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  Previous issue (2022. Vol. 11, no. 1)

Clinical Psychology and Special Education

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2304-0394

DOI: https://doi.org/10.17759/cpse

License: CC BY-NC 4.0

Published since 2012

Published quarterly

Free of fees
Open Access Journal

 

Evidence-Based Psychotherapy Practices for Preschool Children: A Brief Review for Clinicians 97

Zhukova M.A.
PhD in Psychology, Research Fellow of the Laboratory of Translational Developmental Sciences, Saint-Petersburg State University
ORCID: https://orcid.org/0000-0002-3069-570X
e-mail: marina.zhukova@times.uh.edu

Trent E.S.
MA in Psychology, Doctoral Student of the Department of Psychology, University of Houston, Houston, USA
ORCID: https://orcid.org/0000-0003-4775-5999
e-mail: estrent@central.uh.edu

Abstract
Despite growing consensus that clinical interventions must be supported by empirical evidence, preschool-aged children are more likely than older children to receive services with little to no empirical support. The dissemination of research findings on the efficacy of specific interventions is constrained by clinicians’ limited access to peer-reviewed research journals and treatment manuals. The current paper provides a synthesis on the literature of psychological treatment for children with externalizing or internalizing problems and their parents or families. The review highlights key principles and treatment approaches that are supported by the evidence so that clinicians may readily implement these evidence-based treatments. The approaches that have the most empirical support for externalizing problems are parent behavior management training (PBMT), parent-child interaction therapy (PCIT), and cognitive behavioral therapy (CBT; in individual or group format, including social skills groups). For internalizing problems, research suggests that family-based CBT, group parent CBT (alone or in combination with group child CBT), trauma-focused CBT, and adapted versions of PCIT are the most evidence-supported treatments in preschool children. Common principles and techniques that are shared by a number of evidence-based treatments for preschool-aged children, and recommendations for clinicians and for the research community are discussed.

Keywords: evidence-based treatments, internalizing, externalizing, preschool children

Column: Theoretical research

DOI: https://doi.org/10.17759/cpse.2022110202

Funding. The manuscript conceptualization and literature search were supported by the Grant from the President of Russian Federation МК-4217.2021.2 (P.I.: Marina A. Zhukova); result synthesis, interpretation and manuscript preparation were funded in part by Sirius University of Science and Technology, Sochi, Russia.

Received: 01.10.2021

Accepted: 30.04.2022

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