Therapist Verbal Behavior Early in Treatment: Relation to Successful Completion of Parent–Child Interaction Therapy

Harwood, Michelle D.; Eyberg, Sheila M.

doi:10.1207/s15374424jccp3303_17

Cited by 63 publications

(53 citation statements)

References 22 publications

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“…Subsequent to Recommendation there are new Recommendations but alternated with Approval. Recommendation alternated with Approval seems to have the potential to minimize aversive effects of the therapist's Recommendations as shown in the literature (Bischoff & Tracey, 1994;Harwood & Eyberg, 2004;Orlinsky et al, 1994). Figure 2 shows that the predominant categories of P1 were: Report, Agreement and Relation, and that they were consistent in the measures of occurrence and duration.…”

Section: Resultsmentioning

confidence: 99%

“…Also there are indications of some discrete changes at the end of the intervention (Orlinsky, Grawe & Parks, 1994), as well as adverse effects pertinent only to the initial meetings with families (Harwood & Eyberg, 2004). These factors are equally shown.…”

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confidence: 97%

“…Sequential analysis can be used to examine client's verbalizations preceding and following a therapist's specific behavior and can reveal patterns of interactions (Harwood & Eyberg, 2004).…”

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confidence: 99%

See 2 more Smart Citations

Therapist’s directive and nondirective behavior: Analysis of their effects in a parent training group.

Silveira¹,

Bolsoni-Silva²,

Meyer³

2010

International Journal of Behavioral Consultation and Therapy

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The study described the interaction between therapist and clients in a group intervention with two mothers and a grandmother. Five out of thirteen taped sessions were designated for analysis. Main results: a) therapist's categories that stood out: approval, recommendation, interpretation, information and information request; b) clients' categories that stood out: report, agreement, relation, and opposition, c) the probability for recommendation coupled with use of approval exceeded the probability of occurrence of other combinations. Possible explanations for the results were offered and new research questions were raised. Key words: parent training; therapeutic interaction; therapist's and client's behavior categories.According to Meyer (2006) and Tourinho et al. (2007) the description of the effects of therapist and client's verbalizations' is a crucial condition in the process of identifying the factors that allow the effectiveness of the therapy. This contributes to mental health policies as well as improving services. In addition, it helps researchers and teachers to formulate not only new theories, but also new training for future therapists.The literature that maps the therapist and client's behavior in an attempt to predict success and failure of the therapeutic process, gathers only a few studies regarding the category giving information; however, there is a variety of divergent positions when it comes to the categories orientation, interpretation and support. Keijsers, Schaap, Hoogduin and Lammers (1995) found that in a focal intervention with patients with panic disorder, the occurrence of theoretical information in the first session was negatively correlated with satisfactory results. Meyer (2009) systematized a database containing 495 therapy sessions of behavior-analytic psychotherapy with several therapists' categories, including giving information. She found that the average percentage of this category was 20% in the first session, declining to 6% up to 15% during the second to the forty-fifth session.

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Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 97%

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Therapist’s directive and nondirective behavior: Analysis of their effects in a parent training group.

Silveira¹,

Bolsoni-Silva²,

Meyer³

2010

International Journal of Behavioral Consultation and Therapy

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“…Additional variables that may be important predictors of change in the child-directed interaction include variables found to predict outcomes of PCIT in its entirety, such as observed maternal criticism during parent-child interactions (Werba et al, in press) and therapist verbal behavior during early interactions with the parent (Harwood & Eyberg, 2004). It will also be important to examine father variables as predictors of change in the child-directed interaction.…”

Section: Discussionmentioning

confidence: 99%

Child-Directed Interaction: Prediction of Change in Impaired Mother–Child Functioning

Harwood

Eyberg

2006

J Abnorm Child Psychol

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The first phase of parent-child interaction therapy (PCIT), called child-directed interaction, teaches parents to use positive and differential social attention to improve the parent-child relationship. This study examined predictors of change in mother and child functioning during the child-directed interaction for 100 mother-child dyads. The children were 3-6-years-old and diagnosed with oppositional defiant disorder. After establishing that significant improvements occurred in mother report of child disruptive behavior, parenting stress, and parenting practices, these three variables were combined to form a latent impaired mother-child functioning construct. Structural equation models were examined using maternal demographic and psychosocial variables as predictors of impaired mother-child functioning before and after the child-directed interaction. Mothers' self-reported daily hassles and depressive symptomatology predicted 74% of variance in impaired mother-child functioning before treatment. Mothers' report of social support predicted impaired mother-child functioning after the child-directed interaction, with 57% of the variance accounted for in this longitudinal model. These findings suggest the importance of improving maternal social support during the initial phase of PCIT.

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“…As in online counselling, the supportive partnership between parents and practitioners is mostly described as a relationship of some duration (see, for instance, Baumann, Kolko, Collins, & Herschell, 2006;Harwood & Eyberg, 2004;Trivette & Dunst, 2005). However, in SSEC, with a sequence of only one question and one response, the relationship between parent and practitioner is brief and restricted to textual communication only.…”

Section: Empowerment As a Goal Of Interventionmentioning

confidence: 99%

Single session email consultation for parents: an evaluation of its effect on empowerment

Fukkink

Hermanns

2014

British Journal of Guidance & Counselling

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This study evaluated the effect of single session email consultation (SSEC) on empowerment of parents. Practitioners in a control group (n = 19) received no training and practitioners in an experimental group (n = 21) were trained to use empowermentoriented techniques in online consultation. Parental empowerment was measured (n = 96) through a questionnaire based on the Family Empowerment Scale before and after receiving advice from a trained or a non-trained practitioner. Parents showed a significant increase in the subscale of self-confidence (Cohen's d = 0.33). Study findings lend support to the feasibility of SSEC as a brief intervention to improve selfconfidence of parents. A training for practitioners did not influence the outcomes.

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Therapist Verbal Behavior Early in Treatment: Relation to Successful Completion of Parent–Child Interaction Therapy

Cited by 63 publications

References 22 publications

Therapist’s directive and nondirective behavior: Analysis of their effects in a parent training group.

Therapist’s directive and nondirective behavior: Analysis of their effects in a parent training group.

Child-Directed Interaction: Prediction of Change in Impaired Mother–Child Functioning

Single session email consultation for parents: an evaluation of its effect on empowerment

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