Parent-Child Interaction Therapy

0002/E2010

Bodiford McNeil, Cheryl 저자(글)

Springer · 2010년 02월 16일

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저자(글) Bodiford McNeil, Cheryl

목차

• Fundamentals of Parent-Child Interaction Therapy
  Overview of Parent-Child Interaction Therapy	p. 3
  What Is PCIT?	p. 4
  Typical Course of Treatment	p. 5
  Theoretical and Historical Underpinnings	p. 6
  Key Features of PCIT	p. 7
  Using the Second Edition	p. 14
  References	p. 15
  Research on PCIT	p. 17
  Early PCIT Research	p. 17
  Recent Research Initiatives	p. 17
  Suggestions for Future Research	p. 23
  References	p. 26
  Intake Assessment and Therapy Orientation Session	p. 31
  Who Should Attend the Intake Session?	p. 32
  Flexible Battery Approach	p. 33
  Semi-structured Intake Interview	p. 34
  Eyberg Child Behavior Inventory (ECBI)	p. 35
  Sutter-Eyberg Student Behavior Inventory - Revised (SESBI - R)	p. 36
  Dyadic Parent-Child Interaction Coding System - III (DPICS- III)	p. 36
  Joining with and Motivating Parents	p. 40
  Sharing Test Results with Parents	p. 43
  Explaining "Specialized Parenting"	p. 43
  Introducing PCIT to Parents and Children	p. 44
  Expectations for Attendance	p. 45
  Reducing Barriers to Treatment	p. 46
  Explaining the First Homework Assignment	p. 47
  Summary	p. 47
  References	p. 48
  Teaching Child-Directed Interaction	p. 49
  Overview of Teaching Session	p. 49
  Review Homework	p. 53
  Presenting the Goals of Child-Directed Interaction	p. 51
  Explaining the Five Minutes of Homework Each Day	p. 51
  "Selling" CDI to Skeptical Parents	p. 53
  Explaining the Overriding Rule of Letting the Child Lead	p. 55
  Teaching the "Avoid" Skills of Child-Directed Interaction	p. 56
  Teaching the "Do" Skills of Child-Directed Interaction	p. 59
  Using Strategic Attention	p. 66
  Using Selective Ignoring	p. 67
  Handling Disruptive Behaviors That Cannot Be Ignored	p. 71
  Modeling Skills in Combination	p. 71
  Role-Plays of Child-Directed Interaction	p. 71
  Appropriate Toys for Child-Directed Interaction	p. 72
  Dealing with One-Parent and Two-Parent Families	p. 73
  Incorporating Siblings	p. 74
  Adjusting CDI to the Child's Developmental Level	p. 74
  Problem-Solving with Parents on Logistical Issues	p. 74
  Assigning Child-Directed Interaction Homework	p. 75
  References	p. 76
  Coaching Child-Directed Interaction	p. 77
  Overview of a Typical Coaching Session	p. 78
  Setting Up for the Coaching Session	p. 79
  Check-In and Homework Review	p. 80
  Parental Non-compliance with CDI Homework	p. 81
  Observing and Recording Child-Directed Interaction Skills	p. 85
  Coaching the "Do" and "Avoid" Skills: Tips for Therapists	p. 86
  End of Session Debriefing and Homework Assignment	p. 99
  Progression of CDI Coaching Sessions	p. 99
  What if a Caregiver Does Not Reach CDI Mastery?	p. 100
  References	p. 101
  Teaching Parent-Directed Interaction	p. 103
  Rationale for Why Young Children Should Comply with Parental Commands	p. 103
  Structuring the PDI Teaching Session	p. 104
  Importance of Consistency, Predictability, and Follow Through	p. 104
  Importance of Memorizing PDI Diagrams (e.g., Using Exact Words)	p. 106
  Rationale for Use of "Compliance Exercises"	p. 106
  Giving Effective Instructions	p. 107
  Practicing How to Give Effective Instructions	p. 112
  Determining Compliance	p. 113
  Praising Compliance	p. 115
  Rationale for Disciplining Children with Time-Out in a Chair	p. 116
  The Time-Out Warning	p. 118
  Logistical Issues Associated with Time-Out	p. 119
  Getting the Child to Time-Out	p. 119
  What If the Child Agrees to Comply on the Way to Time-Out?	p. 121
  What if the Child Takes a Toy to Time-Out?	p. 122
  What if the Child Puts Himself in Time-Out?	p. 122
  Length of Time-Out	p. 122
  Common Misbehaviors in Time-Out that Should Be Ignored	p. 123
  Time-Out Does Not End Until the Original Instruction Is Obeyed	p. 124
  Use of a Second Instruction to Over-Teach Compliance	p. 125
  Use of Play Therapy to Decrease the Child's Anger Level	p. 126
  Three Time-Out Behaviors That Cannot Be Ignored	p. 126
  Using the Time-Out Room as the Back-Up for Time-Out Chair Behaviors that Cannot Be Ignored	p. 127
  Role-Playing and Wrap-Up	p. 131
  References	p. 132
  Coaching Parent-Directed Interaction	p. 133
  Overview of a Typical PDI Coaching Session	p. 133
  Preparing for PDI Coaching Sessions	p. 134
  Check-In and Homework Review	p. 135
  Observing and Recording Parent-Directed Interaction Skills	p. 136
  Criteria for Mastery of Parent-Directed Interaction Skills	p. 137
  General Guidelines for Coaching PDI	p. 138
  Debriefing Parents Following the Session	p. 148
  Homework	p. 151
  References	p. 152
  Progressing Through the Parent-Directed Interaction Sessions	p. 153
  First PDI Coaching Session	p. 157
  Second PDI Coaching Session	p. 165
  Third PDI Coaching Session	p. 166
  Fourth PDI Coaching Session	p. 169
  Fifth PDI Coaching Session	p. 172
  Sixth PDI Coaching Session	p. 175
  Seventh PDI Coaching Session and Beyond	p. 176
  Graduation Session	p. 178
  Conclusion	p. 181
  Reference	p. 182
  Adaptations of Parent-Child Interaction Therapy
  Younger Children	p. 185
  "Meaningful Differences in the Everyday Experience of Young American Children"	p. 186
  Using Child-Directed Interaction with Infants	p. 191
  Adapting Child-Directed Interaction and Parent-Directed Interaction for Toddlers	p. 192
  Case Illustration	p. 195
  Parent-Child Interaction Therapy and Prevention	p. 198
  References	p. 199
  Older Children	p. 201
  Developmental Issues	p. 201
  University of Oklahoma Health Sciences Center Adaptations for Older Children	p. 202
  Concerns Raised by the SAMHSA Study Regarding PCIT with Older Children	p. 202
  Adapting CDI to Older Children	p. 204
  Adapting PDI to Older Children	p. 208
  Command Training (CT) Module	p. 209
  Time-Out with Incentive Chart (TIC) Module	p. 234
  Time-Out with Suspension of Privilege (TSP) Module	p. 219
  Alternatives to the TSP Module for Children Who Are Extremely Aggressive and Defiant	p. 221
  Conclusion	p. 222
  References	p. 223
  Siblings	p. 225
  Including Siblings with Disruptive Behavior Problems	p. 226
  Including Siblings Without Behavior Problems	p. 226
  Coaching Older Siblings as Babysitters	p. 227
  Direct Coaching of Children to Decrease Sibling Conflict	p. 227
  Direct Coaching of Children to Improve Social Skills (e.g., Asperger's)	p. 228
  Using the Cooperation Game	p. 229
  Conclusion	p. 235
  Autism Spectrum Disorders	p. 237
  Theoretical Similarities of PCIT and Empirically Supported Treatments for ASD	p. 239
  Child-Directed Interaction	p. 240
  Working with Stereotyped, Repetitive Behavior During CDI	p. 241
  Parent-Directed Interaction	p. 242
  Time-Out Concerns	p. 244
  Clinical Limitations	p. 245
  Adapting PCIT: Communication and Social Skills Component	p. 247
  Case Study	p. 250
  Conclusion	p. 252
  References	p. 252
  Child Physical Abuse	p. 255
  Understanding the Population	p. 256
  Typical Referral Concerns	p. 257
  Adaptations and the Unique Treatment Needs of Families with a History of CPA	p. 261
  General Therapeutic Issues	p. 262
  Assessment	p. 265
  Treatment	p. 270
  Incorporating Additional Coaching Targets	p. 270
  Tailoring and Adaptations Specific to PDI	p. 272
  Case Illustration	p. 274
  Conclusion	p. 281
  References	p. 282
  Anxiety Disorders	p. 285
  Separation Anxiety Disorder	p. 285
  CARD Protocol for Adapting PCIT for Treatment of SAD	p. 287
  Treatment Outcome Research	p. 290
  Generalized Anxiety	p. 291
  Enhancing PCIT for Young Children with Generalized Anxiety	p. 291
  The Case of Alexander H	p. 293
  References	p. 299
  Attention Deficit Hyperactivity Disorder	p. 301
  Conducting PCIT with Children Diagnosed with ADHD	p. 302
  References	p. 317
  Extremely Aggressive and Explosive Children	p. 319
  The Case of Mario	p. 319
  CDI Pitfalls with Explosive Children	p. 320
  CDI Adaptations for Explosive Children	p. 321
  PDI Adaptations	p. 325
  Conclusion	p. 327
  Reference	p. 327
  Marital Conflict	p. 329
  Encouraging Both Parents to Attend Treatment	p. 330
  Assessment Techniques	p. 330
  Integrating Marital Therapy Within PCIT	p. 333
  Termination of Treatment	p. 339
  References	p. 340
  Parents with Major Life Stressors	p. 341
  Strategies for Working with Multi-stressed Families in PCIT	p. 343
  Divorce	p. 344
  Substance Abuse	p. 348
  Intimate Partner Violence	p. 351
  Low-Income Families	p. 357
  Parting Words	p. 360
  References	p. 361
  Ethnic Minority Children and Families	p. 363
  Parent Training, PCIT, and Application to Ethnic Minorities	p. 363
  PCIT with Hispanics	p. 364
  PCIT with Native Americans	p. 368
  PCIT with African-Americans	p. 371
  Examining Social Validity	p. 373
  Conclusion and Final Recommendations for Therapists	p. 374
  References	p. 375
  Staff-Child Interaction Therapy	p. 377
  Baseline	p. 380
  SCIT Video on Child-Directed Play	p. 381
  Didactic Child-Directed Interaction Session with Trainer	p. 381
  Coding and Coaching of Child-Directed Interaction	p. 381
  SCIT Video on Staff-Directed Interaction	p. 382
  Didactic Staff-Directed Interaction Session with Trainer	p. 382
  Coding and Coaching of Staff-Directed Interaction	p. 382
  Coaching Sessions on the Milieu (Two-Way Radio with Earpiece for Staff)	p. 382
  Post-intervention Findings	p. 384
  Conclusion	p. 384
  References	p. 384
  Teacher-Child Interaction Therapy for Preschool Classrooms	p. 385
  Research Underpinnings	p. 385
  Establishing Rapport with the Teacher	p. 385
  Format of Training	p. 386
  Coaching TCIT	p. 386
  Child-Directed Interaction in TCIT	p. 386
  TCIT Mastery Criteria	p. 388
  Teacher-Directed Interaction Phase	p. 388
  Follow-Up Consultation	p. 390
  References	p. 390
  School Consultation	p. 393
  Assessment	p. 394
  Establishing Rapport and Credibility with the Teacher	p. 395
  Conclusion	p. 411
  References	p. 411
  Home-Based PCIT: From the Lab to the Living Room	p. 413
  Clinical Advantages	p. 413
  Clinical "Tips"	p. 415
  Concluding Remarks	p. 419
  References	p. 419
  PCIT Around the World	p. 421
  Adapting PCIT for New Countries	p. 422
  International Issues with PCIT	p. 424
  Conclusion	p. 426
  References	p. 427
  Training Issues	p. 429
  PCIT National Advisory Board	p. 429
  Minimum Professional Qualifications to Conduct PCIT	p. 430
  Becoming a PCIT Therapist: Minimum Training Requirements	p. 431
  Becoming a PCIT In-agency Trainer: Minimum Training Requirements	p. 434
  Becoming a PCIT Master Trainer: Minimum Training Requirements	p. 434
  Costs of Starting a PCIT Program	p. 434
  References	p. 437
  Appendices	p. 439
  Subject Index	p. 469
  Table of Contents provided by Ingram. All Rights Reserved.

기본정보

ISBN	9780387886381 ( 0387886389 )
발행(출시)일자	2010년 02월 16일
쪽수	484쪽
크기	156 * 234 * 27 mm / 875 g
총권수	1권
언어	영어