Coaching practices for Pcit Child Directed Skills

Describe almost anything you are working through and IX Coach finds the practices whose real-world fit is closest. For Pcit Child Directed Skills, these are the strongest matches in the current practice library.

Does this sound like the set of challenges you might be facing?

• Even when I sit down to play with my kid I catch myself steering it
• I praise my kid constantly
• My child reacts to everything on pure impulse and never seems to stop and think how the other kid feels, and I want to actually build that thinking-and-considering muscle during our good calm moments, not just keep firefighting once they’ve already lost it.
• My child has gotten so used to being "the difficult one" that they act like it’s just who they are
• My kid only seems to come at me when they want something or when they’re acting out, and I realize the only time I really pay full attention is when I’m correcting them

Practices that may help

1. Follow the child’s lead completely during special time
   Let the child decide what you do, how long you stay, and when you move on.
   Special Time (Lawrence Cohen — Playful Parenting)
2. Sportscast what you see rather than directing
   Narrate the play without evaluation, question, or instruction.
   Special Time (Lawrence Cohen — Playful Parenting)
3. Engage the upstairs brain through curiosity and play
   Ask questions that require the child to think, imagine, or consider another perspective.
   The Whole-Brain Child (Siegel & Bryson)
4. Special Time (Lawrence Cohen — Playful Parenting)
   Special time is a structured daily or near-daily practice of ten to twenty minutes of fully child-directed, uninterrupted one-on-one play, drawn from Lawrence Cohen's Playful Parenting framework. It fills the child’s attachment "cup," reduces bids for attention through misbehavior, and builds the relationship reserve that makes limits and teaching more effective. Clinical and observational evidence consistently supports child-directed play as a relationship and behavior intervention.
5. Use experiential recognition to highlight strengths in the moment
   Catch the child demonstrating a virtue and name the virtue directly.
   The Nurtured Heart Approach (Howard Glasser)
6. Spend quality one-on-one time with your child
   Fifteen minutes of child-led, uninterrupted attention per day builds the relationship that discipline depends on.
   Triple P Parenting (Matthew Sanders)
7. Talk with your child about their day and interests
   Genuine conversational interest builds vocabulary, trust, and the relationship buffer that makes limits land without conflict.
   Triple P Parenting (Matthew Sanders)
8. Dialectical Behavior Therapy (DBT) Skills, Made Practical
   DBT is a skills-based approach built around a balance — accepting yourself as you are while working to change — taught through four skill sets: mindfulness, distress tolerance, emotion regulation, and interpersonal effectiveness. It has strong randomized-trial support, particularly for chronic emotion dysregulation and self-harm.
9. Identify the lagging skill behind the behavior
   Name the cognitive skill the child is missing, not the behavior you want to stop.
   Collaborative Problem Solving (Ross Greene)
10. Recognize what is not happening with proactive recognition
    Catch the child not misbehaving and name the success explicitly.
    The Nurtured Heart Approach (Howard Glasser)

Describe your situation in your own words to search the complete practice library.