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Parent–Child Interaction Therapy: current perspectives

Authors Lieneman CC, Brabson LA, Highlander A, Wallace NM, McNeil CB

Received 1 February 2017

Accepted for publication 26 April 2017

Published 20 July 2017 Volume 2017:10 Pages 239—256

DOI https://doi.org/10.2147/PRBM.S91200

Checked for plagiarism Yes

Review by Single-blind

Peer reviewer comments 3

Editor who approved publication: Professor Igor Elman


Corey C Lieneman, Laurel A Brabson, April Highlander, Nancy M Wallace, Cheryl B McNeil

Department of Psychology, West Virginia University, Morgantown, WV, USA

Abstract: Parent–Child Interaction Therapy (PCIT) is an empirically supported intervention originally developed to treat disruptive behavior problems in children between the ages of 2 and 7 years. Since its creation over 40 years ago, PCIT has been studied internationally with various populations and has been found to be an effective intervention for numerous behavioral and emotional issues. This article summarizes progress in the PCIT literature over the past decade (2006–2017) and outlines future directions for this important work. Recent PCIT research related to treatment effectiveness, treatment components, adaptations for specific populations (age groups, cultural groups, military families, individuals diagnosed with specific disorders, trauma survivors, and the hearing-impaired), format changes (group and home-based), teacher–child interaction training (TCIT), intensive PCIT (I-PCIT), treatment as prevention (for externalizing problems, child maltreatment, and developmental delays), and implementation are discussed.

Keywords: PCIT, adaptations, implementation, effectiveness

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