PCIT Research Labs
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Auburn UniversityThe Parent-Child Research Lab at Auburn University focuses on the dissemination and implementation of Parent-Child Interaction Therapy (PCIT). We are engaged in conducting community based research within the context of PCIT, training PCIT therapists through continuing education workshops and remote supervision, and providing services to local families using the PCIT model.
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Center for Child and Family Health, Duke University Medical CenterDirector: Robin Gurwitch, Ph.D.
Website The PCIT of the Carolinas Learning Collaborative is based on guidelines established by the National Center for Child Traumatic Stress and the experiences of CCFH faculty with more than 20 other learning collaboratives. These guidelines, as published in “The NCCTS Learning Collaborative Model for the Adoption and Implementation of Evidence-Based Mental Health Treatment” (NCCTS, 2008), describe the quality improvement methodology and how it can promote the dissemination of evidence-based interventions at the community level.
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Central Michigan UniversityDirector: Larissa Niec, Ph.D.
Website The goal of the Center for Children, Families, and Communities is to improve the wellbeing of children and families, with a special focus on reducing health disparities. The CCFC accomplishes this goal primarily through three types of activities:
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DePaul UniversityDirector: Christy Warner-Metzger, Ph.D.
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Florida Institute of TechnologyDirector: Felipa Chavez, Ph.D.
Project Play provides Teacher-Child Interaction Therapy (TCIT) to the mentoring staff of inner city community after-school programs serving at-risk youth in order to reduce the level of community, school, peer, and family violence. Staff will be trained to more effectively manage externalizing behaviors that result in conflict and aggression. After-school programs offer a safe haven from the chaotic environments these children are in and afford them the opportunity to learn about healthy relationships through positive role models who provide a structured but warm and nurturing environment. |
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Florida International University Early Childhood LabIn the Early Childhood Behavior Lab, we conduct innovative research that helps infants and young children and their families while also advancing science. Specifically, our research focuses on understanding behavior and related constructs in early childhood, as well as developing and testing interventions to improve outcomes for children and their families, particularly among at-risk and underserved populations.
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University of Arkansas
Director: Lauren B. Quetsch, Ph.D. Website The Family and Community Intervention (FCI) lab works with families of young children with disruptive behaviors and autism. We provide Parent-Child Interaction Therapy to address the unique needs of underserved families and autistic youth within community-based settings. We provide clinician trainings, explore experiences of historically marginalized populations in the process of mental health diagnoses and treatment, help families enhance their parent-child relationship, and better understand aggression within the context of neurodiverse populations. |
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University of Oklahoma Health Sciences Center |
A number of blue-ribbon panels have recommended PCIT for scaled-up implementation in child abuse prevention and intervention service systems, but uptake of PCIT has been limited. One reason for this is that the traditional PCIT training models are a poor fit with field settings. PCIT has historically been taught in University-based training programs (graduate programs, internships, etc.) and includes several months of co-therapy mentoring where trainers work directly with trainees during live sessions. Replicating this mentored implementation approach is not feasible in most scaled-up field settings.
Over the past 6 months, OUHSC has pilot- and feasibility tested a system using internet-based telemedicine technology to deliver live, mentored PCIT training. We have piloted Remote Real Time (RRT) training at sites in Utah, Seattle, Alaska, Oregon and within Oklahoma. Feasibility appears excellent, and the approach has been well received. Moreover, RRT implementation revealed misapplications of the model that had gone unaddressed in phone consultation. The proposed research project will make use of planned, funded PCIT start-up implementations at 23 agency sites in Washington and Oklahoma. Using a multilevel interrupted time series randomized design, the proposed study will compare the RRT implementation approach with standard phone consultation (PC). Outcomes will include practitioner fidelity and competency and rates of future child welfare abuse reports.
OUHSC and the Oklahoma Department of Mental Health and Substance Abuse Services (ODMHSAS) are partnering to improve the quality and quantity of psychological services available to children and families in Oklahoma. The overarching goal of this specific project is to provide specialized training to child mental health practitioners in the use of evidence-based treatments for children traumatized by such experiences as abuse and family violence.
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In the S.E.L.F. regulation lab we examine individual differences in early self-regulation processes (e.g., emotion regulation, executive functioning) and their influence on subsequent social-emotional, behavioral, and cognitive development. We are particularly interested in how environmental factors such as parenting, teachers, peers, and the school/classroom environment influence or moderate the impact of regulatory processes on adaptive functioning outcomes. The lab also develops and examines how evidence-based interventions (e.g., behavioral parent training such as PCIT, summer programs) affect children’s regulatory processes and subsequent adaptive functioning across domains.
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University of FloridaDirector: Melanie Nelson, Ph.D.
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University of Miami Miller School of MedicinePCIT 305 conducts research designed to increase the reach and efficiency of behavioral parent training services within underserved communities. In particular, PCIT 305 is currently evaluating the extent that the addition of Pocket PCIT, an interactive e-book impacts treatment processes and outcomes. PCIT 305 also has active research related to the use of community health workers as treatment extenders; the effectiveness of PCIT for children with autism spectrum disorders; the impact of parent report of emotion regulation on treatment processes and homework; and the extent that self-report of parent homework completion impacts treatment processes and outcomes.
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University of PittsburghDirector: Amy D. Herschell, Ph.D.
Website Our research team is interested in efforts that enhance broad-scale community implementation of PCIT while delivering quality Parent-Child Interaction Therapy training to providers across the Commonwealth. Other areas of interest include exploration of factors impacting community implementation, collaboration with community partners and stakeholder groups, and system-level sustainability.
The implementation of PCIT throughout Pennsylvania has been a statewide initiative that trained a workforce of over 270 clinicians in PCIT. A Statewide Trial to Compare Three Training Models for Implementing an EBT is a five-year grant funded through the National Institute of Mental Health (NIMH RO1 MH095750; ClinicalTrials.gov Identifier: NCT02543359). |
