1. BigFoot 2006 -ICCTC-CCAN- OUHSC Indian Country Child Trauma Center (ICCTC) Dolores Subia BigFoot, PhD Center on Child Abuse and Neglect University of Oklahoma Health Sciences Center

2. BigFoot 2006 -ICCTC-CCAN- OUHSC N ational Child Traumatic Stress Network http://www.nctsn.org University of Oklahoma Health Sciences Center Indian Country Child Trauma Center (Category II Development Center) dee-bigfoot@ouhsc.edu http://www.icctc.org dee-bigfoot@ouhsc.edu

3. BigFoot 2006 -ICCTC-CCAN- OUHSC Indian Country Child Trauma Center Adapt evidence based treatments for American Indian/Alaskan Native children who have experienced traumatic events –Parent Child Interaction Therapy –Treatment of Children with Sexual Behavior Problems –Trauma-Focused Cognitive Behavioral Treatment

4. BigFoot 2006 -ICCTC-CCAN- OUHSC What is Indian Country?

5. BigFoot 2006 -ICCTC-CCAN- OUHSC

6. Common Theoretical Concepts of PCIT and Native Teachings Combines external and internal determinants of behavior Teaching to understand place in the world Moves child from external control to voluntary self control Teaching of self-discipline Child learns techniques to mediate their own behavior Teaching of way to cope

7. BigFoot 2006 -ICCTC-CCAN- OUHSC Adaptation of PCIT for Indian Country Identification of Core Concepts of PCIT Identification of Minimum Skills of Trainees Recognition of Cultural Competency Application Identification of Native Traditional Teachings and Concepts

8. BigFoot 2006 -ICCTC-CCAN- OUHSC Adaptation of PCIT for Indian Country Explore use of words, language, timing, interpretations, and belief system to use as a foundation Willingness to receive feedback from Native Therapists and Families Live Remote Internet Coaching

9. BigFoot 2006 -ICCTC-CCAN- OUHSC

12. Native Concepts of Parenting Honoring Children Indirect Discipline Modeling Storytelling Extended Family

13. BigFoot 2006 -ICCTC-CCAN- OUHSC Native Concepts of Learning Watch Listen Told what to do Ask questions Practice Teach

14. BigFoot 2006 -ICCTC-CCAN- OUHSC NativePCIT Theoretical Orientation Circle How the world works Spiritual teachings Behavior Social learning Cognitive Assumptions/ Goals Build on relationships Everyone is a relative Respect Acknowledgement Learning Consistency Repetition Non- interference Honoring Enhance relationship between child and parent Reduce frustration and anger Improve social skills Improve self-esteem Improve organization/ attention Improve consistent use of PCIT parenting skills AssessmentsScouts Council How view Relationship Showing Child Behavior checklists (ECBI) Direct Parent-Child Observation (DPICS) Cultural Incentives Food basket Toys

15. BigFoot 2006 -ICCTC-CCAN- OUHSC NativePCIT Practices/ Techniques Honoring children Repetition Acknowledgement Shunning/Ignoring Teachings/directions- “Do it this way” Mentoring Storytelling Chanting Modeling Humor Respect PRIDE Skills Praise Reflection Imitation Description Enthusiasm Timeout Giving good directions Coaching Modeling Discipline Consistency Relationship/ Interaction Name giving Structure Ceremony Ritual Guided Play Structure time Present with child Outcomes/ Expectations/ Measures of Success Giveaway Ceremony Practice Competition/ outcome Home visit Parent reports Teacher reports Child Reports Direct observation measures Homework

16. BigFoot 2006 -ICCTC-CCAN- OUHSC Storytelling Modeling Ritual Shunning/ Ignoring Honor Improve Consistent use of PCIT Parenting Skills Behavior Improve Social Skills Enhance relationship between child and parent Social Learning PRIDE skills Parent Child Naming Ceremony Giveaway Circle Improve Organization and attention Coaching Modeling Guided Play Direct observation measures Everyone is a relative

17. BigFoot 2006 -ICCTC-CCAN- OUHSC Parent-Child Interaction Therapy is Honoring the Child A traditional Native concept of how we value children and relationships they have with adults.