Parent-child interaction therapy with toddlers : improving attachment and emotion regulation

목차 (Table of Contents)

• CONTENTS
• Part Ⅰ Parent-Child Interaction Therapy with Toddlers : Theoretical Underpinnings, Empirical Background and Program Description
• 1 An Introduction to PCIT-T : Integrating Attachment and Behavioral Principles = 1
• PCIT-T Overview = 1
• The Incorporation of an Attachment Perspective = 4
• Attachment and Behaviorally Based Components of PCIT-T = 8
• “Getting in Early” : PCIT-T as an Early Intervention Program = 8
• References = 12
• 2 Core Elements and Treatment Goals of PCIT-T = 15
• Introduction = 15
• Philosophy of Coaching in PCIT-T = 15
• The PRIDE Skills = 18
• Labeled Praise = 18
• Reflection = 18
• Imitation = 19
• Description = 19
• Enjoyment = 20
• Mastery Criteria = 20
• The CARES Model = 21
• Come In = 22
• Assist Child = 22
• Reassure Child = 23
• Emotional Validation = 23
• Soothe = 24
• Under-Reaction and Redirection = 25
• Management of Aggressive and Destructive Behaviors = 25
• Parent-Directed Interaction-Toddler = 26
• Intervention Goals = 28
• References = 29
• 3 Setting the Empirical Stage : An Overview of Standard PCIT = 31
• Parent-Child Interaction Therapy : Overview = 31
• Parent-Child Interaction Therapy : Evidence Base = 33
• Parent-Child Interaction Therapy : Treatment Settings = 33
• Parent-Child Interaction Therapy : Treatment Populations = 34
• References = 37
• 4 The Application of PCIT to the Toddler Age Group = 41
• References = 44
• 5 Conceptualizing PCIT-T as an Emotion Regulation Treatment for Toddlers = 47
• 6 Behavioral Assessment in PCIT-T = 55
• Required Assessment Measures = 56
• The Devereux Early Childhood Assessment (DECA) = 56
• Brief Infant-Toddler Social Emotional Assessment (BITSEA) = 56
• Dyadic Parent-Child Interaction Coding System (DPICS) = 56
• Supplementary Assessment List = 57
• Ages and Stages Questionnaire (ASQ) = 57
• Parenting Stress Index-Short Form (PSI-SF) = 57
• Edinburgh Postnatal Depression Scale (EPDS) = 57
• Child Behavior Checklist (CBCL) = 58
• The Modified Checklist for Autism in Toddlers, Revised with Follow-Up (M-CHAT-R／F) = 58
• Initial Behavioral Assessment = 58
• Ongoing Behavioral Assessment = 59
• “Do” Skills = 60
• “Don’t” Skills = 63
• Discontinuing the Behavioral Assessment = 65
• Developmental Milestones = 65
• References = 72
• 7 Room Setup, Toy Selection, and Special Considerations = 73
• Room Setup = 73
• Toy Selections for Toddler-Aged Clients = 74
• Pretend Play Toys = 74
• Stacking, Drop, and Dump Toys = 74
• Motor Movement Play = 74
• Creative Play = 75
• Relaxing Play = 75
• Toy Selection = 76
• Special Considerations for the Toddler Age Group = 76
• Scheduling Appointment Times : Naps, Hunger, and Diaper Changing = 76
• Coaching During Transitions Between Caregivers = 78
• Teething, Illness, and Growth Spurts = 78
• Referrals to Other Providers = 79
• 8 Child-Directed Interaction-Toddler = 81
• “Do” Skills = 81
• Labeled Praise = 81
• Behavior Description = 83
• Reflection = 83
• Emotion Labeling and Emotion Coaching = 84
• “Don’t” Skills = 86
• Questions = 86
• Commands = 87
• Negative Talk／Critical Statements = 87
• Other Positive Skills = 88
• Enjoyment, Animation, and Enthusiasm = 88
• Physical Affection = 89
• Mutual Eye Contact = 90
• Play at Child’s Developmental Level = 90
• Imitation = 91
• CARES Skills = 92
• Come In = 92
• Assist = 94
• Reassure Child = 94
• Emotional Validation = 95
• Soothe = 95
• Redirection After CARES = 96
• Parallel Process of CARES = 96
• Behavior Management Skills = 97
• Skills of Under-Reaction and Redirection = 97
• Dangerous and Destructive Behaviors = 99
• Coaching Considerations During CDI-Toddlers = 101
• References = 105
• 9 Parent-Directed Interaction-Toddler = 107
• Parent-Directed Interaction-Toddler Overview = 107
• Guided Compliance Steps = 108
• Tell = 109
• Show = 109
• Try Again = 109
• Guide = 110
• Language Encouragement = 110
• PDI-T Mastery = 113
• Coaching Considerations During PDI-Toddler = 113
• References = 115
• 10 Conclusions = 117
• The Art and Heart of Coaching PCIT-Toddlers = 117
• Training Requirements for PCIT-Toddlers = 118
• PCIT-T Website = 119
• References = 119
• Part Ⅱ Parent-Child Interaction Therapy with Toddlers Clinical Manual : A Session-by-Session Guide
• 11 Treatment Overview and Implementation of the Current Protocol = 123
• 12 Pretreatment Interview and Assessment Session = 125
• Session Preparation Items = 126
• Session Goals = 126
• Session Outline = 126
• Integrity Checklist : PCIT-T Assessment Session = 131
• Handouts and Forms = 132
• Reference = 137
• 13 Child-Directed Interaction-Toddler Teach Session = 139
• Session Preparation Items = 140
• Session Goals = 140
• Session Outline = 141
• Integrity Checklist : CDI-Toddlers Teach Session = 160
• Handouts and forms = 162
• References = 177
• 14 Child-Directed Interaction Toddler Coach Session = 179
• Session Preparation Items = 180
• CDI-T Coaching Tips = 180
• Session Goals = 181
• Session Outline = 182
• Integrity Checklist : CDI-T Coach Session = 189
• Handouts and Forms = 191
• Transitional Visual Cue Card : Office to Playroom = 192
• Transitional Visual Cue Card : Playroom to Leaving Office = 193
• Reference = 199
• 15 Parent-Directed Interaction-Toddler Teach Session = 201
• Session Preparation Items = 202
• Session Goals = 202
• Session Outline = 202
• Integrity Checklist : PDI-T Teach Session = 213
• Handouts and Forms = 215
• References = 221
• 16 Parent-Directed Interaction-Toddler Coach Session = 223
• Session Preparation Items = 223
• PDI-T Coaching Tips = 224
• Session Goals = 225
• Session Outline = 225
• Integrity Checklist : PDI-T Coach Session = 232
• Handouts and Forms = 233
• Reference = 245
• 17 Life-Enhancement Situations Coach Session = 247
• Session Preparation Items = 247
• Session Goals = 248
• Session Outline = 248
• Sleep and Settling = 253
• Summary of Helpful Strategies for Sleep and Settling = 253
• Summary of Strategies to Avoid for Sleep and Settling = 254
• Applicable CDI-T Skills for Sleep and Settling = 254
• Applicable PDI-T Skills for Sleep and Settling = 255
• Developmental Guidance／Overriding Principles for Sleep and Settling = 255
• Feeding Time = 255
• Applicable CDI-T Skills for Feeding Time = 255
• Applicable PDI-T Skills for Feeding Time = 256
• Developmental Guidance／Overriding Principles for Feeding Time = 256
• Diaper Changing = 256
• Applicable CDI-T Skills for Diaper Changing = 256
• Applicable PDI-T Skills for Diaper Changing = 257
• Developmental Guidance／Overriding Principles for Diaper Changing = 257
• Transitioning into the Car Seat = 257
• Applicable CDI-T Skills for Transitioning into the Car Seat = 257
• Applicable PDI-T Skills for Transitioning into the Car Seat = 258
• Developmental GuidancerOverriding Principles for Transitioning into the Car Seat = 258
• Reading to Your Child = 258
• Applicable CDI-T Skills for Reading to Your Child = 258
• Applicable PDI-T Skills for Reading to Your Child = 258
• Developmental Guidance／Overriding Principles for Reading to Your Child = 258
• Public Outing = 259
• Applicable CDI-T Skills for Public Outing = 259
• Applicable PDI-T for Public Outing = 259
• Developmental Guidance／Overriding Principle for Public Outing = 259
• Public Behavior Bag Checklist (Table 17.2) = 260
• Integrity Checklist : PCIT-T Life-Enhancement Session = 261
• Handouts and Forms = 263
• References = 276
• 18 Graduation Session = 277
• Session Preparation Items = 277
• Session Goals = 278
• Session Outline = 278
• Integrity Checklist : PCIT-T Graduation Session = 283
• Handouts and Forms = 284
• Reference = 293
• Appendix A : Coaching Child Directed Interaction excerpt : McNeil, C.B., & Hembree-Kigin, T. (2010). Parent-Child Interaction Therapy : Second Edition (Chapter 5). New York : Springer = 295
• Appendix B : Understanding Your Child’s Behavior : Reading Your Child’s Cues from Birth to Age 2, Center on the Social and Emotional Foundations for Early Learning (CSEFEL) = 323
• Appendix C : Sleep Needs Guide for Infants 0 to 3 Years Old, Karitane = 329
• Appendix D : Teaching Your Child to Become Independent with Daily Routines, Center on the Social and Emotional Foundations for Early Learning (CSEFEL) = 335
• Appendix E : Responding to Your Child’s Bite, Center on the Social and Emotional Foundations for Early Learning (CSEFEL) = 341
• Appendix F : Making the Most of Playtime, Center on the Social and Emotional Foundations for Early Learning (CSEFEL) = 345
• Appendix G : Toddler Book Suggestions, Parents Magazine = 351
• Appendix H : Developmental Tip of the Day Cards = 353
• Appendix I : Additional Resources = 359
• Index = 361