NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ882721
Record Type: Journal
Publication Date: 2010
Pages: 27
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-0748-8491
Promoting Positive Interactions in the Classroom: Adapting Parent-Child Interaction Therapy as a Universal Prevention Program
Gershenson, Rachel A.; Lyon, Aaron R.; Budd, Karen S.
Education and Treatment of Children, v33 n3 p261-287 2010
The adaptation of Parent-Child Interaction Therapy (PCIT), an empirically-supported dyadic parent training intervention, to a preschool setting may provide an opportunity to enhance the well-being of both teachers and children by improving the teacher-child relationship and supplying teachers with effective tools for behavior management. The current article describes the development and implementation of a Teacher-Child Interaction Training (TCIT) program, based on the PCIT model, to a preschool setting serving primarily low-income, urban, ethnic minority youth. We discuss the rationale for applying PCIT as a prevention program, prior research on adaptations of PCIT to educational settings, application of community psychology principles and strategies in adapting PCIT to the classroom, core TCIT program components, evaluation of effectiveness, issues in sustainability, and resources for successfully implementing the program. (Contains 4 tables.)
West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A