Interventions for Externalizing Symptoms

Question 1

Short-Term Play Therapy for Children with Disruptive Behavior Disorders

Answer 1

-A collection of different interventions used for children with disruptive behavior disorders that emphasize not blaming others for their own mistakes
>Aim = get kids to recngoize their mistakes, take
accountability, and learn different coping methods
-This method:
>Emphasizes kiddos’ strengths
>Builds kiddos’ competencies
>Has a positive influence on kiddos’ sense of self
-Effective for 5-12 year old children with ADHD and ODD; children who are anxious and/or depressive-pessimistic
-Goals of Treatment and Intervention
>Teach on-task behavior with Red Light/Green Light
and imitate child’s off task behavior → builds impulse
control skills and increases focus/concentration
>Allow expression of anger through play → allow child
to exhibit anger in predefined restrictions using Being
the Boss
>Channel aggression appropriately using Shake ‘Em Up
→ normalize the feeling of being angry/frustrated, not
the behavior → gives healthy outlet

Question 2

Parent-Child Interaction Therapy (PCIT)

Answer 2

-Behavior therapy for kiddos 2-7 years with disruptive behavior disorders and externalizing behaviors
>And is also effective for traumatized children
>Not usually provided to noncustodial parents
-14-20 week treatment focused on building a more warm, supportive, and affectionate relationship between parent and child
-Therapist coaches the parent as they are with the child in real-time, using a “bug-in-the-ear” receiver worn by the parent
-Although the therapist controls the play environment, parents themselves become the agent of change by changing the way they speak to their child and reinforcing positive behavior more than negative behavior
-Goals:
>Reduce behavior problem thru positive parenting
>Increase positive verbalizations from parent to child
>Decrease negative verbalizations from parent to child

-First Phase: enhance parent-child relationship (child-directed interaction - CDI)
>Usually 7-10 sessions – parents coached to follow
child’s lead by:
>Describing child’s activities
>Reflect the child’s appropriate speech
>Praise the child’s good behavior
>Skills parents learn are more represented in acronym
PRIDE (Praise; Reflection, Imitation; Description;
Enjoyment)
-Second Phase: improve child compliance (parent-directed interaction)
>Therapists train parents to give only essential
commands and to make them clear and direct,
maximizing chances for compliance
>Time-out and “hands-off” strategies (i.e., removal of
privileges) taught as specific methods to deal with
noncompliance