scholarly journals Time-Out with Young Children: A Parent-Child Interaction Therapy (PCIT) Practitioner Review

2021 ◽  
Vol 19 (1) ◽  
pp. 145
Author(s):  
Melanie Woodfield ◽  
Irene Brodd ◽  
Sarah Hetrick
Keyword(s):  
Young Children ◽  
Parent Training ◽  
Dissemination And Implementation ◽  
Evidence Based ◽  
Parent Child Interaction Therapy ◽  
Child Interaction ◽  
Time Out ◽  
Parent Child Interaction ◽  
Training Programmes ◽  
Parent Child

Time-out is a component of many evidence-based parent training programmes for the treatment of childhood conduct problems. Existing comprehensive reviews suggest that time-out is both safe and effective when used predictably, infrequently, calmly and as one component of a collection of parenting strategies—i.e., when utilised in the manner advocated by most parent training programmes. However, this research evidence has been largely oriented towards the academic community and is often in conflict with the widespread misinformation about time-out within communities of parents, and within groups of treatment practitioners. This dissonance has the potential to undermine the dissemination and implementation of an effective suite of treatments for common and disabling childhood conditions. The parent-practitioner relationship is integral to the success of Parent-Child Interaction Therapy (PCIT), an evidence-based treatment which involves live coaching of parent(s) with their young child(ren). Yet this relationship, and practitioner perspectives, attitudes and values as they relate to time-out, are often overlooked. This practitioner review explores the dynamics of the parent-practitioner relationship as they apply to the teaching and coaching of time-out to parents. It also acknowledges factors within the clinical setting that impact on time-out’s use, such as the views of administrators and professional colleagues. The paper is oriented toward practitioners of PCIT but is of relevance to all providers of parent training interventions for young children.

Therapists’ Attitudes Toward Evidence-Based Practices and Implementation of Parent–Child Interaction Therapy

2012 ◽  
Vol 17 (1) ◽  
pp. 47-55 ◽  
Author(s):  
Melanie McDiarmid Nelson ◽  
Jenelle R. Shanley ◽  
Beverly W. Funderburk ◽  
Elizabeth Bard
Keyword(s):  
Parent Training ◽  
Evidence Based ◽  
Therapist Attitudes ◽  
Evidence Based Practices ◽  
Parent Child Interaction Therapy ◽  
Online Consultation ◽  
Child Interaction ◽  
Parent Child Interaction ◽  
Changing Attitudes ◽  
Parent Child

Child abuse and neglect affects many families each year, but evidence-based parent training programs can be instrumental in reducing maltreatment. Parent–Child Interaction Therapy, a parent training program developed for treatment of disruptive child behavior, has demonstrated effectiveness with families at risk of or exposed to child maltreatment. However, methods for disseminating this evidence-based intervention in community settings are not well understood. This study examined the association between community-based therapists’ attitudes toward evidence-based practices (EBPs) and their participation in an implementation research project in which they received two forms of consultation. Results showed that therapists’ self-reported unwillingness to diverge from EBPs was positively associated with their use of phone consultation and satisfaction with consultation. The degree to which therapists found EBPs appealing was positively associated with satisfaction as well. Open therapist attitudes toward EBPs were associated with greater attendance for online consultation. The next step in this line of research is to examine how therapists’ attitudes toward EBPs can be improved, if changing attitudes affects therapist acquisition of treatment skills, and if such improvements enhance implementation efforts.

Parent-Child Interaction Therapy: A GRIM Conceptual Replication

2021 ◽  
Author(s):  
Andrew J. Kelly
Keyword(s):  
Social Psychology ◽  
Child Behavior Problems ◽  
Evidence Based ◽  
Mathematical Technique ◽  
Evidence Based Treatment ◽  
Parent Child Interaction Therapy ◽  
Psychological Science ◽  
Child Interaction ◽  
Parent Child Interaction ◽  
Parent Child

Brown and Heathers (2017) introduced a mathematical technique to detect statistical irregularities in reported statistics in scientific articles, which they named Granularity-Related Inconsistency of Means (GRIM). Focusing mostly on social psychology, the technique revealed nearly a third of published manuscripts in respected journals contained statistical anomalies. To this point, there has been no survey using the GRIM technique in clinical psychology. Parent-Child Interaction Therapy (PCIT) is an evidence-based treatment for child behavior problems with a long record of research with many impressive findings. PCIT presents a new context within which to further test the GRIM technique and to better understand how widespread statistical irregularities occur throughout psychological science. Of the PCIT manuscripts that I evaluated (N = 24), over half (N = 17; 70.83%) contained at least one statistical anomaly. From these 17 manuscripts, only 4 (23.53%) of corresponding authors who were contacted responded to an inquiry about that anomaly. These results slightly differ from the original GRIM paper, with a higher percentage of PCIT manuscripts containing GRIM inconsistencies and with a lower rate of sharing data.

A Role-Play Test of Parent–Child Interaction

1982 ◽  
Vol 10 (2) ◽  
pp. 146-161 ◽  
Author(s):  
Geoff Thorley ◽  
William Yule
Keyword(s):  
Parent Training ◽  
Role Play ◽  
Parenting Skills ◽  
Behaviour Modification ◽  
Training Exercise ◽  
Child Interaction ◽  
Test Instrument ◽  
Parent Child Interaction ◽  
Training Programmes ◽  
Parent Child

A test instrument is presented which utilises role-play techniques to assess parenting skills in terms of behaviour modification techniques. The validity of the test is confirmed by its ability to measure established parenting skills as well as those acquired in a parent training exercise. The test should prove to be particularly useful in evaluating parent training programmes.

scholarly journals Remotely delivering real-time parent training to the home: An initial randomized trial of Internet-delivered parent–child interaction therapy (I-PCIT).

2017 ◽  
Vol 85 (9) ◽  
pp. 909-917 ◽  
Author(s):  
Jonathan S. Comer ◽  
Jami M. Furr ◽  
Elizabeth M. Miguel ◽  
Christine E. Cooper-Vince ◽  
Aubrey L. Carpenter ◽  
...  
Keyword(s):  
Parent Training ◽  
Randomized Trial ◽  
Real Time ◽  
Parent Child Interaction Therapy ◽  
Child Interaction ◽  
Parent Child Interaction ◽  
Parent Child

Parent–Child Interaction Therapy-Callous Unemotional Adaptation for a Preschool Boy With Conduct Problems

2020 ◽  
Vol 19 (5) ◽  
pp. 370-385
Author(s):  
Heather Agazzi ◽  
Kimberly Knap ◽  
Eva R. Kimonis
Keyword(s):  
Young Children ◽  
Conduct Problems ◽  
Behavioral Management ◽  
Parent Child Interaction Therapy ◽  
Cu Traits ◽  
Callous Unemotional ◽  
Child Interaction ◽  
Parent Child Interaction ◽  
Parent Child

Young children with conduct problems (CPs) and elevated callous unemotional (CU) traits (CP+CU) show more severe, stable, and aggressive CPs relative to children with CP traits alone. Children with CP+CU tend to benefit less from traditional treatment modalities for child CPs that rely on social attention and punishments compared with children with CP-alone, but respond well to reward-based behavioral management strategies. Emerging research suggests that the Parent–Child Interaction Therapy-Callous Unemotional adaptation (PCIT-CU) may be a compelling mechanistically targeted intervention for young children with CP+CU. This case study presents the treatment of a 4½-year-old boy with oppositional defiant disorder (ODD), attention-deficit/hyperactivity disorder–combined presentation (ADHD-C), and CU traits using PCIT-CU. Findings from this case study include (a) improvement in CP that was maintained at 4-month follow-up, (b) reduced parent ratings of CU traits over the course of treatment, (c) reduced negative parenting practices, and (d) preliminary support for adapting parent behavioral management training interventions for young children with CP+CU and comorbid ADHD-C.

Sign in / Sign up

Export Citation Format

Share Document