CLINICAL EDITOR’S COMMENTS:
article has focused on a theoretical model for exploring cultural and diversity concepts in play therapy supervision.
The Relational Cultural Play Therapy Supervision (RCPT-S) Model focuses on the concept of “decolonizing Western play therapy methods,” recognizing the inherent Western biases, privilege and disempowerment in some common play therapy and supervision practices (Cormier, et al., 2023). Through the RCPT-S lens, supervisors intentionally engage in practices to build their awareness of their own sociocultural identities and act with greater cultural humility (Ceballos et al., 2021). Beyond awareness, it is essential for supervisors to pair internal recognition with voiced advocacy by verbalizing and supervisors encourages supervisee understanding of the importance and enactment of cultural humility.
One way supervisors can foster awareness of the dynamics of power development of a multidimensional view of the self with a a central responsible for broaching conversations with their supervisees about race, ethnicity, gender and sexuality, and how Western ideologies perpetuate hierarchical systems of oppression (Bonds, 2022). RCPT-S is focused on movement and growth toward connection, interdependence, relational competence and relational resilience as markers of the supervisee’s development. Relational competence is described by Jordan (2018) as “the feeling that you can impact another and be effective in connecting.” Relational resilience is described as movement toward relationships in the face of adversity (Cormier, Manson, and Overley, 2023). From this perspective humans are seen as inherently relational beings that grow through and toward connection, and suffer from chronic disconnection. Acute disconnections are to occur in every authentic relationship, but if the hurt person can express their experience and be empathically responded to, reconnection can occur. However, if the hurt person confusion and shame and begin to experience chronic disconnection and move away from relational competence and resilience (Cormier, Manson, and Overley, 2023).
Inclusive connection in the supervisory relationship is essential to the developmental growth of supervisees, as it lays the foundation for secure relational bonds in other professional relationships. due Due to the supervisor’s position of power in the supervisory relationship, the supervisor must take primary responsibility for modeling a desire for and growth toward connection. The main condition that helps supervisees develop is a growth-nurturing relationship with unconditional positive regard, openness and mutual empathy (Cormier
Supervisors are uniquely positioned to support the growth of the play therapy community with thoughtful discourse and leadership.
et al., 2023). Mutual empathy is described as two-way empathy that all are affected by and able to grow from the relationship, despite the power differential (Jordan, 2000).
start of the supervisory relationship. “Supervisors and trainers have the power and privilege and therefore the responsibility, to deliberately initiate conversations about cultural diversity” (Hardy & Bobes, 2016, p. 11). Supervisors need to communicate their openness to doubt and dissent within supervision, which will allow supervisees the space to say no. This rests on the belief that if a supervisee cannot say no, then their yes has no meaning (Block, 2009). When dissent is truly valued and viewed as genuine curiosity, and supervisees know they will not lose their place in the supervisory relationship or in the authentically. To lay the groundwork for the inner work supervisors can do to create harmonious connections with their supervisees, supervisors can ask themselves questions throughout their work with supervisees.
Supervisor starting point "What role does power and privilege play in my approach to supervision? What are my views about race, gender, ethnicity, religion, ability, neurodiversity, and sexual differences? To what extent, if any, do I encourage supervisees to explore the impact of power, privilege, and oppression within the supervisory relationship and their relationships with their clients?” (Bonds, 2022)
“Am I staying up to date with the research around diversity, equity, and inclusion? How am I expressing committment to ongoing conversations with my supervisees around the roles of power, privilege, and oppression in the supervisory relationship? How am I encouraging my supervisees to have these ongoing conversations with their clients?”
Along with these questions, supervisors need to be aware of the potential for discomfort that may occur when discussing issues of diversity and multiculturalism. Supervisors bear responsibility of
www.a4pt.org | December 2023 | PLAYTHERAPY | 15
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