Short-term play therapy for disruptive children
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Parent-Child Interaction Therapy (Issues in Clinical Child Psychology)
 List Price: Price: $39.61 You Save: $10.34 (21%) |
Over the past two decades, Parent-Child Interaction Therapy (PCIT) emerged as a leading-edge method for helping parents improve their children's disruptive and oppositional behavior. Today, PCIT has a robust evidence base; is used across the country in settings as diverse as hospitals, mental health centers, schools, and mobile clinics; and is rapidly gaining popularity in other parts of the world. In keeping with this increasing recognition of PCIT's effectiveness, the authors of Parent-Child Interaction Therapy present this expanded clinical edition to keep readers up to date on new practice developments, current treatment protocols, and the latest research findings.
This update retains the fundamentals as detailed by PCIT's founder, Dr. Sheila Eyberg, including an overview of the therapy, detailed description of the course of treatment, and handout materials. The text goes further to explore the evolution of PCIT outside the original target ages of three-to-six (including preventive PCIT for very young children at risk) and examines the use of PCIT with special child populations, such as abuse victims and those with ADHD. Contributing experts discuss uses of the therapy in school, at home, with minorities, and with highly stressed families. But regardless of the population, setting, or topic covered, interventions remain faithful to basic PCIT principles and methods.
New features of the expanded second edition include:
- Adaptations of PCIT for babies, toddlers, preteens, and siblings.
- Applications for abuse survivors, children with developmental disabilities, ADHD, and severe aggression problems.
- Uses of PCIT with separating or divorced parents.
- Culturally relevant PCIT for ethnic minority and international families.
- Teacher-child, staff-child, and home-based applications.
- PCIT training guidelines.
- A brand-new chapter summarizing current research supporting PCIT.
 by Springer](/_cache/Psychology Books/img/amazon_B00409DL2Q.jpg "Cheryl Bodiford McNeil,Toni L. Hembree-Kigin'sParent-Child Interaction Therapy: Second Edition (Issues in Clinical Child Psychology) [Hardcover](2010) by Springer")
Through the Looking Glass:
Parents, children learn behavioral skills coaches invisible "
By Carole BRODSKY
"Megan", aged 5, had some problems with sharing. She reached for a toy and he seized the hand of mother.
"It's not OK," Mom replies, urging her child.
Was it the best way to handle the situation? Maybe not.
Mom wears one set of listeners. She and Megan sitting in a small room with a one-way glass window in front of them.
On the other side of the window, Angela Knight therapist carefully observes the interaction.
DeGrazia Counselor's Corner: The Magic of Special Time
Parents who are home with their children as well as parents who work may feel a sense of frustration when they hear that refrain. The at-home parents say, “I’m with you all day long!” The working parents say, “Not right now, we need to get in the car and go home/make and eat dinner/do homework/get ready for bed.” We share our children’s desire for that loving connection free from pressures and distractions, but there are uncontrollable obstacles, such as time or space, that prevent this connection from happening as much as we would like. Some children have a strong need for attention and experience anxiety when they think they might not get enough. This anxiety can manifest itself in different ways: whining, fighting with siblings, and other forms of misbehavior. They succeed in getting attention, but it’s not usually positive attention. That behavior is too annoying to inspire warm fuzzies from us. . You may already feel that the time you spend with your child is special, and you’re probably right. Even the time spent driving in the car together or preparing dinner together can be special. But the kind of special time I’m talking about, that truly satisfies your child’s as well as your own need for quality time together, has a very specific formula that really works. It is positive, undivided attention for a limited amount of time in nondirective play, every day or practically every day. Here’s the beauty part: all that is needed is 10 minutes per day in order to be effective and satisfying. Let’s look at each of these elements of special time, one at a time: positive attention; undivided attention; time-limited; nondirective play, and consistency. All of these elements create a situation that helps a child feel loved and appreciated just for who he is, and relieves his anxiety about not getting enough attention. As a result his behavior improves; you feel less irritation, and your relationship with your child becomes more playful, joyful, and loving. His self-esteem improves and so does yours. Once you see how easy it is, you will realize you can have special time daily and you will enjoy the benefits throughout the day and for years to come. Special time will be a cherished time for you and your child. As parents, it is our job to keep our children safe, to teach them right from wrong and to be independent. As a result, much of our interaction with our children consists of telling them what to do and correcting them. During the designated special time, however, there will be no teaching, correcting, competition, criticism, or reprimands. Instead you will simply play with your child, show you are listening, and notice all of her appropriate behaviors and actions. The more enthusiasm you show the more encouraged she will be to continue those appropriate behaviors. For example, “Look at all of those bright colors you’re using in your rainbow!”, or “You built a ramp for your cars to go down!” as well as an occasional “I’m really enjoying playing with you” and a hug are all forms of positive attention. It helps if you enjoy the activities you are doing. Have ready three different activities and allow the child to choose from among those three. If you don’t enjoy playing with action figures or Barbie dolls, don’t include those toys in the choices even if they happen to be your child’s favorite toys. Your positive attention will be much more significant to the child than the specific toy. Some suggestions for activities that are noncompetitive and have no “right” or “wrong” way of doing them are Legos and other building toys, Mr. Potato Head, Play Doh, coloring or any art activity, cars and trucks, doll houses, or farm animals. If your child has a tendency towards aggression with friends, I suggest not including war or fighting toys. Special time is an excellent opportunity to encourage gentle play. It does not include reading books or watching TV together because you will not have the concentrated positive attention during that time. Story time, bath time or snack time can come before or after special time.