BigFoot 2006 -ICCTC-CCAN- OUHSC Indian Country Child Trauma Center (ICCTC) Dolores Subia BigFoot, PhD Center on Child Abuse and Neglect University of Oklahoma

BigFoot 2006 -ICCTC-CCAN-OUHSC

Indian Country Child Trauma Center (ICCTC)

Dolores Subia BigFoot, PhDCenter on Child Abuse and Neglect

University of Oklahoma Health Sciences Center


National Child Traumatic Stress Network

http://www.nctsn.org

University of Oklahoma Health Sciences Center

Indian Country Child Trauma Center (Category II Development Center)

[email protected]://www.icctc.org

mailto:[email protected]


Indian Country Child Trauma Center

• Adapt evidence based treatments for American Indian/Alaskan Native children who have experienced traumatic events– Parent Child Interaction Therapy– Treatment of Children with Sexual Behavior

Problems– Trauma-Focused Cognitive Behavioral

Treatment


What is Indian Country?



Common Theoretical Conceptsof PCIT and Native Teachings

Combines external andinternal determinants ofbehavior

Teaching to understandplace in the world

Moves child from external control to voluntary self control

Teaching of self-discipline

Child learns techniques to mediate their own behavior

Teaching of way to cope


Adaptation of PCIT for Indian Country

• Identification of Core Concepts of PCIT

• Identification of Minimum Skills of Trainees

• Recognition of Cultural Competency Application

• Identification of Native Traditional Teachings and Concepts


Adaptation of PCIT for Indian Country

• Explore use of words, language, timing, interpretations, and belief system to use as a foundation

• Willingness to receive feedback from Native Therapists and Families

• Live Remote Internet Coaching





Native Concepts of Parenting

• Honoring Children

• Indirect Discipline

• Modeling

• Storytelling

• Extended Family


Native Concepts of Learning

• Watch

• Listen

• Told what to do

• Ask questions

• Practice

• Teach


Native PCIT

Theoretical Orientation

Circle• How the world works• Spiritual teachings

•Behavior• Social learning• Cognitive

Assumptions/ Goals

•Build on relationships• Everyone is a relative• Respect• Acknowledgement• Learning• Consistency• Repetition• Non- interference • Honoring

•Enhance relationship between child and parent• Reduce frustration and anger• Improve social skills• Improve self-esteem• Improve organization/ attention• Improve consistent use of PCIT parenting skills

Assessments •Scouts• Council• How view Relationship• Showing

•Child Behavior checklists (ECBI)• Direct Parent-Child Observation (DPICS)

Cultural Incentives

• Food basket• Toys

• Toys


Native PCIT

Practices/ Techniques

• Honoring children• Repetition• Acknowledgement• Shunning/Ignoring• Teachings/directions- “Do it this way”• Mentoring• Storytelling• Chanting• Modeling• Humor• Respect

• PRIDE Skills

Praise

Reflection

Imitation

Description

Enthusiasm• Timeout•Giving good directions• Coaching• Modeling• Discipline• Consistency

Relationship/ Interaction

• Name giving• Structure• Ceremony• Ritual

•Guided Play• Structure time• Present with child

Outcomes/ Expectations/ Measures of Success

• Giveaway• Ceremony• Practice• Competition/ outcome• Home visit

• Parent reports• Teacher reports• Child Reports• Direct observation measures• Homework


Storytelling

Modeling

Ritual Shunning/Ignoring

Honor

Improve Consistent use of PCIT Parenting Skills

Behavior

Improve Social Skills

Enhance relationship between child and parent

Social Learning

PRIDE skills

Parent

Child

Naming

Ceremony

Giveaway

CircleImprove Organization and attention

Coaching

Modeling

Guided Play

Direct observation measures

Everyone is a relative


Parent-Child Interaction Therapyis

Honoring the Child

A traditional Native concept of how we value children and relationships they

have with adults.

Documents

BigFoot 2006 -ICCTC-CCAN- OUHSC Indian Country Child Trauma Center (ICCTC) Dolores Subia BigFoot, PhD Center on Child Abuse and Neglect University of Oklahoma