structure by engaging with Stephanie to provide timely parent meetings where boundaries and limits on client expectations in sessions will be discussed and a plan developed based on the treatment goals that support a healthy therapeutic outcome. The supervisor discusses with Stephanie the possible counter-transference issue brought up by Stephanie’s own divorce and the supervisor nurtures Stephanie by inquiring about any interfering personal meaning that might interfere with her therapeutic ability as a clinician. Working through this courter-transference, Stephanie is able to self-examine her own feelings about divorce, consider her personal experiences and the effect on her perception within this case. Wade and Jones (2015) encouraged supervisors to provide
consultation on ethical factors and remind us it is beneficial to draw from the wisdom of those with more experience. Being able to professionally bracket or set aside personal experiences is both ethically appropriate and best practice. Through the supervision experience, Stephanie was able to bracket her own experiences and set them aside in order to provide appropriate therapeutic services to the family she was treating. She was able to set healthy boundaries, increase parental participation in a nurturing and professional manner. The issues that brought the family to play therapy were resolved as evidenced by improved parent-child and sibling interaction. Effective supervision requires case consultation that is
timely, supportive, and theory driven. Recent consultation with Karen Buckwalter, Licensed Clinical Social Worker (personal communication, September 10, 2015), offered further insight in understanding the importance of continued supervision. Whether received through individual or group settings, ongoing supervision can aid in clarifying case conceptualization, being a supportive and noncritical experience, modeling desired therapeutic behaviors or attitudes for supervisees, and teaching and instructing supervisees, and understanding emotional themes that are threaded through the case (Watkins, 1997). The process of supervision leads to the development of competent, informed, and autonomous professionals who provide quality therapeutic services to clients. Theory-driven clinical supervision assists play therapists to deepen clinical effectiveness through peer and supervisory brainstorming, theory integration, and the therapeutic alliance built between the supervisee and supervisor (Wade & Jones, 2015). In integrating the core four dimensions of Theraplay©, the supervision experience is relevant, self-reflective, supportive, and nurturing through modeling and guidance and ultimately results in a love for lifelong learning and professional development for the supervisee.
References American Counseling Association. (2014). ACA code of ethics. Alexandria, VA: Author.
Bernard, J. M., & Goodyear, R. K. (2009). Fundamentals of clinical supervision (5th ed.). Saddle River, NJ: Pearson Education.
Booth, P. B., & Jernberg, A. M. (2010). Theraplay: Helping parents and children build better relationships through attachment-based play (3rd ed.). San Francisco, CA: Wiley. Donald, E. J., Culbreth, J. R., & Carter, A. W. (2015). Play therapy supervision: A review of the literature, International Journal of Play Therapy, 24(2), 59-97. doi:10.1037/a0039104 Drewes, A. A., & Mullen, J. A. (2008). Supervision can be playful: Techniques for child and play therapist supervisors. Lanham, MD: Aronson. Friedman, H. S., & Mitchell, R. R. (Eds.). (2008). Supervision of sandplay therapy. New York, NY: Routledge.
Luke, M. (2008). Supervision: Models, principles, and process issues. In A. A. Drewes & J. A. Mullen (Eds.), Supervision can be playful: Techniques for child and play therapist supervisors (pp. 7-25). Lanham, MD: Rowman Littlefield.
Malchiodi, C. A., & Crenshaw, D. A. (Eds.). (2014). Creative arts for play therapy for attachment problems. New York, NY: Guilford. Munns, E. (Ed.). (2007). Theraplay: Innovations in attachment-enhanced play therapy. New York, NY: Aronson.
Wade, J. C., & Jones, J. E. (2015). Strength-based clinical supervision: A positive psychology approach to clinical training. New York, NY: Springer.
Watkins, C. E. (Ed.). (1997). Handbook of psychotherapy supervision. New York, NY: Wiley.
ABOUT THE AUTHORS
Linda S. Klein, LPC, RPT-S, with over 23 years of playing in private practice at A Children’s Center. She is a past president of the Colorado Association for Play Therapy, APT Approved Provider, and partner in Colorado Play Therapy Training.
Linda_klein@hotmail.com
Jane L. Johnson, LCSW, RPT-S, with over 30 years of experience in agencies and private practice. A co-founder and past president of CAPT, Jane continues to promote play therapy through supervision and continuing education. She is a partner in Colorado Play Therapy Training.
janej.7529@gmail.com
Wanetta Hughes-Bise, LPC, RPT, School Counselor, is a contributing faculty member of Walden University and is a RPT with 11 years of experience as a Licensed Professional Counselor working in schools and private practice Wanetta is a member of the Colorado Association for Play Therapy.
wanetta.hughesbise@
waldenu.edu
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