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Building effective parenting skills through PCIT interventions Workshop format: Pre-recording Leslie Santana LMFT #111270 M.S. Lsantana.ip@soultenders.com Instructional level: Introductory Workshop description: This workshop will cover assessment, treatment planning, and intervention for families with behavioral concerns. In utilizing the PCIT framework, the course will discuss how child behaviors arise through tears in parent-child relationship.  In addressing the impairments in the parent-child interaction, the therapist can then support the parent in redeveloping a new parent-child relationship with the use of effective parenting skills. Workshop outline (3 CEUS):  

  1. Introduction
    1. Working with parents
      1. The interaction is the relationship
      2. Communication is the client
      3. Therapist's role
  2.  Assessment
    1. Domain of child behaviors
      1. Assisting parents in identifying the problematic behaviors
        1. Which behaviors do they want to change vs which behaviors are not an issue
        2. Identifying and distinguishing between internalized and externalized behaviors
      2. Discipline techniques used
        1. Do they work?
        2. Success rate?
        3. Are they easy to use?
        4. Are they safe?
        5. Where did parent learn technique?
        6. How does child respond?
        7. How does parent feel about technique?
      3. Parent traits
        1. Characteristics that affect the parent-child relationship
          1. Triggers
          2. Dynamic with other parent
          3. How does parent cope during distress?
          4. History of trauma and upbringing
          5. Level of energy
          6. Quality of support system
          7. Finances
          8. Mental health
          9. Any grief related to child? Child dxs?
        2. Child traits
          1. What the child is bringing into the parent-child relationship
            1. Diagnoses
            2. Developmental stage
            3. School functioning
            4. Relationship with other parent (How does child respond differently to each parent?)
            5. Relationship with friends, teacher, colleagues, family members
            6. Other caregivers
            7. How is child in other areas of functioning? (I.e. Eating and sleeping)
            8. Exposure to trauma
            9. Prenatal and Perinatal history
  3. Treatment planning
    1. Collaborative process
    2. Developing positive goals
    3. Parent focused
    4. Questions to consider
      1. Would opposite behavior of presenting symptoms provide resolutions for the parent?
      2. Is goal realistic and developmentally appropriate?
      3. Can parent identify changes in behavior?
    5. Strategies to achieve goals
  4. Two-part process
    1. Repairing the parent-child interaction
    2. Establishing and implementing new discipline approach
  5. Repairing the parent- child interaction
    1. Relationship enhancement with PRIDE skills
    2. Praise, reflect, Imitate, describe, Enjoy
    3. When; then statements
  6. Implementing new discipline skills
    1. Time out, active ignoring, removal of privileges, two choice time out/removal of privileges
    2. Avoiding punishment as a form of discipline
  7. Trauma and parenting
  8. Diversity and PCIT
  9. Conclusion

Learning outcomes

  1. Identify the two-part process in counseling parents
  2. Define and describe the PRIDE skills in relationship enhancement
  3. List three skills to provide to parents as an alternative to punishment
  4. Identify parent and child traits in the assessment processF
  5. Assist clients in utilizing when-then statements to target a behavior

Bibliography McInnis, P., Kohlhoff, J., & Eapen, V. (2020). Real-world Outcomes of PCIT for Children at Risk of Autism or Developmental Delay. Journal of Child & Family Studies, 29(6), 1701–1711. https://doi.org/10.1007/s10826-020-1699-0 Hoyniak, C. P., Whalen, D. J., Barch, D., & Luby, J. L. (2021). Sleep problems in preschool-onset major depressive disorder: the effect of treatment with parent–child interaction therapy-emotion development. European Child & Adolescent Psychiatry, 30(9), 1463–1474. https://doi.org/10.1007/s00787-020-01641-1 Rothenberg, W. A., Weinstein, A., Dandes, E. A., & Jent, J. F. (2019). Improving Child Emotion Regulation: Effects of Parent-Child Interaction-therapy and Emotion Socialization Strategies. Journal of Child & Family Studies, 28(3), 720–731. https://doi.org/10.1007/s10826-018-1302-2 Ramos, G., Blizzard, A. M., Barroso, N. E., & Bagner, D. M. (2018). Parent Training and Skill Acquisition and Utilization Among Spanish- and English-Speaking Latino Families. Journal of Child & Family Studies, 27(1), 268–279. https://doi.org/10.1007/s10826-017-0881-7 Woodfield, M. J., & Cartwright, C. (2020). Parent-Child Interaction Therapy from the Parents’ Perspective. Journal of Child & Family Studies, 29(3), 632–647. https://doi.org/10.1007/s10826-019-01611-5 Biographical sketch Leslie Santana received her Bachelor's of Arts in Psychology California State University, San Bernardino and received a Master's of Science degree in Psychology at California Polytechnic University, Pomona. She is currently a licensed Marriage and Family Therapist in the state of California. Leslie completed her traineeship at Bienvenidos Hillsides Family Center where she worked with underprivileged children and families. She successfully completed her training as a Parent-Child Interaction Therapist and has continued to work with families. Leslie currently works for Soultenders as a licensed clinician where she provided remote counseling with individuals and families.

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