Using Child Parent Relationship Therapy (CPRT) with our First Nations people.

Abstract

This article explores a case that illustrates many unique concerns and needs of First Nations peoples (Glover & Landreth, 2000). This exploration will show how filial therapy was used to address these issues and create a safe therapeutic environment with cultural respect and responsiveness to the needs of the child and family.

Cultural Factors Influencing Preschoolers' Acquisition of Self-Regulation and Emotion Regulation

“…Sensitivity to culture must reflect a respect for this dynamism. Indigenous heritage and cultural dynamism has been identified as the fifth force in developmental psychology (Boyer, 2011). Psychology and education are affected by the specific human medium of culture, which dynamically co-occurs with biological, cognitive, social, and emotional factors throughout development.…”

“…Researchers in cultural discourse refute the image of culture as monolithic and static and are exploring an emancipatory proposition of cultural groups as multifaceted, dynamic, and equal (Boyer, 2010a(Boyer, , 2010c(Boyer, , 2011Kouritzin, 2004). Hence, examining the perspectives of culturally diverse families should improve our understanding of self-regulation and emotion regulation and help us advocate for all children with sensitivity and sagacity.…”

Expanding Infant Mental Health Treatment Services to At‐risk Preschoolers and Their Families Through the Integration of Relational Play Therapy

“…Utilizing client‐centered, family, and relationship theories, filial play therapy teaches parents nondirective play therapy skills to improve sensitivity, attunement, and positive parent–child communication. Results have indicated increases in parental empathy (Bratton & Landreth, ; Alivandi‐Vafa & Ismail, ; Costas & Landreth, ; Glover & Landreth, ; Harris & Landreth, ; Jang, ; Kidron & Landreth, ; Smith & Landreth, ; Yuen & Landreth, ; Yuen, Landreth & Baggerly, ) and child acceptance (Alivandi‐Vafa & Ismail, ; Kale & Landreth, ; Landreth & Lobaugh, ; Tew, Landreth, Joiner, & Solt, ; Topham, Wampler, Titus, & Rolling, ), and decreases in parental stress (Costas & Landreth, ; Glover & Landreth, ; Jang, ; Kidron & Landreth, ; Yuen et al., ), child problematic behaviors (Alivandi‐Vafa & Ismail, ; Topham et al., ), child anxiety (Glazer‐Waldman, Zimmerman, Landreth, & Norton, ), and depressive symptoms (Tew et al., ), and improved child–parent and family relationships (Boyer, ).…”

An attachment-focused parent–child intervention for biting behaviour in a child with intellectual disability

“…It was decided that providing Nancy with the structure would serve to subvert this anxiety and would facilitate engagement and compliance. A balance was struck therefore between providing Nancy with support and a contained space and stepping back by using Nancy as the agent of change (Boyer, 2011).…”

“…Following the clinical assessment, a systematic interactional analysis was conducted using the Marschak interaction method (MIM) with Emily and Nancy. The MIM is used to ‘guide the profiling of…interactions through the use of systematic observations and reflections’ (Boyer, 2011: 40). Ten preselected activities with clear written instructions were given to Nancy and Emily, which they were required to complete before being debriefed at the end of the session.…”