Training and Supervision Around the World
- 593 Downloads
Increasingly, evidence supports the utility of using parent–child interaction therapy (PCIT) to address childhood disorders in a number of populations. To increase the reach of PCIT to a greater number of families and insure the faithful application of PCIT with clients, effective dissemination efforts must also be investigated. This chapter describes the PCIT International training model and investigates the extant international research on PCIT training and supervision. Attention is paid to how training and training materials have been adapted for audiences outside the United States, although many studies have not fully described the training process used. The chapter also attempts to translate the current research findings into specific guidance in how trainers can address organizational (e.g., lack of agency support) and trainee (e.g., aversion to manualized treatments) barriers and increase trainee fidelity to the PCIT model. For example, it may be useful for trainers to have open discussions of trainees’ personal views of the treatment, provide information on how PCIT can be applied to meet the unique needs of each family, work extensively with agency administrators to prepare the organization for implementing PCIT, and continue to follow-up on these issues throughout the supervision process. The chapter also describes how components of the PCIT model, such as an emphasis on in vivo practice and feedback and the integration of assessment, can be applied to the training process. Finally, a case scenario is provided to explicate how these suggestions can be used to meet the needs of specific trainees.
KeywordsPCIT training PCIT supervision Dissemination International training Cultural adaptations
Dr. Rosaura E. Orengo-Aguayo’s contributions to this article were partially supported by an Institutional Training Grant (T32) from the National Institute of Mental Health (Grant No. T32MH18869).
- Baumann, A. A., Powell, B. J., Kohl, P. L., Tabak, R. G., Penalba, V., Proctor, E. K., … Cabassa, L. J. (2015). Cultural adaptation and implementation of evidence-based parent-training: A systematic review and critique of guiding evidence. Children and Youth Services Review, 53, 113–120.CrossRefGoogle Scholar
- Comer, J. S., Chow, C., Chan, P. T., Cooper-Vince, C., & Wilson, L. A. S. (2013). Psychosocial treatment efficacy for disruptive behavior problems in very young children: A meta-analytic examination. Journal of the American Academy of Child & Adolescent Psychiatry, 52(1), 26–36.CrossRefGoogle Scholar
- Eyberg, S., & Funderburk, B. (2011). Parent-Child Interaction Therapy Protocol. Gainesville, FL: PCIT International. Google Scholar
- Fixen, D.L., Naoom, S.F., Blasé, K.A., Friedman, R.M., & Walace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network.Google Scholar
- Herschell, A. D., Mcneil, C. B., Urquiza, A. J., Mcgrath, J. M., Zebell, N. M., Timmer, S. G., & Porter, A. (2009). Evaluation of a treatment manual and workshops for disseminating, parent-child interaction therapy. Administration and Policy in Mental Health and Mental Health Services Research, 36(1), 63–81.CrossRefGoogle Scholar
- PCIT International. (2013). Training requirements for certification as a PCIT therapist [Web document]. Retrieved from http://www.pcit.org/uploads/6/3/6/1/63612365/therapist_-_pcit_certification_training_requirements_final_03-02-13.pdf.
- Segre, L. S., McCabe, J. E., Stasik, S. M., O'Hara, M. W., & Arndt, S. (2012). Implementation of an evidence-based depression treatment into social service settings: The relative importance of acceptability and contextual factors. Administration and Policy in Mental Health and Mental Health Services Research, 39(3), 180–186.CrossRefGoogle Scholar
- Southam-Gerow, M., Marder, A. M., & Austin, A. A. (2008). Dissemination of evidence-based manualized treatments for children and families in practice settings. In R. G. Steele, T. D. Elkin, & M. C. Roberts (Eds.), Handbook of evidence-based therapies for children and adolescents: Bridging science and practice; handbook of evidence-based therapies for children and adolescents: Bridging science and practice (pp. 447–469). New York, NY: Springer Science + Business Media Chapter x, 585 pages.CrossRefGoogle Scholar
- Staudt, M., & Williams-Hayes, M. (2011). A state survey of child advocacy center therapists’ attitudes toward treatment manuals and evidence-based practice. Journal of Child Sexual Abuse: Research, Treatment, & Program Innovations for Victims, Survivors, & Offenders, 20(1), 1–13.CrossRefGoogle Scholar