This book offers a unique perspective on clinical supervision, foregrounding experiential techniques and offering a refreshing, playful approach to professional development. Supervision Can Be Playful: Techniques for Child and Play Therapist Supervisors, Second Edition offers a holistic approach covering contextual factors, theory, practice, special topics, international voices, practical support, supervisor and supervisee self-care, and play within supervision itself. This book balances theory-driven chapters with intervention-driven chapters offering hands-on, creative methods for specialty supervision in play therapy, and speaks from the "experience of clinical supervision." This volume is useful for training, teaching, and clinical supervision with clearly organized and logically-positioned chapters, to provide educational and practical support for clinicians and supervisors from beginning levels to the most experienced supervisor. The overall approach to this second edition demonstrates in-depth knowledge and understanding of the specialist demands of supervision for child therapists. The editors are themselves internationally renowned practitioners and they have brought together practitioners and educators recognized in the field to contribute from their expertise. The structure of the book addresses key issues in complementary sequence that builds up the reader's knowledge and understanding of the multi-faceted layers that can support truly interpersonal, creative, and culturally sensitive supervision. The chapters have been carefully considered and are inclusive, contemporary, comprehensive and practitioner-friendly.
Contributors: Jeffrey S. Ashby, Jessika Boles, Sue C. Bratton, Yi-Ju Cheng, Heather Coull, Janet Courtney, David A. Crenshaw, Sarah Daniels, Belinda Dean, Lennis G. Echterling, Lyrica Fils-Aime, Ken Gardner, Phoebe Godfrey, Paris Goodyear-Brown, Robert Grant, Natalie Hadiprodjo, Cary Hamilton, Lesley Harvey, Sarah Hickson, Linda E. Homeyer, Sue Jennings, Vanessa Kellner, Sueann Kenney-Noziska, Simon Kerr-Edwards, Terry Kottman, Jamie Langley, Ariel Marrero, Mary Morrison Bennett, Claire Niven, Yumiko Ogawa, Kristie K. Opiola, Judi Parson, Dee C. Ray, Kate Renshaw, Bridget Sarah, Karen Stagnitti, Anne Stewart, Alyssa Swan, Kaleb A. Thompson, Rise Van Fleet, Marieke van Nuenen, William F. Whelan, Lorri Yasenik, Zhou De-Hui Ruth About the Editors: Athena A. Drewes, PsyD, MA, RPT-S, is a licensed psychologist, certified school psychologist and Registered Play Therapist and Supervisor. Formerly Director of Training and Director of the American Psychological Association Doctoral Psychology Internship at Astor Services for Children and Families in New York, she currently lives in Ocala, FL. She has over 45 years of clinical and supervision experience with complex trauma, sexual abuse, foster care children and adolescents, in school, outpatient and inpatient settings. She is former Board of Director of the Association for Play Therapy and Founder and President Emeritus of the NY Association for Play Therapy. She is a frequently invited guest lecturer around the United States and internationally around the world, including Argentina, Australia, Canada, China, Denmark, England, Ireland, Italy, Mexico and Taiwan. She is a renowned writer of play therapy and has published numerous book chapters, journal articles and edited/co-edited twelve play therapy books. Her most recent books are Play-based interventions for childhood anxieties, Fears, and phobias; Puppet play therapy; Play therapy in middle childhood with a companion DVD of Dr. Drewes demonstrating her work in Prescriptive Integrative Play Therapy with the American Psychological Association; and co-edited with Dr. Charles Schaefer The Therapeutic powers of play. 20 Core agents of change. Jodi Ann Mullen, PhD, LMHC, RPT-S is a professor at SUNY Oswego in the Counseling & Psychological Services Department and the coordinator of the Graduate Certificate Program in Play Therapy. She is also the Director of Integrative Counseling Services in Central New York. Dr. Mullen is an international speaker, author, credentialed play therapist and play therapy supervisor. She routinely provides clinical supervision and consultation for clinicians from across the United States and from Ireland, Australia, England, Jamaica, and Canada. Dr. Mullen has over 25 years of experience in the field of counseling and play therapy. She has authored books, book chapters and journal articles in play therapy, counseling children and adolescents, grief counseling and parenting. Dr. Mullen is a former clinical editor for the Play Therapy magazine and was the 2008 recipient of the Key Award for Professional Training & Education through the Association for Play Therapy.
Foreword - Eliana Gil Introduction - Mullen & Drewes Part I: Groundwork and Foundations Chapter 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 Chapter 2: Consideration of Child Development in Play Therapy and Supervision - Athena Drewes Abstract Developmental Models Erik Erikson (1963) - Maturational-Developmental Theory Jane Loevinger (1976) - Ego Development Jean Piaget (1932/1965) - Cognitive Theory Lawrence Kohlberg (1987) - Moral Development Lev Vygotsky (1966) - Cognitive Development Theory Stanley Greenspan (1993) - Emotional Development Sigmund Freud (1905) - Psychosexual Development Sue and Sue (2003) - Racial/Cultural Identity Development Special Considerations Assessing Cognitive-Developmental Level Impact of Trauma on Development Sexualized Behavior: Normal Development vs Abuse Case Example Conclusion References Chapter 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 1. Attachment History and Patterns Rationale Attachment Constellation Materials Instructions Reflection 2. Secure Base and Safe Haven Rationale Design Your Own Supervision Space Materials Exercise Instructions Reflection Storm Shelter Materials Exercise Instructions Reflection Working Alliance Rationale Supervision Jigsaw Materials Exercise Instruction Reflection Conclusion References Chapter 4: Integrating the Use of Placement and Assessment 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 Chapter 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 Dimension Model Decision-Making Using the Four Quadrants Developmental Framework for Supervision Avoiding Collision Points in Play Therapy: Supervision Mechanisms and Tools Child and Therapist Moderator Factors Scale Therapist Degree of Immersion Scale Case Vignette Jolene Summary References Part II: Growing Supervisees and Supervisors Chapter 6: International Supervision for Play Therapy Practice: Navigating the Translatable - Judi Parson, Sarah Hickson, Belinda Dean, and Ruth Zhou 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 Resources References Chapter 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 Chapter 8: Techniques to Unlock the Creative Potential of Play Therapist Supervisors - Jamie Langley Abstract Creative Potential 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 Chapter 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 Chapter 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 Sand Tray in the Supervision Session Research Conclusion References Part III: Critical Building Blocks Chapter 11: Multicultural Supervision: Building Culturally Responsive Play Therapists - Lyrica Fils-Aime 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 Therapist References Appendix 1 Appendix 2: Recommended Reading to Keep Learning Appendix 3 Chapter 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 Chapter 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 Chapter 14: Ethical and Social Justice Considerations in Play Therapy Supervision - Jeffrey S. Ashby and Marieke van Nuenen Autonomy Nonmaleficence and Beneficence Justice Conclusion References Chapter 15: Supervising on the Global Stage: Unraveling the Stories or the Layering of Intimacy - Sue Jennings Abstract Models of Supervision Practice Neuro-Dramatic-Play (NDP) Theater of Resilience (ToR) The Supervisory Mandala The Story of Markandeya (Adapted from the Mahabharata) References Part IV: Working with Parents, Families, and Groups Chapter 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 Group Supervision of Group Filial Therapy: Playing with Symbols and Metaphor to Foster Self-Awareness 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 Set-up Structure Processing Prompts Adaptations Unique Aspects and Challenges Conclusion References Chapter 17: The Van Fleet Collaborative Model of Supervision: It's All About the Relationship - Rise Van Fleet Abstract Theoretical Approach Background Influences on Supervision Approach The VanFleet Collaborative Model of Supervision Supporting Principle 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 Roleplay of a Client Situation Use Playful Roleplays to Rehearse Next Steps Build Agency with Case Formulation Guidelines Use Professional Development Plans Conclusion References Chapter 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 Chapter 19: Safe Boss, Nurturer and Storykeeper: Deepening the Embodiment of TraumaPlay (R) Roles in Supervision - Paris Goodyear Brown Abstract Introduction to TraumaPlay The Cascade of Care Storykeeper 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 Bos Role Person of the Therapist Work around the Nurturer Role Intentional Invitations to Embodiment The More Knowledgeable Other and Person of the Therapist Work Person of the Therapist Work around the Storykeeper Role Five and Dive Conclusion References Chapter 20: Supervision of Play Therapists Working with Aggressive Children - David A. Crenshaw and Alyssa Swan 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 Chapter 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 Sandtray Applications Unique Aspects of Trauma-Informed Supervision Conclusion References Chapter 22: Prescribing Play: A Take on Playful Supervision for Healthcare Play Professionals - Jessika Boles 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 Chapter 23: Supervising Paraprofessionals: Critical Considerations for Special Populations and Diverse Settings - Kate Renshaw, Judi 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 Concluding Comments References Chapter 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 Therapists Confidence Supervision Techniques Conclusion References Chapter 25: Bringing the Play of Play Therapy to Teleplay and Supervision - Jodi Mullen Abstract What is Teleplay? The Why of Teleplay Aspects of the Process Considerations when Providing 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-Video Conference Supervision Individual and Group Supervision Role Play Practice Conclusion References Appendix: Home Play Therapy Kit Chapter 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 System Approach to Supervision (SAS) Playful Telesupervision Techniques Conclusion References Chapter 27: Supervising Work with Autistic and Neurodivergent Children - Robert Grant and Cary Hamilton Abstract Theoretical Approach or Model Used Neurodiversity Synthesized Developmental Model 1.Skill-focused 2.Experimentation and Questioning 3.Philosophical decision-making transformed into practice 4.Person of Play Therapists emerges as professional Relevant Research Unique Aspects and Challenges of Supervision Play Therapy Exercises Sensory Processing Drawing Directive Sandtray Masks Executive Functioning Understanding Conclusion References Chapter 28: Reflective Supervision in Infant Play Therapy - Janet 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 Infant Supervision FirstPlay Infant Play Therapy Introduction First Play 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 Supervisee, Colleen Baby-doll Carlos speaking back to Colleen FirstPlay Supervisor: "Colleen Can You Please Say What is Happening for you now." Supervisee, Colleen First Play Supervisor Compilation of the above process: Supervisee, Colleen speaking to Babydoll Carlos Babydoll, Carlos speaking back to Colleen Supervisee, Colleen speaking to Babydoll Carlos Final Summary Decision Questions and Role Play Activity References Appendix Instructions for "speaking as if the Baby" Gestalt Encounter Part VII: Continued Development - Inside and Out Chapter 29: How Supervisors can Reignite the Play Therapy Spark that Compassion Fatigue Dims - Jodi Mullen and Vanessa Kellner All Things Compassion The Relationship Between Compassion and Empathy Compassion Inequity Case study: Deconstructing Compassion Inequity 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 Chapter 30: Staying Regulated Through Supervision in a Dysregulated Global Environment - Athena 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 Creating Hope and Resilience What to Do Safe Place Guided Meditation Conclusion References Index About the Editors List of Contributors
