Figures, Tables, and Textboxes
Foreword-Eliana Gil
Acknowledgments
Introduction-Jodi Ann Mullen and Athena A. Drewes
PART I GROUNDWORK AND FOUNDATIONS
1 Through a Cultural Lens: How Viewing Childhood as a Distinct Culture Impacts Supervision-Jodi Ann Mullen
Abstract
The Shift
Case Study: Rowan
Defining the Culture of Childhood
Assessing Supervisees' Cross-Cultural Skills
How to Honor the Culture of Childhood in Mental Health
Conclusion
References
2 Consideration of Child Development in Play Therapy and Supervision-Athena A. Drewes
Abstract
Introduction
Developmental Models
Erik Erikson (1963)-Psychosocial Identity Theory
Sigmund Freud (1905)-Psychosexual Development
Arnold Gesell (2011)-Maturational-Development Theory
Stanley Greenspan (1993)-Emotional Development
Lawrence Kohlberg (1987)-Moral Development
Jane Loevinger (1976)-Ego Development
Jean Piaget (1932/1965)-Cognitive Theory
Sue and Sue (2003)-Racial/Cultural Identity Development
Lev Vygotsky (1966)-Cognitive Development Theory
Special Considerations
Assessing Cognitive-Developmental Level
Impact of Trauma on Development
Sexualized Behavior: Normal Development vs. Abuse
Case Example
Conclusion
References
3 Where the Personal and Professional Meet: Consideration of Attachment Dynamics in Play Therapy Supervision-Simon Kerr-Edwards
Abstract
Theoretical Approach
Relevant Research
Unique Aspects and Challenges of Supervision
Incorporating Experiential Elements in Supervision
Exercises
Attachment History and Patterns
Rationale
Attachment Constellation
Secure Base and Safe Haven
Rationale
Design Your Own Supervision Space
Storm Shelter
Working Alliance
Rationale
Supervision Jigsaw
Conclusion
References
4 Integrating the Use of the Placement Assessment and Review (PAR) in Play Therapy Supervision-Bridget Sarah, Kate Renshaw, Natalie Hadiprodjo, Phoebe Godfrey, and Judi Parson
Abstract
Introduction
What Are Competencies?
Competencies in Play Therapy
Introducing the Placement Assessment and Review (PAR)
Development of the Placement Assessment and Review (PAR)
The What, How, and Why of the Placement Assessment and Review
The Supervisory Relationship
Domain A: Links Theoretical Knowledge to Inform Play Therapy Practice
Domain B: Reflects on Clinical Play Therapy Practice and Therapeutic Skills
Domain C: Demonstrates Professional Practice and Conduct
Further Applications and Considerations
Conclusion
Recommended Resources
References
5 When Approaches Collide: New Insights Using the Play Therapy Dimensions Case Conceptualization Tools-Ken Gardner and Lorri Yasenik
Rationale for a Defined Play Therapy Supervision Model
The Play Therapy Dimensions Model
Decision Making Using the Four Quadrants
Developmental Framework for Supervision
Avoiding Collision Points in Play Therapy: Supervision Mechanisms and Tools
Child and Therapist Moderating Factors Scale
Therapist Degree of Immersion Scale
Case Vignette
Jolene
Summary
References
PART II GROWING SUPERVISEES AND SUPERVISORS
6 International Supervision for Play Therapy Practice: Navigating the Translatable-Judi Parson, Sarah Hickson, Belinda Dean, and Zhou De-Hui Ruth
Abstract
Introduction
Supervision Definition
Models of Supervision
Humor in Supervision
Ethical Considerations
Setting the International Supervision Scene
Your Time or Mine?
Additional Considerations for International Supervision Contracts
Resources
Navigating the Narrative
Background
Presenting Issues
Aims and Objectives of Play Therapy
Themes
Progress
First Sessions
Supervision
Middle Sessions
Supervision
End Sessions
An Aesthetic Response to Tommy's Story and the Process of the International Supervision
Conclusion
Key Readings
Additional Resource
References
7 Climbing the Ladder: The Unique Challenges of Supervision of Supervision-Athena A. Drewes
Abstract
Introduction
Supervision of Supervision
Supervisor Competencies
Regulatory Requirements
Defining Supervision of Supervision and Its Levels
Boundaries
Mirror Effect
Setting Clear Goals
Difference and Power in Supervision
Research Case Example
Conclusion
References
8 Techniques to Unlock the Creative Potential of Play Therapist Supervisors-Jamie Lynn Langley
Abstract
Creative
Exploring the Keys
Get Up and Move
Spend Time in Nature
Listen to Music
Engage in Mindfulness Practice
Seek Sanctuary, Silence, and Stillness
Get Some Rest
Just Do It
Creativity Unlocked
References
9 Playful Supervision: Sharing Attachment-Informed Exercises in the Supervision of Play Therapists-Anne Stewart, William F. Whelan, and Lennis G. Echterling
Supervision and Play Therapy
Caregiving and Effective Supervision
Attachment Security as a Guide to Secure Supervision
Attachment-Informed Exercises
Safe Haven Needs
Sensory Mapping
Pocket Pals
Mindful Walk
Secure Base Needs
Getting to Know You
Cultural Collage
Coregulation
Original Work
Supervisionland
Tag Team Role-Playing
Reflective Functioning
Drawing Together
Quotes
Inkshedding
Storytelling
Conclusion
References
10 Supervision: Seeing Ourselves and Clients in the Sand-Mary Morrison Bennett and Linda E. Homeyer
Abstract
Supervision in the Sand Tray
Model of Supervision
Sand Tray as a Supervisory Intervention
Experiential Sand Tray Activities
Understanding the System
Understanding Their World
Compare and Contrast
Understanding Parents
Understanding the Session
Understanding Your Professional Development
Play Genograms
Resistant Supervisees
Processing a Sand Tray in the Supervision Session
Research
Conclusion
References
PART III CRITICAL BUILDING BLOCKS
11 Multicultural Supervision: Building Culturally Responsive Play Therapists-Lyrica Fils-Aimé
Children See Inequities
What Is Multicultural Supervision?
Why Focus on Race in Play Therapy Supervision?
Developing an Equity Lens as a Play Therapist
Unconscious Bias
Colorblindness Bias
Deficit Thinking
Supervision Across Similar Identities
How Does Racism Impact Children?
Supervision Across Difference
Goals for Supervisees
A Culturally Responsive Play Therapy Supervisor
References
Appendix 1
Appendix 2: Recommended Reading to Keep Learning
Appendix 3: Strategies to Become a Culturally Responsive Supervisor
12 The "Good" Clinician: A Steep Learning Curve-Beyond Good to Culturally Safe-Claire Niven, Heather Coull, Lesley Harvey, and Judi Parson
Abstract
Author Introductions
Introduction
Is It Safe?
Conclusion
Recommended Resources
References
13 Developing Cultural Humility: Play-Based Techniques for Supervisors-Ariel Marrero
What Is Cultural Humility?
Research on Cultural Humility
The Difference Between Cultural Competence and Cultural Humility
Cultural Humility in Supervision
The Supervisor-Supervisee Relationship
Conversations About Culture
Supporting Supervisee Self-Reflection
Using Play-Based Techniques in Supervision
Cultural Humility Map
Tough Conversation Puppet Show
Cultural Ruptures in the Sand
Past, Present, and Future Self
Conclusion
References
14 Ethical and Social Justice Considerations in Play Therapy Supervision-Jeffrey S. Ashby and Marieke van Nuenen
Autonomy
Nonmaleficence and Beneficence
Justice
Conclusion
References
15 Supervision on the Global Stage: Unraveling the Stories or the Layering of Intimacy-Sue Jennings
Abstract
Models of Supervision Practice
Neuro-Dramatic-Play (NDP)
Embodiment-Projection-Role (EPR)
Theater of Resilience (ToR)
The Supervisory Mandala
The Story of Markandeya (Adapted From the Mahabharata)
References
PART IV WORKING WITH PARENTS, FAMILIES, AND GROUPS
16 Group Supervision of Group Filial Therapy: Playing With Symbols and Metaphor to Foster Self-Awareness-Sue C. Bratton, Alyssa Swan, and Kristie K. Opiola
Abstract
Supervision Model
Importance of Self-Awareness
Group Supervision
Incorporating Expressive Media
Role of the Supervisor in Presenting Expressive Media
Example Experiential Activity
Objectives
Activity: Sand Tray
Materials and Setup
Structure
Processing Prompts
Adaptations
Unique Aspects and Challenges
Conclusion
References
17 The VanFleet Collaborative Model of Supervision: It's All About the Relationship-Risë VanFleet
Abstract
Theoretical Approach
Background
Influences on Supervision Approach
The VanFleet Collaborative Model of Supervision
Supporting Principles of the Collaborative Model
Standard Aspects of Supervision
The Process of the Collaborative Model
Supervisee Case Presentation
Supervisor Responds to This Information
Supervisee Shares Ideas and Plans for Future Sessions
Supervisor Responds and Shares Suggestions and Ideas for the Next Several Client Sessions
Supervisor Invites and Manages Other Ideas and Suggestions From the Group (if Group Supervision)
Supervisee Gives Reactions to Suggestions Made
Supervisor and Supervisee Jointly Develop Action Plan and Follow-Up Plan in Future Supervision Meetings
Guidelines for Giving Feedback
Relevant Research
Unique Aspects and Challenges of Supervision
Experiential Elements of Supervision
Create a Playful Climate
Use Recorded Session Segments Whenever Possible
Suggest a Role-Play of a Client Situation
Use Playful Role-Plays to Rehearse Next Steps
Build Agency With Case Formulation Guidelines
Use Professional Development Plans
Conclusion
References
18 Group Play Therapy Supervision: Integrating the Powers of Play and Group-Dee C. Ray, Yumiko Ogawa, and Yi-Ju Cheng
Abstract
Supervising the Group Play Therapist
Supervision Case Studies
Noise and Mess
Matching and Timing
Imbalanced Responsiveness Toward Children
Limit-Setting
Role of Therapist
Control Issues
Experiential Techniques
Structural Elements
Experiential Activities
Conclusion
References
PART V TRAUMA-FOCUSED SUPERVISION
19 Safe Boss, Nurturer, and Storykeeper: Deepening the Embodiment of TraumaPlayT Roles in Supervision-Paris Goodyear-Brown
Abstract
Introduction to TraumaPlayT
The Cascade of Care
Person of the Therapist Work and Parallel Process in Supervision
Supervision Around the Authentic Self
The Primacy of Cross-Hemispheric Work in Supervision
Person of the Therapist Work Around the Safe Boss Role
Person of the Therapist Work Around the Nurturer Role
Intentional Invitations to Embodiment
Holding Parents and Children Together
The More Knowledgeable Other and Person of the Therapist Work
Person of the Therapist Work Around the Storykeeper Role
Five and Dive
Conclusion
References
20 Supervision of Play Therapists Working With Aggressive Children-David A. Crenshaw and Alyssa Swan
Abstract
Appreciating Complexity in Understanding the Aggression of Children
Assessment of the Supervisory Relationship
Issues of Countertransference
Conflicts About Limit Setting
Playful Tools in Supervision of Play Therapists
Play Fighting
Creative Conceptualization
Conclusion
References
21 Playful Trauma-Informed Supervision-Sueann Kenney-Noziska
Abstract
Trauma-Informed Supervision
Rationale for Integrating Expressive Approaches into Trauma-Informed Supervision
Expressive Approaches for Trauma-Informed Supervision
Play-Based Applications
Art-Based Applications
Sand Tray Applications
Unique Aspects of Trauma-Informed Supervision
Conclusion
References
22 Prescribing Play: A Take on Playful Supervision for Healthcare Play Professionals-Jessika Bowles and Sarah Daniels
Abstract
Unique Aspects and Challenges of Supervising Healthcare Play Professionals
Play-Based Supervisory Techniques for Healthcare Play Professionals
Playful Techniques for Building Trusting Relationships
Playful Techniques for Encouraging Emotional Expression and Communication
Playful Techniques for Facilitating Exploration and Problem Solving
Conclusion
References
PART VI SPECIAL SETTINGS
23 Supervising Paraprofessionals: Critical Considerations for Special Populations and Diverse Settings-Kate L. Renshaw, Judi A. Parson, and Karen Stagnitti
Abstract
Foundational Philosophies, Theories, and Models
Philosophies
Theories
Models
Play Therapists and Paraprofessionals
Clinical Practice with Special Populations in Diverse Settings
Training and Experience
Scope of Practice
Supervision
Suitability of Collaborative Clinical Practice
Practice Example One-The TORA
Practice Example Two-The CORA
Establishing Collaborative Relationships
Integration of Play Into Supervised Practice
Critical Supervision Considerations
Access
Frequency, Length, and Format
Competence
Reflexivity
Conclusion
References
24 Getting Schooled: Play Therapy Supervision in School-Based Settings-Dee C. Ray and Kaleb A. Thompson
Abstract
School-Based Play Therapy Supervision Considerations
School Play Therapy Supervision Research
Unique Aspects and Challenges of Supervising Play Therapy in the Schools
Academic Focus
School Culture
Teachers and Parents/Caregivers
Space and Time
Cultural Inclusivity
Presenting Problems-The Need to Know It All
Play Therapist Confidence
Supervision Techniques
Conclusion
References
25 Bringing the Play of Play Therapy to Teleplay and Supervision-Jodi Ann Mullen
Abstract
What Is Teleplay?
The Why of Teleplay
Aspects of the Process
Considerations When Providing Virtual Play Therapy Techniques and Interventions
Getting Started
Ethical Issues
Professional Competency
What Supervision of Teleplay Looks Like
Techniques and Interventions for Supervision
Authentic Learning
Virtual-Videoconference Supervision
Individual and Group Supervision
Role-Play
Practice
Conclusion
References
Appendix: Home Play Therapy Kit
26 Playing Around With Supervision: Virtual Play-Based Techniques for Supervision-Terry Kottman
Abstract
Theoretical Foundation/Models of Supervision
Adlerian Supervision of Play Therapy
Integrative Developmental Model of Supervision
Systems Approach to Supervision (SAS)
Playful Telesupervision Techniques
Conclusion
References
27 Supervising Work With Autistic and Neurodivergent Children-Robert Jason Grant and Cary Hamilton
Abstract
Theoretical Approach or Model Used
Neurodiversity
Synthesized Developmental Model
Skill-focused
Experimentation and questioning
Philosophical decision making transformed into practice
Person of play therapists emerges as professional
Relevant Research
Unique Aspects and Challenges of Supervision
Play Therapy Exercises
Sensory Processing Drawing
Directive Sand Tray
Masks
Executive Functioning Understanding
Conclusion
References
28 Reflective Supervision in Infant Play Therapy-Janet A. Courtney
Abstract
Overview of Infant Play Therapy Within an Infant Mental Health Lens
Reflective Supervision in Infant Mental Health
Case Study: "Speaking as If Baby Carlos" in a FirstPlay Reflective Infant Supervision
FirstPlay Infant Play Therapy® Introduction
FirstPlay Therapy Supervision Post-Training Certification Requirements
Case Vignette Problem Background
Brief Literature Review of the Case Problem of Neonatal Abstinence Syndrome
Initial Case Sessions and Outcome Problem
Facilitating a Reflective Supervision Baby-Doll Gestalt Dialogue Encounter
Final Summary
Discussion Questions and Role-Play Activity
References
Appendix: Instructions for "Speaking as If the Baby" Gestalt Encounter
PART VII CONTINUED DEVELOPMENT-INSIDE AND OUT
29 How Supervisors Can Reignite the Play Therapy Spark That Compassion Fatigue Dims-Jodi Ann Mullen and Vanessa Kellner
All Things Compassion
The Relationship Between Compassion and Empathy
Compassion Inequity
Case Study: Deconstructing Compassion Inequity
Grace, Personal Email 08/2020
Pause and Reflect
How Do We Get Off Balance?
Looking to the Body for Answers
Accommodating the Self
Self-Care Requires Self-Compassion
Practicing Informed Self-Care
What Addressing Compassion Inequity Requires
Playful Supervision Prompts
Self-Compassion Assessment Checklist
Conclusion
References
30 Staying Regulated Through Supervision in a Dysregulated Global Environment-Athena A. Drewes
Abstract
Introduction
Emotional Regulation
Self-Care
Self-Care Strategies
Play-Based Interventions
Practice Daily Gratitude: Three Good Things in Life
List Three Good Things Experienced Recently
Create Hope and Resilience
What to Do
Safe Place Guided Meditation
Conclusion
References
Icons Credits
Index
About the Editors
List of Contributors
