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

ABSTRACT 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 tra