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Campbell SM, Hawes T, Swan K, Thomas R, Zimmer-Gembeck MJ. Evidence-Based Treatment in Practice: PCIT Research on Addressing Individual Differences and Diversity Through the Lens of 20 Years of Service. Psychol Res Behav Manag 2023; 16:2599-2617. [PMID: 37465048 PMCID: PMC10350409 DOI: 10.2147/prbm.s360302] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Accepted: 07/07/2023] [Indexed: 07/20/2023] Open
Abstract
Parent-Child Interaction Therapy (PCIT) is an intensive parent support program for caregivers and their children who exhibit difficult-to-manage disruptive behaviors. After more than four decades of research supporting its efficacy for reducing children's disruptive behaviors and improving parent-child relationships, PCIT has become one of the most popular and widely disseminated parenting support programs in the world. The evidence for the efficacy of PCIT can be found in many reviews of randomized clinical trials and other rigorous studies. To add to those reviews, our aim was to provide practical guidance on how PCIT can be part of an evidence-based program for families that depends on practitioner expertise, as well as attention to families' diverse needs. To do this, we describe the evolution of PCIT as practiced in a university-community partnership that has continued for over 20 years, alongside a narrative description of selected and recent findings on PCIT and its use in specific client presentations across four themes. These themes include studies of 1) whether the standard manualized form of PCIT is efficacious across a selection of diverse family situations and child diagnoses, 2) the mechanisms of change that explain why some parents and some children might benefit more or less from PCIT, 3) whether treatment content modifications make PCIT more feasible to implement or acceptable to some families, at the same time as achieving the same or better outcomes, and 4) whether PCIT with structural modifications to the delivery, such as online or intensive delivery, yields similar outcomes as standard PCIT. Finally, we discuss how these directions in research have influenced research and practice, and end with a summary of how the growing attention on parent and child emotion regulation and parents' responses to (and coaching of) their children's emotions has become important to PCIT theory and our practice.
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Affiliation(s)
- Shawna M Campbell
- School of Applied Psychology, Griffith University, Gold Coast, QLD, Australia
| | - Tanya Hawes
- School of Applied Psychology, Griffith University, Gold Coast, QLD, Australia
| | - Kellie Swan
- School of Applied Psychology, Griffith University, Gold Coast, QLD, Australia
| | - Rae Thomas
- Tropical Australian Academic Health Centre, Townsville, QLD, Australia
- College of Medicine and Dentistry, James Cook University, Townsville, QLD, Australia
| | - Melanie J Zimmer-Gembeck
- School of Applied Psychology, Griffith University, Gold Coast, QLD, Australia
- Griffith Centre for Mental Health, Griffith University, Gold Coast, QLD, Australia
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2
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Coates EE, Hayes KR, de Heer R, McLeod A, Curtis L, Domitrovich CE, Biel MG. "It was Just Good to Have an Outlet for Other Parents to Talk to": Feasibility and Acceptability of Integrating Mental Health and Wellness Services into Predominantly Black Early Childhood Education Centers During the COVID-19 Pandemic. Child Psychiatry Hum Dev 2023:10.1007/s10578-023-01563-4. [PMID: 37395925 DOI: 10.1007/s10578-023-01563-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 06/15/2023] [Indexed: 07/04/2023]
Abstract
Racial disparities in mental health care access and quality are associated with higher levels of unmet need for Black parents and families, a population disproportionately affected by the COVID-19 pandemic. Integrating services within early childhood education centers may increase mental health care access for Black families with young children. The current study examined the feasibility, acceptability, and perceived impact of an integrated program offering mental health care for parents, children, and dyads during the pandemic. Black parents (N = 61) completed measures of program satisfaction and perceived benefits of participation, and 47 parents also participated in focus groups further assessing perceptions of the program. Results demonstrated high levels of satisfaction and perceived benefit of the program for parents and children. Themes generated through analysis included: social support, creating a safe space, prioritizing self-care, and sharing parenting strategies. Parents' feedback provides preliminary feasibility and acceptability for the integrated mental health program.
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Affiliation(s)
- Erica E Coates
- Department of Psychiatry, Georgetown University Medical Center, Washington, DC, USA.
- MedStar Georgetown University Hospital, 2115 Wisconsin Ave NW, Washington, DC, USA.
| | - Katherine R Hayes
- Department of Psychiatry, Georgetown University Medical Center, Washington, DC, USA
| | - Rebecca de Heer
- Department of Psychology, Georgetown University, Washington, DC, USA
| | - Alison McLeod
- Department of Psychology, Georgetown University, Washington, DC, USA
| | - Latisha Curtis
- Department of Psychiatry, Georgetown University Medical Center, Washington, DC, USA
| | - Celene E Domitrovich
- Department of Psychiatry, Georgetown University Medical Center, Washington, DC, USA
| | - Matthew G Biel
- Department of Psychiatry, Georgetown University Medical Center, Washington, DC, USA
- MedStar Georgetown University Hospital, 2115 Wisconsin Ave NW, Washington, DC, USA
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3
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Eiraldi R, Comly R, Goldstein J, Khanna MS, McCurdy BL, Rutherford LE, Henson K, Bevenour P, Francisco J, Jawad AF. Development of an Online Training Platform and Implementation Strategy for School-Based Mental Health Professionals in Rural Elementary Schools: A Mixed-Methods Study. SCHOOL MENTAL HEALTH 2023; 15:1-18. [PMID: 37359158 PMCID: PMC10069346 DOI: 10.1007/s12310-023-09582-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/23/2023] [Indexed: 04/05/2023]
Abstract
Children in rural settings are less likely to receive mental health services than their urban and suburban counterparts and even less likely to receive evidence-based care. Rural schools could address the need for mental health interventions by using evidence-based practices within a tiered system of supports such as positive behavioral interventions and supports. However, very few school professionals, with or without mental health training, have received training on evidence-based practices. Rural schools need implementation strategies focused on training to prepare school personnel for the implementation of interventions with fidelity. Little is known about training strategies that are feasible and appropriate for the rural school context. User-centered design is an appropriate framework for the development of training strategies for professionals in rural schools because of its participatory approach and the development of products that fit the context where they are going to be used. The purpose of the study was to develop and assess components of an online training platform and implementation strategy based on the user-centered design. Quantitative and qualitative data from 25 participants from an equal number of schools in rural areas of Pennsylvania were used in the study. A mixed-methods design utilizing complementary descriptive statistics and theme analyses indicated that the training platform and implementation strategy were perceived as highly acceptable, appropriate, feasible and usable by school professionals. The resulting training platform and implementation strategy will fill a void in the training literature in rural schools.
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Affiliation(s)
- Ricardo Eiraldi
- Roberts Center for Pediatric Research, Children’s Hospital of Philadelphia, Philadelphia, PA 19146-2305 USA
- Department of Pediatrics, University of Pennsylvania Perelman School of Medicine, Philadelphia, PA 19104 USA
| | - Rachel Comly
- Roberts Center for Pediatric Research, Children’s Hospital of Philadelphia, Philadelphia, PA 19146-2305 USA
| | - Jessica Goldstein
- Roberts Center for Pediatric Research, Children’s Hospital of Philadelphia, Philadelphia, PA 19146-2305 USA
| | | | - Barry L. McCurdy
- Philadelphia College of Osteopathic Medicine, Philadelphia, PA 19131 USA
| | | | - Kathryn Henson
- Roberts Center for Pediatric Research, Children’s Hospital of Philadelphia, Philadelphia, PA 19146-2305 USA
| | - Patrick Bevenour
- Roberts Center for Pediatric Research, Children’s Hospital of Philadelphia, Philadelphia, PA 19146-2305 USA
| | | | - Abbas F. Jawad
- Roberts Center for Pediatric Research, Children’s Hospital of Philadelphia, Philadelphia, PA 19146-2305 USA
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Flegge LG. Examining facilitators and barriers to evidence‐based professional practice by mental health providers in schools. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22783] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Lindsay G. Flegge
- Pain Rehabilitation Program Mary Free Bed Rehabilitation Hospital Grand Rapids Michigan USA
- Ball State University Teachers College Muncie Indiana USA
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Stoiber KC, Gettinger M, Bella ZA, Monahan KL. An Examination of Training in Ecological-Positive Support Consultation. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2022. [DOI: 10.1080/10474412.2022.2100401] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Affiliation(s)
- Karen Callan Stoiber
- Department of Educational Psychology, University of Wisconsin-Milwaukee, Milwaukee, WI, U. S. A
| | - Maribeth Gettinger
- Department of Educational Psychology, University of Wisconsin-Madison, Madison, WI, U. S. A
| | - Zachary A. Bella
- Department of Educational Psychology, University of Wisconsin-Milwaukee, Milwaukee, WI, U. S. A
| | - K. Leigh Monahan
- Department of Educational Psychology, University of Wisconsin-Milwaukee, Milwaukee, WI, U. S. A
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Fava DC, Andretta I, Marin AH. Eficácia Docente e Dificuldades Emocionais/Comportamentais Infantis: Resultados do Programa FAVA. PSICOLOGIA: TEORIA E PESQUISA 2022. [DOI: 10.1590/0102.3772e38317.pt] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022] Open
Abstract
Resumo Este estudo quase-experimental avaliou os resultados do programa FAcilitando o conVívio com Alunos - FAVA, destinado a professores do ensino fundamental I, visando a promoção da eficácia docente e a redução de problemas emocionais/comportamentais infantis, aferidos pela Escala de Avaliação das Crenças de Eficácia do Professor e pelo Questionário de Capacidades e Dificuldades, respectivamente. O FAVA contemplou a psicoeducação sobre o modelo cognitivo, o desenvolvimento socioemocional e a modificação de comportamentos. Comparação entre os grupos experimentais (GE1, que recebeu intervenção completa, e GE2, sem o modelo cognitivo) e o grupo de comparação evidenciou a promoção da eficácia pessoal docente (GE2) e a redução da percepção das dificuldades emocionais/comportamentais infantis (GE1). Ressalta-se a contribuição do modelo cognitivo e da aprendizagem socioemocional em intervenções com professores.
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Affiliation(s)
- Débora Cristina Fava
- Universidade do Vale do Rio dos Sinos, Brasil; ELO Psicologia e Desenvolvimento, Brasil
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Shernoff ES, Frazier SL, Lisetti C, Delmarre A, Bibi Z, Gabbard J. Supporting the Implementation of Evidence-Based Behavior Management Practices through Simulation: A Mixed Method Study. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2021. [DOI: 10.1080/10474412.2021.1875840] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Impala T, Burn K, Kazantzis N. To what extent are cognitive behaviour therapy competencies incorporated into clinical psychology training? A national survey of Australian universities. AUSTRALIAN PSYCHOLOGIST 2020. [DOI: 10.1111/ap.12398] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Tara Impala
- Cognitive Behaviour Therapy Research Unit, School of Psychological Sciences, Monash Institute of Cognitive and Clinical Neurosciences, Monash University, Melbourne, Victoria, Australia
| | - Kim Burn
- The Psychology School, LaTrobe University, Melbourne, Victoria, Australia
| | - Nikolaos Kazantzis
- Cognitive Behaviour Therapy Research Unit, School of Psychological Sciences, Monash Institute of Cognitive and Clinical Neurosciences, Monash University, Melbourne, Victoria, Australia
- The Psychology School, LaTrobe University, Melbourne, Victoria, Australia
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