pcit/pcat in action - ecmhearlychildhoodmentalhealth-sandiego.com/presentations/iib_pcit wcw… ·...
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PCIT/PCAT in Action: Strengthen the Parent-Child
Relationship and Reduce Problematic Behaviors
Presented by:
Laura Christofferson, LCSW, RPTEmma Girard, PsyD
Christina Moran, PsyD
Christofferson, L., Girard, E., & Moran, C
We Can't Wait 2012: From Science to Practice-Relationships Matter1
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Introductions
• Laura Christofferson, LCSW, RPT• Private Practice, San Diego
• PCIT Trainer and Therapist
• Emma Girard, PsyD• Riverside County DMH
• PCIT Trainer of Trainers
• Christina Moran, PsyD• Home Start Inc., San Diego
• PCIT Trainer and TherapistChristofferson, L., Girard, E., & Moran, C
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Objectives
1. Learn about key concepts and benefits of PCIT/PCAT
2. Practice PRIDE skills & understand the impact of special playtime
1. Learn target population and referral sources for PCIT/PCAT
Christofferson, L., Girard, E., & Moran, C
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What is PCIT/PCAT?Parent-Child Interaction TherapyParent-Child Attunement Therapy
• Created by Sheila Eyberg, PhD & Cheryl McNeil, PhD
• Evidence based practice with over 30 years research
• Combines play therapy, family systems & cognitive behavioral approaches
Christofferson, L., Girard, E., & Moran, C
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What is PCIT/PCAT?
• Caregiver and child together live in sessionCaregiver - Birth parent, Kin, Foster, Adoptive
• Coach caregiver with a ‘bug-in-the-ear’ from a one-way mirror
• Two components of treatment focusing on relationship enhancement and behavior management
Average Duration: 12-20 weekly sessions
Christofferson, L., Girard, E., & Moran, C
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Who is it for?
• PCIT – Ages 2-7 years
• PCAT – Ages 9-24 months
• Children exhibiting disruptive, oppositional, defiant behaviors
• Families where there is risk of abuse and/or a need to strengthen attachment
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What PCIT/PCAT Does
• Decreases child behavior problems
• Improves parenting skills
• Enhances the quality of the relationship between parent and child
• Decreases abuse potential
• Decreases issues related to child mental healthChristofferson, L., Girard, E., & Moran, C
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PCIT Overview
• Child Directed Interaction (CDI) – 6-10wksRelationship Enhancement, PRIDE
• Parent Directed Interaction (PDI) – 6-10wksCompliance Strategies, BE DIRECT
• Graduation based on outcome data
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Special Playtime
• Done during most PCIT sessions
• Done at least 5 minutesper day as homework
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Structure of 50-MinutePCIT Coaching Session
10
5
30
5
10 Check in (discusshomework)
DPICS Coding
Coaching
Review of Session
Document Session
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Taken from: Herschell, A.D., Calzada, E.J., Eyberg, S.M., & McNeil, C.B. (in press). Clinical issues in Parent-Child Interaction Therapy. Cognitive & Behavioral Practice.
Minutes
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Child Directed Interaction (CDI)Relationship Enhancement
Praise
Reflection
Imitation
Description
EnjoymentChristofferson, L., Girard, E., & Moran, C
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Praise Behaviors You Want
• Causes positive behaviors to increase
• Lets child know what you like
• Increases child's self-esteem
• Adds to warmth in relationship
• Both caregiver & child feel good!
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Praise
Labeled Praise• Specific acknowledgement of positive attribute
• You’re very good at drawing.• I like how you’re sitting in your chair!• You’re listening very well.
Unlabeled Praise• General acknowledgement of positive attribute
• Great!• Good Job!• That’s wonderful!
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Reflect Appropriate Talk
• Doesn't control the conversation
• Shows child you're really listening
• Demonstrates acceptance and understanding
• Increases verbal communication
• Improves child’s speech
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ReflectionExamples
• Child: I made a star.
• Caregiver: Yes, you made a star.
• Child: The camel got bumps
• Caregiver: It has two humps on its back
• Child: Dis lello hair.
• Caregiver: That is yellow hair.Christofferson, L., Girard, E., & Moran, C
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Imitate/Model Appropriate Behavior
• Lets child take responsibility for their own actions
• Approves child's choice of activity
• Shows child you are intrested and involved
• Teaches child how to interact with others (ex: taking turns)
• Tends to increase child's imitation of what you do
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Imitation
Examples
• Child: I’m coloring it red.
• Caregiver: I’ll use a red crayon too. I’m holding mine like this.
• Child: I’m making a tower.
• Caregiver: How fun! I’m going to make a tower too.
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Describe Appropriate Behaviors
• Lets child lead activity
• Shows child you’re interested
• Teaches concepts/organization
• Models speech
• Increases child’s attention to task
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Description
Examples
• “You’re building a tall tower”
• “You’re drawing a smiling face”
• “You’re sitting in your chair”
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Show Enjoyment
• Demonstrates interest
• Models positive emotion
• Strengthens the relationship
• Helps the child to focus on the positive
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Enjoyment
Examples
• “WOW!”
• “That’s super”
• High five, clapping, pat on the back
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Coding Exercise
• Work with your team
• Code each verbalization with one of the following:
• Labeled Praise• Reflection• Behavior Description
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Avoid Questions
• Doesn’t allow the child to lead
• Requires an answer
• May trigger an oppositional response
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Avoid Questions
Examples
• “What color is this?”
• “That’s a blue one, right?”
• “Are you having fun?”
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Avoid Commands
• Doesn’t allow the child to lead
• May cause unpleasantness
• Child obedience will be taught later
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Avoid Commands
Examples
• Indirect• “Will you hand me the paper?”• “Let’s build a castle”
• Direct• “Hand me the paper”• “Please tie your shoe”
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Avoid Critical Statements
• Doesn’t work to decrease bad behaviors
• Often increases the criticized behavior
• May lower the child’s self-esteem
• Creates an unpleasant interaction
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Avoid Critical Statements
Examples
• “You’re being naughty.”
• “I don’t like it when you talk back.”
• “No, honey, that’s not right.”
• “That design is ugly.”
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Selective Attention
Rule
Ignore inappropriate behavior unless dangerous/destructive
Reason
• Avoids increasing bad behavior
• Decreases mild/irritating behaviors
• Helps child notice difference between caregiver’s responses to positive and negative behavior
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Selective Attention
Example
Child: Sasses caregiver and behavior of picking up object as directed
Caregiver: Ignores sass, praises picking up
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Selective Attention
Silence
Redirect
Turn your eyes, face, back
Walk Away
• Avoid looking at child, smiling, frowning, etc...
• Be silent
• Ignore every time
• Expect behavior to increase at firstChristofferson, L., Girard, E., & Moran, C
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Selective Attention Process
1. Prompt –Caregiver makes statement describing desired behaviors rather than what not to do.
• Instead of “Tony, stop talking out of turn”, caregiver waits until child stops talking and then states, “Tony is quiet & taking turns so now I can talk to him”
• Instead of “Janie, stop yelling!”, caregiver calmly states, “When Janie is using her quiet voice, then I can listen.”
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Selective Attention Process
2. After child complies, caregiver gives child a labeled praise
• “Tony, thank you for waiting your turn to speak. Now I can listen to what you want to say.”
Prompt > Comply > Praise!!
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PCIT Mastery CriteriaCoded During 5 minutes DPICS
10-10-10
• 10 labeled praises
• 10 behavioral descriptions
• 10 reflections
• 3 or less critical statements, commands, or Q’s
• Ignore all negative attention-seeking behaviors
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Coding Activity
• Role-play
• Have cooperative child to learn skills
• Remember the “Don’t Skills”
• See live coaching in action
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PCIT Research For Children Experiencing Behavior Problems
• High consumer satisfaction with process and outcome
• Maintenance of treatment gains at six and twelve months
• Generalization to untreated siblings
• Generalization to home and school
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Referral Sources
Local
• First 5 Commission for providers in your area
Internet
• pcit.org• PCIT trainers across the USA
• PCIT research articles
• pcit.ucdavis.edu• PCIT providers across the USA
• Web course with free information on PCITChristofferson, L., Girard, E., & Moran, C
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Adaptations to PCIT
• PCAT: Parent-Child Attunement Therapy• Infants/toddlers 9-24 months old
• PCIT-BDI: Parent-Child Interaction Therapy with Bravery Directed Interaction• Children 2-7 with separation anxiety, fears
• TCIT: Teacher-Child Interaction Training• Schools/daycare settings
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Thank you for your time, interest and attention!
Questions and Comments
(PRIDE skills encouraged!)
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