Parent-Child Interaction Therapy (PCIT) delivered in the school setting with teacher involvement: a co-produced intervention for students with conduct problems
Year: 2026
Type: article
Study design: Clinical Trial
Abstract: School-based interventions for students with conduct problems typically reflect a multi-tiered system of behaviour supports. However, caregivers are rarely included, particularly in interventions for students with the most severe problems requiring intensive support. To address this gap, we evaluated the effectiveness of a school-delivered adaptation of Parent-Child Interaction Therapy (PCIT), an individually delivered, family-based parenting programme. The intervention was co-produced with seven educational institutions in Australia for children aged 3–8 years with conduct problems and their caregivers and educators. We also explored acceptability and feasibility related to implementing PCIT in a school setting. We describe a six-step implementation process: (1) evidence review; (2) stakeholder consultation to plan the project; (3) co-producing the research protocol for delivering PCIT in schools; (4) pilot testing with an initial student cohort (N = 27); (5) co-modifying the protocol based on outcomes and stakeholder feedback; and (6) testing the co-modified protocol featuring direct educator involvement in a second student cohort (N = 42). Findings support the promise of School PCIT as an indicated/Tier 3 intervention for young children with conduct problems. The collaborative process highlighted key facilitators and barriers to implementation that should inform future research. Parent Management Training (PMT) is an effective treatment for children with severe conduct problems, but many families face access-to-care barriers.School-delivered interventions can overcome access barriers. However, in Australia, these programmes are typically child-focused and rarely involve students with severe problems who require intensive, family-based support.Co-producing interventions with stakeholders can improve accessibility, acceptability, and sustainability, but a school-based PMT programme has yet to be co-produced with Australian primary schools. Parent Management Training (PMT) is an effective treatment for children with severe conduct problems, but many families face access-to-care barriers. School-delivered interventions can overcome access barriers. However, in Australia, these programmes are typically child-focused and rarely involve students with severe problems who require intensive, family-based support. Co-producing interventions with stakeholders can improve accessibility, acceptability, and sustainability, but a school-based PMT programme has yet to be co-produced with Australian primary schools. We describe a six-step co-production process to develop School-delivered Parent-Child Interaction Therapy (PCIT) with seven Sydney-based schools, including adapted recruitment and assessment processes and universal and targeted teacher involvement.School PCIT produced cross-setting improvements in student conduct problems, and was acceptable and feasible.Key implementation facilitators and barriers were identified. We describe a six-step co-production process to develop School-delivered Parent-Child Interaction Therapy (PCIT) with seven Sydney-based schools, including adapted recruitment and assessment processes and universal and targeted teacher involvement. School PCIT produced cross-setting improvements in student conduct problems, and was acceptable and feasible. Key implementation facilitators and barriers were identified.
Source: Figshare
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W7147088676