Textbook Notes (362,797)
Canada (158,054)
York University (12,350)
Psychology (3,541)
PSYC 4030 (13)
Chapter 4

PCIT Chapter 4.docx

6 Pages
Unlock Document

York University
PSYC 4030
Diane Lawless

Pcit chapter 4  Teaching child directed interaction: o After initial and feedback, attend teaching session cdi play therapy o 1hr without child preferable; before this- they complete ecbi and see changes  Overview of teaching session: o Review how. From last session, describe goals. o Avoid and do skills presented with rationales and ex o Interactive best; also for transfer to child o Sum all skills before next;  Pride- praise, reflect, imitate, describe, enthusiasm o Strategic attn next step for shaping behaviour o ; role play next for in room coaching  See appendix 3 o Record daily practice and how. To do see 4.1; pg 50 o Taping the lesson good for a reluctant spouse, other caregivers, repeat, reading difficulties  Review homework: o Expected to complete; praise; if not; complete b4 session  Presenting the goals of cdi: o Structure, goals, r.s. Enhancement, cdi leads to pdi to be effective o Warm relationships like foundation of house  Takes time n patience  Cdi improves kids self esteem.r.s.,play activities, less anger, tolerance, perfectionism  May be tailored for certain children with abuse, internalizers....  Explaining the 5 minute of h.w. Each day: 1. Ads- moves resistance of home practice; 2. Less likely to go thru the motions 3. Long time for novice play 4. Best for proscoial behaviours  Little consistency better than long exhausting o 15 mins can make 5 feel too short thereafter o Discourage rigidity; o Handle clean up by 1. I’m going to, help if youd like 2. Allow to still play  Will be covered later o Pcit isn’t a privilege based on good behaviours from child,  More important on misbehaving days  Interrupts negative cycle and warms  Selling cdi to sceptical parents: o Seek easy outs; stress; 1 o Cdi is therapy not play; therapeutic interventions o They may try to discount o But like exercising; every 5 mins better; guarantees r.s. Love and care each and every day o Have parent reflect on how their own self esteem might have been different if their parents had daily cdi:  Emotional neglect, not to repeat  R.s. B.w. Messages given develops their self esteem  Want them to grow like them, confidence, security, liking selves, o Over-learning skills until they’re habitual:  Generalize effortlessly throughout  Every 30’s a praise...just for play...r.s. Enhancement  Explaining the overriding rule of letting the child lead”: o Allow them to lead, best when choose it, high quality attn’ o All day they’re not in lead; let them once be  Can then be seen as least capable; depress s.e.  Helps in decisions and in relieving frustrations  Teaching the avoid skills of cdi: o Commands:  Avoid commands, unpleasant  Direct and indirect-can both take lead away o Questions:  Hardest to learn  Indirect ones bad, confusing,  Believes there aren’t paying attn’  Leading q’s= no creativity later  Disapproval and disagree with what they do  Voice inflection can make a statement a confrantative type  Unsure questions- unsure for them too!  Even the one worder okay rlly huh aren’t good  Model parents to maximize the contrasts  Q’s meant for answers; however children are bombarded and feel interrogated and would like one word responses to escape em  Exercise by asking them how many would be responded to if given...  Use q’s; just outside of play  Rapid fire however isn’t good o Criticism and sarcasm:  Critics not effective for decreasing problem behaviours; increase undesirable ones  All strive for attn’; will work for – attn if they can’t get +attn’ 2  1.may even reinforce the problem behaviours for disruptive unlike normal’s  2.causes unpleasantness during interaction, and want enjoyable instead  3.may result in lowered self esteem  Dead persons rule- tell to do rather what not to do  No-trigger defiance and cause misbehaviour  Keep noncritical parts- say you’re making him purple! As opposed to ‘that not blue...purple!  Avoid sarcasm as its misleading; pick up at earlier age; they can learn it too  Teaching the do skills of cdi: o See 4.2: avoid command, q’s and criticism/sarcasm: do pride o Praise:  Every 30’s; labelled praise the best to gain mastery  Strategic reinforcement  Prevent and reduce problem behaviour:  Identify negative; find differential reinforcer; labelled praise= less –  Gentle behaviour up; bad ones down  No need to punish or hurt the r.s.  Improving self esteem also goal along with reducing bad  Think of selves as better kids with labelled praise  Generalize the praising by penny pocket trick  Some kids respond opposite to praise  The more stimulation the more it’ll be done- usually more anger than happiness  So we label praise and get better at it while not getting angry so we can learn too, and change their behaviours
More Less

Related notes for PSYC 4030

Log In


Don't have an account?

Join OneClass

Access over 10 million pages of study
documents for 1.3 million courses.

Sign up

Join to view


By registering, I agree to the Terms and Privacy Policies
Already have an account?
Just a few more details

So we can recommend you notes for your school.

Reset Password

Please enter below the email address you registered with and we will send you a link to reset your password.

Add your courses

Get notes from the top students in your class.