Trajectories of Change in Parent Skill Acquisition during the CDI Phase of Parent-Child Interaction Therapy for Child Welfare-Involved Families: A Preliminary Investigation

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dc.contributor.advisorSkowron, Elizabeth
dc.contributor.authorJohnson, Kathleen
dc.date.accessioned2020-02-27T22:31:33Z
dc.date.available2020-02-27T22:31:33Z
dc.date.issued2020-02-27
dc.description.abstractChild Maltreatment (CM) is a costly social problem within the U.S. Most CM incidents are parent perpetrated and most child victims of CM remain in the home after a substantiated report. Parenting has therefore emerged as the most targetable area for intervention in cases of CM. The current study sought to understand the mechanisms of change among CM parents in an evidence-based parenting intervention for families involved in child welfare, Parent-Child Interaction Therapy (PCIT). PCIT has demonstrated significant effects on lowering observed harsh parenting, and reducing child abuse recidivism. Understanding parenting therapeutic change reflects a critical next-step in evidence-based research. The current study mapped session-by-session trajectories of parenting skill acquisition and decline through the first phase of PCIT, child directed interaction (CDI). Participants (Mothers with their children, age 3 to 7; N = 20) were drawn from an RCT of PCIT for child welfare-involved families. Along with examining pre- post-CDI differences, multilevel growth curve modeling was used to analyze trajectories in total positive parenting skills taught (i.e., do skills), and behaviors to avoid (i.e., don’t skills) via session-by-session (7-14 time points) observational coding of interactions to determine the nature of change through the first phase of PCIT. Linear and nonlinear (i.e., quadratic and cubic models) were explored to determine the most appropriate model of fit for positive parenting skills and for behaviors to avoid. This study further sought to test whether rates of weekly homework completion moderated rates of skill acquisition. Results indicated parents demonstrated significant growth in skill acquisition of positive parenting skills with some slowing of gains across the CDI phase of treatment. Parents also exhibited increases in negative parenting skills across CDI, then showed reductions in the don’t skills. Significant random effects indicated that these changes varied across participants. Parents who completed higher rates of homework showed less acceleration of don’t skills. Understanding change in PCIT is important to clarify pathways through which PCIT leads to positive changes for CM families. Exploring change trajectories in parenting skills has important implications in refining treatment and providing guidance for policy makers to implement cost-effective interventions that can reduce/prevent CM.en_US
dc.identifier.urihttps://hdl.handle.net/1794/25231
dc.language.isoen_US
dc.publisherUniversity of Oregon
dc.rightsAll Rights Reserved.
dc.subjectchange processen_US
dc.subjectchild maltreatmenten_US
dc.subjectchild welfareen_US
dc.subjectparent-child relationshipen_US
dc.subjectparentingen_US
dc.subjectPCITen_US
dc.titleTrajectories of Change in Parent Skill Acquisition during the CDI Phase of Parent-Child Interaction Therapy for Child Welfare-Involved Families: A Preliminary Investigation
dc.typeElectronic Thesis or Dissertation
thesis.degree.disciplineDepartment of Counseling Psychology and Human Services
thesis.degree.grantorUniversity of Oregon
thesis.degree.leveldoctoral
thesis.degree.namePh.D.

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