Translator's Preface
Author's Preface

Part 1: Fundamentals of Parent-Child Interaction Therapy
01 Overview of Parent-Child Interaction Therapy (PCIT)
02 PCIT Study
03 Initial Assessment and Treatment Orientation Session
04 Child-led interactive education
05 Child-Led Interaction Coaching
06 Parent-led interactive education
07 Parent-Led Interaction Coaching
08 Parent-led interaction session

Part 2: Modifications to Parent-Child Interaction Therapy
09 Toddler
10 school-age children
11 siblings
12 Autism Spectrum Disorders
13 Child Physical Abuse
14 Anxiety Disorder
15 Attention Deficit Hyperactivity Disorder (ADHD)
16 Extremely aggressive and explosive children
17 Marital Problems
18 Parents Experiencing Major Life Stresses
19 Minority Children and Families
20 Staff - Child Interaction Therapy
21 Teacher-Child Interaction Therapy in Kindergarten
22 School Consulting
23 Home PCIT: From the Lab to the Home
24 PCIT in the World
25 Training Related Issues

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Part I: Fundamentals of Parent-Child Interaction Therapy

01 Overview of Parent-Child Interaction Therapy (PCIT)
What is PCIT? / General Treatment Process / Theory and Historical Background / Key Characteristics of PCIT / Instructions for Using the Second Edition

02 PCIT Study
Early PCIT Research / Recent Research Trends / Suggestions for Future Research Directions

03 Initial Assessment and Treatment Orientation Session
Who should participate in the initial interview? / Choosing a flexible assessment tool / Semi-structured initial interview / Eyberg Child Behavior Inventory / Sutter-Eyberg Student Behavior Inventory (Revised) / Dyadic Parent-Child Interaction Coding System (3rd Edition) / Collaborating and motivating parents / Explaining assessment results / Explaining 'special parenting' / Introducing PCIT to parents and children / Expectations for attendance / Reducing treatment barriers / Explaining the first homework assignment / Summary

04 Child-led interactive education
Training session overview / Homework review / Explaining the purpose of child-directed interaction / Explaining 5 minutes of daily homework / Persuading skeptical parents about CDI / The most important rule: Let the child lead / Teaching 'don'ts' in child-directed interaction / Teaching 'do's' in child-directed interaction / Using strategic attention / Using selective ignoring / Disruptive behaviors that cannot be ignored / Modeling overall skills / Role-playing in child-directed interaction / Toys appropriate for child-directed interaction / Single-parent and two-parent families / Siblings / Adjusting CDI according to child's developmental stage / Troubleshooting implementation-related issues with parents / Child-directed interaction homework

05 Child-Led Interaction Coaching
Overview of a typical coaching session / Preparing for a coaching session / Homework and other checks / What if a parent doesn't complete the CDI homework / Observing and documenting child-led interaction skills / Do's and don'ts of coaching skills: Tips for therapists / Wrapping up the session and homework / Conducting a CDI coaching session / What if the CDI mastery criteria aren't met?

06 Parent-led interactive education
Why young children should obey their parents' commands / Structuring PDI training sessions / The importance of consistency, predictability, and completion of procedures / The importance of memorizing the PDI chart / Why practice 'command compliance' / Effective commands / Practicing effective commands / Determining whether commands will be followed / Praising command compliance / Why discipline children with chair time-out / Time-out warnings / Practical issues related to time-out / Giving children time-out / If a child agrees to obey a command while going to time-out / If a child takes a toy to the time-out area / If a child goes to the time-out area on their own / Time-out duration / Common problem behaviors that require ignoring during time-out / Time-out does not end until the original command is obeyed / Using a second command to overteach command compliance / Reducing a child's anger level through play therapy / Three behaviors that cannot be ignored in time-out / Using the time-out room as a backup for behaviors that cannot be ignored in the time-out chair / Role-playing and winding down

07 Parent-Led Interaction Coaching
Overview of a typical PDI coaching session / Preparing for a PDI coaching session / Homework and other checks / Observing and recording parent-led interaction skills / Criteria for mastering parent-led interaction skills / General guidelines for PDI coaching / Post-session parent conference / Homework

08 Parent-led interaction session
PDI Coaching Session 1 / PDI Coaching Session 2 / PDI Coaching Session 3 / PDI Coaching Session 4 / PDI Coaching Session 5 / PDI Coaching Session 6 / PDI Coaching Session 7 / Graduation Session / Conclusion

Part 2: Modifications to Parent-Child Interaction Therapy

09 Toddler
Distinct Differences in the Daily Lives of Young Children in the United States / Child-Directed Interaction (CDI) for Infants / Child-Directed Interaction and Parent-Directed Interaction Variations for Toddlers / Case Studies / Parent-Child Interaction Therapy (PCIT) and Prevention

10 school-age children
Developmental Issues / University of Oklahoma Health Sciences Center Modification of PCIT for School-Aged Children / Concerns about PCIT for School-Aged Children Raised by SAMHSA Study / CDI Modification for School-Aged Children / PDI Modification for School-Aged Children / Command Training (CT) Stages / Time-Out and Incentive Chart (TIC) Stages / Time-Out and Withholding Privileges (TSP) Stages / Alternatives to TSP Stages for Extremely Aggressive and Defiant Children / Conclusion

11 siblings
Participation of siblings with disruptive behavior problems / Participation of siblings without behavior problems / Coaching of older siblings acting as babysitters / Direct coaching of children to reduce conflict between siblings / Direct coaching of children to improve social skills / Use of cooperative games / Conclusion

12 Autism Spectrum Disorders
Theoretical similarities between experiential therapy for ASD and PCIT / Child-directed interaction / Repetitive stereotyped behaviors in children during the CDI process / Parent-directed interaction / Problems with time-outs / Clinical limitations / PCIT modifications: Communication and social skills elements / Case study / Conclusion

13 Child Physical Abuse
Understanding CPA Families / Common Referral Issues / Unique Treatment Needs of Families with CPA Problems and Modifications to PCIT Treatment / General Treatment-Related Topics / Assessment / Treatment / Tailoring and Modifications Appropriate to PDI / Case Studies / Conclusion

14 Anxiety Disorder
Separation Anxiety Disorder / Modified PCIT for the Treatment of Separation Anxiety Disorder: The CARD Protocol / Treatment Outcome Study / Generalized Anxiety / Enhanced PCIT for Young Children with Generalized Anxiety / The Case of Alexander H.

15 Attention Deficit Hyperactivity Disorder (ADHD)
Conducting PCIT with a child diagnosed with ADHD

16 Extremely aggressive and explosive children
Mario's Case / Risks of CDI with Explosive Children / CDI Variations for Explosive Children / PDI Variations / Conclusion

17 Marital Problems
Encouraging both parents to attend therapy / Assessment techniques / Integration of couples therapy within PCIT / Termination of therapy

18 Parents Experiencing Major Life Stresses
Strategies for PCIT with Families Under Complex Stress / Divorce / Substance Abuse / Spousal Violence / Low-Income Families / Conclusion

19 Minority Children and Families
Parent Training, PCIT, and Applications to Ethnic Minorities / PCIT and Hispanic Families / PCIT and Native Americans / PCIT and African Americans / Social Validity Review / Conclusions and Final Recommendations for Therapists

20 Staff-Child Interaction Therapy
Baseline / SCIT Child-Led Play Video / Child-Led Interaction Training Session with Trainer / Child-Led Interaction Coding and Coaching / SCIT Video on Staff-Led Interaction / Staff-Led Interaction Training Session with Trainer / Coding and Coaching of Staff-Led Interaction / Coaching Session in Treatment Setting / Post-Intervention Outcome / Conclusion

21 Teacher-Child Interaction Therapy in Kindergarten
Literature Review / Building Rapport with Teachers / Training Structure / TCIT Coaching / Child-Led Interaction in TCIT / TCIT Mastery Criteria / Teacher-Led Interaction Steps / Follow-up Consultation

22 School Consulting
Assessment / Building a therapeutic alliance and trust with teachers / Classroom intervention / Conclusion

23 Home PCIT: From the Lab to the Home
Clinical Benefits / Clinical Advice / Conclusion

24 PCIT in the World
PCIT Transformations in New Countries / International Issues of PCIT / Conclusion

25 Training Related Issues
PCIT National Advisory Board / Minimum Qualifications to Provide PCIT / PCIT Therapist Qualifications: Minimum Required Training / Minimum Training Standards for Trainers in PCIT Institutions / Minimum Training Standards for PCIT Master Trainers / Initial Costs of a PCIT Program Part I: Fundamentals of Parent-Child Interaction Therapy

01 Overview of Parent-Child Interaction Therapy (PCIT)
What is PCIT? / General Treatment Process / Theory and Historical Background / Key Characteristics of PCIT / Instructions for Using the Second Edition

02 PCIT Study
Early PCIT Research / Recent Research Trends / Suggestions for Future Research Directions

03 Initial Assessment and Treatment Orientation Session
Who should participate in the initial interview? / Choosing a flexible assessment tool / Semi-structured initial interview / Eyberg Child Behavior Inventory / Sutter-Eyberg Student Behavior Inventory (Revised) / Dyadic Parent-Child Interaction Coding System (3rd Edition) / Collaborating and motivating parents / Explaining assessment results / Explaining 'special parenting' / Introducing PCIT to parents and children / Expectations for attendance / Reducing treatment barriers / Explaining the first homework assignment / Summary

04 Child-led interactive education
Training session overview / Homework review / Explaining the purpose of child-directed interaction / Explaining 5 minutes of daily homework / Persuading skeptical parents about CDI / The most important rule: Let the child lead / Teaching 'don'ts' in child-directed interaction / Teaching 'do's' in child-directed interaction / Using strategic attention / Using selective ignoring / Disruptive behaviors that cannot be ignored / Modeling overall skills / Role-playing in child-directed interaction / Toys appropriate for child-directed interaction / Single-parent and two-parent families / Siblings / Adjusting CDI according to child's developmental stage / Troubleshooting implementation-related issues with parents / Child-directed interaction homework

05 Child-Led Interaction Coaching
Overview of a typical coaching session / Preparing for a coaching session / Homework and other checks / What if a parent doesn't complete the CDI homework / Observing and documenting child-led interaction skills / Do's and don'ts of coaching skills: Tips for therapists / Wrapping up the session and homework / Conducting a CDI coaching session / What if the CDI mastery criteria aren't met?

06 Parent-led interactive education
Why young children should obey their parents' commands / Structuring PDI training sessions / The importance of consistency, predictability, and completion of procedures / The importance of memorizing the PDI chart / Why practice 'command compliance' / Effective commands / Practicing effective commands / Determining whether commands will be followed / Praising command compliance / Why discipline children with chair time-out / Time-out warnings / Practical issues related to time-out / Giving children time-out / If a child agrees to obey a command while going to time-out / If a child takes a toy to the time-out area / If a child goes to the time-out area on their own / Time-out duration / Common problem behaviors that require ignoring during time-out / Time-out does not end until the original command is obeyed / Using a second command to overteach command compliance / Reducing a child's anger level through play therapy / Three behaviors that cannot be ignored in time-out / Using the time-out room as a backup for behaviors that cannot be ignored in the time-out chair / Role-playing and winding down

07 Parent-Led Interaction Coaching
Overview of a typical PDI coaching session / Preparing for a PDI coaching session / Homework and other checks / Observing and recording parent-led interaction skills / Criteria for mastering parent-led interaction skills / General guidelines for PDI coaching / Post-session parent conference / Homework

08 Parent-led interaction session
PDI Coaching Session 1 / PDI Coaching Session 2 / PDI Coaching Session 3 / PDI Coaching Session 4 / PDI Coaching Session 5 / PDI Coaching Session 6 / PDI Coaching Session 7 / Graduation Session / Conclusion

Part 2: Modifications to Parent-Child Interaction Therapy

09 Toddler
Distinct Differences in the Daily Lives of Young Children in the United States / Child-Directed Interaction (CDI) for Infants / Child-Directed Interaction and Parent-Directed Interaction Variations for Toddlers / Case Studies / Parent-Child Interaction Therapy (PCIT) and Prevention

10 school-age children
Developmental Issues / University of Oklahoma Health Sciences Center Modification of PCIT for School-Aged Children / Concerns about PCIT for School-Aged Children Raised by SAMHSA Study / CDI Modification for School-Aged Children / PDI Modification for School-Aged Children / Command Training (CT) Stages / Time-Out and Incentive Chart (TIC) Stages / Time-Out and Withholding Privileges (TSP) Stages / Alternatives to TSP Stages for Extremely Aggressive and Defiant Children / Conclusion

11 siblings
Participation of siblings with disruptive behavior problems / Participation of siblings without behavior problems / Coaching of older siblings acting as babysitters / Direct coaching of children to reduce conflict between siblings / Direct coaching of children to improve social skills / Use of cooperative games / Conclusion

12 Autism Spectrum Disorders
Theoretical similarities between experiential therapy for ASD and PCIT / Child-directed interaction / Repetitive stereotyped behaviors in children during the CDI process / Parent-directed interaction / Problems with time-outs / Clinical limitations / PCIT modifications: Communication and social skills elements / Case study / Conclusion

13 Child Physical Abuse
Understanding CPA Families / Common Referral Issues / Unique Treatment Needs of Families with CPA Problems and Modifications to PCIT Treatment / General Treatment-Related Topics / Assessment / Treatment / Tailoring and Modifications Appropriate to PDI / Case Studies / Conclusion

14 Anxiety Disorder
Separation Anxiety Disorder / Modified PCIT for the Treatment of Separation Anxiety Disorder: The CARD Protocol / Treatment Outcome Study / Generalized Anxiety / Enhanced PCIT for Young Children with Generalized Anxiety / The Case of Alexander H.

15 Attention Deficit Hyperactivity Disorder (ADHD)
Conducting PCIT with a child diagnosed with ADHD

16 Extremely aggressive and explosive children
Mario's Case / Risks of CDI with Explosive Children / CDI Variations for Explosive Children / PDI Variations / Conclusion

17 Marital Problems
Encouraging both parents to attend therapy / Assessment techniques / Integration of couples therapy within PCIT / Termination of therapy

18 Parents Experiencing Major Life Stresses
Strategies for PCIT with Families Under Complex Stress / Divorce / Substance Abuse / Spousal Violence / Low-Income Families / Conclusion

19 Minority Children and Families
Parent Training, PCIT, and Applications to Ethnic Minorities / PCIT and Hispanic Families / PCIT and Native Americans / PCIT and African Americans / Social Validity Review / Conclusions and Final Recommendations for Therapists

20 Staff-Child Interaction Therapy
Baseline / SCIT Child-Led Play Video / Child-Led Interaction Training Session with Trainer / Child-Led Interaction Coding and Coaching / SCIT Video on Staff-Led Interaction / Staff-Led Interaction Training Session with Trainer / Coding and Coaching of Staff-Led Interaction / Coaching Session in Treatment Setting / Post-Intervention Outcome / Conclusion

21 Teacher-Child Interaction Therapy in Kindergarten
Literature Review / Building Rapport with Teachers / Training Structure / TCIT Coaching / Child-Led Interaction in TCIT / TCIT Mastery Criteria / Teacher-Led Interaction Steps / Follow-up Consultation

22 School Consulting
Evaluation / Building a therapeutic alliance and trust with teachers / Classroom intervention / Conclusion

23 Home PCIT: From the Lab to the Home
Clinical Benefits / Clinical Advice / Conclusion

24 PCIT in the World
PCIT Transformations in New Countries / International Issues of PCIT / Conclusion

25 Training Related Issues
PCIT National Advisory Board / Minimum Qualifications to Provide PCIT / PCIT Therapist Qualifications: Minimum Required Training Courses / Minimum Training Standards for Trainers in PCIT Institutions / Minimum Training Standards for PCIT Master Trainers / Initial Cost of PCIT Programs

'Parent-Child Interaction Therapy (PCIT)' was developed by Dr. Eyberg in the United States as a treatment to deal with disruptive behavior problems in young children.
The characteristics and appeal of PCIT treatment include intervention in early childhood, parental involvement (primary caregiver), direct intervention through therapist coaching, and the ability to specifically measure change over the course of treatment.
Furthermore, as the effectiveness of PCIT treatment has been empirically verified and its promising therapeutic effects on various problems have been announced, PCIT is now being widely used not only in the United States but also in many countries around the world.
When the translator first received PCIT training from Dr. McNeil, the author of this book, over ten years ago and came across the first edition of the PCIT book, he hoped that the PCIT program would be popularized in Korea as well. I am grateful that I can introduce the further developed PCIT through this revised and expanded edition.
We hope that this book will introduce PCIT to professionals from various fields interested in the mental health of young children, and ultimately, will play a part in providing PCIT to many children and families, thereby solving their problems and improving their quality of life.