Child-Parent Relationship Therapy (CPRT)

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.

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