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Damodaran, Deepa K.
- Parent Child Interaction Therapy (PCIT): Child Well-being Through an Effective Parenting Intervention
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Authors
Affiliations
1 Bharathiar University, Coimbatore, Tamil Nadu, IN
1 Bharathiar University, Coimbatore, Tamil Nadu, IN
Source
Asian Journal of Nursing Education and Research, Vol 3, No 1 (2013), Pagination: 18-20Abstract
Parent-child interaction therapy (PCIT) is a family-centered therapeutic approach designed for families with children who are experiencing a broad range of behavioural, emotional and family problems. Proposed by Eyberg et al in 1995 it emphasizes on improving the quality of parent child interaction patterns and relationships. The goals of PCIT are to improve the quality of the parent-child relationship and, both child and family functioning; decrease the child behavior problems with an increase in prosocial behaviors; improve parenting skills, including positive discipline and reduce parenting stress. The characteristic feature of this approach is the use of live coaching and the treatment of both parent and child together. PCIT has rich theoretical background and it consists of two components: child directed interaction and parent directed interaction. Though it has certain contraindications and limitations, it is beneficial to manage several relationship problems and maladaptive behaviour of children and parents. Application of PCIT are also detailed in the article.Keywords
Parent-child Interaction Therapy, child, Behaviour Problems, Maltreatment, Abuse, Nursing.
References
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- Foote R, Eyberg SM, and Schuhmann E. Parent-child interaction approaches to the treatment of child behavior disorders. In TH Ollendick and RJ Prinz (Eds.) Advances in Clinical Child Psychology, Plenum Press, New York.1998; 20.
- Hembree-Kigin TL, and McNeil CB. (1995). Parent-child interaction therapy.: Plenum Press, New York. 1995
- Timmer S G, Urquiza A J, Zebell N M, McGrath, J M. Parentchild interaction therapy: Application to maltreating parent-child dyads. Child Abuse & Neglect. 29(7); 2005: 825-842.
- Chaffin M, Silovsky JF, Funderburk B, Valle LA, Brestan EV, Balachova T, et al. Parent-child interaction therapy with physically abusive parents: Efficacy for reducing future abuse reports. Journal of Consulting and Clinical Psychology. 72(3); 2004: 500–510.
- Brestan EV, Eyberg SM, Boggs SR, Algina J. Parent-child interaction therapy: Parents' perceptions of untreated siblings. Child and Family Behavior Therapy. 19(3); 1997: 13-28.
- Chaffin M, Silovsky JF, Funderburk B, Valle LA, Brestan EV, Balachova T, Jackson S, etal. Parent-Child Interaction Therapy with physically abusive parents: Efficacy for reducing future abuse reports. Journal of Consulting and Clinical Psychology. 72(3); 2004.
- Boggs SR, Eyberg SM, Reynolds LA. Concurrent validity of the Eyberg Child Behavior Inventory. Journal of Clinical Child Psychology. 19; 1990: 75-78.
- Brinkmeyer M. and Eyberg SM. (2003). Parent-child interaction therapy for oppositional children. In A.E. Kazdin and J. R. Weisz (Eds.), Evidence-based psychotherapies for children and adolescents Guilford, New York. 2003; 204-223.
- Gallagher, N. Effects of parent-child interaction therapy on young children with disruptive behavior disorders. Bridges: Practice- Based Research Syntheses. 1; 2003: 1-17. Available from www.evidencebasedpractices.org/bridges/bridges_vol1_no4.pdf
- McNeil C, Eyberg S, Eisenstadt T, Newcomb K, Funderburk B. Parent-child interaction therapy with behavior problem children: Generalization of treatment effects to the school setting. Journal of Clinical Child Psychology. 20; 1991: 140-151.
- Nixon RD, Sweeny L, Erickson DB, Touyz SW. Parent-child interaction therapy: A comparison of standard and abbreviated treatments for oppositional defiant preschoolers. Journal of Consulting and Clinical Psychology. 71(2); 2003: 251-260.
- Schuhmann EM, Foote R, Eyberg SM, Boggs S, Algina J. Parent-child interaction therapy: Interim report of a randomized trial with short-term maintenance. Journal of Clinical Child Psychology 27; 1998: 34-45.
- Hood KK, Eyberg SM. Outcomes of Parent-Child Interaction Therapy: Mothers' reports of maintenance three to six years after treatment. Journal of Clinical Child and Adolescent Psychology. 32(3); 2003: 419-429.
- Johnson BD, Franklin LC, Hall K, Prieto LR. Parent training through play: Parentchild interaction therapy with a hyperactive child. The Family Journal: Counseling and Therapy for Couples and Families. 8; 2000: 180-186.
- Pincus DB, Choate ML, Eyberg SM, Barlow DH. Treatment of young children with separation anxiety disorder using parentchild interaction therapy. Cognitive and Behavioral Practice. 12; 2005: 126-135.
- Road to Mental Health: From Personality Through Subjective Well-Being
Abstract Views :184 |
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Authors
Affiliations
1 Bharathiar University, Coimbatore, Tamilnadu, IN
1 Bharathiar University, Coimbatore, Tamilnadu, IN
Source
International Journal of Advances in Nursing Management, Vol 2, No 1 (2014), Pagination: 1-3Abstract
Diener, Seek, and Oishi1 proposed that high SWB means many pleasant and few unpleasant experiences and high life satisfaction. Practitioners of complementary medicine see well-being as a state of harmony, a balance between internal and external worlds2. Thus, a person’s state of well-being is not solely depending upon a number of external factors but also on internal psychological factors. More specifically, personality factors have an influencing role3 as revealed through personality research 4.- Clinical Environment:Experiences of Undergraduate Student Nurses
Abstract Views :171 |
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Authors
Affiliations
1 Department of Child Health Nursing, Jubilee Mission College of Nursing, Thrissur, Kerala, IN
2 Department of Community Health Nursing, Jubilee Mission College of Nursing, Thrissur, Kerala, IN
1 Department of Child Health Nursing, Jubilee Mission College of Nursing, Thrissur, Kerala, IN
2 Department of Community Health Nursing, Jubilee Mission College of Nursing, Thrissur, Kerala, IN
Source
International Journal of Advances in Nursing Management, Vol 1, No 1 (2013), Pagination: 25-30Abstract
Clinical practice is a significant and essential part of a student nurses' education Various factors related to teachers, patients, hospital staff, peer group and those related to oneself influence the quality of clinical training. First year student nurses, who are directly from the school environment face a lot of anxiety producing and stressful experiences when they are exposed to the clinical learning environment. The qualitative study was conducted using phenomenological design in which the 1st year B.Sc. Nursing students' experiences regarding clinical learning were explored. Fifteen participants were selected using theoretical sampling technique from a selected College of Nursing at Thrissur, Kerala. The data were collected by administering a semi-structured questionnaire and analyzed using Coliazzi's method of analysis for phenomenological research. Analysis of their feelings to be a nursing student revealed that majority of them felt 'happy' and 'proud'. Most of them reported various anxiety producing factors during the clinical work and themes were factors related to the 'practice', 'patients' and 'teachers'. Participants expressed that the 'uplifting consequences' and 'effective caring' were their most enjoyable experience during clinical practice. The essence of the phenomenon, experience of being in the clinical learning environment, was to survive in the situation by being effective in the care giving process. The findings of this study have significant implication in nursing education, nursing service and nursing administration. First year student nurses need to receive well structured, problem based preclinical training. Clinical educator must be patient, friendly, understanding and approachable. Department of nursing education has to establish and maintain a cordial, working relationship with nursing service department. Special attention can be provided to students experiencing severe stress, anxiety and adjustment problems through counseling and assisted practice. Through these measures effective clinical training will be enhanced.Keywords
Clinical Learning, Student Nurse, Anxiety, Phenomenology, Nursing Education.- What do Adolescents say about their Stress and Stressors?
Abstract Views :282 |
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Authors
Affiliations
1 Bharathiar University, Coimbatore, Tamilnadu, IN
2 Department of Psychology, Prajyoti Niketan College, Pudukad, Thrissur, Kerala, IN
1 Bharathiar University, Coimbatore, Tamilnadu, IN
2 Department of Psychology, Prajyoti Niketan College, Pudukad, Thrissur, Kerala, IN