Child-Parent Relationship Therapy (CPRT) (2^nd Ed.) An Evidence-Based 10-Session Filial Therapy Model

Child-Parent Relationship Therapy (CPRT), grounded in the attitudes and principles of Child-Centered Play Therapy (CCPT), is based on the belief that a parent acting as an agent for change in place of a play therapist has potential for significant and lasting therapeutic gains. This newly expanded and revised edition of Child-Parent Relationship Therapy (CPRT) describes training objectives, essential skills and concepts taught in each session, as well as the format for supervising parents? play sessions. Transcripts of actual sessions demonstrate process and content in the 10 CPRT training sessions. Research demonstrating the effectiveness of CPRT on child and parent outcomes is presented in support of CPRT?s designation as an evidence-based treatment model.

This second edition is updated to include six new chapters exploring the topics of cultural considerations for working with ethnically and racially diverse families, neuroscience support for CPRT, and adaptions for specific populations including parents of toddlers, parents of preadolescents, adoptive families, and the teacher/student relationship. The authors? expertise and experience results in a book that is essential reading for both students and professionals. By using this text and the accompanying treatment manual, filial therapists will have a complete package for training parents in the CPRT model.

Preface

Acknowledgments

Contributing Authors

1 History, Development, and Objectives of Child-Parent Relationship Therapy (CPRT): A 10-Session

Filial Therapy Model

2 Neuroscience and CPRT

Raissa M. Miller

3 Unique Features of CPRT

4 Training and Supervision of CPRT Filial Therapists

5 Critical Components in Facilitating the Process of CPRT

6 CPRT Skills, Concepts, and Attitudes to Be Taught

7 The 10-Session CPRT Training Process

8 CPRT Training Session 1: Training Objectives and Reflective Responding

9 CPRT Training Session 2: Basic Principles for Play Sessions

10 CPRT Training Session 3: Parent-Child Play Session Skills and Procedures

11 CPRT Training Session 4: Supervision Format and Limit Setting

12 CPRT Training Session 5: Play Session Skills Review

13 CPRT Training Session 6: Supervision and Choice Giving

14 CPRT Training Session 7: Supervision and Self-Esteem-Building Responses

15 CPRT Training Session 8: Supervision and Encouragement vs. Praise

16 CPRT Training Session 9:

Supervision and Generalizing Skills 17 CPRT Training Session 10: Evaluation and Summing Up

18 Adapting CPRT for Parents of Toddlers

Mary Morrison Bennett and Kara Carnes-Holt

19 Adapting CPRT for Parents of Preadolescents

Peggy L. Ceballos, Kristin Meany-Walen, and Kara Carnes-Holt

20 Adapting CPRT for Adoptive Families

Kara Carnes-Holt and Kristie Opiola

21 Adapting CPRT for Teachers

Mary Morrison Bennett and Wendy Pretz Helker

22 Culturally Responsive CPRT

Angela I. Sheely-Moore, Peggy L. Ceballos, Yung-Wei Lin, and Yumiko Ogawa

Garry L. Landreth, EdD, LPC, RPT-S, is regents professor emeritus, department of counseling and higher education, and founder and director emeritus, Center for Play Therapy at the University of North Texas.

Sue C. Bratton, PhD, LPC-S, RPT-S,is professor emerita, department of counseling and higher education, and director emerita, Center for Play Therapy at the University of North Texas.