Parent-Child Interaction Therapy with Toddlers (eBook)
XXIII, 365 Seiten
Springer International Publishing (Verlag)
978-3-319-93251-4 (ISBN)
This book presents an early treatment model for toddlers. It describes the early life span development, trajectory, and future potential of toddlers and how it may be powerfully influenced by the protection and guidance of caregivers to meet toddlers' physical and mental health needs. It offers an in-depth guide toParent-Child Interaction Therapy with Toddlers (PCIT-T), an evidence-based program for addressing and preventing behavior problems affecting young children's development. The book details the innovative intervention design and how it guides clinicians in providing treatment for 12-month old to 24-month old toddlers with disruptive behaviors in addition to being used as a prevention model for caregivers experiencing stress of child rearing.
PCIT-T focuses on core areas of social and emotional development, including behavior management and language skills, and can be used in dealing with difficulties as diverse as tantrums, language issues, autistic behaviors, and separation anxiety. Play therapy and compliance training in child-directed as well as parent-directed sessions are also examined. Initial chapters provide an overview of attachment and behavioral theory components that are foundational to the treatment model. Subsequent chapters provide a session-by-session guide and clinical manual for implementation of PCIT-T as well as the clinician tools needed to monitor treatment integrity and fidelity to the model.
Topics featured in this book include:
- Core elements and treatment goals of PCIT-T
- A range of behavioral assessments used in PCIT-T.
- Instructions for room set-up, toy selection, and special considerations when providing PCIT-T treatment.
- Preparation guides for the pretreatment interview, assessment sessions, and weekly coaching sessions.
- The importance of child-directed interaction toddler (CDI-T) and parent-directed interaction toddler (PDI-T) in teaching children the necessary skills to regulate their emotions and develop self-control.
Parent-Child Interaction Therapy with Toddlers is a must-have resource for clinicians and related professionals, researchers and professors, and graduate students in the fields of clinical child and school psychology, social work, pediatrics, infancy and early childhood development, child and adolescent psychiatry, primary care medicine, and related disciplines.
Emma I. Girard, Psy.D., is a Licensed Clinical Psychologist in private practice, Health Sciences Assistant Clinical Professor of Psychiatry with the University of California Riverside, School of Medicine and Senior Clinical Psychologist with Riverside University Health System-Behavioral Health: Preschool 0-5 Programs. As one of only twenty Master Trainers worldwide certified by Parent-Child Interaction Therapy, International (PCIT-I) she disseminates PCIT to 16 treatment labs throughout Riverside County California. Additionally, she has trained over 200 clinicians while simultaneously serving as a Training Partner with the University of California Davis PCIT Training Center. Dr. Girard also disseminates Teacher-Child Interaction Training (TCIT), an adaptation PCIT for school educators. She and her team in Riverside received the 'Bright Idea Award' from the Ash Center for Democratic Governance and Innovation at Harvard Kennedy in 2015 for their Mobile Prevention and Early Intervention (MPEI) program. Dr. Girard is an international and avid presenter in PCIT disseminating information to locations including Australia, Japan, Portugal, Germany, and throughout the United States. Her passion to bring clinical experience from community-based organizations to inform research has produced significant collaborations with the Clinical Child Program at West Virginia University and the University of California Davis PCIT Training Center. These aforementioned collaborations have examined the impact of barriers to treatment, outcomes of emotion regulation on the caregiver and child, homework completion rates and use of incentives as a clinical motivator, as well as testing a PCIT clinician training model. When not at the office Dr. Girard loves travel, dance and a glowing campfire outdoors.
Nancy M. Wallace, Ph.D., is a post-doctoral fellow at the Kennedy Krieger Institute, Johns Hopkins School of Medicine. She recently completed her doctoral studies in clinical child psychology at West Virginia University under the mentorship of Dr. Cheryl McNeil. Her primary research interests include the dissemination and implementation of evidence-based parent-training approaches used to treat children with disruptive behavior difficulties. Specifically, Dr. Wallace is committed to the research and clinical practice of Parent-Child Interaction Therapy (PCIT). She has co-authored over three dozen publications, book chapters, encyclopedia articles, manuals, and professional presentations related to PCIT including a dissertation examining the implementation of a PCIT-based program in a community-based wraparound system. Clinically, Dr. Wallace holds certification as a level-one trainer for PCIT International and is especially passionate about the practice and adaptation of PCIT for populations including toddlers, children with selective mutism, and in-home community-based wraparound services. For her commitment to research and community service, Dr. Wallace has won numerous awards including the 2015 Dr. Stephen Boggs Graduate Student PCIT Research Excellence Award by PCIT International and a grant by the Community Engagement Grant Program at West Virginia University to support her dissertation work.
Jane R. Kohlhoff, Ph.D., is a Clinical Psychologist and Senior Lecturer in the School of Psychiatry, University of New South Wales, Australia. Dr. Kohlhoff works in collaboration with a leading Australian parenting organization, Karitane, to conduct clinically-oriented and translational research in the areas of perinatal, infant and early childhood mental health. She has particular interest in attachment theory and clinical applications, disruptive behaviors in early childhood, early interventions to improve outcomes for vulnerable and marginalized families, and the roles of early environmental and biological factors in the intergenerational transmission of poor parenting and psychological outcomes. She has a strong commitment to attachment-based research and clinical work and is an accredited Strange Situation Procedure and Adult Attachment Interviewer coder. Dr. Kohlhoff is currently leading programs of research evaluating the efficacy of the PCIT-Toddlers intervention. She has published widely, presented at numerous international conferences, and received a number of awards including the 2017 Ingham Institute Early Career Researcher Award and a prestigious 2017 Australian Research Council Discovery Early Career Award.
Susan S.J. Morgan, M.M.H., is a Registered Nurse/Midwife who graduated in 1977 and supplemented her qualifications with a Masters in Perinatal Infant Mental Health in 2010. She has worked extensively with parents, infants and toddlers for over 30 years and has a strong dedication to working within an attachment-based framework. She currently manages the Karitane Toddler Clinic in Sydney, Australia's only community-based PCIT clinic. Susan is a Level II Trainer with PCIT International and passionate supporter of the model. Susan's clinical and research interests have focused on early intervention and work with children under the age of 2 years. As the primary clinician and trainer on the initial studies of PCIT-Toddler, she served as the key informant for the methods in this book. Susan has published a number of peer-reviewed journal articles and has presented at international forums. Her aspiration is for all families to have the opportunity to learn how to care for their children in a safe and sensitive way so the children can reach their full potential.
Cheryl B. McNeil, Ph.D., is a Professor of Psychology in the Clinical Child program at West Virginia University. Her 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. Dr. McNeil has co-authored several books (e.g., Parent-Child Interaction Therapy: Second Edition, Short-Term Play Therapy for Disruptive Children, Handbook of PCIT for children with ASD), a continuing education package (Working with Oppositional Defiant Disorder in Children), a classroom management program (The Tough Class Discipline Kit), and a Psychotherapy DVD for the American Psychological Association (Parent-Child Interaction Therapy). She has a line of research studies examining the efficacy of Parent-Child Interaction Therapy and Teacher Child Interaction Training across a variety of settings and populations, including over 100 research articles and chapters related to the importance of intervening early with young children displaying disruptive behaviors. Dr. McNeil is a master trainer for PCIT International and has disseminated PCIT to agencies and therapists in many states and countries, including Norway, New Zealand, Australia, Taiwan, Hong Kong, and South Korea.
Emma I. Girard, Psy.D., is a Licensed Clinical Psychologist in private practice, Health Sciences Assistant Clinical Professor of Psychiatry with the University of California Riverside, School of Medicine and Senior Clinical Psychologist with Riverside University Health System-Behavioral Health: Preschool 0-5 Programs. As one of only twenty Master Trainers worldwide certified by Parent-Child Interaction Therapy, International (PCIT-I) she disseminates PCIT to 16 treatment labs throughout Riverside County California. Additionally, she has trained over 200 clinicians while simultaneously serving as a Training Partner with the University of California Davis PCIT Training Center. Dr. Girard also disseminates Teacher-Child Interaction Training (TCIT), an adaptation PCIT for school educators. She and her team in Riverside received the “Bright Idea Award” from the Ash Center for Democratic Governance and Innovation at Harvard Kennedy in 2015 for their Mobile Prevention and Early Intervention (MPEI) program. Dr. Girard is an international and avid presenter in PCIT disseminating information to locations including Australia, Japan, Portugal, Germany, and throughout the United States. Her passion to bring clinical experience from community-based organizations to inform research has produced significant collaborations with the Clinical Child Program at West Virginia University and the University of California Davis PCIT Training Center. These aforementioned collaborations have examined the impact of barriers to treatment, outcomes of emotion regulation on the caregiver and child, homework completion rates and use of incentives as a clinical motivator, as well as testing a PCIT clinician training model. When not at the office Dr. Girard loves travel, dance and a glowing campfire outdoors. Nancy M. Wallace, Ph.D., is a post-doctoral fellow at the Kennedy Krieger Institute, Johns Hopkins School of Medicine. She recently completed her doctoral studies in clinical child psychology at West Virginia University under the mentorship of Dr. Cheryl McNeil. Her primary research interests include the dissemination and implementation of evidence-based parent-training approaches used to treat children with disruptive behavior difficulties. Specifically, Dr. Wallace is committed to the research and clinical practice of Parent-Child Interaction Therapy (PCIT). She has co-authored over three dozen publications, book chapters, encyclopedia articles, manuals, and professional presentations related to PCIT including a dissertation examining the implementation of a PCIT-based program in a community-based wraparound system. Clinically, Dr. Wallace holds certification as a level-one trainer for PCIT International and is especially passionate about the practice and adaptation of PCIT for populations including toddlers, children with selective mutism, and in-home community-based wraparound services. For her commitment to research and community service, Dr. Wallace has won numerous awards including the 2015 Dr. Stephen Boggs Graduate Student PCIT Research Excellence Award by PCIT International and a grant by the Community Engagement Grant Program at West Virginia University to support her dissertation work. Jane R. Kohlhoff, Ph.D., is a Clinical Psychologist and Senior Lecturer in the School of Psychiatry, University of New South Wales, Australia. Dr. Kohlhoff works in collaboration with a leading Australian parenting organization, Karitane, to conduct clinically-oriented and translational research in the areas of perinatal, infant and early childhood mental health. She has particular interest in attachment theory and clinical applications, disruptive behaviors in early childhood, early interventions to improve outcomes for vulnerable and marginalized families, and the roles of early environmental and biological factors in the intergenerational transmission of poor parenting and psychological outcomes. She has a strong commitment to attachment-based research and clinical work and is an accredited Strange Situation Procedure and Adult Attachment Interviewer coder. Dr. Kohlhoff is currently leading programs of research evaluating the efficacy of the PCIT-Toddlers intervention. She has published widely, presented at numerous international conferences, and received a number of awards including the 2017 Ingham Institute Early Career Researcher Award and a prestigious 2017 Australian Research Council Discovery Early Career Award. Susan S.J. Morgan, M.M.H., is a Registered Nurse/Midwife who graduated in 1977 and supplemented her qualifications with a Masters in Perinatal Infant Mental Health in 2010. She has worked extensively with parents, infants and toddlers for over 30 years and has a strong dedication to working within an attachment-based framework. She currently manages the Karitane Toddler Clinic in Sydney, Australia’s only community-based PCIT clinic. Susan is a Level II Trainer with PCIT International and passionate supporter of the model. Susan’s clinical and research interests have focused on early intervention and work with children under the age of 2 years. As the primary clinician and trainer on the initial studies of PCIT-Toddler, she served as the key informant for the methods in this book. Susan has published a number of peer-reviewed journal articles and has presented at international forums. Her aspiration is for all families to have the opportunity to learn how to care for their children in a safe and sensitive way so the children can reach their full potential. Cheryl B. McNeil, Ph.D., is a Professor of Psychology in the Clinical Child program at West Virginia University. Her 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. Dr. McNeil has co-authored several books (e.g., Parent-Child Interaction Therapy: Second Edition, Short-Term Play Therapy for Disruptive Children, Handbook of PCIT for children with ASD), a continuing education package (Working with Oppositional Defiant Disorder in Children), a classroom management program (The Tough Class Discipline Kit), and a Psychotherapy DVD for the American Psychological Association (Parent-Child Interaction Therapy). She has a line of research studies examining the efficacy of Parent-Child Interaction Therapy and Teacher Child Interaction Training across a variety of settings and populations, including over 100 research articles and chapters related to the importance of intervening early with young children displaying disruptive behaviors. Dr. McNeil is a master trainer for PCIT International and has disseminated PCIT to agencies and therapists in many states and countries, including Norway, New Zealand, Australia, Taiwan, Hong Kong, and South Korea.
Preface 8
Acknowledgments 11
Contents 12
About the Authors 18
Part I: Parent-Child Interaction Therapy with Toddlers: Theoretical Underpinnings, Empirical Background and Program Description 21
Chapter 1: An Introduction to PCIT-T: Integrating Attachment and Behavioral Principles 22
PCIT-T Overview 23
The Incorporation of an Attachment Perspective 25
Attachment and Behaviorally Based Components of PCIT-T 29
``Getting in Early´´: PCIT-T as an Early Intervention Program 29
References 33
Chapter 2: Core Elements and Treatment Goals of PCIT-T 36
Introduction 36
Philosophy of Coaching in PCIT-T 36
The PRIDE Skills 39
Labeled Praise 39
Reflection 39
Imitation 40
Description 40
Enjoyment 41
Mastery Criteria 41
The CARES Model 42
Come In 43
Assist Child 43
Reassure Child 44
Emotional Validation 44
Soothe 45
Under-Reaction and Redirection 46
Management of Aggressive and Destructive Behaviors 46
Parent-Directed Interaction-Toddler 47
Intervention Goals 49
References 50
Chapter 3: Setting the Empirical Stage: An Overview of Standard PCIT 52
Parent-Child Interaction Therapy: Overview 52
Parent-Child Interaction Therapy: Evidence Base 54
Parent-Child Interaction Therapy: Treatment Settings 54
Parent-Child Interaction Therapy: Treatment Populations 55
References 58
Chapter 4: The Application of PCIT to the Toddler Age Group 61
References 64
Chapter 5: Conceptualizing PCIT-T as an Emotion Regulation Treatment for Toddlers 66
Chapter 6: Behavioral Assessment in PCIT-T 73
Required Assessment Measures 74
The Devereux Early Childhood Assessment (DECA) 74
Brief Infant-Toddler Social Emotional Assessment (BITSEA) 74
Dyadic Parent-Child Interaction Coding System (DPICS) 74
Supplementary Assessment List 75
Ages and Stages Questionnaire (ASQ) 75
Parenting Stress Index-Short Form (PSI-SF) 75
Edinburgh Postnatal Depression Scale (EPDS) 75
Child Behavior Checklist (CBCL) 76
The Modified Checklist for Autism in Toddlers, Revised with Follow-Up (M-CHAT-R/F) 76
Initial Behavioral Assessment 76
Ongoing Behavioral Assessment 77
``Do´´ Skills 78
Labeled Praise 78
Unlabeled Praise 79
Reflection 79
Behavior Description 79
Emotion Labeling 80
Neutral Talk 80
Other Positive Skills 80
``Don´t´´ Skills 81
Questions 81
Commands 81
Critical (Negative) Talk 82
Mastery Criteria 82
Discontinuing the Behavioral Assessment 83
Developmental Milestones 83
References 90
Chapter 7: Room Setup, Toy Selection, and Special Considerations 91
Room Setup 91
Toy Selections for Toddler-Aged Clients 92
Pretend Play Toys 92
Stacking, Drop, and Dump Toys 92
Motor Movement Play 92
Creative Play 93
Relaxing Play 93
Toy Selection 94
Special Considerations for the Toddler Age Group 94
Scheduling Appointment Times: Naps, Hunger, and Diaper Changing 94
Coaching During Transitions Between Caregivers 96
Teething, Illness, and Growth Spurts 96
Referrals to Other Providers 97
Chapter 8: Child-Directed Interaction-Toddler 98
``Do´´ Skills 99
Labeled Praise 99
Behavior Description 100
Reflection 100
Emotion Labeling and Emotion Coaching 101
``Don´t´´ Skills 103
Questions 103
Commands 104
Negative Talk/Critical Statements 104
Other Positive Skills 105
Enjoyment, Animation, and Enthusiasm 105
Physical Affection 106
Mutual Eye Contact 107
Play at Child´s Developmental Level 107
Imitation 108
CARES Skills 109
Come In 109
Assist 111
Reassure Child 111
Emotional Validation 112
Soothe 112
Redirection After CARES 113
Parallel Process of CARES 113
Behavior Management Skills 114
Skills of Under-Reaction and Redirection 114
Dangerous and Destructive Behaviors 116
Coaching Considerations During CDI-Toddlers 118
References 122
Chapter 9: Parent-Directed Interaction-Toddler 123
Parent-Directed Interaction-Toddler Overview 123
Guided Compliance Steps 124
Tell 125
Show 125
Try Again 125
Guide 126
Language Encouragement 126
PDI-T Mastery 129
Coaching Considerations During PDI-Toddler 129
References 131
Chapter 10: Conclusions 132
The Art and Heart of Coaching PCIT-Toddlers 132
Training Requirements for PCIT-Toddlers 133
PCIT-T Website 134
References 134
Part II: Parent-Child Interaction Therapy with Toddlers Clinical Manual: A Session-by-Session Guide 135
Chapter 11: Treatment Overview and Implementation of the Current Protocol 136
Chapter 12: Pretreatment Interview and Assessment Session 138
Session Preparation Items 139
Session Goals 139
Session Outline 139
Integrity Checklist: PCIT-T Assessment Session 144
Handouts and Forms 145
Reference 150
Chapter 13: Child-Directed Interaction-Toddler Teach Session 151
Session Preparation Items 152
Session Goals 152
Session Outline 153
Integrity Checklist: CDI-Toddlers Teach Session 172
Handouts and forms 174
References 189
Chapter 14: Child-Directed Interaction Toddler Coach Session 190
Session Preparation Items 191
CDI-T Coaching Tips 191
Session Goals 192
Session Outline 193
Integrity Checklist: CDI-T Coach Session 200
Handouts and Forms 202
Transitional Visual Cue Card: Office to Playroom 203
Transitional Visual Cue Card: Playroom to Leaving Office 204
Reference 210
Chapter 15: Parent-Directed Interaction-Toddler Teach Session 211
Session Preparation Items 212
Session Goals 212
Session Outline 212
Integrity Checklist: PDI-T Teach Session 223
Handouts and Forms 225
References 231
Chapter 16: Parent-Directed Interaction-Toddler Coach Session 232
Session Preparation Items 232
PDI-T Coaching Tips 233
Session Goals 234
Session Outline 234
Integrity Checklist: PDI-T Coach Session 241
Handouts and Forms 242
Reference 254
Chapter 17: Life-Enhancement Situations Coach Session 255
Session Preparation Items 255
Session Goals 256
Session Outline 256
Sleep and Settling 261
Summary of Helpful Strategies for Sleep and Settling 261
Summary of Strategies to Avoid for Sleep and Settling 262
Applicable CDI-T Skills for Sleep and Settling 262
Applicable PDI-T Skills for Sleep and Settling 263
Developmental Guidance/Overriding Principles for Sleep and Settling 263
Feeding Time 263
Applicable CDI-T Skills for Feeding Time 263
Applicable PDI-T Skills for Feeding Time 264
Developmental Guidance/Overriding Principles for Feeding Time 264
Diaper Changing 264
Applicable CDI-T Skills for Diaper Changing 264
Applicable PDI-T Skills for Diaper Changing 265
Developmental Guidance/Overriding Principles for Diaper Changing 265
Transitioning into the Car Seat 265
Applicable CDI-T Skills for Transitioning into the Car Seat 265
Applicable PDI-T Skills for Transitioning into the Car Seat 266
Developmental Guidance/Overriding Principles for Transitioning into the Car Seat 266
Reading to Your Child 266
Applicable CDI-T Skills for Reading to Your Child 266
Applicable PDI-T Skills for Reading to Your Child 266
Developmental Guidance/Overriding Principles for Reading to Your Child 266
Public Outing 267
Applicable CDI-T Skills for Public Outing 267
Applicable PDI-T for Public Outing 267
Developmental Guidance/Overriding Principle for Public Outing 267
Public Behavior Bag Checklist (Table 17.2) 268
Integrity Checklist: PCIT-T Life-Enhancement Session 269
Handouts and Forms 271
References 284
Chapter 18: Graduation Session 285
Session Preparation Items 285
Session Goals 286
Session Outline 286
Integrity Checklist: PCIT-T Graduation Session 291
Handouts and Forms 292
Reference 301
Appendix A: Coaching Child Directed Interaction excerpt: McNeil, C.B., and Hembree-Kigin, T. (2010). Parent-Child Interaction ... 302
Overview of a Typical Coaching Session 303
Setting Up for the Coaching Session 304
Check-In and Homework Review 305
Parental Noncompliance with CDI Homework 306
Observing and Recording Child-Directed Interaction Skills 310
Coaching the ``Do´´ and ``Avoid´´ Skills: Tips for Therapists 312
End-of-Session Debriefing and Homework Assignment 325
Progression of CDI Coaching Sessions 326
What if a Caregiver Does Not Reach CDI Mastery? 327
Appendix B: Understanding Your Child´s Behavior: Reading Your Child´s Cues from Birth to Age 2, Center on the Social and Emoti... 329
Appendix C: Sleep Needs Guide for Infants 0 to 3 Years Old, Karitane 334
Appendix D: Teaching Your Child to Become Independent with Daily Routines, Center on the Social and Emotional Foundations for ... 340
Appendix E: Responding to Your Child´s Bite, Center on the Social and Emotional Foundations for Early Learning (CSEFEL) 345
Appendix F: Making the Most of Playtime, Center on the Social and Emotional Foundations for Early Learning (CSEFEL) 349
Appendix G: Toddler Book Suggestions, Parents Magazine 355
Appendix H: Developmental Tip of the Day Cards 356
Appendix I: Additional Resources 361
Index 363
| Erscheint lt. Verlag | 20.9.2018 |
|---|---|
| Zusatzinfo | XXIII, 365 p. 155 illus., 149 illus. in color. |
| Verlagsort | Cham |
| Sprache | englisch |
| Themenwelt | Geisteswissenschaften ► Psychologie |
| Medizin / Pharmazie ► Medizinische Fachgebiete ► Pädiatrie | |
| Medizin / Pharmazie ► Medizinische Fachgebiete ► Psychiatrie / Psychotherapie | |
| Sozialwissenschaften ► Pädagogik ► Sozialpädagogik | |
| Schlagworte | Attachment theory and early child development • Attunement and early child development • Behavioral therapy and toddlers • Cognitive behavioral therapy (CBT) and young children • Disruptive behavior disorders and toddlers • Dyadic Parent-Child Interaction coding system (DPICS) • Dysregulation, behavior, and toddlers • Early lifespan development and toddlers • Early mental health interventions for toddlers • Infant attachment patterns and early child development • In-vivo coaching and PCIT-T • Language development in early childhood • Listening skills and early childhood • Parent-Child Interaction Therapy (PCIT) and toddlers • Parenting and toddlers • Parent management training and young children • Play-based parent-child interactions • Prevention, emotion regulation, and attachment in young children • Social emotional development and toddlers, • Well-being and young children |
| ISBN-10 | 3-319-93251-9 / 3319932519 |
| ISBN-13 | 978-3-319-93251-4 / 9783319932514 |
| Haben Sie eine Frage zum Produkt? |
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