Parent Child Interaction Therapy (PCIT)

Parent Child Interaction Therapy (PCIT) is an evidence-based intervention for families with disruptive children. Based on attachment theory and social learning theory, the PCIT modality views problems as a result of mutual interactions between parents and children resulting in a desire for control of actions (Zisser & Eyberg, 2010). In an effort to correct these maladaptive interactions, PCIT theorists understand change as occurring as a result of a modification in the parent’s behavior and ultimately through the adoption of an Authoritative parenting style (Zisser & Eyberg, 2010). Through a review of treatment components, theoretical background, and the literature behind PCIT, this family based intervention will be explored and the clinical

The average length of the intervention is 15 sessions and it is divided into two therapeutic stages. In each phase, parents first meet with the therapist for a teaching session where they are given specific communication skills. Following this, parents and child then engage in the coaching portion of each phase through in vivo feedback on their implementation of the skills through child play. Additionally, in between sessions, parents are asked to practice the skills they have been taught with their child at home. The first phase, referred to as Child Directed Interaction (Zisser & Eyberg, 2010), involves the parent taking the lead of their child and during this time, parents utilize skills such as labeling praises, reflecting the child, and describing the behaviors of the child (Zisser & Eyberg, 2010). Once a parent has mastered a certain criteria set of these skills, the child and the parent move on to the Parent Directed Interaction (PDI) phase. In this phase, the parental task is to decrease noncompliance and decrease behaviors that are not appropriate (Zisser & Eyberg, 2010). Contrary to the CDI phase, instead of completely taking the lead of the child, parents are taught ways to give directions and consequences to their child. Effective communication in this phase is characterized by a list of rules, which include but are not limited to, giving commands respectfully and making commands direct rather than indirect (Zisser & Eyberg, 2010). Specific components of the PDI phase include “the warning”, “the chair”, and “the room.” This is a 3-tiered time-out procedure that is utilized if a child does not comply with the direction of the parent. Unique to this modality, is the use of parent-child play therapy, as oppose to therapist-child play therapy, and the use of in vivo feedback. Additionally, it