Contributors:Jeffrey S. Ashby, Jessika Boles, Sue C. Bratton, Yi-Ju Cheng, Heather Coull, Janet Courtney, David A. Crenshaw, Sarah Daniels, Belinda Dean, Athena A. Drewes, 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, Jodi Ann Mullen, 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 RuthAbout the Editors:Athena A. Drewes, PsyD, MA, MS Ed., RPT-S, is a licensed clinical 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. Drewesdemonstrating 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.

• Figures, Tables, and Textboxes Foreword—Eliana Gil Acknowledgments Introduction—Jodi Ann Mullen and Athena A. Drewes PART I • GROUNDWORK AND FOUNDATIONS1 Through a Cultural Lens: How Viewing Childhood as a Distinct Culture Impacts Supervision—Jodi Ann MullenAbstract 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. DrewesAbstract 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-EdwardsAbstract 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 ParsonAbstract 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 YasenikRationale 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 SUPERVISORS6 International Supervision for Play Therapy Practice: Navigating the Translatable—Judi Parson, Sarah Hickson, Belinda Dean, and Zhou De-Hui RuthAbstract 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. DrewesAbstract 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 LangleyAbstract 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. EchterlingSupervision 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. HomeyerAbstract 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 ReferencesPART III • CRITICAL BUILDING BLOCKS11 Multicultural Supervision: Building Culturally Responsive Play Therapists—Lyrica Fils-AiméChildren 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 ParsonAbstract Author Introductions Introduction Is It Safe? Conclusion Recommended Resources References 13 Developing Cultural Humility: Play-Based Techniques for Supervisors—Ariel MarreroWhat 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 NuenenAutonomy Nonmaleficence and Beneficence Justice Conclusion References 15 Supervision on the Global Stage: Unraveling the Stories or the Layering of Intimacy—Sue JenningsAbstract 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 GROUPS16 Group Supervision of Group Filial Therapy: Playing With Symbols and Metaphor to Foster Self-Awareness—Sue C. Bratton, Alyssa Swan, and Kristie K. OpiolaAbstract 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 VanFleetAbstract 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 ChengAbstract 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 SUPERVISION19 Safe Boss, Nurturer, and Storykeeper: Deepening the Embodiment of TraumaPlay™ Roles in Supervision—Paris Goodyear-BrownAbstract Introduction to TraumaPlay™ 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 SwanAbstract 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-NoziskaAbstract 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 DanielsAbstract 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 SETTINGS23 Supervising Paraprofessionals: Critical Considerations for Special Populations and Diverse Settings—Kate L. Renshaw, Judi A. Parson, and Karen StagnittiAbstract 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. ThompsonAbstract 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 MullenAbstract 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 KottmanAbstract 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 HamiltonAbstract Theoretical Approach or Model Used Neurodiversity Synthesized Developmental Model Skill-focusedExperimentation and questioningPhilosophical decision making transformed into practicePerson of play therapists emerges as professionalRelevant 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. CourtneyAbstract 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 OUT29 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. DrewesAbstract 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

This refreshingly playful comprehensive resource will be helpful for the novice and seasoned supervisor alike. I can see applying new techniques within supervision sessions, and with the addition of current topics, this will not be a one-time read but rather a resource to return to.

Contributors:Jeffrey S. Ashby, Jessika Boles, Sue C. Bratton, Yi-Ju Cheng, Heather Coull, Janet Courtney, David A. Crenshaw, Sarah Daniels, Belinda Dean, Athena A. Drewes, 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, Jodi Ann Mullen, 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 RuthAbout the Editors:Athena A. Drewes, PsyD, MA, MS Ed., RPT-S, is a licensed clinical 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. Drewesdemonstrating 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.

• Figures, Tables, and Textboxes Foreword—Eliana Gil Acknowledgments Introduction—Jodi Ann Mullen and Athena A. Drewes PART I • GROUNDWORK AND FOUNDATIONS1 Through a Cultural Lens: How Viewing Childhood as a Distinct Culture Impacts Supervision—Jodi Ann MullenAbstract 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. DrewesAbstract 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-EdwardsAbstract 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 ParsonAbstract 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 YasenikRationale 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 SUPERVISORS6 International Supervision for Play Therapy Practice: Navigating the Translatable—Judi Parson, Sarah Hickson, Belinda Dean, and Zhou De-Hui RuthAbstract 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. DrewesAbstract 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 LangleyAbstract 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. EchterlingSupervision 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. HomeyerAbstract 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 ReferencesPART III • CRITICAL BUILDING BLOCKS11 Multicultural Supervision: Building Culturally Responsive Play Therapists—Lyrica Fils-AiméChildren 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 ParsonAbstract Author Introductions Introduction Is It Safe? Conclusion Recommended Resources References 13 Developing Cultural Humility: Play-Based Techniques for Supervisors—Ariel MarreroWhat 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 NuenenAutonomy Nonmaleficence and Beneficence Justice Conclusion References 15 Supervision on the Global Stage: Unraveling the Stories or the Layering of Intimacy—Sue JenningsAbstract 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 GROUPS16 Group Supervision of Group Filial Therapy: Playing With Symbols and Metaphor to Foster Self-Awareness—Sue C. Bratton, Alyssa Swan, and Kristie K. OpiolaAbstract 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 VanFleetAbstract 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 ChengAbstract 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 SUPERVISION19 Safe Boss, Nurturer, and Storykeeper: Deepening the Embodiment of TraumaPlay™ Roles in Supervision—Paris Goodyear-BrownAbstract Introduction to TraumaPlay™ 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 SwanAbstract 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-NoziskaAbstract 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 DanielsAbstract 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 SETTINGS23 Supervising Paraprofessionals: Critical Considerations for Special Populations and Diverse Settings—Kate L. Renshaw, Judi A. Parson, and Karen StagnittiAbstract 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. ThompsonAbstract 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 MullenAbstract 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 KottmanAbstract 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 HamiltonAbstract Theoretical Approach or Model Used Neurodiversity Synthesized Developmental Model Skill-focusedExperimentation and questioningPhilosophical decision making transformed into practicePerson of play therapists emerges as professionalRelevant 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. CourtneyAbstract 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 OUT29 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. DrewesAbstract 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

This refreshingly playful comprehensive resource will be helpful for the novice and seasoned supervisor alike. I can see applying new techniques within supervision sessions, and with the addition of current topics, this will not be a one-time read but rather a resource to return to.

Contributors:Jeffrey S. Ashby, Jessika Boles, Sue C. Bratton, Yi-Ju Cheng, Heather Coull, Janet Courtney, David A. Crenshaw, Sarah Daniels, Belinda Dean, Athena A. Drewes, 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, Jodi Ann Mullen, 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 RuthAbout the Editors:Athena A. Drewes, PsyD, MA, MS Ed., RPT-S, is a licensed clinical 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. Drewesdemonstrating 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.

• Figures, Tables, and Textboxes Foreword—Eliana Gil Acknowledgments Introduction—Jodi Ann Mullen and Athena A. Drewes PART I • GROUNDWORK AND FOUNDATIONS1 Through a Cultural Lens: How Viewing Childhood as a Distinct Culture Impacts Supervision—Jodi Ann MullenAbstract 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. DrewesAbstract 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-EdwardsAbstract 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 ParsonAbstract 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 YasenikRationale 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 SUPERVISORS6 International Supervision for Play Therapy Practice: Navigating the Translatable—Judi Parson, Sarah Hickson, Belinda Dean, and Zhou De-Hui RuthAbstract 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. DrewesAbstract 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 LangleyAbstract 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. EchterlingSupervision 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. HomeyerAbstract 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 ReferencesPART III • CRITICAL BUILDING BLOCKS11 Multicultural Supervision: Building Culturally Responsive Play Therapists—Lyrica Fils-AiméChildren 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 ParsonAbstract Author Introductions Introduction Is It Safe? Conclusion Recommended Resources References 13 Developing Cultural Humility: Play-Based Techniques for Supervisors—Ariel MarreroWhat 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 NuenenAutonomy Nonmaleficence and Beneficence Justice Conclusion References 15 Supervision on the Global Stage: Unraveling the Stories or the Layering of Intimacy—Sue JenningsAbstract 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 GROUPS16 Group Supervision of Group Filial Therapy: Playing With Symbols and Metaphor to Foster Self-Awareness—Sue C. Bratton, Alyssa Swan, and Kristie K. OpiolaAbstract 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 VanFleetAbstract 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 ChengAbstract 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 SUPERVISION19 Safe Boss, Nurturer, and Storykeeper: Deepening the Embodiment of TraumaPlay™ Roles in Supervision—Paris Goodyear-BrownAbstract Introduction to TraumaPlay™ 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 SwanAbstract 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-NoziskaAbstract 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 DanielsAbstract 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 SETTINGS23 Supervising Paraprofessionals: Critical Considerations for Special Populations and Diverse Settings—Kate L. Renshaw, Judi A. Parson, and Karen StagnittiAbstract 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. ThompsonAbstract 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 MullenAbstract 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 KottmanAbstract 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 HamiltonAbstract Theoretical Approach or Model Used Neurodiversity Synthesized Developmental Model Skill-focusedExperimentation and questioningPhilosophical decision making transformed into practicePerson of play therapists emerges as professionalRelevant 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. CourtneyAbstract 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 OUT29 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. DrewesAbstract 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

This refreshingly playful comprehensive resource will be helpful for the novice and seasoned supervisor alike. I can see applying new techniques within supervision sessions, and with the addition of current topics, this will not be a one-time read but rather a resource to return to.