Parent-Child Interaction Therapy with Toddlers: Improving Attachment and Emotion Regulation - Paperback

by Emma I. Girard (Author), Nancy M. Wallace (Author), Jane R. Kohlhoff (Author)

This book presents an early treatment model for toddlers. It describes the early life span development, trajectory, and future potential of toddlers and how it may be powerfully influenced by the protection and guidance of caregivers to meet toddlers' physical and mental health needs. It offers an in-depth guide toParent-Child Interaction Therapy with Toddlers (PCIT-T), an evidence-based program for addressing and preventing behavior problems affecting young children's development. The book details the innovative intervention design and how it guides clinicians in providing treatment for 12-month old to 24-month old toddlers with disruptive behaviors in addition to being used as a prevention model for caregivers experiencing stress of child rearing.

PCIT-T focuses on core areas of social and emotional development, including behavior management and language skills, and can be used in dealing with difficulties as diverse as tantrums, language issues, autistic behaviors, and separation anxiety. Play therapy and compliance training in child-directed as well as parent-directed sessions are also examined. Initial chapters provide an overview of attachment and behavioral theory components that are foundational to the treatment model. Subsequent chapters provide a session-by-session guide and clinical manual for implementation of PCIT-T as well as the clinician tools needed to monitor treatment integrity and fidelity to the model.

Topics featured in this book include:

• Core elements and treatment goals of PCIT-T
• A range of behavioral assessments used in PCIT-T.
• Instructions for room set-up, toy selection, and special considerations when providing PCIT-T treatment.
• Preparation guides for the pretreatment interview, assessment sessions, and weekly coaching sessions.
• The importance of child-directed interaction toddler (CDI-T) and parent-directed interaction toddler (PDI-T) in teaching children the necessary skills to regulate their emotions and develop self-control.

Parent-Child Interaction Therapy with Toddlers is a must-have resource for clinicians and related professionals, researchers and professors, and graduate students in the fields of clinical child and school psychology, social work, pediatrics, infancy and early childhood development, child and adolescent psychiatry, primary care medicine, and related disciplines.

Back Jacket

This book presents an early treatment model for toddlers. It describes the early life span development, trajectory, and future potential of toddlers and how it may be powerfully influenced by the protection and guidance of caregivers to meet toddlers' physical and mental health needs. It offers an in-depth guide to Parent-Child Interaction Therapy with Toddlers (PCIT-T), an evidence-based program for addressing and preventing behavior problems affecting young children's development. The book details the innovative intervention design and how it guides clinicians in providing treatment for 12-month old to 24-month old toddlers with disruptive behaviors in addition to being used as a prevention model for caregivers experiencing stress of child rearing.

PCIT-T focuses on core areas of social and emotional development, including behavior management and language skills, and can be used in dealing with difficulties as diverse as tantrums, language issues, autistic behaviors, and separation anxiety. Play therapy and compliance training in child-directed as well as parent-directed sessions are also examined. Initial chapters provide an overview of attachment and behavioral theory components that are foundational to the treatment model. Subsequent chapters provide a session-by-session guide and clinical manual for implementation of PCIT-T as well as the clinician tools needed to monitor treatment integrity and fidelity to the model.

Topics featured in this book include:

• Core elements and treatment goals of PCIT-T.
  
• A range of behavioral assessments used in PCIT-T.
  
• Instructions for room set-up, toy selection, and special considerations when providing PCIT-T treatment.
  
• Preparation guides for the pretreatment interview, assessment sessions, and weekly coaching sessions.
  
• The importance of child-directed interaction toddler (CDI-T) and parent-directed interaction toddler (PDI-T) in teaching children the necessary skills to regulate their emotions and develop self-control.

Parent-Child Interaction Therapy with Toddlers is a must-have resource for clinicians and related professionals, researchers and professors, and graduate students in the fields of clinical child and school psychology, social work, pediatrics, infancy and early childhood development, child and adolescent psychiatry, primary care medicine, and related disciplines.

Author Biography

Emma I. Girard, Psy.D., is a Licensed Clinical Psychologist in private practice, Health Sciences Assistant Clinical Professor of Psychiatry with the University of California Riverside, School of Medicine and Senior Clinical Psychologist with Riverside University Health System-Behavioral Health: Preschool 0-5 Programs. As one of only twenty Master Trainers worldwide certified by Parent-Child Interaction Therapy, International (PCIT-I) she disseminates PCIT to 16 treatment labs throughout Riverside County California. Additionally, she has trained over 200 clinicians while simultaneously serving as a Training Partner with the University of California Davis PCIT Training Center. Dr. Girard also disseminates Teacher-Child Interaction Training (TCIT), an adaptation PCIT for school educators. She and her team in Riverside received the "Bright Idea Award" from the Ash Center for Democratic Governance and Innovation at Harvard Kennedy in 2015 for their Mobile Prevention and Early Intervention (MPEI) program. Dr. Girard is an international and avid presenter in PCIT disseminating information to locations including Australia, Japan, Portugal, Germany, and throughout the United States. Her passion to bring clinical experience from community-based organizations to inform research has produced significant collaborations with the Clinical Child Program at West Virginia University and the University of California Davis PCIT Training Center. These aforementioned collaborations have examined the impact of barriers to treatment, outcomes of emotion regulation on the caregiver and child, homework completion rates and use of incentives as a clinical motivator, as well as testing a PCIT clinician training model. When not at the office Dr. Girard loves travel, dance and a glowing campfire outdoors.

Nancy M. Wallace, Ph.D., is a post-doctoral fellow at the Kennedy Krieger Institute, Johns Hopkins School of Medicine. She recently completed her doctoral studies in clinical child psychology at West Virginia University under the mentorship of Dr. Cheryl McNeil. Her primary research interests include the dissemination and implementation of evidence-based parent-training approaches used to treat children with disruptive behavior difficulties. Specifically, Dr. Wallace is committed to the research and clinical practice of Parent-Child Interaction Therapy (PCIT). She has co-authored over three dozen publications, book chapters, encyclopedia articles, manuals, and professional presentations related to PCIT including a dissertation examining the implementation of a PCIT-based program in a community-based wraparound system. Clinically, Dr. Wallace holds certification as a level-one trainer for PCIT International and is especially passionate about the practice and adaptation of PCIT for populations including toddlers, children with selective mutism, and in-home community-based wraparound services. For her commitment to research and community service, Dr. Wallace has won numerous awards including the 2015 Dr. Stephen Boggs Graduate Student PCIT Research Excellence Award by PCIT International and a grant by the Community Engagement Grant Program at West Virginia University to support her dissertation work.

Jane R. Kohlhoff, Ph.D., is a Clinical Psychologist and Senior Lecturer in the School of Psychiatry, University of New South Wales, Australia. Dr. Kohlhoff works in collaboration with a leading Australian parenting organization, Karitane, to conduct clinically-oriented and translational research in the areas of perinatal, infant and early childhood mental health. She has particular interest in attachment theory and clinical applications, disruptive behaviors in early childhood, early interventions to improve outcomes for vulnerable and marginalized families, and the roles of early environmental and biological factors in the intergenerational transmission of poor parenting and psychological outcomes. She has a strong commitment to attachment-based research and clinical work and is an accredited Strange Situation Procedure and Adult Attachment Interviewer coder. Dr. Kohlhoff is currently leading programs of research evaluating the efficacy of the PCIT-Toddlers intervention. She has published widely, presented at numerous international conferences, and received a number of awards including the 2017 Ingham Institute Early Career Researcher Award and a prestigious 2017 Australian Research Council Discovery Early Career Award.

Susan S.J. Morgan, M.M.H., is a Registered Nurse/Midwife who graduated in 1977 and supplemented her qualifications with a Masters in Perinatal Infant Mental Health in 2010. She has worked extensively with parents, infants and toddlers for over 30 years and has a strong dedication to working within an attachment-based framework. She currently manages the Karitane Toddler Clinic in Sydney, Australia's only community-based PCIT clinic. Susan is a Level II Trainer with PCIT International and passionate supporter of the model. Susan's clinical and research interests have focused on early intervention and work with children under the age of 2 years. As the primary clinician and trainer on the initial studies of PCIT-Toddler, she served as the key informant for the methods in this book. Susan has published a number of peer-reviewed journal articles and has presented at international forums. Her aspiration is for all families to have the opportunity to learn how to care for their children in a safe and sensitive way so the children can reach their full potential.

Cheryl B. McNeil, Ph.D., is a Professor of Psychology in the Clinical Child program at West Virginia University. Her clinical and research interests are focused on program development and evaluation, specifically with regard to abusive parenting practices and managing the disruptive behaviors of young children in both the home and school settings. Dr. McNeil has co-authored several books (e.g., Parent-Child Interaction Therapy: Second Edition, Short-Term Play Therapy for Disruptive Children, Handbook of PCIT for children with ASD), a continuing education package (Working with Oppositional Defiant Disorder in Children), a classroom management program (The Tough Class Discipline Kit), and a Psychotherapy DVD for the American Psychological Association (Parent-Child Interaction Therapy). She has a line of research studies examining the efficacy of Parent-Child Interaction Therapy and Teacher Child Interaction Training across a variety of settings and populations, including over 100 research articles and chapters related to the importance of intervening early with young children displaying disruptive behaviors. Dr. McNeil is a master trainer for PCIT International and has disseminated PCIT to agencies and therapists in many states and countries, including Norway, New Zealand, Australia, Taiwan, Hong Kong, and South Korea.