science

Parent-Child Interaction Assessment-II Modifying Attributions of Parents

Parent-Child Interaction Assessment-II Modifying Attributions of Parents is a science topic covered in the lgStudy science library. This page brings together a partial reference excerpt, illustrations, worked examples, real-world applications and a short study plan, so you can understand Parent-Child Interaction Assessment-II Modifying Attributions of Parents rather than just read about it. In short: The Parent-Child Interaction Assessment-II Modifying Attributions of Parents (PCIA-II/MAP) intervention is a brief cognitive-behavioral manualized treatment for parents in high-risk families (Bohr, 2008, 2005, 2004a, 2004b; Bohr & Holigrocki, 2005). A parent and child are video recorded during a structured play activity (see PCIA-II; Holigrocki, Kaminski, & Frieswyk, 1999, 2002) and sessions involve the therapist an…

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Reference excerpt

The Parent-Child Interaction Assessment-II Modifying Attributions of Parents (PCIA-II/MAP) intervention is a brief cognitive-behavioral manualized treatment for parents in high-risk families (Bohr, 2008, 2005, 2004a, 2004b; Bohr & Holigrocki, 2005). A parent and child are video recorded during a structured play activity (see PCIA-II; Holigrocki, Kaminski, & Frieswyk, 1999, 2002) and sessions involve the therapist and parent discussing excerpts from the video and conclude with a post-treatment assessment. After filming the interaction, the clinical research team meets to review the video to identify areas of parenting strength and problematic behavior in the parent or child. Next, the parent meets with the therapist for four intervention sessions. Treatment is directed at helping the parent to develop parenting strengths and to identify and modify inaccurate, dysfunctional, or negative attributions. The intervention involves showing the parent the video recorded parent-child interaction. In each of the intervention sessions, the therapist points out parenting strengths, creates a dialogue about what the child may be thinking, feeling, and intending; and then elicits and discusses with the parent other possible attributions for the child's behavior. After the intervention sessions, the post-treatment meeting involves filming the dyad again and having parent complete a series of measures to assess treatment efficacy. The PCIA-II/MAP intervention is being used in treatment and outcome research in Ontario, Canada. A randomized controlled trial is in progress with women victims of partner violence in the USA.

See also Child psychotherapy

References Bohr, Y. (2005). Infant Mental Health Programs: Experimenting with innovative models. Infant Mental Health Journal, 26(5), 407–422. Bohr, Y. (2004, July). Play, attachment, and negative parental attributions: An innovative intervention. Workshop at the American Psychological Association Annual Convention, Honolulu, HI. Bohr, Y. (2004, June). Visits to the zoo and infant mental health: Experimenting with innovative models for treatment for the very young. Workshop at the Canadian Psychological Association Annual Convention, St. John's, Newfoundland, Canada. Bohr, Y., Dhayanandhan, B., Armour, L., Sockett DiMarco, N., Holigrocki, R. & Baumgartner, E. (2008). Mapping parent-infant interactions: A brief cognitive approach to the prevention of relationship ruptures and infant maltreatment (The MAP method). Infant Mental Health Promotion: IMPrint, 51, 2–7. Bohr, Y. & Holigrocki, R. (2006, June). Modifying negative parental attributions through play: First step in preventing maltreatment? Poster presented at From Research to Practice: Society for Psychotherapy Research Annual Meeting, University of Edinburgh, Scotland. Bohr, Y. & Holigrocki, R. J. (2005). PCIA-II/MAP Treatment Manual: Modifying Attributions of Parents intervention. Unpublished manuscript, York University and the University of Indianapolis. Holigrocki, R. J., Crain, R., Bohr, Y, & Young, K., Bensman, H. (2009). Interventional use of the Parent-Child Interaction Assessment-II enactments: Modifying an abused mother's attributions to her son. Journal of Personality Assessment, 91(5), 1–12. Holigrocki, R. J., Hudson Crain, R., Bohr, Y. & Young, K. (2006, March). When direct observation assessment becomes treatment: Modifying the negative attributions of women victims of domestic violence. In Constance T. Fischer (chair), Collaborative Feedback. Paper presented at the Society for Personality Assessment Annual Meeting in San Diego, CA. Holigrocki, R. J., Hudson Crain, R., Bohr, Y, & Young, K., & Bensman, H. (in press). Interventional use of the Parent-Child Interaction Assessment-II enactments: Modifying an abused mother's attributions to her son. Journal of Personality Assessment.

External links PCIA-II/MAP: Link to external web site with full text articles and treatment manual

Worked examples

Example 1 — a first encounter with Parent-Child Interaction Assessment-II Modifying Attributions of Parents

Start with the simplest possible case. Write down what Parent-Child Interaction Assessment-II Modifying Attributions of Parents claims or describes in one sentence, then invent the smallest concrete situation in which that sentence is true. In science, the smallest case is usually a single object, a single equation or a single measurement. Check that every symbol or term in your sentence has a meaning in that case.

Example 2 — changing one variable

Take the situation from Example 1 and change exactly one quantity: double it, halve it, or set it to zero. Predict what should happen to Parent-Child Interaction Assessment-II Modifying Attributions of Parents before you calculate. Comparing your prediction with the result is the fastest way to find out whether you understand the idea or only the words.

Example 3 — an exam-style question

Typical questions about Parent-Child Interaction Assessment-II Modifying Attributions of Parents ask you to (a) state it precisely, (b) apply it to given data, and (c) explain a limitation. Practise writing all three answers in under five minutes; the third part is what separates a full-mark answer from an average one.

Applications of Parent-Child Interaction Assessment-II Modifying Attributions of Parents

In research: Parent-Child Interaction Assessment-II Modifying Attributions of Parents appears in science research whenever the underlying quantities have to be modelled precisely. Papers usually cite it as a starting assumption and then explore where it breaks down.
In technology and industry: Engineering practice reuses Parent-Child Interaction Assessment-II Modifying Attributions of Parents in design rules, simulations and safety margins. Knowing the idea lets you read a specification sheet and understand why the numbers look the way they do.
In the classroom: Parent-Child Interaction Assessment-II Modifying Attributions of Parents is common in secondary-school and first-year university syllabi. It links to neighbouring topics Cognitive therapy, Psychotherapy by type, so understanding it makes those chapters shorter.
In everyday life: Look for Parent-Child Interaction Assessment-II Modifying Attributions of Parents outside the textbook — in sport, cooking, traffic, electronics or the sky above you. An example you found yourself is remembered far longer than one you were given.

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Frequently asked questions

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Read the excerpt, restate it from memory, then work through the examples and applications listed on this page. The five-step study plan above takes about twenty minutes.

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