Cheryl Bodiford McNeil, Ph.D., is a Professor of Psychology in the Clinical Child Program at West Virginia University. She received her Ph.D. from the University of Florida. Dr. McNeil's clinical and research interests are focused on program development and evaluation, specifically with regard to abusive parenting practices and managing the disruptive behaviors of young children in both the home and school settings. She has authored two books (Parent-Child Interaction Therapy and Short-Term Play Therapy for Disruptive Children), a continuing education package (Working with Oppositional Defiant Disorder in Children), a psychotherapy DVD for the American Psychological Association (Parent-Child Interaction Therapy), and a classroom management program (The Tough Class Discipline Kit). In addition, Dr. McNeil has published numerous research articles and chapters related to the importance of intervening early with young children displaying disruptive behaviors. She is the wife of Dr. Daniel McNeil, a Professor of Psychology, and the mother of two school-aged boys.

Toni Hembree-Kigin, Ph.D., is a licensed psychologist in independent practice in Mesa, Arizona. She received her Ph.D. from the University of Florida. Dr. Hembree-Kigin's clinical and research interests are focused on young children with disruptive behavior problems and those in shelter and foster care. She has authored three books (Mental Health Interventions with Preschool children, Parent-Child Interaction Therapy, and Short-Term Play Therapy for Disruptive Children) and a continuing education package (Working with Oppositional Defiant Disorder in Children). Dr. Hembree-Kigin designed the therapeutic milieu in the group home and shelter care for the Child Crisis Center East Valley based on the PCIT model. In addition, Dr. Hembree-Kigin has published numerous research articles and chapters related to the importance of intervening early with youngchildren displaying disruptive behaviors. She is the wife of Dr. Timothy Kigin, school psychologist, and mother of three school-aged children.

Summarizes the research regarding clinical innovations in the PCIT program as well as applications to specialized populations

Retains much of the original information regarding the fundamentals of PCIT from the 1st edition, but also presents applications of PCIT to special populations

Discusses how to apply these treatment techniques to toddlers, older children, and siblings

Includes supplementary material: [...]