upervision is a crucial part of developing a professional


identity, aligning theory and skills, and becoming a proficient and effective play therapist. There are several significant models for clinical supervision that rely primarily on verbal methods of supervision, where both supervisor and supervisee have a verbal exchange regarding case consultation, problem areas, concerns, and theory-driven effective therapy. In comparison, play therapy supervision relies primarily on non-verbal interactions to facilitate the therapeutic process of supervision (Luke, 2008). In their review of the play therapy supervision literature, Donald, Culbreath, and Carter (2015) stated that supervising play therapists is not just about facilitating skill acquisition, but should also include expertise in theory and congruency with ethical codes (e.g., American Counseling Association’s Code of Ethics, 2014). Rather than simply employing a traditional method during the supervision, play therapy supervisors are encouraged to use a learning model that promotes play and art integration into the parallel process of supervision (Mullen, Luke, & Drewes, 2007). Theraplay®


is a short-term therapy that is based on attachment theory and concentrates on positive interactions that occur during play between children and their primary caregiver(s) (Munns, 2007). Theraplay®


is highly adaptable


with various populations and formats. This approach is used in individual play sessions, dyads (e.g., parent-child, marital Theraplay) and within educational and health systems. Theraplay®


tenets propose that the first relationship a child


has is crucial to his or her life. To ensure this bond, the integration of positive and nurturing touch and experiencing feelings of being cared for and accepted, are aims in developing a healthier attachment style for a child. Philosophically, Theraplay®


posits that everyone has the capacity to heal from trauma and to grow into a healthier self (Booth & Jernberg, 2010). According to Booth and Jernberg, during the therapeutic process, a play therapist interacts with caregiver(s) as they follow Theraplay®


tenets and focus on 1) “establish[ing] an


attuned, supportive therapeutic alliance with parents, one that is modeled on the attachment relationship”; 2) “help[ing] parents understand their own attachment patterns”; 3) “gain[ing] more understanding and empathy for their child”; and 4) “work[ing] directly with parent and child to change the child’s inner working model” (p. 40). Linking these four core tenets to supervision can strengthen the play therapist’s ability to better understand the give and take, the dance of attunement that promotes the client/parent healthy development and improves case conceptualization. Bernard and Goodyear (2009) stressed that supervision is an


authentically practiced process that includes professional growth, role induction, professional support, and skill development. One challenge that a supervisor faces is integrating and synthesizing a deeper level of case conceptualization when discussing client needs that will support the


COMMENTS BY CLINICAL EDITOR: Authors present a theory-based supervision model for play therapy.


therapeutic process, while increasing the counselor’s knowledge and theory integration. Juggling these complex client systems can be overwhelming to play therapists and their supervisors; therefore, a systemic approach is required to develop case conceptualization and supervision. When considering effective supervisory practices, Friedman and Mitchell (2008) stated, “A supervisor is a teacher and mentor . . . who is able to establish a collaborative relationship in a free and protective environment” (p. 3). Supervisors use this collaborative relationship to activate and empower the supervisee’s own potential and “help to facilitate the supervisee’s own growth as an ethical and effective professional in a manner that best reflects his or her own gifts, abilities, temperament, spiritual, and temporal values” (Friedman & Mitchell, 2008, p. 3). Theraplay®


is a brief family


therapy used to build and strengthen attachment, self-esteem, trust, and joyful engagement between parent and child and develops healthful interactions between parent and child using play as a method of positive communication between the parent(s) and child (Munns, 2007). Theraplay®


supervisors


facilitate this interaction by focusing the play therapists in the here-and-now through skillfully integrating the four dimensions of Theraplay®


, listed below. Additionally, supervision conceptualizes clients in terms of problem formation, needs, and perceived growth. The child and family’s presenting problem, developmental level, parent styles, and school experiences are brought into the playroom and the supervision hour and can be used as clues to help conceptualize the family dynamics.


21 PLAYTHERAPY | September 2016 | www.a4pt.org


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