Adaptation of the Child−Parent Relationship Therapy Model for use with senior citizen volunteers in school settings: A pilot study.

Abstract

This study provides a proposal for crucial volunteer services to fill the gap for overburdened school counselors when parents are unable to engage in Child−Parent Relationship Therapy (CPRT), a highly effective intervention for childhood problems. CPRT has been successfully adapted for use with individuals other than the child's parents. The researcher in this pilot study adapted CPRT for use with senior citizen volunteers who often possess untapped abilities and talents. Seniors received several weeks of training, and then met with children for 1/2 hour supervised, video-taped play sessions for several weeks. Childhood adjustment problems were assessed before and after the intervention using the Child Behavior Checklist (CBCL) and Teacher Report Form (TRF). Seniors' responses were measured before and after with the Older Adult Self-Report and qualitative interviews. Although no significant differences were noted on pre versus posttest measures for the children (CBCL and TRF), anecdotal reports suggest potential effectiveness of this volunteer intervention for school counselors to utilize. In addition, senior citizens reported their own benefits from working with the children. Suggestions for future research in this area are offered.

Child–senior relationship training: Adaptation of CPRT for kindergarten students.

“…ETHICAL CONCERNS AND THE USE OF PARAPROFESSIONALS Because paraprofessionals, by definition, do not possess formal university training, concern exists regarding using them with child populations. According to Yoder et al (2013), potential problems may occur with regard to confidentiality, boundaries, and child problems surpassing the volunteer's skill level. Senior volunteers must be carefully screened and closely supervised to maintain all participants' safety and comfort levels.…”

“…In addition, the principal investigator had weekly contact with the principal to discuss any problems. Training material must specifically address boundaries, roles, countertransference, and confidentiality issues both before and potentially after they arise (Yoder et al, 2013). In the current study, volunteers were not allowed to meet with the children until after they had received basic CPRT training and information about boundaries, confidentiality, and their roles as CSRT volunteers.…”

“…All children at the kick--off chose to participate in the study. Small adjustments were made to adaptations of the curriculum from the pilot CSRT study (Yoder et al, 2013) including changing the developmental information to fit the kindergarten population and emphasizing certain parts of the curriculum per feedback from participants regarding what was most helpful (i.e., practicing the skills together, practicing common problems). The remainder of the curriculum remained the same, with the exception of extending the number of sessions per the findings of the pilot study (Yoder et al, 2013).…”

“…The remainder of the curriculum remained the same, with the exception of extending the number of sessions per the findings of the pilot study (Yoder et al, 2013). The study was initiated later in the school year in an attempt to avoid honeymooning behaviors in children at the beginning of the school year and behavioral problems were screened with even more vigor at the beginning to assure an appropriate level of problem behaviors to match the child's need and the volunteer's ability to work with each child (Yoder et al, 2013). In the pilot study, changes to the CPRT material included consideration of time of year and subsequent driving conditions, larger type print of materials, scheduling of sessions to allow for travel/medical appointments, personalization of examples to fit a newly developing relationship versus an intact one, removing parent-child specific information and adding a brief review of child development to facilitate accurate understanding of child communication in play sessions and typical behaviors of school--age children (Yoder et al, 2013).…”

“…Motivational stories were a favorite part of each training session as reported by participants. Attention was given to gearing this material toward the senior citizen population and their interests in helping children, as well as addressing worries that the CSRT wasn't working, as this was a prevalent issue for seniors in the pilot study (Yoder et al, 2013). Graduate assistants were present outside the room in case of emergency and burned DVDs for supervision purposes.…”