About this course

Learning Objectives

• Identify common caregiver concerns and connect them to PCIT timepoints.
• Discuss strategies for incorporating various frameworks (collaborative treatment planning, parental emotion regulation and self-care, motivational interviewing) into separate parenting sessions to address common concerns (parental burnout, weak therapeutic alliance, trauma history).
• Explain the three pathways that improve the therapeutic alliance (Wampold & Fluckiger, 2023).

Learning Levels

• All Levels

Target Audience

Course Instructor(s)

• 

  Elana Abelson, PhD

  Postdoctoral Fellow

  Elana Abelson, PhD (she/her/hers), is a postdoctoral fellow in Child and Adolescent Clinical Psychology at the Indiana University School of Medicine. She received her PhD from the University of Cincinnati and completed her doctoral internship at the Indiana University School of Medicine on the child/pediatric track. Currently, she works with youth and families to address concerns related to trauma, anxiety, mood, and disruptive behaviors and provides evidenced-based mental health care to adults with trauma histories. She is pursuing certification in Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) and Parent-Child Interaction Therapy (PCIT) and plans to specialize in early childhood and perinatal psychology.

• 

  Joshua Masse, Ph.D

  Associate Professor, Director of Young Child Services

  Dr. Joshua Masse is the Director of Parent-Child Interaction Therapy (PCIT) and Young Child Services at the Boston Child Study Center. He is one of twenty global trainers certified by PCIT International and served as the Chair of the Policy and Advocacy Task Force for PCIT-I for several years. He is licensed as a clinical psychologist in both Massachusetts and Rhode Island and is an Associate Professor of Psychology and the Director of Clinical Training at the University of Massachusetts Dartmouth. Dr. Masse’s clinical and research interests lie broadly in examining the effectiveness of evidence-based treatments for young children from diverse backgrounds with a wide range of challenging behaviors. In addition, his work focuses on the effectiveness of dissemination and implementation of evidence-based practices in community-based settings.

• Melissa Hord, PhD, HSPP

  Melissa Hord, PhD, HSPP, has specialized in working with children with disruptive behavior problems for over 12 years. Prior to that her training and experience included ages across the lifespan. That experience has helped guide her while working with caregivers and their families. Dr. Hord is certified in Parent-Child Interaction Therapy and is a Within-House Agency Trainer for PCIT. Dr. Hord considers herself a behaviorist and enjoys the challenge of learning the underlying meaning behind behavior so that those needs can be addressed in a positive, consistent manner. It is truly a rewarding experience to see children who have been kicked out of multiple daycare programs turn into good listeners. One of the reasons that Dr. Hord loves working with caregivers is that the entire family ends up receiving the treatment that is offered.

• Genevieve Garrett, LCSW, MPH

  Genevieve Garrett is a Licensed Certified Social Worker (LCSW) who provides parenting guidance and behavioral therapy at the University of Mississippi Medical Center's Center for Advancement of Youth (CAY Clinic). She is also the supervising social worker for MS Thrive Child Development Grant, a PCIT Within-Agency Trainer, and owner of Peace of Mind Counseling and Consultation. Genevieve received her Bachelor of Arts from the University of Southern Mississippi and her Master of Social Work and Master of Public Health from New Mexico State University. She served in both AmeriCorps and the PeaceCorps and has worked with children in Mississippi, New Mexico, Bangladesh, and Bulgaria. She lives at home in Florence, MS with her husband, thirteen-year-old son, ten-year-old daughter, Chihuahua named Tallulah, and their fish Chicken Law.

References

• Bagner, D. M., & Graziano, P. A. (2013). Barriers to success in parent training for young children with developmental delay: The role of cumulative risk. Behavior modification, 37(3), 356-377. https://doi.org/10.1177/0145445512465307
• Gross, D., Belcher, H. M., Budhathoki, C., Ofonedu, M. E., & Uveges, M. K. (2018). Does parent training format affect treatment engagement? A randomized study of families at social risk. Journal of Child and Family Studies, 27(5), 1579-1593. https://doi.org/10.1007/s10826-017-0984-1
• Nathanson, E. W., Rispoli, K. M., Piper, R., & Naguib, S. (2023). Predictors of parent engagement in community-based parent–child interaction therapy: a brief report. Journal of Early Intervention, 45(1), 83-97. https://doi.org/10.1177/10538151211057553
• Ufford, A., Wigod, T., Shen, J., Miller, A., & McGinn, L. (2022). A qualitative analysis of attrition in parent–child interaction therapy. International journal of environmental research and public health, 19(21), 14341. https://doi.org/10.3390/ijerph192114341
• Wampold, B. E., & Flückiger, C. (2023). The alliance in mental health care: conceptualization, evidence and clinical applications. World Psychiatry, 22(1), 25-41. https://doi-org.proxy.ulib.uits.iu.edu/10.1002/wps.21035
• Werba, B. E., Eyberg, S. M., Boggs, S. R., & Algina, J. (2006). Predicting outcome in parent-child interaction therapy: Success and attrition. Behavior modification, 30(5), 618-646. https://doi.org/10.1177/0145445504272977
• Yeh, M., Zerr, A., & McCabe, K. (2022). Personalizing PCIT for culturally diverse families: Outcomes from a pilot trial utilizing the PersIn framework. Behaviour Research and Therapy, 159, 104204. https://doi.org/10.1016/j.brat.2022.104204
• Zerr, A., McCabe, K., Zhang, D., & Yeh, M. (2024). Parent Explanatory Model Personalization as a Method of Reducing Risk for Poor Engagement and Outcomes in PCIT among Culturally Diverse Families. Journal of Clinical Medicine, 13(12), 3541. https://doi.org/10.3390/jcm13123541