Cunningham (2013)
addressed contemporary
understandings of
countertransference through a positive and productive lens wherein there is “an emphasis on its information function rather than on its interference in the therapeutic endeavor. Its value lies in the fact that it may be a tremendously helpful healing tool” (Cunningham, 2013, p. 2). Gil and Rubin (2008) offered that therapeutic play in the context of clinical supervision may help address countertransference responses to inform and enhance self-awareness.
Sandtray as a Means of Self-Expression Clearly, the reliance on verbal means was not working. We needed to try a different avenue. Stewart and Echterling (2008) suggested that supervisors explore instructional approaches that offer structure, meaning, and connectivity to supervisees’ experience. Through her comments, Lynda had indicated that a visual process might be more effective in meeting her needs. Sandtray came to mind and made sense to implement in this group of sandtray-trained play therapists.
countertransference, intense emotions, and lack of clarity (Morrison & Homeyer, 2008; Rubin & Gil, 2008; Stewart & Echterling, 2008). Morrison and Homeyer (2008) stated that “advanced supervision often requires provides an opportunity to explore these types of issues nonverbally” (p. 233).
In our group, although we always start with experiential process, we often defer to talking about cases for the bulk of our consultation time. We overly rely on cognitive and abstract means wherein we are not able to fully access the underlying dynamics and emotions, nor are we maximizing the use of what we all supposedly value: play and expressive means. In fact, play therapist-supervisors should concentrate more on facilitating consultation in a method congruent with our own clinical practice.
In the next session, we altered our standard format and gave Lynda an hour to present this case in a sandtray to give the group a larger range of material for gaining insight into the case and to give Lynda a better sense of herself within that context (Morrison & Homeyer, 2008). Our rituals and routines have helped to establish security and connection. We know from attachment theory that it is from a secure base that greater risks can be taken and new learning derived.
I think the use of sand tray was very helpful for us to see
her jumbled thoughts, help us to understand the situation better, and to be able to move the focus to the ‘one tray.’
Additionally, because everyone in this particular group had training and experience with sandtray, we were not introducing a powerful foreign process into an already vulnerable situation. There was enough cohesion within the group and comfort with sandtray to make this a responsible suggestion. As facilitator, Heather has extensive training in sandtray and access to her own consultants, if needed. As supervisors/ consultants, it is essential to maintain our own ongoing consultation relationships, as well.
Our Sandtray Process and Results At the next session, Lynda arrived early and began moving multiple trays into position in a line. Although Heather’s immediate impulse was to set a limit of using only one tray in order to provide containment of what was already being experienced as overwhelming, Lynda requested Lynda’s expressed need for multiple trays, though everyone remained concerned about continuing to replicate the confusion we were trying to address through sandtray containment.
Lynda laid out three trays in a line, and the remainder of the group sat Having done trays with Lynda before, Heather noted that the more of working in the sand. She set them up in the various trays. There was not much in the way of landscaping or metaphor; these trays felt more
14 | PLAYTHERAPY December 2019 |
www.a4pt.org
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