Parent-Child Interaction Therapy with Toddlers
Springer International Publishing (Verlag)
978-3-030-06620-8 (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 psych
Section 1. Parent-Child Interaction Therapy-Toddler (PCIT-T): Theoretical Underpinnings, Empirical Background and Program Description.- Chapter 1. An Introduction to PCIT-T: Integrating Attachment and Behavioral Principles.- Chapter 2. Core Elements of PCIT-T and Treatment Goals.- Chapter 3. Setting the Empirical Stage: An Overview of Standard PCIT.- Chapter 4. The Application of PCIT to the Toddler Age Group.- Chapter 5. Conceptualizing PCIT-T as an Emotion Regulation Treatment for Toddlers.- Chapter 6. Behavioral Assessment in PCIT-T.- Chapter 7. Room Set-Up, Toy Selection, and Special Considerations.- Chapter 8. Child-Directed Interaction - Toddler.- Chapter 9. Parent Directed Interaction - Toddler.- Chapter 10. Conclusions.- Section 2. Parent-Child Interaction Therapy with Toddlers Clinical Manual: A Session-by-Session Guide.- Chapter 11. Treatment Overview and Implementation of the Current Protocol.- Chapter 12. Pre-Treatment Interview and Assessment Session.- Chapter 13. Child Directed Interaction - Toddler Teach Session.- Chapter 14. Child Directed Interaction - Toddler Coach Session.- Chapter 15. Parent Directed Interaction - Toddler Teach Session.- Chapter 16. Parent Directed Interaction - Toddler Coach Session.- Chapter 17. Life Enhancement Coach Sessions.- Chapter 18. Graduation Session.- Appendix A: Coaching Child Directed Interaction Excerpt.- Appendix B: Understanding Your Child's Behavior: Reading Your Child's Cues from Birth to Age 2.- Appendix C: Sleep Needs Guide for Infants 0 to 3 Years Old.- Appendix D: Teaching Your Child to Become Independent with Daily Routines.- Appendix E: Responding to Your Child's Bite.- Appendix F: Making the Most of Playtime.- Appendix G: Toddler Book Suggestions.- Appendix H: Developmental Tip of the Day Cards.- Appendix I: Additional Resources.
| Erscheinungsdatum | 21.01.2019 |
|---|---|
| Zusatzinfo | XXIII, 365 p. 155 illus., 149 illus. in color. |
| Verlagsort | Cham |
| Sprache | englisch |
| Maße | 155 x 235 mm |
| Gewicht | 599 g |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Entwicklungspsychologie |
| Geisteswissenschaften ► Psychologie ► Pädagogische 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 child • Cognitive behavioral therapy (CBT) and young children • Disruptive behavior disorders and toddlers • Dyadic Parent-Child Interaction coding system (DPI • 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 develop • 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 toddle • 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 • Prevention, emotion regulation, and attachment in young children • Social emotional development and toddlers, • Well-being and young children |
| ISBN-10 | 3-030-06620-7 / 3030066207 |
| ISBN-13 | 978-3-030-06620-8 / 9783030066208 |
| Zustand | Neuware |
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