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Evaluation ViewAttendees 4

Half Day Institute - Ticketed

Child / Adolescent - Externalizing

Session: Parent-Child Interaction Therapy Adapted for Older Children (ages 7 to 10 years)

Institute 5 - Parent-child Interaction Therapy Adapted for Older Children (ages 7 to 10 Years)

Thursday, November 16, 2023
8:30 AM – 1:30 PM PST
Location: 405 (Kachess), Level 4
Earn 5 Credit
Ticketed Session
Keywords: Child, Parent Training, Externalizing
Level of Familiarity: Moderate
Recommended Readings: Gibson, K., Motzenbecker, T., Harvey, C., Han, R. C., & McNeil, C. B. (2021). Parent-Child Interaction Therapy (PCIT) Adapted for Older Children: A Research Development Manual. Seattle, WA: Kindle Direct Publishing.,   Briegel W. Tailoring Parent-Child Interaction Therapy (PCIT) for Older Children: A Case Study. Z Kinder Jugendpsychiatr Psychother. 2018 Jul;46(4):298-304. doi: 10.1024/1422-4917/a000536. Epub 2017 Aug 15. PMID: 28809509.,   Lieneman, C. & McNeil, C. B. (2023). Time-Out for Child Behavior Management. Göttingen, Germany: Hogrefe.,   McNeil, C. B., & Hembree-Kigin, T. (2010). Parent-Child Interaction Therapy: Second Edition. New York: Springer,   Jocelyn O. Stokes, Ashley Scudder, Amanda H. Costello & Cheryl B. McNeil (2017) Parent–Child Interaction Therapy with an Eight-Year-Old Child: A Case Study, Evidence-Based Practice in Child and Adolescent Mental Health, 2:1, 1-11, DOI: 10.1080/23794925.2016.1268938
This workshop describes an adaptation of Parent Child Interaction Therapy (PCIT) for older children between the ages of 7 and 10 years. This program involves live coaching of caregivers while they interact with their school-aged children. An overview of the research, conceptual framework, and procedures will be provided with particular emphasis on ways that the older child protocol deviates from standard PCIT. Participants will learn the adapted goal criteria for Child-Directed Interaction, developmentally appropriate activities for coaching sessions, the hands-off time-out procedures in adapted Parent-Directed Interaction (e.g., “big ignore,” time-out acceptance chart, suspension of privilege), strategies for engaging the child through individual therapy, and techniques for encouraging emotion regulation in the caregiver and child. Videos, experiential exercises, and a case example will be used to illustrate the use of the skills.

Outline:
I. Introduction
A. Welcome and Introductions
B. Workshop objectives and agenda overview
II. Framework of PCIT
A. Brief overview of standard PCIT
B. Brief overview of standard PCIT literature
III. Adapting PCIT for Older Children
A. Rationale for adapting PCIT for older children (ages 7-10)
B. Findings from the literature on PCIT for older children
IV. Adaptations to CDI
A. Overview of similarities between standard PCIT CDI and CDI for older children
B. Child check-ins in CDI
1. Rationale for individual check-ins
2. Topics to cover during individual check-ins
C. Recommended toys
D. Special time
E. PRIDE skills and goal criteria
1. Experiential exercise: Meeting goal criteria (7-7-7)
2. Experiential exercise: Coding
V. Adaptations to PDI
A. Overview of similarities between standard PCIT CDI and CDI for older children
B. Child check-ins in PDI
C. Three PDI modules
1. Command training
a) Big ignore
b) Experiential exercise: big ignore for child misbehavior
c) Experiential exercise: coaching big ignore
2. Time-out acceptance chart
a) Rationale and explanation of chart
b) Experiential exercise: Role play use of time-out acceptance chart
c) Explaining rewards to the child
d) Experiential exercise: Coding or coaching time-out acceptance chart
e) House rules
3. Time-out with suspension of privileges
a) Rationale and explanation of suspension of privileges
b) Experiential exercise: Coding or coaching time-out acceptance chart
c) Swoop and go for refusal in session
d) Sibling and public behavior sessions
D. Progression through treatment with the PDI staircase
VI. Case example and skill demonstration
A. Case example highlighting a family’s progression through PCIT for older children with video demonstrations
VII. Summary and Conclusion
A. Summary of key concepts and skills covered in the workshop
B. Q&A session

Learning Objectives:

At the end of the session, the learner will be able to:
  • Explain the rationale for adapting PCIT for working with older children.
  • Explain the differences between standard PCIT and PCIT for Older Children with respect to working individually with the child each session to promote engagement.
  • Explain the goal criteria for Child-Directed Interaction with older children.
  • Articulate the three phases of Parent-Directed Interaction that promote hands-off discipline procedures with older children.
  • Develop skills for working individually with children and adapting the coaching of parent-child interactions when working with Older Children.
  • Use skills from the Older Child Protocol when conducting parent training with 7- to 10-year-old children.
  • Identify at least 3 ways to make PCIT developmentally appropriate for 7- to 10-year-old children.
  • Long Term Goals: Competency in teaching and coaching of skills used to strengthen the relationships between caregivers and their children ages 7-10 years.
  • Long Term Goals: Competency in teaching and coaching of skills used to improve disruptive behaviors in children aged 7-10 years.