art opportunity to explore one’s own intersecting identities and the ways that they contribute to both oppression and privilege, illustrating how power is relational and dynamic (Nayak & Malins, 2017). This exercise can be done in both individual and group supervision to stimulate meaningful discussions and increase cultural humility (Allah, 2022), and move both supervisor and supervisee towards becoming compelling, collaborative and transformative leaders.


Sand tray miniatures may also open the dialogue around diversity and culture. The supervisor and supervisee each select ten miniatures that best represent their own cultural, ethnic, and racial, gender/sexuality identities. Then, each person shares what each miniature represents for them—what worldviews they may bring to the supervision relationship and what struggles may be encountered in working with a culturally different supervisee/supervisor (Drewes, 2008). Alternatively, the supervisor prompts the supervisee to create  supervision experiences and apprehensions/excitements about this supervision experience (Hartwig & Bennett, 2017). Supervisees are invited to explore cultural themes within themselves and those of their clients.


Conclusion and Future Directions: A Need for Ongoing Research


The implementation of the Relational Cultural Play Therapy         framing supervision through a lens of diversity, equity, and inclusivity. However, the existing literature remains limited in scope, signaling the need for further research to validate and expand upon the RCPT-S model and other similar approaches.


It is crucial to acknowledge the ever-evolving cultural landscape, necessitating the continuous update of supervisory models and methods to ensure they are inclusive and equitable. To further advance  research involving diverse cohorts of supervisees and clients. Such efforts will help not only in validating the importance of an inclusive supervisory relationship but also in laying the foundation for a more universally inclusive play therapy community.


 requiring active engagement from supervisors, supervisees, and the play therapy community at large. Future research and investments at the micro (play therapist supervisor) and macro levels (educational, branch, and credentialing bodies) will be pivotal in guiding these efforts to ensure that they are both impactful and sustainable.


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ABOUT THE AUTHOR


Parie Faridnia, PsyD, RPT-S, RYT is a clinical psychologist dedicated to promoting the healing power of play therapy. She serves on APT Research and Leadership Academy Committees and co-leads a Southern CA group practice specializing in treating, training, and supervising in perinatal mental health, crisis assessment/intervention, and  connect@drparie.com


www.a4pt.org | December 2023 | PLAYTHERAPY | 17


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