A randomized control group design was used to examine the effects of CPRT on adoptive families.
Six contemporary studies used the MEACI to examine the impact of CPRT methodology on parental empathy and followed stringent training and coding procedures to establish interrater reliability for the MEACI total empathy score (Bratton & Landreth, 1995; Chau & Landreth, 1997; Costas & Landreth, 1999; Elling, 2003; Glover & Landreth, 2000; Harris & Landreth, 1997).
Each parent and child were provided a room equipped with toys traditionally used in CPRT sessions (Bratton et al.
Parents assigned to the wait-list control group were offered CPRT upon completion of the study.
Seven graduate counseling students, independent of the present study and with advanced training in play therapy and CPRT, scored the videos.
The curriculum content and procedures adhered to the CPRT 10-session treatment protocol (Bratton et al.
The first author contacted parents who met qualifications for the study to complete the PSI and to provide available times to attend the CPRT program.
Curriculum content and procedures utilized during training followed the CPRT 10-session manualized protocol (Bratton, Landreth, Kellam, & Blackard, 2006) with the minor adaptation of extending the program to 11 sessions in an effort to provide additional "check-in" time to accommodate potential parenting scheduling difficulties, address stressors related to living in poverty, and decrease the likelihood of early termination (Boyd-Franklin, 2003; Parham & Parham, 2002; Parham, White, & Ajamu, 1999).
CPRT training and supervision were provided by an advanced doctoral counseling student and a master's level counselor with extensive training and supervised experience in play counseling, filial counseling, and CPRT methodology.
Sessions 1-3 focus on parents learning CPRT objectives and practicing basic CPRT skills in preparation for practice sessions conducted at home.
Specifically, parents are reminded of CPRT objectives for home practice sessions that include establishing consistency within their responses to ensure safety, encouraging the child's emotional expression to facilitate self-acceptance, and establishing a level of permissiveness to promote self-direction (Landreth & Bratton, 2006).
Consistent with the CPRT protocol and procedures, after the third meeting parents conducted 30minute videotaped practice sessions at home with their child for seven sessions.