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Sls symposium presentation
1. Parent-Child Interaction Therapy
(PCIT) Clinician Assistant and
Dissemination Researcher for
Delaware's B.E.S.T.
Student: Anna Davis
Advisor: Ryan Beveridge
Department: Psychology
2. My initial questionsâŚ.
1. What do mental health services for children
actually look like in a community setting?
- Clinical experience
2. Why is there a gap between empirical research
and practical application of mental health
services?
- Research
3. Parent-Child Interaction Therapy
⢠Evidence-based practice
⢠Developed by Sheila Eyberg in the 1970s
⢠Treats children with emotional or behavioral
problems
⢠Improving the quality of parent-child
relationships by changing parent-child
interaction patterns
4. Who is it for?
2- to 7-year-olds withâŚ
⢠Oppositional Defiant Disorder (ODD)
⢠Conduct Disorder (CD)
⢠Attention Deficit Hyperactivity Disorder
(ADHD)
5. Key Elements
⢠Works with parent and child together
⢠Early intervention - reversing patterns early and
improving future outcomes
⢠Not time limited â data driven
⢠Live coaching
6. Theoretical Bases
⢠Diana Baumrindâs (1967) research on parent
styles
⢠Virginia Axlineâs (1947) research on play therapy
⢠Attachment theory
⢠Social learning theory
7. Two sections:
1. Child-Directed Interaction
-builds a harmonious parent-child
relationship
2. Parent-Directed Interaction
- consistent and predictable outcomes for
noncompliance
8. Child-Directed Interaction
Avoid:
P Praise
1. Questions
R Reflect
2. Commands
I Imitate 3. Criticism
D Describe
E Enjoy
10. PCIT Outcomes
⢠Improved parent-child interactions
⢠Decreased behavioral problems at home
⢠Better child behavior in school
⢠Improved parent behavior and functioning
⢠Possible generalization to siblings
11. As a Clinician Assistant I:
⢠Helped set up therapy rooms
⢠Live coded with the therapist
⢠Provided childcare for siblings
⢠Helped clean up
⢠Entered session data
13. As a Research Assistant I created:
Clinician Perspective Questionnaire (CPQ)
⢠Feasibility/Financial Concerns
⢠Colleague Use
⢠Supervisor Follow-up
⢠Organizational Support
⢠Motivation
⢠Perceived Role of Therapist
⢠Fit
⢠Activity
⢠Attitudes towards Evidence-Based Practices
⢠Adequacy of Preparation/Training
14.
15. Future Steps:
⢠Pilot questionnaire
⢠Refine questionnaire to a psychometrically valid
measure
⢠Distribute questionnaire to all clinicians trained
in PCIT by Delawareâs B.E.S.T.
⢠Analyze data and draw conclusions
16. Possible uses of data
⢠Inform/alter training
⢠Inform/alter outreach
⢠Inform/alter follow-up
⢠Increase mutual understanding between
clinicians and researchers
⢠Understand practical roadblocks to
implementation to resolve them
⢠Find predictors of a good therapist
17. Thank you for everyone who made this
experience great!
⢠My adviser: Ryan Beveridge
⢠My colleagues at Delawareâs BEST: Tim
Fowles, Gina Circo, and Josh Masse
⢠The therapists I assisted: Carly Yasinski, Stevie
Grassetti, Rachael Koch, and Beth Higley
18. Works Cited
Brestan, E.V., Eyberg, S. M., Boggs, S., & Algina, J. (1997).
Parent-Child Interaction Therapy: Parent perceptions of
untreated siblings. Child and Family Behavior
Therapy, 19, 13-28.
Connor Smith, J.K. & Weisz J.R. (2003). Applying treatment
outcome research in clinical practice: Techniques for adapting
interventions to the real world. Child and Adolescent Mental
Health 8, 3â10.
McNeil, C.B. & Hembree-Kigin, T.L. (2010). Parent-child
interaction therapy (2nd ed.). New York, NY: Springer Science
+ Business Media, LLC.
pcit.org
Thomas, R. & Zimmer-Gembeck, M.J. (2007). Behavioral
outcomes of Parent-Child Interaction Therapy and Triple P â
Positive Parenting Program: A review and meta-analysis.
Journal of Abnormal Child Psychology, 35, 475-495.