1. PSYC4030 6.0DPCIT Chapters 1 and 2 Chapter 1: Foundations of PCIT

2. PSYC4030 6.0DPCIT Chapters 1 and 2 Why are we doing this? 1.Application of principles from the first term 2.A particular example of the multifaceted approach to behaviour modification 3.Consideration of the “unit of measurement”: monad vs. dyad 4.Targeting maladaptive behaviours that occur in childhood

3. PSYC4030 6.0DPCIT Chapters 1 and 2 About Parent-Child Interaction Therapy “I love my child, but I just don’t like him very much”“I love my child, but I just don’t like him very much” Designed for parents with young children who are experiencing a range of behavioural, emotional and developmental problemsDesigned for parents with young children who are experiencing a range of behavioural, emotional and developmental problems — Children between 2 and 7 years

4. PSYC4030 6.0DPCIT Chapters 1 and 2 About Parent-Child Interaction Therapy Developed by Dr. Sheila Eyberg, integrating operant methods with traditional play therapyDeveloped by Dr. Sheila Eyberg, integrating operant methods with traditional play therapy Conducted in the context of “dyadic play” for the development of problem solving skillsConducted in the context of “dyadic play” for the development of problem solving skills Behavioural Child Management TrainingBehavioural Child Management Training

5. PSYC4030 6.0DPCIT Chapters 1 and 2 Behavioural Child Management Training Recognizes that the individual (the child) may not be the appropriate unit of measurementRecognizes that the individual (the child) may not be the appropriate unit of measurement Rather there are maladaptive parent- child interactionsRather there are maladaptive parent- child interactions Teaching parents new, more adaptive skillsTeaching parents new, more adaptive skills

6. PSYC4030 6.0DPCIT Chapters 1 and 2 Behavioural Child Management Training Typical parental problems: 1.Vague or inconsistent instructions 2.Overuse of punishments (threats, anger) 3.Inconsistent or ineffective application of punishment 4.Little reinforcment for prosocial, desirable behaviours

7. PSYC4030 6.0DPCIT Chapters 1 and 2 Behavioural Child Management Training Parents are taught (“direct” coaching”) to implement behavior modification principles (reinforcement, extinction)Parents are taught (“direct” coaching”) to implement behavior modification principles (reinforcement, extinction) Parents as therapists Parents as therapists Includes planned activity scheduling (differential reinforcement) taken in the form of play therapyIncludes planned activity scheduling (differential reinforcement) taken in the form of play therapy Can be taught to single families or to groupsCan be taught to single families or to groups Long term maintenance of training benefitsLong term maintenance of training benefits

8. PSYC4030 6.0DPCIT Chapters 1 and 2 About normative behaviours… Behaviour problems peak at 3 yearsBehaviour problems peak at 3 years — Related to developmental hurdles: independence, language development Verbal negotiation (assertion) develops after this, aggression usually declinesVerbal negotiation (assertion) develops after this, aggression usually declines Oppositional and aggressive behaviours that remain at this age tend to persistOppositional and aggressive behaviours that remain at this age tend to persist

9. PSYC4030 6.0DPCIT Chapters 1 and 2 Effectiveness of PCIT Almost exclusively based on parental demographics: 1.Participation and motivation 2.Marital Discord 3.Psychopathology and substance abuse 4.Intelligence (IQ)

10. PSYC4030 6.0DPCIT Chapters 1 and 2 Effectiveness of PCIT Child factors: 1.Loss of effectiveness in children over 7 years of age More formal methods used for older children (contingency contracts, token economies)More formal methods used for older children (contingency contracts, token economies) 2. Less favorable results in Autistic children

11. PSYC4030 6.0DPCIT Chapters 1 and 2 Steps in PCIT Teaching and coaching of play therapy and discipline skillsTeaching and coaching of play therapy and discipline skills Pre- and post-assessmentPre- and post-assessment Follow-up and booster treatments as necessaryFollow-up and booster treatments as necessary

12. PSYC4030 6.0DPCIT Chapters 1 and 2 Chapter 2: The First Session

13. PSYC4030 6.0DPCIT Chapters 1 and 2 Assessment Environment Parent(s) and child are presentParent(s) and child are present Child allowed “free play” during parental assessmentsChild allowed “free play” during parental assessments Uses a series of parent, child, and teacher report measures, including direct observation of parent-child interactionsUses a series of parent, child, and teacher report measures, including direct observation of parent-child interactions

14. PSYC4030 6.0DPCIT Chapters 1 and 2 Dyadic Parent-child Interaction Coding System Two way mirror, standard intercom, “bug-in-ear” microphoneTwo way mirror, standard intercom, “bug-in-ear” microphone Parents are assessed individually (out of sight of the other)Parents are assessed individually (out of sight of the other) Session should be videotapedSession should be videotaped

15. PSYC4030 6.0DPCIT Chapters 1 and 2 Dyadic Parent-child Interaction Coding System Three situations (5 minutes each): 1.Child directed interaction 2.Parent directed interaction 3.Cleanup

16. PSYC4030 6.0DPCIT Chapters 1 and 2 Classroom observation Multiple observations of children in daycare or school settingMultiple observations of children in daycare or school setting Observations of:Observations of: 1.Referred child 2.Child with “average” behaviour 3.Child with behaviour similar to referred child