Utilizing Books in Play Therapy Supervision

Counseling and play therapy supervision have similarities and differences, but both have a goal of helping supervisees develop into ethical and effective counselors. Counselors adhere to a supervision model as a guide in this process. Play therapy is a specialty area with a specific scope of practice and thus requires additional counseling knowledge. Play therapists are trained in the use of expressive arts, bibliotherapy, and other creative techniques for use in therapy. These same techniques can be beneficial in supervision. Using creative approaches in counseling supervision is catalytic for inspiring supervisees to include creative methods in their own work with clients. Books have frequently been used with clients to reach their mental health goals and incorporated into counseling supervision. This chapter will discuss the use of books in therapy, supervision, and provide case studies on its implementation.

Addressing the Parallel Process, Countertransference, and Resistance in Supervision Using Play and Expressive Arts Techniques

This chapter defines and explains parallel processing, countertransference, and resistance among counselors and supervisors working with children and adolescents. Children and adolescents communicate, process, and express feelings differently than adults; therefore, increasing the likelihood that counselors and supervisors may experience parallel processing, countertransference, and resistance. Additionally, this chapter also provides case examples to illustrate these three processes supervision as well as identify play, creative arts, and mindfulness interventions to help understand and mediate these processes for both supervisees and supervisors.

Rationale and Benefits of Using Play Therapy and Expressive Art Techniques in Supervision

In this chapter, the authors describe creative supervision using play therapy and expressive arts modalities that offer a need driven alternative to the traditional supervisor-driven stage models of supervision. Play therapy and expressive arts supervision strategies are effective at increasing supervisee's awareness of self and others, supporting “out-of-the-box” thinking, opening supervisees' to their own strengths and intuition, and enhancing the supervisory relationship. In an attempt to illustrate the rationale and benefits of using play therapy strategies and expressive arts techniques in supervision, descriptions of various techniques are presented with examples, followed by a discussion on ethical and cultural considerations.

Anatomy of a Play Theme

Working with themes in play therapy is not only a difficult skill to master, but it is often discussed in very vague and abstract terms. This chapter outlines some practical ways of thinking about and working with themes in play therapy. The chapter focuses on three domains of play themes: current systems of organizing themes, a new way of working with themes that includes identification and implementation in sessions and parent consultations, and how to examine potential biases in theme work. The focus on this chapter is to provide supervisees and supervisors practical, concrete methods of working with themes to help improve their clinical work. The chapter also provides pertinent cases to help illustrate basic concepts in theme work.

Working With Parents in Child-Centered Play Therapy

Oftentimes individuals providing counseling for child clients struggle with how to effectively incorporate parents in the process. This is particularly important in Child Centered Play Therapy when the parent or caregiver is not in the room for the intervention. In this chapter, the author addresses the current best practices for supporting parents/caregivers including cultural considerations and issues related to practice settings. Specific resources this clinician offers parents and interventions utilized in the consultation, counseling, and teaching process are reviewed. Finally, the chapter addresses strategies for supporting supervisees in the process of parent and caregiver consultation.

Attachment-Based Play Techniques for Enhancing Growth in Supervision

The purpose of this chapter is to provide an attachment theory perspective for conceptualizing the supervisor-supervisee relationship and to describe a variety of attachment-informed and playful techniques for enhancing the power of supervision to promote robust learning and growth. The same patterns of attuned interactions and reflections in play therapy are also useful to apply to the supervisor-supervisee relationship. Play creates a pleasure bond between two people that strengthens the sense of attachment. In the second half of this chapter, several attachment-based experiential activities are described that provide a means for the supervisor and supervisee to connect at a deeper level. Just as play therapy provides a relational, non-verbal, and symbolic means for children to express their experience, the use of experiential activities, embedded in a trusting and caring relationship, can enhance the supervisory experience.

Gestalt Play Therapy Supervision

In this chapter, the author presents an overview of gestalt therapy and gestalt play therapy as a foundation to present a basic framework of gestalt play therapy supervision. The key elements of self-awareness as a main tenet in gestalt therapy will be explained, along with the techniques adapted from the gestalt play therapy process, and the general gestalt therapy process will be used to further develop a general framework for gestalt play therapy supervision. The discrimination model of supervision will also be presented to assist in understanding the role of the gestalt play therapy supervisor and the needs gestalt play therapy supervisee. Finally, the supervisory relationship will be explored as the author creates a potential blueprint to engage in the gestalt play therapy process.

A Trauma-Informed Approach to Supervision Using Play Therapy and Experiential Techniques

The focus of this chapter is to provide an overview of a trauma-informed approach to supervision using play therapy approaches. Given the widespread impact of trauma, there is an increasing urgency for therapists to adopt trauma-informed approaches. The necessity of trauma-informed supervision ensures that the current and future generations of clinicians are trained about trauma to ensure the well-being of not only the profession but also the public. The supervisory relationship is an emotional safe and supportive place in which supervisees develop clinical competency, identity as a professional, and self-care. The use of experiential activities provides an avenue for the transformative processes inherent in supervisee development.

Ethical Considerations for Play Therapy Supervision

This chapter will address the ethical considerations for play therapy supervision. The American Counseling Association Code of Ethics will be discussed in relation to the supervision process. Ethical issues that will occur during the play therapy process will be presented and discussed. The role of the supervisor in assisting the supervisee during the play therapy process and working with parents/caregivers will be explored in relation to ethical issues. A case study will highlight some ethical issues and provide some implications for discussion.

Teleplay Therapy

In this chapter, the author discusses the emergence of teleplay and teleplay therapy. The focus is on the process and the product so practitioners, instructors, and supervisors alike can benefit from the chapter content. The author challenges readers to engage in teleplay and teleplay therapy in thought, professional, ethical, and creative ways advocating for enhancing the practice of teleplay and teleplay therapy through the process of clinical supervision. The integration of foundational understanding of teleplay therapy process, clinical skills, creativity, and professionalism are the cornerstone of the application of both teleplay therapy and the supervision of teleplay therapy.