Clinical Handbook of Advancements in Parent-Child Interaction Therapy

Ashley Tempel Scudder, Ph.D., is a research scientist at the Partnerships in Prevention Sciences Institute at Iowa State University. She is a licensed clinical psychologist and a PCIT International-certified regional trainer who lives outside of Philadelphia. Her clinical and research interests are focused on increasing access to evidence-based treatments, such as PCIT for children in the communities in which they live. Her current research explores adapting and testing PCIT with novel populations and settings, fostering community-resilience through a sustainable, multicomponent delivery model of PCIT and TCIT in rural communities, and developing and testing effectiveness of clinician training and implementation approaches. She has been providing training and clinical consultation to community based PCIT clinicians for the past 10 years and has now trained more than 300 hundred PCIT clinicians across the US. Dr. Scudder currently serves on the PCIT International Task Force on Policy and Advocacy.Toni Hembree-Kigin, Ph.D., is a consultant and independent practitioner with Early Childhood Mental Health Services in Chandler, Arizona. Dr. Hembree-Kigin specializes in the treatment of young children with emotional dysregulation and disruptive behavior problems. Before entering independent practice, she was on the Clinical Child Psychology faculty of the University of Alabama where she co-directed the Child and Family Research Clinic. Dr. Hembree-Kigin is the co-author of Parent Child Interaction Therapy, First and Second Editions, Mental Health Interventions for Preschool Children, and Short-Term Play Therapy for Disruptive Children.Cheryl B. McNeil, Ph.D., is a Professor in the Department of Psychiatry at the University of Florida, after a 28-year career at West Virginia University. Dr. McNeil obtained her Ph.D. in the Department of Clinical and Health Psychology at UF under the mentorship of Dr. Sheila Eyberg  and is excited to be conducting research at her alma mater.Dr. McNeil has co-authored many books (e.g., Parent-Child Interaction Therapy, Second Edition, PCIT-Toddler, Time-out in Child Behavior Management, Handbook of PCIT for Children with ASD, Short-Term Play Therapy for Disruptive Children), a continuing education package (Working with Oppositional Defiant Disorder in Children), a classroom management program (The Tough Class Discipline Kit), and a Psychotherapy DVD for the American Psychological Association (Parent-Child Interaction Therapy). She has published approximately 200 research articles and chapters examining the efficacy of Parent-Child Interaction Therapy and Teacher-Child Interaction Training across a variety of settings and populations. Dr. McNeil is a Global Trainer for PCIT International and has disseminated PCIT to agencies and therapists in many states and countries.

• Preface.- Part 1. Updated Fundamentals of Parent-Child Interaction Therapy.- Chapter 1. Clinical and Theoretical Foundations of PCIT.- Chapter 2. A Research Update on the Scientific Basis of PCIT.- Chapter 3. Intake Assessment Session: Gathering Initial Data and Engaging Caregivers.- Chapter 4. Child-Directed Interaction (CDI) Teach Session: Explaining Relationship-Enhancement Skills to Caregivers.- Chapter 5. A Guide for Parents on How to Do Child-Directed Interaction.- Chapter 6. CDI Coaching Sessions for Shaping Caregivers’ Skills with Immediate Feedback.- Chapter 7. Parent-Directed Interaction (PDI) Teach Session: Teaching Limit-Setting and Discipline to Caregivers.- Chapter 8. A Guide for Parents on How to Do PDI.- Chapter 9. Coaching and Supporting Parents Through Discipline Procedures.- Chapter 10. Rolling Out and Systematically Expanding PDI into Family Life.- Chapter 11. How to Become a PCIT Clinician.- Part 2. Case Illustrations of Clinical Advancements with Specific Populations.- Chapter 12. PCIT-Toddler.- Chapter 13. PCIT-Toddler Prevention Groups.- Chapter 14. Older Children and PCIT.- Chapter 15. Disrupted Families: Children in Foster and Kinship Placements.- Chapter 16. Motivational Interviewing, Engagement, and Values-Based Parenting.- Chapter 17. Autism Spectrum Disorders and PCIT.- Chapter 18. Generalized Anxiety Disorder and Phobias and PCIT.- Chapter 19. Separation Anxiety and PCIT.- Chapter 20. Obsessive-Compulsive Disorder and PCIT.- Chapter 21. Selective Mutism and PCIT.- Chapter 22. Attention Deficit Hyperactivity Disorder (ADHD) and PCIT.- Chapter 23. Child Obesity and PCIT.- Chapter 24. Extremely Aggressive and Explosive Children and PCIT.- Chapter 25. Problematic Sexual Behavior and PCIT.- Chapter 26. Trauma and PCIT.- Chapter 27. Depression and PCIT.- Chapter 28. Callous and Unemotional Affect and PCIT.- Chapter 29. Family Conflict and PCIT.- Chapter 30. Children Living Away from Caregivers and PCIT.-Chapter 31. Siblings and PCIT.- Chapter 32. Individualizing PCIT Treatment for Diverse, Multiple, and Ethnic Families.- Chapter 33. Black Families and PCIT.- Chapter 34. Latino Families and PCIT.- Chapter 35. American Indian Families and PCIT.- Chapter 36. PCIT Around the World.- Chapter 37. PCIT in Scandinavia.- Chapter 38. PCIT in Korea.- Chapter 39. PCIT in Japan.- Chapter 40. PCIT in Turkey.- Chapter 41. PCIT in New Zealand.- Chapter 42. Dyadic Emotion Coding System (DECS) and PCIT.- Chapter 43. Coding-the-Coach System.- Chapter 44. Teacher-Child Interaction Therapy (TCIT) for Preschool Classrooms.- Chapter 45. Fostering Community Resilience Zones in Rural Elementary Schools Using PCIT and TCIT as Components of a Multicomponent Community Intervention.- Chapter 46. PCIT-I/Telehealth.- Chapter 47. PCIT In Special Settings.- Chapter 48. DCIT.- Chapter 49. Developing a PCIT Program at the Agency Level.- Chapter 50. PCIT Case Documentation and Medical Records.- Chapter 51. Creative Solutions: Overcoming Technology and Space Challenges.

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