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Depression in Children and Young People
Published in Cathy Laver-Bradbury, Margaret J.J. Thompson, Christopher Gale, Christine M. Hooper, Child and Adolescent Mental Health, 2021
There is very little evidence for treatment of depression in the under fives, although supportive treatment and lifestyle advice would remain important. There are pilots of interventions in this age-group, e.g. parent–child interaction therapy, emotional development module (PICT-ED). This is a psychotherapeutic approach being trialled, working with parent–child dyads, using behavioural and play therapy techniques (Luby et al., 2012; Lenze et al., 2011).
Separation Anxiety Disorder (SAD) and Adult Separation Anxiety Disorder (ASAD)
Published in Judy Z. Koenigsberg, Anxiety Disorders, 2020
Children who were treated with traditional Parent-Child Interaction Therapy (PCIT) (Brinkmeyer & Eyberg, 2003), an intervention with empirical support that consists of a Child-Directed Interaction (CDI) and a Parent-Directed Interaction (PDI), showed a mild decrease in symptoms of separation anxiety disorder (SAD); however, the SAD symptoms did not decrease to a nonclinical position after the PCIT intervention (Pincus et al., 2008). Given that children who received PCIT treatment demonstrated some positive benefits, but did not reach a nonclinical level for their symptoms of anxiety, the Bravery Directed Interaction (BDI) (Pincus, Eyberg, & Choate, 2005), an intervention phase aimed at addressing particular anxiety issues noted by parents, was integrated into PCIT and was successful in increasing the relevance of PCIT for young children with SAD by helping these children confront situations that had been avoided in the past (Pincus et al., 2008).
Child Strategies
Published in Elaine Kelman, Alison Nicholas, Palin Parent–Child Interaction Therapy for Early Childhood Stammering, 2020
Elaine Kelman, Alison Nicholas
To recap, Palin Parent–Child Interaction Therapy (Palin PCI) aims to help each child become a confident and competent communicator, whether or not they continue to stammer; to reduce the impact of stammering on the child and parents; to enhance the child’s fluency; and to increase the parents’ and the child’s knowledge about stammering and confidence to manage it. We include Interaction Strategies so that parents will increasingly use those interaction styles which are helpful for the child. We introduce Family Strategies to help parents to develop the child’s confidence, his ability to cope with his feelings, or any other relevant behaviour management or helpful family routines.
Language and academic outcomes of children with cochlear implants in an inclusive setting: Evidence from 18 years of data
Published in Cochlear Implants International, 2023
Sharlene M. Wilson Ottley, Meredith Ouellette, Nancy K. Mellon, Colleen Caverly, Christine M. Mitchell, Elizabeth Adams Costa
Within a relatively short period of time, a large number of children in our program who had received CIs demonstrated age-appropriate skills in core language, vocabulary, pragmatic language, and academic skills, whereas a number of children in other studies still demonstrated scores below the average range at four and six years post-implantation (Tobey et al. 2013). Our program provides a wide range of support for students and families across developmental domains. For example, given that improved outcomes have been observed when there is increased family engagement (Mellon et al., 2016), we provide a parent-infant program, parent/caregiver workshops, support and discussion groups as well as therapeutic interventions and instruction all designed to provide tools for families on how to promote development of language, social and behavioral skills. Additionally, the use of Parent–Child Interaction Therapy (PCIT), a behavioral intervention designed to improve and foster parent–child relationships and child development, has been successfully implemented with families of children with CIs in our program. Significant growth has been seen not only in prosocial behaviors, but language skills as well (See Adams et al., 2019).
Family Experiences and Feedback: An Examination of Attrition in Parent-Child Interaction Therapy
Published in Evidence-Based Practice in Child and Adolescent Mental Health, 2023
Brittany K. Liebsack, Amy D. Herschell, Jonathan A. Hart, David J. Kolko, Carrie B. Jackson
Parent-Child Interaction Therapy (PCIT; Eyberg & Funderburk, 2011; McNeil & Hembree-Kigin, 2010) is an evidence-based treatment for 2.5- to 7-year-olds experiencing disruptive behavior and their caregivers. PCIT has strong evidence to support its effectiveness in decreasing child behavior problems and enhancing the caregiver-child relationship so that caregivers can help support healthy emotional, social, and behavioral development in their preschoolers (Cooley et al., 2014). There are two phases of PCIT: 1) Child Directed Interaction (CDI), which focuses on improving the caregiver-child relationship and 2) Parent Directed Interaction (PDI), which focuses on improving child behavior through parental discipline techniques. To successfully complete PCIT, caregivers must reach goal criteria first in the CDI phase and then in the PDI phase. Completion of and even partial completion of PCIT has been associated with very large effect sizes in reducing child problem behavior (d = 1.65; Lieneman et al., 2019). However, not all families who participate in PCIT maximally benefit given relatively high rates of attrition of 33% to 69% (Werba et al., 2006).
An Effectiveness Trial of PCIT for Children with and without Autism Spectrum Disorder in a Private Practice Setting
Published in Evidence-Based Practice in Child and Adolescent Mental Health, 2022
Robin C. Han, Suzi Naguib, Christopher K. Owen, Lindsay R. Druskin, Kelsey R. Keen, Rachel Piper, Samantha N. Holbert, Sophia D. Shank, Erinn J. Victory, Cheryl B. McNeil
Parent–Child Interaction Therapy (PCIT) is an empirically supported treatment for young children that combines play therapy with behavioral parent training to reduce child problem behavior and increase compliance (Eyberg & Funderburk, 2011; McNeil & Hembree-Kigin, 2010). Although originally intended for children with conduct problems, PCIT has demonstrated effectiveness in treating a variety of clinical populations (Lieneman et al., 2019). Recently, there has been an increased interest in the use of PCIT with children on the autism spectrum, a clinical population that experiences high rates of comorbid disruptive behaviors (Bauminger et al., 2010). The majority of this research has been conducted in academic settings with university-based clinicians; however, further study is needed to examine the effectiveness of PCIT for children with ASD in real-world service settings.