phase one parents use positive reinforcement with acceptable behavior and they withdraw attention for negative behavior (McNeil et al., 2001).
During phase one parents are introduced to the acronym “PRIDE” (Praise, Reflection, Imitation, Description, and Enthusiasm) and encouraged to use the skills. With praise parents are meant to offer praise when a child demonstrates appropriate behavior. This helps encourage good behavior and helps the parent-child relationship. When using reflection, parents summarize and add to what the child says. This encourages communication and shows the child that the parent is listening and engaged. When the parent imitates they do what the child is doing. This offers approval to the child and encourages the child …show more content…
In phase two parents are directed to focus on creating structure and be consistent with discipline. Parents are coached during a play situation. During the play situation the parents must give directions to their child and offer the appropriate consequence for listening and not listening. The Parents are directed to give clear and precise instructions to their child and they must be consistent with the consequences for both compliance and noncompliance. When a child listens to the parent, the parent will offer specific praise and when a child disobeys, the parents will begin the timeout technique. The timeout technique is when the parent will warn the child and offer clear choices. If the child does not comply they will be sent to the timeout chair. Parents are given approaches for handling challenging situations outside of therapy and like phase one the parents are given homework to assist with skill development. (Parent-child interaction therapy with at-risk families, …show more content…
It was based around social learning theory and attachment theory. There is now support that parenting curriculums such as PCIT can fill a need in families that have had previous abuse offences. It has been found that PCIT can help prevent intervention from becoming necessary and helps prevent abuse and reoffending. Studies have found that the use of PCIT with high-risk child welfare populations has shown improvements in interaction patterns and in skill development. It has been found to decrease externalizing behavior in children and reduce stress and improve parenting skills in parents and caregivers (McNeil et al.,
During phase one parents are introduced to the acronym “PRIDE” (Praise, Reflection, Imitation, Description, and Enthusiasm) and encouraged to use the skills. With praise parents are meant to offer praise when a child demonstrates appropriate behavior. This helps encourage good behavior and helps the parent-child relationship. When using reflection, parents summarize and add to what the child says. This encourages communication and shows the child that the parent is listening and engaged. When the parent imitates they do what the child is doing. This offers approval to the child and encourages the child …show more content…
In phase two parents are directed to focus on creating structure and be consistent with discipline. Parents are coached during a play situation. During the play situation the parents must give directions to their child and offer the appropriate consequence for listening and not listening. The Parents are directed to give clear and precise instructions to their child and they must be consistent with the consequences for both compliance and noncompliance. When a child listens to the parent, the parent will offer specific praise and when a child disobeys, the parents will begin the timeout technique. The timeout technique is when the parent will warn the child and offer clear choices. If the child does not comply they will be sent to the timeout chair. Parents are given approaches for handling challenging situations outside of therapy and like phase one the parents are given homework to assist with skill development. (Parent-child interaction therapy with at-risk families, …show more content…
It was based around social learning theory and attachment theory. There is now support that parenting curriculums such as PCIT can fill a need in families that have had previous abuse offences. It has been found that PCIT can help prevent intervention from becoming necessary and helps prevent abuse and reoffending. Studies have found that the use of PCIT with high-risk child welfare populations has shown improvements in interaction patterns and in skill development. It has been found to decrease externalizing behavior in children and reduce stress and improve parenting skills in parents and caregivers (McNeil et al.,