Lieneman Corey C, Brabson Laurel A, Highlander April, Wallace Nancy M, McNeil Cheryl B
Department of Psychology, West Virginia University, Morgantown, WV, USA.
Psychol Res Behav Manag. 2017 Jul 20;10:239-256. doi: 10.2147/PRBM.S91200. eCollection 2017.
Parent-Child Interaction Therapy (PCIT) is an empirically supported intervention originally developed to treat disruptive behavior problems in children between the ages of 2 and 7 years. Since its creation over 40 years ago, PCIT has been studied internationally with various populations and has been found to be an effective intervention for numerous behavioral and emotional issues. This article summarizes progress in the PCIT literature over the past decade (2006-2017) and outlines future directions for this important work. Recent PCIT research related to treatment effectiveness, treatment components, adaptations for specific populations (age groups, cultural groups, military families, individuals diagnosed with specific disorders, trauma survivors, and the hearing-impaired), format changes (group and home-based), teacher-child interaction training (TCIT), intensive PCIT (I-PCIT), treatment as prevention (for externalizing problems, child maltreatment, and developmental delays), and implementation are discussed.
亲子互动疗法（PCIT）是一种经实证支持的干预方法，最初旨在治疗2至7岁儿童的破坏性行为问题。自40多年前创立以来，PCIT已在国际上针对不同人群进行了研究，并被发现对众多行为和情绪问题均为有效的干预方法。本文总结了过去十年（2006 - 2017年）PCIT文献的进展，并概述了这项重要工作的未来方向。文中讨论了与治疗效果、治疗组成部分、针对特定人群（年龄组、文化群体、军人家庭、被诊断患有特定疾病的个体、创伤幸存者以及听力受损者）的调整、形式变化（小组和家庭治疗）、师生互动培训（TCIT）、强化PCIT（I - PCIT）、预防治疗（针对外化问题、儿童虐待和发育迟缓）以及实施相关的近期PCIT研究。
