POINT
Speaking the Supervisee’s Theoretical Language is Important HOLLY WILLARD, MSW, LCSW, RPT-S
It is best practice for play supervisors and supervisees to have the same theoretical orientation. We cannot be “jack-of-all-trades” play therapists or supervisors. Although it is critical to have a broad foundation in a variety of treatment and theoretical models, it is just supervision, we need to have extensive training and commitment to model that is outside the supervisor’s competency, it is a disservice to the supervisee – and could be unethical – to provide supervision.
Play therapists must adhere to ethical codes as delineated by their licensing bodies (Donald, Culbreth, & Carter, 2015). For example, the American Counseling Association (2014) Code of Ethics recommends supervisors possess theoretical foundations for their supervision foundation (Sect. C.7, Sect. F).
According to APT’s (2016, 2019b) best practices and RPT/S criteria, play therapist supervisors need to have a well-rounded education in play therapy and respect theoretical approaches to play therapy that diverge from their own. Best practices also state that supervisors should have expertise in what they are supervising and follow their licensure recommendations (APT, 2016, Sect. H).
Play therapy models range from strictly non-directive to highly directive, therefore it is important for the supervisor to have a clearly (Thomas, 2015). Many supervisors use their therapeutic orientation to structure their approach in supervision, believing that modeling the theoretical approaches will help the supervisees develop the skills and experience the model (Tracey, 2006).
THE MIDDLE GROUND
Case Examples During a play therapy supervision session, my supervisee expressed feeling overwhelmed by the varying theories and interventions in play therapy. After exploring contributing factors, we recognized ultimately that she was having a hard time translating her highly directive theoretical model into a mostly non-directive model. Although there was mutual respect and understanding of each other’s theoretical model, each determined that she would have a more valuable clinical therapeutic model.
In a consultation with a group of predominately child-centered play therapists, a supervisor expressed concerns about a supervisee’s behavior. There were audible gasps from the group as she described the direct questions the supervisee used in sessions her play therapy clients. However, in a different theoretical model, the supervisee’s behavior would have been appropriate and even praised. It’s concerning that supervisees could experience shame unintentionally based on a difference of theoretical orientation.
Conclusion It is the supervisor’s responsibility to identify the supervisee’s needs and goals for play therapy supervision (Bernard & Goodyear, 2018). Supervisees experiencing a strong supervisory alliance have a more positive view of their own abilities (Watkins, 2014) and report higher levels of satisfaction in the supervision (Thanasiu, Rust, & Walter, 2018). In play therapy orientation and supervision goals. Aligning supervisors and supervisees based on theoretical model encourages common therapeutic language, values, and skills to optimize learning and to promote a positive supervision experience.
Theoretically Matched Play Therapy Supervision: Community Considerations RACHEL MCROBERTS, MA, LPC-MHSP, NCC, RPT-S
A theoretically matched play therapy supervisory relationship may provide an initial alignment on common ground but is not always desired, practical, or possible due to the developmental level and professional needs of the supervisee, the widespread use of integrated approaches, and supervisor availability.
Although many play therapists may eventually choose an integrative or eclectic approach, a strong theoretical foundation is recommended for ethical and effective practice (Arthur, 2001; Bernard & Goodyear, techniques into their existing theory of practice (Aguilera, 2010; Arthur, 2001; Demir & Gazioglu, 2012; Donald, Culbreth, & Carter 2015; Plchová,
28 | PLAYTHERAPY September 2019 |
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Newer play therapy supervisees may initially question and explore their existing primary theoretical orientation, requiring supervisory assistance integrating play therapy into their working model (Association for Play Therapy, APT, 2019a). This would require a supervisor to be well versed in how to guide supervisees, regardless of the supervisor’s primary theoretical orientation.
The supervisor’s theoretical orientation has been shown to being highly influential on the supervisee (Fitzpatrick, Kovalak, & Weaver 2010; important. Although online supervision is becoming increasingly popular (Inman, Soheilian, & Luu, 2019), play therapists also have voiced their desire for an increased sense of community (Felton, 2016; Fountain, 2015).
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