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 RuthAbout 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 GilIntroduction – Mullen & DrewesPart I: Groundwork and FoundationsChapter 1: Through a Cultural Lens: How Viewing Childhood as a Distinct Culture Impacts Supervision – Jodi Ann MullenAbstractThe ShiftCase Study: RowanDefining the Culture of ChildhoodAssessing Supervisees’ Cross-Cultural SkillsHow to Honor the Culture of Childhood in Mental HealthConclusionReferencesChapter 2: Consideration of Child Development in Play Therapy and Supervision – Athena Drewes AbstractDevelopmental ModelsErik Erikson (1963) – Maturational-Developmental TheoryJane Loevinger (1976) – Ego DevelopmentJean Piaget (1932/1965) – Cognitive TheoryLawrence Kohlberg (1987) – Moral DevelopmentLev Vygotsky (1966) – Cognitive Development TheoryStanley Greenspan (1993) – Emotional DevelopmentSigmund Freud (1905) – Psychosexual DevelopmentSue and Sue (2003) – Racial/Cultural Identity DevelopmentSpecial ConsiderationsAssessing Cognitive-Developmental LevelImpact of Trauma on DevelopmentSexualized Behavior: Normal Development vs AbuseCase ExampleConclusionReferencesChapter 3: Where the Personal and Professional Meet: Consideration of Attachment Dynamics in Play Therapy Supervision – Simon Kerr-EdwardsAbstractTheoretical ApproachRelevant ResearchUnique Aspects and Challenges of SupervisionIncorporating Experiential Elements in SupervisionExercises1. Attachment History and PatternsRationaleAttachment ConstellationMaterialsInstructionsReflection2. Secure Base and Safe HavenRationaleDesign Your Own Supervision SpaceMaterialsExerciseInstructionsReflectionStorm ShelterMaterialsExerciseInstructionsReflectionWorking AllianceRationaleSupervision JigsawMaterialsExerciseInstructionReflectionConclusionReferencesChapter 4: Integrating the Use of Placement and Assessment Review (PAR) in Play Therapy Supervision – Bridget Sarah, Kate Renshaw, Natalie Hadiprodjo, Phoebe Godfrey, and Judi ParsonAbstractIntroductionWhat Are Competencies?Competencies in Play TherapyIntroducing the Placement Assessment and Review (PAR)Development of the Placement Assessment and Review (PAR)The What, How and Why of the Placement Assessment and ReviewThe Supervisory RelationshipDomain A: Links Theoretical Knowledge to Inform Play Therapy PracticeDomain B: Reflects on Clinical Play Therapy Practice and Therapeutic SkillsDomain C: Demonstrates Professional Practice and ConductFurther Applications and ConsiderationsConclusionRecommended ResourcesReferencesChapter 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 ModelThe Play Therapy Dimension ModelDecision-Making Using the Four QuadrantsDevelopmental Framework for SupervisionAvoiding Collision Points in Play Therapy: Supervision Mechanisms and ToolsChild and Therapist Moderator Factors ScaleTherapist Degree of Immersion ScaleCase VignetteJoleneSummaryReferencesPart II: Growing Supervisees and SupervisorsChapter 6: International Supervision for Play Therapy Practice: Navigating the Translatable – Judi Parson, Sarah Hickson, Belinda Dean, and Ruth Zhou AbstractIntroductionSupervision DefinitionModels of SupervisionHumor in SupervisionEthical ConsiderationsSetting the International Supervision SceneYour Time or MineAdditional Considerations for International Supervision ContractsResourcesNavigating the NarrativeBackgroundPresenting IssuesAims and Objectives of Play TherapyThemesProgressFirst sessionsSupervisionMiddle sessionsSupervisionEnd sessionsAn Aesthetic Response to Tommy’s Story and the Process of the International SupervisionConclusionKey ReadingsAdditional ResourcesReferencesChapter 7: Climbing the Ladder: The Unique Challenges of Supervision of Supervision – Athena A. Drewes AbstractIntroductionSupervision of SupervisionSupervisor CompetenciesRegulatory RequirementsDefining Supervision of Supervision and Its LevelsBoundariesMirror EffectSetting Clear GoalsDifference and Power in SupervisionResearchCase ExampleConclusionReferencesChapter 8: Techniques to Unlock the Creative Potential of Play Therapist Supervisors – Jamie Langley AbstractCreative PotentialExploring the KeysGet Up and MoveSpend Time in NatureListen to MusicEngage in Mindfulness PracticeSeek Sanctuary, Silence, and StillnessGet Some RestJust Do ItCreativity UnlockedReferencesChapter 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 TherapyCaregiving and Effective SupervisionAttachment Security as a Guide to Secure SupervisionAttachment-Informed ExercisesSafe Haven NeedsSensory MappingPocket PalsMindful WalkSecure Base NeedsGetting to Know YouCultural CollageCoregulationOriginal WorkSupervisionlandTag Team Role PlayingReflective FunctioningDrawing TogetherQuotesInksheddingStorytellingConclusionReferencesChapter 10: Supervision: Seeing Ourselves and Clients in the Sand – Mary Morrison Bennett and Linda E. Homeyer AbstractSupervision in the Sand TrayModel of SupervisionSand Tray as a Supervisory InterventionExperiential Sand Tray ActivitiesUnderstanding the SystemUnderstanding their WorldCompare and ContrastUnderstanding ParentsUnderstanding the SessionUnderstanding Your Professional DevelopmentPlay GenogramsResistant SuperviseesProcessing Sand Tray in the Supervision SessionResearchConclusionReferencesPart III: Critical Building BlocksChapter 11: Multicultural Supervision: Building Culturally Responsive Play Therapists – Lyrica Fils-Aime Children See InequitiesWhat is Multicultural Supervision?Why Focus on Race in Play Therapy SupervisionDeveloping an Equity Lens as a Play TherapistUnconscious BiasColorblindness BiasDeficit ThinkingSupervision across Similar IdentitiesHow Does Racism Impact Children?Supervision across DifferenceGoals for SuperviseesA Culturally Responsive Play TherapistReferencesAppendix 1Appendix 2: Recommended Reading to Keep LearningAppendix 3Chapter 12: The “Good” Clinician: A Steep Learning Curve—Beyond Good to Culturally Safe – Claire Niven, Heather Coull, Lesley Harvey, and Judi Parson AbstractAuthor IntroductionsIntroductionIs It Safe?ConclusionRecommended ResourcesReferencesChapter 13: Developing Cultural Humility: Play-based Techniques for Supervisors – Ariel Marrero What is Cultural Humility?Research on Cultural HumilityThe Difference Between Cultural Competence and Cultural HumilityCultural Humility in SupervisionThe Supervisor-Supervisee RelationshipConversations about CultureSupporting Supervisee Self-ReflectionUsing Play-Based Techniques in SupervisionCultural Humility MapTough Conversation Puppet ShowCultural Ruptures in the SandPast, Present, and Future SelfConclusionReferencesChapter 14: Ethical and Social Justice Considerations in Play Therapy Supervision – Jeffrey S. Ashby and Marieke van NuenenAutonomyNonmaleficence and BeneficenceJusticeConclusionReferencesChapter 15: Supervising on the Global Stage: Unraveling the Stories or the Layering of Intimacy – Sue Jennings AbstractModels of Supervision PracticeNeuro-Dramatic-Play (NDP)Theater of Resilience (ToR)The Supervisory MandalaThe Story of Markandeya (Adapted from the Mahabharata)ReferencesPart IV: Working with Parents, Families, and GroupsChapter 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 AbstractGroup Supervision of Group Filial Therapy: Playing with Symbols and Metaphor to Foster Self-AwarenessSupervision ModelImportance of Self-AwarenessGroup SupervisionIncorporating Expressive MediaRole of the Supervisor in Presenting Expressive MediaExample Experiential ActivityObjectivesActivity: Sand TrayMaterials and Set-upStructureProcessing PromptsAdaptationsUnique Aspects and ChallengesConclusionReferencesChapter 17: The Van Fleet Collaborative Model of Supervision: It’s All About the Relationship – Rise Van Fleet AbstractTheoretical ApproachBackgroundInfluences on Supervision ApproachThe VanFleet Collaborative Model of SupervisionSupporting Principle of the Collaborative ModelStandard Aspects of SupervisionThe Process of the Collaborative ModelSupervisee Case PresentationSupervisor Responds to this InformationSupervisee Shares Ideas and Plans for Future SessionsSupervisor Responds, and Shares Suggestions and Ideas for the Next Several Client SessionsSupervisor Invites and Manages Other Ideas and Suggestions from the Group (if Group Supervision)Supervisee Gives Reactions to Suggestions MadeSupervisor and Supervisee Jointly Develop Action Plan, and Follow-Up Plan in Future Supervision MeetingsGuidelines for Giving FeedbackRelevant ResearchUnique Aspects and Challenges of SupervisionExperiential Elements of SupervisionCreate a Playful ClimateUse Recorded Session Segments Whenever PossibleSuggest a Roleplay of a Client SituationUse Playful Roleplays to Rehearse Next StepsBuild Agency with Case Formulation GuidelinesUse Professional Development PlansConclusionReferencesChapter 18: Group Play Therapy Supervision: Integrating the Powers of Play and Group – Dee C. Ray, Yumiko Ogawa, and Yi-Ju Cheng AbstractSupervising the Group Play TherapistSupervision Case StudiesNoise and MessMatching and TimingImbalanced Responsiveness toward ChildrenLimit-SettingRole of TherapistControl IssuesExperiential TechniquesStructural ElementsExperiential ActivitiesConclusionReferencesPart V: Trauma-Focused SupervisionChapter 19: Safe Boss, Nurturer and Storykeeper: Deepening the Embodiment of TraumaPlay® Roles in Supervision – Paris Goodyear Brown AbstractIntroduction to TraumaPlayThe Cascade of CareStorykeeperPerson of the Therapist Work and Parallel Process in SupervisionSupervision around the Authentic SelfThe Primacy of Cross-Hemispheric Work in SupervisionPerson of the Therapist Work around the Safe Bos RolePerson of the Therapist Work around the Nurturer RoleIntentional Invitations to EmbodimentThe More Knowledgeable Other and Person of the Therapist WorkPerson of the Therapist Work around the Storykeeper RoleFive and DiveConclusionReferencesChapter 20: Supervision of Play Therapists Working with Aggressive Children – David A. Crenshaw and Alyssa Swan Appreciating Complexity in Understanding the Aggression of ChildrenAssessment of the Supervisory RelationshipIssues of CountertransferenceConflicts about Limit SettingPlayful Tools in Supervision of Play TherapistsPlay FightingCreative ConceptualizationConclusionReferencesChapter 21: Playful Trauma-Informed Supervision – Sueann Kenney-Noziska AbstractTrauma-Informed SupervisionRationale for Integrating Expressive Approaches into Trauma-Informed SupervisionExpressive Approaches for Trauma-Informed SupervisionPlay-Based ApplicationsArt-Based ApplicationsSandtray ApplicationsUnique Aspects of Trauma-Informed SupervisionConclusionReferencesChapter 22: Prescribing Play: A Take on Playful Supervision for Healthcare Play Professionals – Jessika Boles and Sarah Daniels AbstractUnique Aspects and Challenges of Supervising Healthcare Play ProfessionalsPlay-Based Supervisory Techniques for Healthcare Play ProfessionalsPlayful Techniques for Building Trusting RelationshipsPlayful Techniques for Encouraging Emotional Expression and CommunicationPlayful Techniques for Facilitating Exploration and Problem-SolvingConclusionReferencesPart VI: Special SettingsChapter 23: Supervising Paraprofessionals: Critical Considerations for Special Populations and Diverse Settings – Kate Renshaw, Judi Parson, and Karen Stagnitti AbstractFoundational Philosophies, Theories and ModelsPhilosophiesTheoriesModelsPlay Therapists and ParaprofessionalsClinical Practice with Special Populations in Diverse SettingsTraining and ExperienceScope of PracticeSupervisionSuitability of Collaborative Clinical PracticePractice Example One – The TORAPractice Example Two – The CORAEstablishing Collaborative RelationshipsIntegration of Play into Supervised PracticeCritical Supervision ConsiderationsAccessFrequency, Length, and FormatCompetenceReflexivityConcluding CommentsReferencesChapter 24: Getting Schooled: Play Therapy Supervision in School-Based Settings – Dee C. Ray and Kaleb A. Thompson AbstractSchool-Based Play Therapy Supervision ConsiderationsSchool Play Therapy Supervision ResearchUnique Aspects and Challenges of Supervising Play Therapy in the SchoolsAcademic FocusSchool CultureTeachers and Parents/CaregiversSpace and TimeCultural InclusivityPresenting Problems – The Need to Know It AllPlay Therapists ConfidenceSupervision TechniquesConclusionReferencesChapter 25: Bringing the Play of Play Therapy to Teleplay and Supervision – Jodi Mullen AbstractWhat is Teleplay?The Why of TeleplayAspects of the ProcessConsiderations when Providing Play Therapy Techniques and InterventionsGetting StartedEthical IssuesProfessional CompetencyWhat Supervision of Teleplay Looks LikeTechniques and Interventions for SupervisionAuthentic LearningVirtual-Video Conference SupervisionIndividual and Group SupervisionRole PlayPracticeConclusionReferencesAppendix: Home Play Therapy KitChapter 26: Playing around with Supervision: Virtual Play-Based Techniques for Supervision – Terry Kottman AbstractTheoretical Foundation/Models of SupervisionAdlerian Supervision of Play TherapyIntegrative Developmental Model of SupervisionSystem Approach to Supervision (SAS)Playful Telesupervision TechniquesConclusionReferencesChapter 27: Supervising Work with Autistic and Neurodivergent Children – Robert Grant and Cary Hamilton AbstractTheoretical Approach or Model UsedNeurodiversitySynthesized Developmental Model1.Skill-focused2.Experimentation and Questioning3.Philosophical decision-making transformed into practice4.Person of Play Therapists emerges as professionalRelevant ResearchUnique Aspects and Challenges of SupervisionPlay Therapy ExercisesSensory Processing DrawingDirective SandtrayMasksExecutive Functioning UnderstandingConclusionReferencesChapter 28: Reflective Supervision in Infant Play Therapy – Janet Courtney AbstractOverview of Infant Play Therapy within an Infant Mental Health lensReflective Supervision in Infant Mental HealthCase study: “Speaking As If Baby Carlos” in a FirstPlay Reflective Infant SupervisionInfant SupervisionFirstPlay Infant Play Therapy IntroductionFirst Play Supervision Post-training Certification RequirementsCase Vignette Problem BackgroundBrief Literature Review of the CaseProblem of Neonatal Abstinence SyndromeInitial Case Sessions and Outcome ProblemFacilitating a Reflective Supervision Baby-doll Gestalt DialogueEncounterSupervisee, ColleenBaby-doll Carlos speaking back to ColleenFirstPlay Supervisor: “Colleen Can You Please Say What is Happening for you now.”Supervisee, ColleenFirst Play SupervisorCompilation of the above process: Supervisee, Colleen speaking to Babydoll CarlosBabydoll, Carlos speaking back to ColleenSupervisee, Colleen speaking to Babydoll CarlosFinal SummaryDecision Questions and Role Play ActivityReferencesAppendixInstructions for “speaking as if the Baby” Gestalt EncounterPart VII: Continued Development – Inside and OutChapter 29: How Supervisors can Reignite the Play Therapy Spark that Compassion Fatigue Dims – Jodi Mullen and Vanessa Kellner All Things CompassionThe Relationship Between Compassion and EmpathyCompassion InequityCase study: Deconstructing Compassion InequityPause and ReflectHow do we get off balance?Looking to the body for answersAccommodating the SelfSelf-care Requires Self-CompassionPracticing Informed Self-CareWhat Addressing Compassion Inequity RequiresPlayful Supervision PromptsSelf-Compassion Assessment ChecklistConclusionReferencesChapter 30: Staying Regulated Through Supervision in a Dysregulated Global Environment – Athena Drewes AbstractIntroductionEmotional RegulationSelf-CareSelf-Care StrategiesPlay-based InterventionsPractice Daily GratitudeThree Good Things in LifeList Three Good things experienced recentlyCreating Hope and ResilienceWhat to DoSafe Place Guided MeditationConclusionReferencesIndexAbout the Editors List of Contributors