Parent-child interaction therapy

Parent–child interaction therapy (PCIT) is a form of behavioral-parent training developed by Sheila Eyberg for children ages 2–7 and their caregivers. PCIT is an evidence-based treatment (EBT) for young children with behavioral and emotional disorders that places emphasis on improving the quality of the parent-child relationship and changing parent-child interaction patterns.

Disruptive behavior is the most common reason for referral of young children for mental health services and can vary from relatively minor infractions such as talking back to significant acts of aggression. The most commonly treated Disruptive Behavior Disorders may be classified as Oppositional Defiant Disorder (ODD) or Conduct Disorder (CD), depending on the severity of the behavior and the nature of the presenting problems. The disorders often co-occur with Attention-Deficit Hyperactivity Disorder (ADHD). It uses a unique combination of behavioral therapy, play therapy, and parent training to teach more effective discipline techniques and improve the parent–child relationship.

Based on Diana Baumrind's developmental theory of parenting, PCIT teaches authoritative parenting, which combines warm, nurturing support and age-appropriate limits. PCIT draws on both attachment and social learning theories.

PCIT is divided into two stages, relationship development (child-directed interaction) and discipline training (parent-directed interaction). Child-Directed Interaction (CDI) focuses on strengthening the parent-child attachment as a foundation for the second phase, Parent-Directed Interaction (PDI), which emphasizes structure and a consistent approach to discipline. Each phase begins with a single didactic session in which parents attend without their child, followed by a series of weekly coaching sessions for each phase.

The Child-Directed Interaction (CDI) portion of PCIT aims to develop a loving and nurturing bond between the parent and child through a form of play therapy. Parents are taught a list of "dos" and "don'ts" to use while interacting with their child. They use these skills during a daily play period called special time with their child. The goal of this phase is to build and increase the child’s self-esteem while increasing the positive social behaviors.

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