Index;461