When learning coaching skills the trainee first learns to coach on a Level Two, labeling the parent’s verbalizations (especially PRIDE skills). But, if they are not reliable coders, they won’t recognize the different verbalization categories, or won’t remember quickly enough, so won’t be able to label them out loud for the parent. Read more
Yesterday I attended the Los Angeles County PCIT Learning Community Network meeting. Dr. Lauren Maltby was facilitating a discussion with therapists currently in PCIT training (“Emerging” programs) on the topic of how to get more PCIT referrals. I loved how Dr. Maltby conceptualized PCIT therapists’ efforts to connect with community organizations as a way to get the word out about PCIT, so I am paraphrasing her here:
In our coding workshops at the conference, Play Talk emerged as a tricky coding category. Play talk describes verbalizations in which the parent talks “in role” as a toy or character, makes sound effects, or sings. In looking over the new DPICS-4 Comprehensive Manual for Research and Training, we found a nice explanation of when to code Play Talk. I’m going to paraphrase this here:
These recent findings were discussed on our LinkedIn professional discussion group by our Head of Clinical Research and PCIT Training Program Manager, Dr. Susan Timmer:
In 1987, Bruce Joyce and Beverly Showers released the findings on the effectiveness of changing practice (these were teachers) resulting from various modes of training and followup support. This information has become the prime mover behind the increase in what is known now as instructional coaching. The following summary of Joyce and Showers’ findings are dramatic!
The research on the need for coaching:
• 5% of learners will transfer a new skill into their practice as a result of learning a theory
• 10% of learners will transfer a new skill into their practice as a result of learning a theory and seeing it demonstrated
• 20% of learners will transfer a new skill into their practice as a result of theory, demonstration, and practice during the training
• 25% of learners will transfer a new skill into their practice as a result of theory, demonstration, practice, and corrective feedback during the training
• 90% of learners will transfer a new skill into their practice as a result of theory, demonstration, practice, and corrective feedback during the training — when it is followed up with job-embedded coaching
The UC Davis PCIT Training Center has entered into a $20 million training project administered by LA County Department of Mental Health, and funded by First 5 LA. We are very excited for the opportunity to train about 100 new agencies over the next 5 years in PCIT! Learn more about this wonderful PCIT Training Project here:
January 8th, 2013
Welcome to the new and improved UC Davis PCIT Training Center website!
As a community of PCIT researchers, therapists, and administrators, we have seen tremendous growth during the last decade. PCIT has been implemented with children and families of different cultures within the United States and those in several foreign countries. We have seen new and innovative PCIT programs, and modifications to meet the needs of the children and families we serve. In addition, the strategies to train new PCIT therapists are becoming more sophisticated and effective.