This handbook examines clinical advancements in Parent-Child Interaction Therapy (PCIT), an evidence-based treatment developed for early childhood behavioral challenges. It addresses clinical considerations for PCIT clinicians with common presenting concerns as well as special populations. In addition, the handbook provides prepared resources and clinical supports that can be readily incorporated into PCIT practice and explores the robust advances in PCIT service delivery. Chapter authors discuss orienting considerations for practicing clinicians as well as provide detailed case illustrations and an array of clinician resources (e.g., clinical scripts, handouts, videos). In addition, chapters offer a brief research summary of the topic area as well as key clinical takeaways and recommendations. The handbook examines advancements in PCIT agency dissemination and setups and provides documentation and solutions for dissemination challenges, such as challenges related to technology and space.
Key areas of coverage include:
- Current fundamentals of Parent-Child Interaction Therapy.
- Case study illustrations of PCIT for special populations, including selective mutism, autism, anxiety, ADHD, and problematic sexualized behaviors.
- Expanding the reach of PCIT to toddlers and school-aged children.
- Specific clinical suggestions for individualizing PCIT on the basis of cultural considerations.
- Delivering PCIT through telehealth.
- Innovative tools for engaging caregivers in PCIT.
- Agency-level PCIT considerations and supports.
Clinical Handbook of Advancements in Parent-Child Interaction Therapy is a must-have resource for clinicians, practitioners, and mental health, family, and other related therapists as well as researchers, professors, and graduate students in the fields of developmental, clinical child, and school psychology, child and adolescent psychiatry, clinical social work, pediatrics, family studies, public health, and all related disciplines.
Preface.- Part
1. Updated Fundamentals of Parent-Child Interaction
Therapy.
Chapter
1. Clinical and Theoretical Foundations of PCIT.
Chapter
2. A Research Update on the Scientific Basis of PCIT.
Chapter
3. Intake
Assessment Session: Gathering Initial Data and Engaging Caregivers.
Chapter
4. Child-Directed Interaction (CDI) Teach Session: Explaining
Relationship-Enhancement Skills to Caregivers.
Chapter
5. A Guide for
Parents on How to Do Child-Directed Interaction.
Chapter
6. CDI Coaching
Sessions for Shaping Caregivers Skills with Immediate Feedback.
Chapter
7.
Parent-Directed Interaction (PDI) Teach Session: Teaching Limit-Setting and
Discipline to Caregivers.
Chapter
8. A Guide for Parents on How to Do PDI.-
Chapter
9. Coaching and Supporting Parents Through Discipline Procedures.-
Chapter
10. Rolling Out and Systematically Expanding PDI into Family Life.-
Chapter
11. How to Become a PCIT Clinician.- Part
2. Case Illustrations of
Clinical Advancements with Specific Populations.
Chapter
12. PCIT-Toddler.-
Chapter
13. PCIT-Toddler Prevention Groups.
Chapter
14. Older Children and
PCIT.
Chapter
15. Disrupted Families: Children in Foster and Kinship
Placements.
Chapter
16. Motivational Interviewing, Engagement, and
Values-Based Parenting.
Chapter
17. Autism Spectrum Disorders and PCIT.-
Chapter
18. Generalized Anxiety Disorder and Phobias and PCIT.
Chapter
19.
Separation Anxiety and PCIT.
Chapter
20. Obsessive-Compulsive Disorder and
PCIT.
Chapter
21. Selective Mutism and PCIT.
Chapter
22. Attention Deficit
Hyperactivity Disorder (ADHD) and PCIT.
Chapter
23. Child Obesity and PCIT.-
Chapter
24. Extremely Aggressive and Explosive Children and PCIT.
Chapter
25. Problematic Sexual Behavior and PCIT.
Chapter
26. Trauma and PCIT.-
Chapter
27. Depression and PCIT.
Chapter
28. Callous and Unemotional Affect
and PCIT.
Chapter
29. Family Conflict and PCIT.
Chapter
30. Children Living
Away from Caregivers and PCIT.-Chapter
31. Siblings and PCIT.
Chapter
32.
Individualizing PCIT Treatment for Diverse, Multiple, and Ethnic Families.-
Chapter
33. Black Families and PCIT.
Chapter
34. Latino Families and PCIT.-
Chapter
35. American Indian Families and PCIT.
Chapter
36. PCIT Around the
World.
Chapter
37. PCIT in Scandinavia.
Chapter
38. PCIT in Korea.
Chapter
39. PCIT in Japan.
Chapter
40. PCIT in Turkey.
Chapter
41. PCIT in New
Zealand.
Chapter
42. Dyadic Emotion Coding System (DECS) and PCIT.
Chapter
43. Coding-the-Coach System.
Chapter
44. Teacher-Child Interaction Therapy
(TCIT) for Preschool Classrooms.
Chapter
45. Fostering Community Resilience
Zones in Rural Elementary Schools Using PCIT and TCIT as Components of a
Multicomponent Community Intervention.
Chapter
46. PCIT-I/Telehealth.-
Chapter
47. PCIT In Special Settings.
Chapter
48. DCIT.
Chapter
49.
Developing a PCIT Program at the Agency Level.
Chapter
50. PCIT Case
Documentation and Medical Records.
Chapter
51. Creative Solutions:
Overcoming Technology and Space Challenges.
Ashley Tempel Scudder, Ph.D., is a research scientist at the Partnerships in Prevention Sciences Institute at Iowa State University. She is a licensed clinical psychologist and a PCIT International-certified regional trainer who lives outside of Philadelphia. Her clinical and research interests are focused on increasing access to evidence-based treatments, such as PCIT for children in the communities in which they live. Her current research explores adapting and testing PCIT with novel populations and settings, fostering community-resilience through a sustainable, multicomponent delivery model of PCIT and TCIT in rural communities, and developing and testing effectiveness of clinician training and implementation approaches. She has been providing training and clinical consultation to community based PCIT clinicians for the past 10 years and has now trained more than 300 hundred PCIT clinicians across the US. Dr. Scudder currently serves on the PCIT International Task Force on Policy and Advocacy.
Toni Hembree-Kigin, Ph.D., is a consultant and independent practitioner with Early Childhood Mental Health Services in Chandler, Arizona. Dr. Hembree-Kigin specializes in the treatment of young children with emotional dysregulation and disruptive behavior problems. Before entering independent practice, she was on the Clinical Child Psychology faculty of the University of Alabama where she co-directed the Child and Family Research Clinic. Dr. Hembree-Kigin is the co-author of Parent Child Interaction Therapy, First and Second Editions, Mental Health Interventions for Preschool Children, and Short-Term Play Therapy for Disruptive Children.
Cheryl B. McNeil, Ph.D., is a Professor in the Department of Psychiatry at the University of Florida, after a 28-year career at West Virginia University. Dr. McNeil obtained her Ph.D. in the Department of Clinical and Health Psychology at UF under the mentorship of Dr. Sheila Eyberg and is excited to be conducting research at her alma mater.Dr. McNeil has co-authored many books (e.g., Parent-Child Interaction Therapy, Second Edition, PCIT-Toddler, Time-out in Child Behavior Management, Handbook of PCIT for Children with ASD, Short-Term Play Therapy for Disruptive Children), 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 published approximately 200 research articles and chapters examining the efficacy of Parent-Child Interaction Therapy and Teacher-Child Interaction Training across a variety of settings and populations. Dr. McNeil is a Global Trainer for PCIT International and has disseminated PCIT to agencies and therapists in many states and countries.
