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 Patterns·Rationale·Attachment ConstellationoMaterialsoInstructionsoReflection2. Secure Base and Safe Haven·Rationale·Design Your Own Supervision SpaceoMaterialsoExerciseoInstructionsoReflection·Storm ShelteroMaterialsoExerciseoInstructionsoReflectionWorking Alliance·Rationale·Supervision JigsawoMaterialsoExerciseoInstructionoReflectionConclusionReferencesChapter 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 TherapyThemesProgress·First sessionsSupervision·Middle sessionsSupervision·End 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 Needs·Sensory Mapping·Pocket Pals·Mindful WalkSecure Base Needs·Getting to Know You·Cultural CollageCoregulation·Original Work·Supervisionland·Tag Team Role PlayingReflective Functioning·Drawing Together·Quotes·Inkshedding·StorytellingConclusionReferencesChapter 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 Model1.Supervisee Case Presentation2.Supervisor Responds to this Information3.Supervisee Shares Ideas and Plans for Future Sessions4.Supervisor Responds, and Shares Suggestions and Ideas for the Next Several Client Sessions5.Supervisor Invites and Manages Other Ideas and Suggestions from the Group (if Group Supervision)6.Supervisee Gives Reactions to Suggestions Made7.
Supervisor 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 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 ReferencesPart V: Trauma-Focused SupervisionChapter 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 aro.