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Sls symposium presentation

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Sls symposium presentation

  1. 1. Parent-Child Interaction Therapy (PCIT) Clinician Assistant and Dissemination Researcher for Delawares B.E.S.T.Student: Anna DavisAdvisor: Ryan BeveridgeDepartment: Psychology
  2. 2. My initial questions….1. What do mental health services for children actually look like in a community setting? - Clinical experience2. Why is there a gap between empirical research and practical application of mental health services? - Research
  3. 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. 4. Who is it for?2- to 7-year-olds with…• Oppositional Defiant Disorder (ODD)• Conduct Disorder (CD)• Attention Deficit Hyperactivity Disorder (ADHD)
  5. 5. Key Elements• Works with parent and child together• Early intervention - reversing patterns early and improving future outcomes• Not time limited – data driven• Live coaching
  6. 6. Theoretical Bases• Diana Baumrind’s (1967) research on parent styles• Virginia Axline’s (1947) research on play therapy• Attachment theory• Social learning theory
  7. 7. Two sections:1. Child-Directed Interaction -builds a harmonious parent-child relationship2. Parent-Directed Interaction - consistent and predictable outcomes for noncompliance
  8. 8. Child-Directed Interaction Avoid:P Praise 1. QuestionsR Reflect 2. CommandsI Imitate 3. CriticismD DescribeE Enjoy
  9. 9. Parent-Directed Interaction• Teaches parents a consistent time-out sequence for negative behaviors
  10. 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. 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
  12. 12. Global perspective• Science to service gap Both sides of the coin
  13. 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. 14. Future Steps:• Pilot questionnaire• Refine questionnaire to a psychometrically valid measure• Distribute questionnaire to all clinicians trained in PCIT by Delaware’s B.E.S.T.• Analyze data and draw conclusions
  15. 15. 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
  16. 16. Thank you for everyone who made thisexperience great!• My adviser: Ryan Beveridge• My colleagues at Delaware’s BEST: Tim Fowles, Gina Circo, and Josh Masse• The therapists I assisted: Carly Yasinski, Stevie Grassetti, Rachael Koch, and Beth Higley
  17. 17. Works CitedBrestan, 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, 3–10.McNeil, C.B. & Hembree-Kigin, T.L. (2010). Parent-child interaction therapy (2nd ed.). New York, NY: Springer Science + Business Media, LLC.pcit.orgThomas, R. & Zimmer-Gembeck, M.J. (2007). Behavioral outcomes of Parent-Child Interaction Therapy and Triple P – Positive Parenting Program: A review and meta-analysis. Journal of Abnormal Child Psychology, 35, 475-495.

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