Parent–Child Interaction Therapy (PCIT): Strengthening Bonds and Supporting SEN in Primary Schools

Understanding the Challenge

Across the UK, and particularly here in Blackpool, Wyre and Fylde, schools are seeing a steady rise in the number of children needing Special Educational Needs (SEN) support. Reports highlight not only the increase in referrals but also the ongoing struggle to ensure that pupils get the right help early enough. For teachers, this often means classrooms where behaviour becomes a barrier to learning. For parents, it means worrying about how to help a child who is struggling but can’t always explain why.

At CALMSS, we believe that no child should feel misunderstood or left behind. One of the ways we meet this challenge is through Parent–Child Interaction Therapy (PCIT), a therapy that is both practical and evidence-based, but also warm and deeply hum

 

 

What is PCIT?

Parent–Child Interaction Therapy (PCIT) is an internationally recognised programme designed for children aged 2–7 who are experiencing emotional or behavioural difficulties. Originally developed in the United States by psychologist Sheila Eyberg in the 1970s, it has been widely researched and adapted across the world.

At its core, PCIT is about building stronger relationships between adults and children. When trust, warmth and positive attention grow, behaviour improves naturally. The therapy combines play, coaching, and structured strategies that adults can continue using long after the sessions end.

 

 

How Does PCIT Work?

PCIT usually takes place in two stages:

  1. Child-Directed Interaction (CDI)
    Adults are encouraged to follow the child’s lead in play, using simple but powerful “PRIDE skills”:

    • Praise – noticing and celebrating positive behaviours.

    • Reflect – repeating back what the child says to show listening.

    • Imitate – joining in the play to build connection.

    • Describe – narrating the child’s actions to increase focus.

    • Enthusiasm – showing genuine joy in the interaction.

    These skills help children feel valued, seen, and safe — the building blocks of resilience.

  2. Parent/Teacher-Directed Interaction (PDI)
    Adults learn to give clear, calm instructions and to set gentle but consistent boundaries. This reduces conflict and teaches children self-control. Over time, disruptive behaviours decrease, and cooperation and confidence grow.

What makes PCIT unique is that it often involves live coaching. The therapist observes and gives feedback to the adult in real time (traditionally through an earpiece, but also now via video or in-session feedback). This makes the learning immediate, practical, and highly effective.

 

 

The Evidence for PCIT

PCIT is one of the most researched interventions for young children. Decades of studies show that it:

  • Reduces disruptive behaviour such as defiance, tantrums, and aggression (Eyberg et al., 2001; Thomas & Zimmer-Gembeck, 2007).

  • Improves long-term outcomes, with many families reporting positive changes years later (Hood & Eyberg, 2003).

  • Decreases parental stress and increases confidence in managing behaviour (Nixon et al., 2003).

  • Reduces risk of maltreatment by strengthening positive parenting in high-stress families (Chaffin et al., 2004).

  • Adapts successfully for ADHD, autism, anxiety, trauma, and foster care contexts.

For primary schools in Blackpool and Lancashire, where SEN and ADHD numbers are rising, this kind of structured, evidence-based support can make a real difference.

 

 

Why PCIT Matters for Schools

Schools are under increasing pressure to meet Ofsted priorities around behaviour, wellbeing, and inclusion. Many headteachers and SENCOs say they want support that is practical, measurable, and rooted in evidence. PCIT ticks all these boxes.

By introducing PCIT principles into classrooms, schools can:

  • Reduce disruption and create calmer, more focused learning environments.

  • Support teachers with clear, consistent behaviour strategies.

  • Promote inclusion by helping children with SEN, ADHD, or trauma feel safer and more connected.

  • Demonstrate to Ofsted a clear commitment to emotional wellbeing and personal development.

 

 

CALMSS and PCIT

At CALMSS, we have invested in specialist CPD training in PCIT, ensuring that our services remain both compassionate and evidence-based. We adapt PCIT principles for:

  • One-to-one sessions with children who need targeted support.

  • Small group work to build social skills and resilience.

  • Parent coaching to bring consistency at home.

  • Teacher training and consultation, so staff feel equipped and confident.

  • Whole-class workshops, making emotional literacy and resilience part of everyday learning.

By combining PCIT with our Play Therapy, Dance Movement Therapy, and child-first ethos, CALMSS provides flexible, creative solutions that meet local needs.

 

 

A Human Story

We recently worked with a Year 2 pupil who was struggling to manage big emotions. The classroom was often disrupted, and their parent felt powerless. Through PCIT-informed sessions, the parent learned how to give praise and set boundaries with confidence. The teacher adopted similar strategies in class. Within weeks, the child was calmer, more engaged in lessons, and smiling more often.

This is the heart of PCIT: children feeling safe and understood, and adults feeling empowered to support them.

 

 

Final Thoughts

Children don’t always have the words to explain what they feel. PCIT gives adults the tools to listen differently — through play, through structure, and through connection. For families, it brings hope. For schools, it offers measurable impact. For children, it creates the safety they need to grow.

At CALMSS, we are proud to bring this evidence-based approach into our work with local schools and families across Blackpool, Wyre and Fylde. Together, we can ensure every child has the chance to thrive.