Supervision Can Be Playful

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® 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