Parent-Child Interaction Therapy (PCIT) is a relatively new behavioral therapy method for children with severe behavior issues (Niec, 2005). It was developed in 1988 by Sheila Eyberg (Duffy, 2009). Although there are many child therapies that focus on increasing prosocial behaviors and eliminating asocial behaviors, PCIT is unique in that it focuses on developing mutual parent and child skills in the relationship—both must work diligently for the desire outcome(s). There are 8 to 12 total sessions and recommended booster sessions after at one month, three month, six month, and one year intervals. The therapy focuses on play therapy and disciplinary sessions with the parent and child together (Saunders, 1997). The therapist will coach the parent …show more content…
Nieter et al. (2013) looked at PCIT with community families and whether the behaviors of the children changed after the 12 sessions. The sample of 27 families was in low socioeconomic statuses, and the children were between 2-8 years of age. Only 17 of these families completed the entire treatment. The families that were in the PCIT program exemplified that the parents and/or caregivers gained skills to help their children’s behavior. The caregivers also in the experimental (PCIT) group believed that their children’s behavior improved by the end of treatment and the parents’ stress level decreased as well. Not only did the children’s behavior improve, but the parents also felt like they did not exhibit inappropriate behaviors (e.g. critical statements) as much and used more prosocial behaviors. The study’s results also may show that the fact that the treatment was in a group setting may have been beneficial, because it provides a support system, and they are able to problem solve together. Even after treatment ended, the parents reported that they kept in contact, creating a strong community. However, on the other hand, the problem with the group setting was the because there were so many groups, each caregiver only received 10-15 minutes of coaching which is shorter than the individual sessions. Thus, the therapists could not ensure that each family fully mastered each session before moving on to the …show more content…
For 12 weeks, the researcher administered group PCIT in different areas of Alabama. The parent(s) were observed the interactions and the researchers measured the stress levels of the parent and the children’s behavior. They found that across sessions, there was a significant decrease in child behavior problems (frequency and the number of disruptive behaviors). Because of this, parental stress also decreased and the parent-child relationship significantly improved by the end of the treatment. However, the caregiver did not engage in more prosocial behaviors or decrease negative ones, which are inconsistent with previous findings and the basis around PCIT. All in all, the study exemplifies how PCIT can be effective in group formats; the parents were very satisfied with the group. It is also beneficial, because it is more cost-effective which may entice more families to seek PCIT treatment. However, because the actual behavior (of more prosocial and less negative behaviors) did not decrease, it is important to look adapt PCIT when implementing them in group formats. For example, next time, the findings may be stronger if the researchers extend the length of the group, so that each family has adequate
This study looked at the therapeutic relationship and its influence in the process of Child-centered play therapy (CCPT). An exploratory single subject quantitative-qualitative design was used to examine therapist relational variables and their associations with changes in children’s behavior in CCPT (Hilliard, 1993; Jordans, Komproe, Tol, Nsereko, & De Jong, 2013). Specifically, we examined changes in levels of therapist process variables and their corresponding relationships with changes in children’s behaviors within and between cases to better understand therapeutic processes that impact child behavior, as well as the therapeutic relationship.
The CBT theoretical formulation focuses on the whole family. “As behavior therapist shifted their attention from individuals to family relationships, they came to rely on Thibaut and Kelley’s theory of social exchange, according to which people strive to maximize rewards and minimize costs in relationships” (Nichols,
Cohen, J. A., & Mannarino, A. P. (2008). Trauma-Focused Cognitive Behavioral Therapy for Children and Parents. Child & Adolescent Mental Health, 13(4), 158-162.
Quinn, W. H., & van Dyke, D. J. (2004). A multiple family group intervention for first-time juvenile
Sandomierski, T., Kincaid, D., & Algozzine, B. (2007, June). Response to intervention and positive behavior support: Brothers from different mothers or sisters with different misters?. Retrieved from http://www.pbis.org/pbis_newsletter/volume_4/issue2.aspx
Parent-child intervention programs are another use for the theory. Children learn from experiences based on their home life. “Children’s strategies for managing emotions, resolving disputes, and engaging with others are learned from experience and carried forward across setting and time. For younger children especially, the primary source of these experiences is the parent–child and family relationship environment” (O’Connor, Matias, Futh, Tantam & Scott, 2013).Young children witness much of their learned behaviors from their parents. By intervening at an early age to help change some of the parents behaviors children will then learn new responses to situations. Children who are victims of domestic abuse can see videos or models portraying
Burgess, R. L., & Conger, R. D. "Family interaction in abusive, neglectful, and normal families." Child Development 49 (1998) : 1163-1173.
According to Minuchin (1978) there are several essential techniques of structural family therapy. Joining the family in a position of leadership will intervene and transform this structure of the family (Minuchin, 1978). Next, the therapists initiate family members to talk among themselves to create an enactments (Minuchin, 1978). Enactments help the therapist discover many things about a family’s structure (Nichols, 2010; Minuchin, 1978). Structural family therapist tries to assess the relationship of all family members by creating a structure map (Nichols, 2010; Metcalf, 2011). In this step the therapist may use the technique of intensity, which facilitated by using “strong affect repeated intervention or prolonged pressure” (Nichols, 2010
Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) is one of the most commonly utilized interventions for children (Cary & McMillen, 2011). TF-CBT is a highly structured intervention consisting of 90-minute weekly sessions. The clinician works with the client through eight competencies, including psychoeducation, relaxation, affective expression and regulation, cognitive coping, trauma narrative development and processing, gradual exposure, joint parent/child sessions, and enhancing future development (Cary & McMillen, 2011). TF-CBT has an extensive history and many variations. Clinicians utilize a number of other cognitive behavior treatments that have been adapted to meet the needs of traumatized children (Cary, & McMillen, 2012; Smith et al., 2007). While there are a number of cognitive behavior treatments, TF-CBT has received the highest classification rating for supported and effective treatment from many studies (Cary, & McMillen, 2012; Kauffman Best Practices Project, 2004).
Miller, G. E. & Prinz, R. J. (1990). Enhancement of Social Learning Family Interventions for
2009) which was outreach to various ethnic backgrounds. This article takes into consideration cultural differences and how that plays a role in parenting. It gives the suggestion of having multi-level Triple P interventions intact so that different problems can be addressed properly. For example, a child with mild behavioral problems should not receive the same intensive treatment as a child with severe behaviors. Sanders (2010) focuses his attention on how it is imperative to understand the parent child context so that when we utilize Triple P we do so in the most effective manner. With that being stated, the article really lacked in its ability to properly report data. It did however,
A child needs both of their parents’ love and affection while growing up. A child that grows up with both has a higher chance of being a more stable person. However, not all children have this luxury; some children are born into dysfunctional families that consist of only one parent like the children in the Wingfield family. “A study of 1,977 children age 3 and older living with a residential father or father figure found that children living with married biological parents had significantly fewer externalizing behavioral problems than children living with at least one non-biological parent” (Consequences of Fatherlessness). The absent parent in the Wingfield family affected everyone in the family, not only the children. The absent father,
Parent-Child Interaction Therapy (PCIT) is an evidence-based practice in the treatment of emotional and behavioral disorders for young children. This family centered treatment approach emphasizes on improving the quality of the parent-child relationship and changing parent-child interaction patterns. During PCIT, therapists coach parents via one-way mirror while they interact with their child. The therapist teaches the caregiver strategies that will promote positive behaviors in children who have disruptive or externalizing behavior problems (Child Welfare Information Gateway, 1). The use of live- coaching helps the parent gain strategies in the moment, and allows the therapist to see the different dynamics of the parent-child relationship.
“Cognitive-behavior therapy refers to those approaches inspired by the work of Albert Ellis (1962) and Aaron Beck (1976) that emphasize the need for attitude change to promote and maintain behavior modification” (Nichols, 2013, p.185). A fictitious case study will next be presented in order to describe ways in which cognitive behavioral therapy can be used to treat the family members given their presenting problems.
intervention. Families in Society. Vol. 88, pg. 42. Proquest Direct database. Retrieved February 25, 2015.