ABSTRACT
The initial meetings with parents, teachers, and other caretakers lay the groundwork for cooperative and warm working relationships that are helpful in beginning CCPT, and also make the intervention more effective. This chapter illustrates what every parent should know about CCPT and your work with the parent/teacher and child, as well as key principles for parent and teacher consultation regarding CCPT.
By reading and working through the chapter exercises, the reader will be better able to:
Understand the importance of the child-centered therapist’s role—that is, as someone who is relationship-based—both in counseling the child and in consultation with parents, teachers, and other significant caretakers.
Be able to explain what every parent/teacher should know in getting started with CCPT and why.
Explain the primary and secondary goals in getting started with a parent in an agency or school setting, as well as with principals and teachers in school settings.
Describe the principles of feedback sessions with parents, what usually happens, how and why, as well as how these same principles can apply in feedback sessions with teachers and principals and how the principles can vary.
Give examples of the service contexts (i.e., the set or array of services) that can surround CCPT in agency and school settings.
