This book offers a unique perspective on clinical supervision, foregrounding experiential techniques, and a refreshing, playful approach to professional development.
Supervision Can Be Playful: Techniques for Child and Play Therapist Supervisors, Second Edition offers a holistic approach covering contextual factors, theory, practice, special topics, international voices, practical support, supervisor and supervisee self-care, and play within supervision itself. This book balances theory-driven chapters with intervention-driven chapters offering hands-on, creative methods for specialty supervision in play therapy. The editors are themselves internationally renowned practitioners, and they have brought together practitioners and educators recognized in the field. The chapters have been carefully considered and are inclusive, contemporary, comprehensive, and practitioner-friendly. This volume is useful for training, teaching, and clinical supervision, to provide educational and practical support for clinicians and supervisors from beginning levels to the most experienced supervisor.
New to this Second Edition:
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 Ruth
About 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. 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
Case Study: Rowan
Defining the Culture of Childhood
Assessing Supervisees’ Cross-Cultural Skills
How to Honor the Culture of Childhood in Mental Health
Chapter 2: Consideration of Child Development in Play Therapy and Supervision – Athena Drewes
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
Assessing Cognitive-Developmental Level
Impact of Trauma on Development
Sexualized Behavior: Normal Development vs Abuse
Chapter 3: Where the Personal and Professional Meet: Consideration of Attachment Dynamics in Play Therapy Supervision – Simon Kerr-Edwards
Unique Aspects and Challenges of Supervision
Incorporating Experiential Elements in Supervision
1. Attachment History and Patterns
2. Secure Base and Safe Haven
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
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
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
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
Models of Supervision
Humor in Supervision
Setting the International Supervision Scene
Your Time or Mine
Additional Considerations for International Supervision Contracts
Navigating the Narrative
Aims and Objectives of Play Therapy
An Aesthetic Response to Tommy’s Story and the Process of the International Supervision
Chapter 7: Climbing the Ladder: The Unique Challenges of Supervision of Supervision – Athena A. Drewes
Supervision of Supervision
Defining Supervision of Supervision and Its Levels
Setting Clear Goals
Difference and Power in Supervision
Chapter 8: Techniques to Unlock the Creative Potential of Play Therapist Supervisors – Jamie Langley
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
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
Safe Haven Needs
Secure Base Needs
Chapter 10: Supervision: Seeing Ourselves and Clients in the Sand – Mary Morrison Bennett and Linda E. Homeyer
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 the Session
Understanding Your Professional Development
Processing Sand Tray in the Supervision Session
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
Supervision across Similar Identities
How Does Racism Impact Children?
Supervision across Difference
Goals for Supervisees
A Culturally Responsive Play Therapist
Appendix 2: Recommended Reading to Keep Learning
Chapter 12: The “Good” Clinician: A Steep Learning Curve—Beyond Good to Culturally Safe – Claire Niven, Heather Coull, Lesley Harvey, and Judi Parson
Is It Safe?
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
Chapter 14: Ethical and Social Justice Considerations in Play Therapy Supervision – Jeffrey S. Ashby and Marieke van Nuenen
Nonmaleficence and Beneficence
Chapter 15: Supervising on the Global Stage: Unraveling the Stories or the Layering of Intimacy – Sue Jennings
Models of Supervision Practice
Theater of Resilience (ToR)
The Supervisory Mandala
The Story of Markandeya (Adapted from the Mahabharata)
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
Group Supervision of Group Filial Therapy: Playing with Symbols and Metaphor to Foster Self-Awareness
Importance of Self-Awareness
Incorporating Expressive Media
Role of the Supervisor in Presenting Expressive Media
Example Experiential Activity
Activity: Sand Tray
Materials and Set-up
Unique Aspects and Challenges
Chapter 17: The Van Fleet Collaborative Model of Supervision: It’s All About the Relationship – Rise Van Fleet
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
Guidelines for Giving Feedback
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
Chapter 18: Group Play Therapy Supervision: Integrating the Powers of Play and Group – Dee C. Ray, Yumiko Ogawa, and Yi-Ju Cheng
Supervising the Group Play Therapist
Supervision Case Studies
Part V: Trauma-Focused Supervision
Chapter 19: Safe Boss, Nurturer and Storykeeper: Deepening the Embodiment of TraumaPlay® Roles in Supervision – Paris Goodyear Brown
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 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
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
Chapter 21: Playful Trauma-Informed Supervision – Sueann Kenney-Noziska
Rationale for Integrating Expressive Approaches into Trauma-Informed Supervision
Expressive Approaches for Trauma-Informed Supervision
Unique Aspects of Trauma-Informed Supervision
Chapter 22: Prescribing Play: A Take on Playful Supervision for Healthcare Play Professionals – Jessika Boles and Sarah Daniels
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
Part VI: Special Settings
Chapter 23: Supervising Paraprofessionals: Critical Considerations for Special Populations and Diverse Settings – Kate Renshaw, Judi Parson, and Karen Stagnitti
Foundational Philosophies, Theories and Models
Play Therapists and Paraprofessionals
Clinical Practice with Special Populations in Diverse Settings
Training and Experience
Scope of Practice
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
Frequency, Length, and Format
Chapter 24: Getting Schooled: Play Therapy Supervision in School-Based Settings – Dee C. Ray and Kaleb A. Thompson
School-Based Play Therapy Supervision Considerations
School Play Therapy Supervision Research
Unique Aspects and Challenges of Supervising Play Therapy in the Schools
Teachers and Parents/Caregivers
Space and Time
Presenting Problems – The Need to Know It All
Play Therapists Confidence
Chapter 25: Bringing the Play of Play Therapy to Teleplay and Supervision – Jodi Mullen
What is Teleplay?
The Why of Teleplay
Aspects of the Process
Considerations when Providing Play Therapy Techniques and Interventions
Appendix: Home Play Therapy Kit
Chapter 26: Playing around with Supervision: Virtual Play-Based Techniques for Supervision – Terry Kottman
Theoretical Foundation/Models of Supervision
Adlerian Supervision of Play Therapy
Integrative Developmental Model of Supervision
System Approach to Supervision (SAS)
Playful Telesupervision Techniques
Chapter 27: Supervising Work with Autistic and Neurodivergent Children – Robert Grant and Cary Hamilton
Theoretical Approach or Model Used
Synthesized Developmental Model
2.Experimentation and Questioning
3.Philosophical decision-making transformed into practice
4.Person of Play Therapists emerges as professional
Play Therapy Exercises
Sensory Processing Drawing
Executive Functioning Understanding
Chapter 28: Reflective Supervision in Infant Play Therapy – Janet Courtney
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
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
Compilation of the above process: Supervisee, Colleen speaking to Babydoll Carlos
Decision Questions and Role Play Activity
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
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
Chapter 30: Staying Regulated Through Supervision in a Dysregulated Global Environment – Athena Drewes
Practice Daily Gratitude
Creating Hope and Resilience
Safe Place Guided Meditation
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.
This book is a gem that should be mandatory reading for every supervisor. Supervision Can Be Playful: Techniques for Child and Play Therapist Supervisors, Second Edition is jam-packed with amazing resources and interventions from the top experts in the field. It expands the way I do supervision and I now feel equipped with the tools to provide competent, creative, and playful supervision with even the most challenging case. I am grateful that this book exists.
For those of us on the front lines of teaching and mentoring the rising generations of play therapists, the idea that a second edition of our beloved Supervision Can Be Playful has been in the works is exciting news. Taking a look inside, I was further thrilled to see the sheer breadth and depth of this extensively updated second edition, including the amount of new material, expanded focus on a global perspective, and cultural humility in supervision. The editors have taken care to invite a very skilled group of authors to go beneath the surface of the supervision relationship and incorporate themes of trauma, attachment inclusion, and creativity in this important role. Absolutely required reading for play therapy leaders and practitioners everywhere.
By utilizing this essential book authored by Drs. Drewes and Mullen, supervisors can effectively address critical considerations, navigate various situations, and understand the impact of clinical supervision. The incorporation of play-based activities rooted in neurobiology knowledge enables supervisors to provide comprehensive guidance to diverse supervisees while safeguarding against burnout. Each chapter, structured around specific theoretical approaches, incorporates case examples to enhance comprehension and lay a strong foundation. With a significant portion of new chapters and the remainder updated, the information is current and readily applicable.
This book is a gift to the play therapy community. The wealth of expertise that the contributors share in this book offers an indulgent smorgasbord of theory, a reminder of the importance of referring to a diverse range of frameworks when developing play therapy practice and supervision. It provides a deep dive into the role, purpose, and necessity of supervision in therapeutic work, exploring the complexity and beauty of 'this space between us', as Hawkins and Shohet (Supervision in the Helping Professions, 2012) describe it. The reader is asked to consider the central function of supervision, drawing comparisons with the wisdom of the Aboriginal communities as they call for Dadirri: 'a process of listening, reflecting, observing the feelings and actions, reflecting and learning'. The theory is interspersed with fresh, playful ideas for supervision practice such as the wonderfully named 'Supervisionland'. However, what really makes this book stand out from the crowd is its recognition of the vital role that play therapy supervision holds in building cultural humility and safety in supervisees and, in turn, their clients. This book strongly argues that cultural humility and safety is a lifelong process of self-development as therapists, rather than a set of techniques or strategies we can become 'competent' in. It also argues the need for play therapists to 'de-center' themselves to combat bias and develop cultural humility as a way of being with our clients, which is inherently respectful, curious, and open. As Rise Van Fleet reminds us, for supervision, 'it's all about the relationship'.
The first edition, published in 2008, was an excellent resource for play therapy supervision, but knowledge has advanced in the field since that time, and this second edition offers much more. It is bound to become the primary source for play therapy supervisors and supervisees, both novice and experienced. It includes all things necessary to provide evidence-informed creative, relational supervision. Experts in the field have edited this volume, and well-known and respected academics and practitioners address a wide variety of topic areas. It will be the 'go-to' for certification preparation, especially when combined with O’Connor, Schaefer, and Braverman’s Handbook of Play Therapy (2015).
Eliana Gil reminds us in the foreword, 'There is no greater responsibility, no greater privilege than to participate in the helping profession of mental health. We rely on supervision and cling to the hope that it will bring us a deeper understanding of the clinical decisions that we make.' My most memorable professional years were spent supervising therapists in training, offering them roots and the means to grow. The alliance formed in supervision is a precious one of resonance, attunement, and empathy—the supervisory relationship becomes a safe place that encourages openness, risk-taking, and personal as well as professional growth. Through supervision, we create the next generation of ethical, competent, research-grounded play therapists.
This valuable source of updated information will strengthen training, teaching, and clinical supervision through hands-on, creative, culturally sensitive methods for play therapy supervision, tailored to those working with children and in specialty areas such as attachment development, group therapy, trauma, teletherapy, and neurodivergence. This timely publication needs to be made available in academic libraries, child welfare offices, training clinics, treatment centers, and private practices. Play therapy and supervision are both art- and science-based, and this volume will add to the field's credibility, professionalism, and expertise.
What a worthwhile book! It fills an arena that has been left impoverished in our field: how do supervisor and supervisee create a parallel universe of play between them that mirrors the playfulness of the therapy with the child? Focusing on both the content and process of supervision, this is a book that will be much read and cherished by all play therapists and their supervisors.
This comprehensive book will be absolutely ravaged by play therapy supervisors! I imagine many colorfully highlighted pages as the reader progresses through such a valuable offering. Drewes and Mullen have gathered the very best international thinkers, writers, and supervisors to address contemporary topics across diverse settings, inclusive practices, and differing delivery modalities. This book is a testament to the complexity, privilege, and responsibility that encircles the dynamics between supervisor and supervisee. Clean off a corner of your desk because this second volume should never be more than arm's length away.
A must-have text for all play therapy supervisors. This comprehensive text is well structured and accessible, and it practically considers a broad range of relevant issues for supervisors of play therapists.
Supervision Can Be Playful: Techniques for Child and Play Therapist Supervisors, Second Edition provides a rich breadth of knowledge and practice-based guidance to inform supervisory work. Thoughtful reviews of up-to-date literature, along with practice implications and illustrations, are clearly presented across many important and topical areas, such as engaging in ethical and culturally aware supervision practice, providing trauma-informed supervision, and supervising remotely. Throughout this book, the importance of play-based learning in supervision is foregrounded. Some chapters are of specific relevance for supervising child and play therapists, but I found many inspiring illustrations of creative supervision practice that could be applied for supervision across the helping professions, supporting us to maintain vitality, curiosity, creativity, and resilience in our work.
This book is an incredibly useful resource for play therapy supervisors both new and seasoned. It helps guide the supervisor with many interventions to gain insight with work with their client in multiple ways, such as art, music, sand, and writing, targeting many learning styles. There has been careful care and attention to the additions to this book from renowned professionals, and a portion on telehealth and secondary trauma has been added as well—a must-have post-pandemic.
This text is a must-have resource for play therapists around the world. International contributors have provided valuable insight into the importance of the relationship between supervisor and supervisee so that those who visit our play spaces feel heard, seen, and held on their healing journey.
This significantly expanded edition of Drewes and Mullen’s already impressive book is as, the authors intended, truly 'inclusive and encompassing', bringing a rich, contemporary, and importantly global perspective to the scope of supervision issues. It will be an immensely valuable resource for clinical supervisors to refer to for up-to-date thinking on how to support their supervisees, whether they are in training or fully qualified play therapists, and to discover fresh ideas for play-based approaches to enhance their supervisory relationship. The 30 expansive chapters draw on the diverse expertise and wisdom of high-profile play therapists from around the world, all of whom are responsive to current pressing societal needs for practitioners who are aware of ethical and cultural sensitivities and who can adapt their clinical and supervisory practice to different populations and contexts, including remote working and systemic collaborations. Many chapters also contain accessible and practical ideas of experiential activities for use in supervision to make the experience more playful, creative, and relational, and thus more effective.
I wish I had this book when I first began supervising. Wow! It offers such great insights for why a student might be feeling stuck with a client and then suggests practical interventions to use in supervision.
Supervision Can Be Playful is an insightful collection enriched with the wisdom and learning of the authors. I am already using their creative techniques to guide and reflect on the supervision process and in doing so, deepening what I bring to my supervisees as I facilitate and accompany them on their journeys as play therapists and also my own practice and how I use my own clinical supervision space.
This second edition is an invitation to access creativity in all its forms when holding the supervision space. It promotes the need for humility, open-mindedness, curiosity, playfulness, and joy to maximize the depth and discoveries that creative supervision can engender.
A very necessary, concise yet broad range of topics covered in this play therapy supervision book. This will make an excellent resource to assist supervisors working with a diverse range of supervisees. I was particularly excited and pleased to see the chapter relating to healthcare professionals because I was trained as a hospital play specialist in the 1980s, prior to MSc Play Therapist, and I supervise play therapists working with oncology and life-limiting diseases. A really exciting and valuable collection of topics covered within this book.
This book skillfully combines theory and practice with a variety of detailed case examples demonstrating how the use of playful interventions in supervision can foster the professional identity development of both beginning and experienced play therapists. Using a hands-on, creative approach, this excellent resource and guide convincingly argues about the value of expressive and creative arts as effective tools in facilitating the professional growth of play therapy practitioners.
This book is a passionately written, comprehensive, and valued contribution to the field of supervision and play therapy. Each chapter combines the wisdom and expertise of many extraordinary clinicians, thereby opening the door for those of us who are supervisors and for those intending to become supervisors to expand our approaches and deepen our personal development.
I have been waiting for a book like this for 20 years! In my role as a play therapy supervisor, it has been frustrating not to have a guide for my practice in that area. Now I have one. Mullen and Drewes have gathered a potpourri of incredibly helpful chapters that cover everything from supervision models and cultural competence in play therapy supervision to the special considerations in supervising specific populations to facilitating self-awareness in the play therapy supervisee. They even include techniques for infusing the supervision process with fun. What more could you want?
Practical advice for enhancing the supervision process by creative and playful interactions. A must-read for all child clinicians who use play-based interventions.