Parent-Child Interaction Therapy (PCIT) for The Treatment of Disruptive Behavior Problem in Preschool Children
Abstract views: 786 | PDF (Bahasa Indonesia) downloads: 2212
Abstract
Disruptive behavior is a term that covers areas such as series of temper tantrums, too much crying and complaining, continually demands attention, disobey and against parents’ rules, aggressive against themselves or others, stealing, lying, destructive, and violent (Schroeder & Gordon, 2002). This study examine the effectiveness of Parent-Child Interaction Therapy (PCIT) with a 3 year-old boy who consistently opposed and showed disruptive behavior. Following 10 sessions of PCIT over 2 months, F showed significant decreases in his externalizing behavior problems at the end of the treatment. He managed to show less disruptive behavior and improving compliance to the mother. On the other hand, mother’s skills were increased in providing positive attention to the children, giving effective commands, and giving the proper consequences as children respond with compliance or non-compliance. The current case study highlights some advantages and challenges associated with the use of PCIT to treat externalizing behavior problems in very young children in Indonesia.
References
Abrahamse, M. E., Junger, M., Chavannes, E. L., Coelman, F. J., Boer, F., & Lindauer, R. J. (2012). Parent–child interaction therapy for preschool children with disruptive behaviour problems in the Netherlands. Child and Adolescent Psychiatry and Mental Health , 24 (6), 1-9.
American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision. American Psychiatric Association.
Breitenstein, S. M., Hill, C., & Gross, D. (2009). Understanding disruptive behavior problems in preschool children. Journal of Pediatric Nursing, 24, 3-12.
Callahan, C. L., Stevens, M. L., & Eyberg, S.M. (2010). Parent-Child Interaction Therapy. In C. E. Schaefer, & C. E. Schaefer (Ed.), Play Therapy for Preschool Children (pp. 199-221). Washington, DC: American Psychological Association.
Costello, A. H., Chengappa, K., Stokes, J. O., Tempel, A. B., & McNeil, C. B. (2011). Parent-Child Interaction Therapy for Oppositional Behavior in Children. Dalam A. A. Drewes, S. C. Bratton, & C. E. Schaefer (Eds.), Integrative Play Therapy (pp. 39-60). New Jersey: John Wiley & Sons, Inc.
Eyberg, S.M., Nelson, M.M., Ginn, N.C., Bhuiyan, N., & Boggs, S.R. (2009). Dyadic Parent-Child Interaction Coding System: Comprehensive Manual for Research and Training (3rd ed.). Gainesville, FL: PCIT International
Fernandez, M. A., & Eyberg, S. M. (2009). Predicting treatment and follow-up attrition in Parent–Child Interaction Therapy. Journal of Abnormal Child Psychology , 37, 431–441.
Gallagher, N. (2003). Effects of Parent-Child Interaction Therapy on Young Children with Disruptive Behavior Disorders. Diunduh tanggal 2 November 2013 dari Bridges: http://sc-boces.org/english/IMC/Focus/parent- child_interaction_theory.pdf.
Gartstein, M. A., & Fagot, B. I. (2003). Parental depression, parenting and family adjustment, and child effortful control: Explaining externalizing behaviors for preschool children. Applied Developmental Psychology , 24, 143–
Haugaard, J.J. (2008). Child Psychopathology.Boston: McGraw-Hill.
Kazdin, A. E. (1980). Behavior modification in applied settings. Illinois: The Dorsey Press.
Matthys, W., & Lochman, J. E. (2010). Oppositional Defiant Disorder and Conduct Disorder in Children. West Sussex: John Wiley & Sons, Ltd.
McMahon, R. J., Wells, K. C., & Kotler, J. S. (2006). Conduct Problems. Dalam E. J. Mash, & R. A. Barkley (Penyunt.), Treatment of Childhood Disorders (3rd ed.). New York: The Guilford Press.
McNeil, C. B., & Hembree-Kigin, T. L. (2010). Parent-Child Interaction Therapy (2nd ed.). New York: Springer.
Moreland, A. D., & Dumas, J. E. (2008). Categorical and dimensional approaches to the measurement of disruptive behavior in the preschool years: A meta-analysis. Clinical Psychology Review, 28, 1059–1070.
Owen, D. J., Slep, A. M., & Heyman, R. E. (2012). The effect of praise, positive nonverbal response, reprimand, and negative nonverbal response on child compliance: A systematic review. Clinical Child, Family, and Psychological Review, 15, 364–385.
Schroeder, C., & Gordon, B. N. (2002). Assessment and Treatment of Childhood Problems: A Clinician's Guide (2nd ed.). New York: The Guilford Press.
