Learning to Code Dyadic Parent–Child Interaction: An Exploratory Study

Objective Diagnostic assessment through the Dyadic Parent–Child Interaction Coding System (DPICS) is inextricably linked to Parent–Child Interaction Therapy (PCIT), an evidence‐based parent management programme. However, there is a paucity of research on factors that may promote or hinder DPICS learning, including workshop format characteristics, trainee variables, and the quantity and complexity of verbalisations captured through DPICS coding. This study aims to bridge this gap. Methods To do this, this study used an exploratory, quasi‐experimental design to identify workshop and trainee characteristics that influence effective learning of DPICS coding. Data for this study were collected across 14 cohorts of 40‐h PCIT basic training workshops including 82 participants. Results The findings of this study suggest that the basic PCIT workshop format (one‐stage vs. two‐stage workshop), primary psychotherapeutic orientation, pre‐workshop DPICS coding experience, preparation time for DPICS coding before the workshop, attitude towards DPICS coding importance, DPICS coding confidence or time spent on DPICS homework during the workshop do not exert a significant influence on DPICS coding competency as assessed by the DPICS inter‐coder agreement (ICA). In contrast, fewer years of pre‐workshop clinical practice and native speaker status were statistically significantly associated with higher ICA. Conclusion Implementing a systematic plan for DPICS training throughout the PCIT training process seems to be highly advisable, particularly for non‐native‐speaker trainees and trainees with extensive pre‐workshop clinical experience. To further elucidate the factors influencing PCIT training outcomes, multi‐centre studies with more participants are needed.