Parent-Child Interaction Therapy Analysis

Introduction and why you selected the model
Parent-Child Interaction Therapy (PCIT) is a therapy treatment that has two phases. According to the article “Parent-child interaction therapy: Can a manualized treatment be functional”, these phases help parents and caregivers develop and work on particular skills. The skills are taught to all clients that enter the program. I chose PCIT because I was interested in learning more about it. I am interesting in family centered social work fields and this therapy approach struck me as interesting (McNeil, Filcheck, Greco, Ware, & Bernard, 2001).
History of the development of the model Parent Child Interaction Therapy was originally designed to help decrease externalizing behavior problems in children.
It helps by teaching foster parents behavioral management skills which improves the relationship between foster parents and foster children. Foster parents also report less stress after PCIT and report being very happy with the program. Once the skills are taught to foster parents they can use the skills on future foster children that come into their homes (Parent-child interaction therapy with at-risk families, 2013).
Population the model is intended for (ages, gender, problem area, settings)
The population that Parent-Child Interaction Therapy is intended for is abused and at-risk children ages 2½ to 12 and their biological or foster caregivers. During PCIT, therapists coach parents while they interact with their children. It focuses on decreasing externalizing child behavior problems and increasing child social skills and cooperation, and improving the parent-child attachment relationship (The California Evidence-Based Clearinghouse, 2015).
The strategies and methods used (be specific and make clear what the practitioner actually does when they use this model of
During the session the therapist gains vital information by doing a behavioral assessment. The information that the therapist will obtain contains, a report by the parent of the child’s behavior, the parent’s report of their own stress, report by teachers of the child’s behavior, and finally any behavioral observations of interactions. The therapist will continue to collect additional data during treatment. The therapist will collect observational data during each of the treatment sessions. This will help them monitor the progress of the clients. Once collected they share the observations with the parents in order to offer feedback on their skills. If the data shows that the parents are having trouble with a certain skills, the therapist can focus on the skills that the parents need the most help with during coaching (McNeil et al.,