Do e s te a c hing pa re nts to g ive time -o uts hurt the ir a - - PowerPoint PPT Presentation

Do e s te a c hing pa re nts to g ive time -o uts hurt the ir a tta c hme nt re la tio nships with the ir c hildre n?

16th Annua l Co nfe re nc e o n Pa re nt-Child I nte ra c tio n T he ra py fo r T ra uma tize d Childre n Se pte mb e r 21, 2016 Be th T ro utma n, PhD, ABPP Unive rsity o f I

• wa Ca rve r Co lle g e o f Me dic ine

Ove rvie w

 A little the o ry  A little c linic a l a pplic a tio n  A little da ta

A little the o ry

 “But the b ig g e st re a so n we q ue stio n the va lue o f time -

• uts ha s to do with a c hild’ s pro fo und ne e d fo r

c o nne c tio n.”

 “Yo u do n’ t wa nt to se nd the me ssa g e tha t yo u’ ll b e in

re la tio nship with he r whe n she ’ s “g o o d” o r ha ppy, b ut yo u’ ll withho ld yo ur lo ve a nd a ffe c tio n whe n she ’ s no t.”



Sie g e l & Bryso n, 2014, No -Dra ma Disc ipline

Why my tra ining a nd re se a rc h in a tta c hme nt the o ry ma ke s me ne rvo us a b o ut time -o uts

 T

he re is a pro fo und ne e d fo r c o nne c tio n.

 Se c ure a tta c hme nt is a sso c ia te d with b e tte r e mo tio na l

re g ula tio n.

 Co nc e rn tha t time -o ut ma y le a d to mo re a vo ida nt

stra te g y fo r c o ping with distre ss.

Organized Patterns of Attachment

INSECURE SECURE INSECURE A1 A2 B other B1 B3 B4 B other C2 C1

avoidant- avoidant- secure- very secure secure- dependent ambivalent- ambivalent- ignoring neutral reserved secure-feisty resistant immature secure-controlling

Focus on exploration Balance between

Focus on attachment and independence attachment & exploration relationship/affect

safe haven

secure base

independence

relationship

independence

relationship

relationship

independence

Attachment and Emotional Regulation

• pen expression of distress

co-regulation self-regulation

Attachment and Emotional Regulation

heightening distress co-regulation

Attachment and Emotional Regulation

minimizing distress self-regulation

(Integration of Working Models of Attachment into Parent-Child Interaction Therapy)

skills state

• f

mind

behavior pattern

• f

attachment

A little da ta

• Is there research on time-out and

attachment using well-validated assessments of attachment security?

• No

• Is there research on post-PCIT outcomes

using well-validated assessments of attachment security?

• No

Attachment Prior to IoWA-PCIT

INSECURE SECURE INSECURE

X X X X X X X

A1 A2 B other B1 B3 B4 B other C2 C1

avoidant- avoidant- secure- very secure secure- dependent ambivalent- ambivalent- ignoring neutral reserved secure-feisty immature resistant secure-controlling

Focus on exploration Balance between

Focus on relationship

& independence attachment & exploration minimization of distress

• pen expression of distress

heightening of distress

Attachment Following IoWA-PCIT (Including Teaching Parents to Use Time-Outs)

INSECURE SECURE INSECURE

X X X X X X X

A1 A2 B other B1 B3 B4 B other C2 C1

avoidant- avoidant- secure- very secure secure- dependent ambivalent- ambivalent- ignoring neutral reserved secure-feisty immature resistant secure-controlling

Focus on exploration Balance between

Focus on relationship

& independence attachment & exploration minimization of distress

• pen expression of distress

heightening of distress

Co ntinuo us Atta c hme nt Ra ting s

Pr e - IoWA- PCIT Post- IoWA- PCIT E ffe c t size

Se c urity (sc a le B) 5.4 (1.0) 6.4 (.8) 1.1* Avo ida nc e (sc a le A) 2.5 (1.8) 1.4 (.9)

• .8

Re sista nc e (sc a le C) 2.5 (1.7) 1.7 (.7)

• .6

Did te a c hing pa re nts to g ive time -

• uts hurt the ir a tta c hme nt

re la tio nships with the ir c hildre n in the se fa milie s? No

no ne o f the fa milie s ha d le ss se c ure re la tio nships with the ir c hildre n a fte r pa re nts we re ta ug ht to use time -o ut

Do we ne e d mo re re se a rc h o n the impa c t o f time -o uts a nd PCI T

• n

a tta c hme nt?

Ab so lute ly