{"product_id":"supervision-can-be-playful-techniques-for-child-and-play-therapist-supervisors-9781538167472","title":"Supervision Can Be Playful: Techniques for Child","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis book offers a unique perspective on clinical supervision, foregrounding experiential techniques and offering a refreshing, playful approach to professional development. \u003c\/p\u003e\u003cp\u003e \u003c\/p\u003e\u003cp\u003eSupervision Can Be Playful: Techniques for Child and Play Therapist Supervisors, Second Edition offers a holistic approach covering contextual factors, theory, practice, special topics, international voices, practical support, supervisor and supervisee self-care, and play within supervision itself. This book balances theory-driven chapters with intervention-driven chapters offering hands-on, creative methods for specialty supervision in play therapy, and speaks from the “experience of clinical supervision.” This volume is useful for training, teaching, and clinical supervision with clearly organized and logically-positioned chapters, to provide educational and practical support for clinicians and supervisors from beginning levels to the most experienced supervisor. \u003c\/p\u003e\u003cp\u003eThe overall approach to this second edition demonstrates in-depth knowledge and understanding of the specialist demands of supervision for child therapists. The editors are themselves internationally renowned practitioners and they have brought together practitioners and educators recognized in the field to contribute from their expertise. The structure of the book addresses key issues in complementary sequence that builds up the reader's knowledge and understanding of the multi-faceted layers that can support truly interpersonal, creative, and culturally sensitive supervision. The chapters have been carefully considered and are inclusive, contemporary, comprehensive and practitioner-friendly. \u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eFor those of us on the front lines of teaching and mentoring the rising generations of play therapists, the idea that a second edition of our beloved Supervision Can be Playful has been in the works is exciting news. Taking a look inside, I was further thrilled to see the sheer breadth and depth of this extensively updated second edition, including the amount of new material, expanded focus on a global perspective and cultural humility in supervision. The editors have taken care to invite a very skilled group of authors to go beneath the surface of the supervision relationship and incorporate themes of trauma, attachment inclusion, and creativity in this important role. Absolutely required reading for play therapy leaders and practitioners everywhere.\u003c\/p\u003e -- Ann Beckley-Forest, LCSW-R, RPT-S, licensed clinical social worker, registered play therapy supervisor\u003cbr\u003e\u003cp\u003eThe first edition, published in 2008, was an excellent resource for play therapy supervisors. This second edition is a welcome addition to the field and a valuable source of updated information, useful for training, teaching, and clinical supervision in a variety of settings, such as academic, child welfare, training clinics, treatment centers, and private practices. It provides hands-on, creative methods for specialty supervision in play therapy tailored to those working with children, useful to both experienced play therapy supervisors and to other types of supervisory clinicians who practice with children but who are less familiar with play therapy theory and intervention.\u003c\/p\u003e -- Patricia Pernicano, PsyD, licensed clinical psychologist; author of Metaphorical Stories for Child Therapy: Of Magic and Miracles\u003cbr\u003e\u003cp\u003eWhat a worthwhile book! It fills in an arena that has been left impoverished in our field: how do supervisor and supervisee create a parallel universe of play between them that mirrors the playfulness of the therapy with the child? Focusing on both the content and process of supervision, this is a book that will be much read and cherished by all play therapists and their supervisors. \u003c\/p\u003e -- Steven Tuber, PhD, ABPP, City College of New York; author of Attachment, Play, and Authenticity: Winnicott in a Clinical Context and co-author of Starting Treatment with Children and Adolescents\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eForeword – Eliana Gil\u003c\/p\u003e\u003cp\u003eIntroduction – Mullen \u0026amp; Drewes\u003c\/p\u003e\u003cp\u003ePart I: Groundwork and Foundations\u003c\/p\u003e\u003cp\u003eChapter 1: Through a Cultural Lens: How Viewing Childhood as a Distinct Culture Impacts Supervision – Jodi Ann Mullen\u003c\/p\u003e\u003cp\u003eAbstract\u003c\/p\u003e\u003cp\u003eThe Shift\u003c\/p\u003e\u003cp\u003eCase Study: Rowan\u003c\/p\u003e\u003cp\u003eDefining the Culture of Childhood\u003c\/p\u003e\u003cp\u003eAssessing Supervisees’ Cross-Cultural Skills\u003c\/p\u003e\u003cp\u003eHow to Honor the Culture of Childhood in Mental Health\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 2: Consideration of Child Development in Play Therapy and Supervision – Athena Drewes \u003c\/p\u003e\u003cp\u003eAbstract\u003c\/p\u003e\u003cp\u003eDevelopmental Models\u003c\/p\u003e\u003cp\u003eErik Erikson (1963) – Maturational-Developmental Theory\u003c\/p\u003e\u003cp\u003eJane Loevinger (1976) – Ego Development\u003c\/p\u003e\u003cp\u003eJean Piaget (1932\/1965) – Cognitive Theory\u003c\/p\u003e\u003cp\u003eLawrence Kohlberg (1987) – Moral Development\u003c\/p\u003e\u003cp\u003eLev Vygotsky (1966) – Cognitive Development Theory\u003c\/p\u003e\u003cp\u003eStanley Greenspan (1993) – Emotional Development\u003c\/p\u003e\u003cp\u003eSigmund Freud (1905) – Psychosexual Development\u003c\/p\u003e\u003cp\u003eSue and Sue (2003) – Racial\/Cultural Identity Development\u003c\/p\u003e\u003cp\u003eSpecial Considerations\u003c\/p\u003e\u003cp\u003eAssessing Cognitive-Developmental Level\u003c\/p\u003e\u003cp\u003eImpact of Trauma on Development\u003c\/p\u003e\u003cp\u003eSexualized Behavior: Normal Development vs Abuse\u003c\/p\u003e\u003cp\u003eCase Example\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 3: Where the Personal and Professional Meet: Consideration of Attachment Dynamics in Play Therapy Supervision – Simon Kerr-Edwards\u003c\/p\u003e\u003cp\u003eAbstract\u003c\/p\u003e\u003cp\u003eTheoretical Approach\u003c\/p\u003e\u003cp\u003eRelevant Research\u003c\/p\u003e\u003cp\u003eUnique Aspects and Challenges of Supervision\u003c\/p\u003e\u003cp\u003eIncorporating Experiential Elements in Supervision\u003c\/p\u003e\u003cp\u003eExercises\u003c\/p\u003e\u003cp\u003e1. Attachment History and Patterns\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eRationale\u003c\/li\u003e\n\u003cli\u003eAttachment Constellation\u003cul\u003e\n\u003cli\u003eMaterials\u003c\/li\u003e\n\u003cli\u003eInstructions\u003c\/li\u003e\n\u003cli\u003eReflection\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003e2. Secure Base and Safe Haven\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eRationale\u003c\/li\u003e\n\u003cli\u003eDesign Your Own Supervision Space\u003cul\u003e\n\u003cli\u003eMaterials\u003c\/li\u003e\n\u003cli\u003eExercise\u003c\/li\u003e\n\u003cli\u003eInstructions\u003c\/li\u003e\n\u003cli\u003eReflection\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eStorm Shelter\u003cul\u003e\n\u003cli\u003eMaterials\u003c\/li\u003e\n\u003cli\u003eExercise\u003c\/li\u003e\n\u003cli\u003eInstructions\u003c\/li\u003e\n\u003cli\u003eReflection\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eWorking Alliance\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eRationale\u003c\/li\u003e\n\u003cli\u003eSupervision Jigsaw\u003cul\u003e\n\u003cli\u003eMaterials\u003c\/li\u003e\n\u003cli\u003eExercise\u003c\/li\u003e\n\u003cli\u003eInstruction\u003c\/li\u003e\n\u003cli\u003eReflection\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 4: Integrating the Use of Placement and Assessment Review (PAR) in Play Therapy Supervision – Bridget Sarah, Kate Renshaw, Natalie Hadiprodjo, Phoebe Godfrey, and Judi Parson\u003c\/p\u003e\u003cp\u003eAbstract\u003c\/p\u003e\u003cp\u003eIntroduction\u003c\/p\u003e\u003cp\u003eWhat Are Competencies?\u003c\/p\u003e\u003cp\u003eCompetencies in Play Therapy\u003c\/p\u003e\u003cp\u003eIntroducing the Placement Assessment and Review (PAR)\u003c\/p\u003e\u003cp\u003eDevelopment of the Placement Assessment and Review (PAR)\u003c\/p\u003e\u003cp\u003eThe What, How and Why of the Placement Assessment and Review\u003c\/p\u003e\u003cp\u003eThe Supervisory Relationship\u003c\/p\u003e\u003cp\u003eDomain A: Links Theoretical Knowledge to Inform Play Therapy Practice\u003c\/p\u003e\u003cp\u003eDomain B: Reflects on Clinical Play Therapy Practice and Therapeutic Skills\u003c\/p\u003e\u003cp\u003eDomain C: Demonstrates Professional Practice and Conduct\u003c\/p\u003e\u003cp\u003eFurther Applications and Considerations\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eRecommended Resources\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 5: When Approaches Collide: New Insights Using the Play Therapy Dimensions Case Conceptualization Tools – Ken Gardner and Lorri Yasenik \u003c\/p\u003e\u003cp\u003eRationale for a Defined Play Therapy Supervision Model\u003c\/p\u003e\u003cp\u003eThe Play Therapy Dimension Model\u003c\/p\u003e\u003cp\u003eDecision-Making Using the Four Quadrants\u003c\/p\u003e\u003cp\u003eDevelopmental Framework for Supervision\u003c\/p\u003e\u003cp\u003eAvoiding Collision Points in Play Therapy: Supervision Mechanisms and Tools\u003c\/p\u003e\u003cp\u003eChild and Therapist Moderator Factors Scale\u003c\/p\u003e\u003cp\u003eTherapist Degree of Immersion Scale\u003c\/p\u003e\u003cp\u003eCase Vignette\u003c\/p\u003e\u003cp\u003eJolene\u003c\/p\u003e\u003cp\u003eSummary\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003ePart II: Growing Supervisees and Supervisors\u003c\/p\u003e\u003cp\u003eChapter 6: International Supervision for Play Therapy Practice: Navigating the Translatable – Judi Parson, Sarah Hickson, Belinda Dean, and Ruth Zhou \u003c\/p\u003e\u003cp\u003eAbstract\u003c\/p\u003e\u003cp\u003eIntroduction\u003c\/p\u003e\u003cp\u003eSupervision Definition\u003c\/p\u003e\u003cp\u003eModels of Supervision\u003c\/p\u003e\u003cp\u003eHumor in Supervision\u003c\/p\u003e\u003cp\u003eEthical Considerations\u003c\/p\u003e\u003cp\u003eSetting the International Supervision Scene\u003c\/p\u003e\u003cp\u003eYour Time or Mine\u003c\/p\u003e\u003cp\u003eAdditional Considerations for International Supervision Contracts\u003c\/p\u003e\u003cp\u003eResources\u003c\/p\u003e\u003cp\u003eNavigating the Narrative\u003c\/p\u003e\u003cp\u003eBackground\u003c\/p\u003e\u003cp\u003ePresenting Issues\u003c\/p\u003e\u003cp\u003eAims and Objectives of Play Therapy\u003c\/p\u003e\u003cp\u003eThemes\u003c\/p\u003e\u003cp\u003eProgress\u003c\/p\u003e\u003cul\u003e\u003cli\u003eFirst sessions\u003c\/li\u003e\u003c\/ul\u003e\u003cp\u003eSupervision\u003c\/p\u003e\u003cul\u003e\u003cli\u003eMiddle sessions\u003c\/li\u003e\u003c\/ul\u003e\u003cp\u003eSupervision\u003c\/p\u003e\u003cul\u003e\u003cli\u003eEnd sessions\u003c\/li\u003e\u003c\/ul\u003e\u003cp\u003eAn Aesthetic Response to Tommy’s Story and the Process of the International Supervision\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eKey Readings\u003c\/p\u003e\u003cp\u003eAdditional Resources\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 7: Climbing the Ladder: The Unique Challenges of Supervision of Supervision – Athena A. Drewes \u003c\/p\u003e\u003cp\u003eAbstract\u003c\/p\u003e\u003cp\u003eIntroduction\u003c\/p\u003e\u003cp\u003eSupervision of Supervision\u003c\/p\u003e\u003cp\u003eSupervisor Competencies\u003c\/p\u003e\u003cp\u003eRegulatory Requirements\u003c\/p\u003e\u003cp\u003eDefining Supervision of Supervision and Its Levels\u003c\/p\u003e\u003cp\u003eBoundaries\u003c\/p\u003e\u003cp\u003eMirror Effect\u003c\/p\u003e\u003cp\u003eSetting Clear Goals\u003c\/p\u003e\u003cp\u003eDifference and Power in Supervision\u003c\/p\u003e\u003cp\u003eResearch\u003c\/p\u003e\u003cp\u003eCase Example\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 8: Techniques to Unlock the Creative Potential of Play Therapist Supervisors – Jamie Langley \u003c\/p\u003e\u003cp\u003eAbstract\u003c\/p\u003e\u003cp\u003eCreative Potential\u003c\/p\u003e\u003cp\u003eExploring the Keys\u003c\/p\u003e\u003cp\u003eGet Up and Move\u003c\/p\u003e\u003cp\u003eSpend Time in Nature\u003c\/p\u003e\u003cp\u003eListen to Music\u003c\/p\u003e\u003cp\u003eEngage in Mindfulness Practice\u003c\/p\u003e\u003cp\u003eSeek Sanctuary, Silence, and Stillness\u003c\/p\u003e\u003cp\u003eGet Some Rest\u003c\/p\u003e\u003cp\u003eJust Do It\u003c\/p\u003e\u003cp\u003eCreativity Unlocked\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 9: Playful Supervision: Sharing Attachment-informed Exercises in the Supervision of Play Therapists – Anne Stewart, William F. Whelan, and Lennis G. Echterling \u003c\/p\u003e\u003cp\u003eSupervision and Play Therapy\u003c\/p\u003e\u003cp\u003eCaregiving and Effective Supervision\u003c\/p\u003e\u003cp\u003eAttachment Security as a Guide to Secure Supervision\u003c\/p\u003e\u003cp\u003eAttachment-Informed Exercises\u003c\/p\u003e\u003cp\u003eSafe Haven Needs\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eSensory Mapping\u003c\/li\u003e\n\u003cli\u003ePocket Pals\u003c\/li\u003e\n\u003cli\u003eMindful Walk\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eSecure Base Needs\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eGetting to Know You\u003c\/li\u003e\n\u003cli\u003eCultural Collage\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eCoregulation\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eOriginal Work\u003c\/li\u003e\n\u003cli\u003eSupervisionland\u003c\/li\u003e\n\u003cli\u003eTag Team Role Playing\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eReflective Functioning\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eDrawing Together\u003c\/li\u003e\n\u003cli\u003eQuotes\u003c\/li\u003e\n\u003cli\u003eInkshedding\u003c\/li\u003e\n\u003cli\u003eStorytelling\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 10: Supervision: Seeing Ourselves and Clients in the Sand – Mary Morrison Bennett and Linda E. Homeyer \u003c\/p\u003e\u003cp\u003eAbstract\u003c\/p\u003e\u003cp\u003eSupervision in the Sand Tray\u003c\/p\u003e\u003cp\u003eModel of Supervision\u003c\/p\u003e\u003cp\u003eSand Tray as a Supervisory Intervention\u003c\/p\u003e\u003cp\u003eExperiential Sand Tray Activities\u003c\/p\u003e\u003cp\u003eUnderstanding the System\u003c\/p\u003e\u003cp\u003eUnderstanding their World\u003c\/p\u003e\u003cp\u003eCompare and Contrast\u003c\/p\u003e\u003cp\u003eUnderstanding Parents\u003c\/p\u003e\u003cp\u003eUnderstanding the Session\u003c\/p\u003e\u003cp\u003eUnderstanding Your Professional Development\u003c\/p\u003e\u003cp\u003ePlay Genograms\u003c\/p\u003e\u003cp\u003eResistant Supervisees\u003c\/p\u003e\u003cp\u003eProcessing Sand Tray in the Supervision Session\u003c\/p\u003e\u003cp\u003eResearch\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003ePart III: Critical Building Blocks\u003c\/p\u003e\u003cp\u003eChapter 11: Multicultural Supervision: Building Culturally Responsive Play Therapists – Lyrica Fils-Aime \u003c\/p\u003e\u003cp\u003eChildren See Inequities\u003c\/p\u003e\u003cp\u003eWhat is Multicultural Supervision?\u003c\/p\u003e\u003cp\u003eWhy Focus on Race in Play Therapy Supervision\u003c\/p\u003e\u003cp\u003eDeveloping an Equity Lens as a Play Therapist\u003c\/p\u003e\u003cp\u003eUnconscious Bias\u003c\/p\u003e\u003cp\u003eColorblindness Bias\u003c\/p\u003e\u003cp\u003eDeficit Thinking\u003c\/p\u003e\u003cp\u003eSupervision across Similar Identities\u003c\/p\u003e\u003cp\u003eHow Does Racism Impact Children?\u003c\/p\u003e\u003cp\u003eSupervision across Difference\u003c\/p\u003e\u003cp\u003eGoals for Supervisees\u003c\/p\u003e\u003cp\u003eA Culturally Responsive Play Therapist\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eAppendix 1\u003c\/p\u003e\u003cp\u003eAppendix 2: Recommended Reading to Keep Learning\u003c\/p\u003e\u003cp\u003eAppendix 3\u003c\/p\u003e\u003cp\u003eChapter 12: The “Good” Clinician: A Steep Learning Curve—Beyond Good to Culturally Safe – Claire Niven, Heather Coull, Lesley Harvey, and Judi Parson \u003c\/p\u003e\u003cp\u003eAbstract\u003c\/p\u003e\u003cp\u003eAuthor Introductions\u003c\/p\u003e\u003cp\u003eIntroduction\u003c\/p\u003e\u003cp\u003eIs It Safe?\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eRecommended Resources\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 13: Developing Cultural Humility: Play-based Techniques for Supervisors – Ariel Marrero \u003c\/p\u003e\u003cp\u003eWhat is Cultural Humility?\u003c\/p\u003e\u003cp\u003eResearch on Cultural Humility\u003c\/p\u003e\u003cp\u003eThe Difference Between Cultural Competence and Cultural Humility\u003c\/p\u003e\u003cp\u003eCultural Humility in Supervision\u003c\/p\u003e\u003cp\u003eThe Supervisor-Supervisee Relationship\u003c\/p\u003e\u003cp\u003eConversations about Culture\u003c\/p\u003e\u003cp\u003eSupporting Supervisee Self-Reflection\u003c\/p\u003e\u003cp\u003eUsing Play-Based Techniques in Supervision\u003c\/p\u003e\u003cp\u003eCultural Humility Map\u003c\/p\u003e\u003cp\u003eTough Conversation Puppet Show\u003c\/p\u003e\u003cp\u003eCultural Ruptures in the Sand\u003c\/p\u003e\u003cp\u003ePast, Present, and Future Self\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 14: Ethical and Social Justice Considerations in Play Therapy Supervision – Jeffrey S. Ashby and Marieke van Nuenen\u003c\/p\u003e\u003cp\u003eAutonomy\u003c\/p\u003e\u003cp\u003eNonmaleficence and Beneficence\u003c\/p\u003e\u003cp\u003eJustice\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 15: Supervising on the Global Stage: Unraveling the Stories or the Layering of Intimacy – Sue Jennings \u003c\/p\u003e\u003cp\u003eAbstract\u003c\/p\u003e\u003cp\u003eModels of Supervision Practice\u003c\/p\u003e\u003cp\u003eNeuro-Dramatic-Play (NDP)\u003c\/p\u003e\u003cp\u003eTheater of Resilience (ToR)\u003c\/p\u003e\u003cp\u003eThe Supervisory Mandala\u003c\/p\u003e\u003cp\u003eThe Story of Markandeya (Adapted from the Mahabharata)\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003ePart IV: Working with Parents, Families, and Groups\u003c\/p\u003e\u003cp\u003eChapter 16: Group Supervision of Group Filial Therapy: Playing with Symbols and Metaphor to Foster Self-Awareness – Sue C. Bratton, Alyssa Swan, and Kristie K. Opiola \u003c\/p\u003e\u003cp\u003eAbstract\u003c\/p\u003e\u003cp\u003eGroup Supervision of Group Filial Therapy: Playing with Symbols and Metaphor to Foster Self-Awareness\u003c\/p\u003e\u003cp\u003eSupervision Model\u003c\/p\u003e\u003cp\u003eImportance of Self-Awareness\u003c\/p\u003e\u003cp\u003eGroup Supervision\u003c\/p\u003e\u003cp\u003eIncorporating Expressive Media\u003c\/p\u003e\u003cp\u003eRole of the Supervisor in Presenting Expressive Media\u003c\/p\u003e\u003cp\u003eExample Experiential Activity\u003c\/p\u003e\u003cp\u003eObjectives\u003c\/p\u003e\u003cp\u003eActivity: Sand Tray\u003c\/p\u003e\u003cp\u003eMaterials and Set-up\u003c\/p\u003e\u003cp\u003eStructure\u003c\/p\u003e\u003cp\u003eProcessing Prompts\u003c\/p\u003e\u003cp\u003eAdaptations\u003c\/p\u003e\u003cp\u003eUnique Aspects and Challenges\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 17: The Van Fleet Collaborative Model of Supervision: It’s All About the Relationship – Rise Van Fleet \u003c\/p\u003e\u003cp\u003eAbstract\u003c\/p\u003e\u003cp\u003eTheoretical Approach\u003c\/p\u003e\u003cp\u003eBackground\u003c\/p\u003e\u003cp\u003eInfluences on Supervision Approach\u003c\/p\u003e\u003cp\u003eThe VanFleet Collaborative Model of Supervision\u003c\/p\u003e\u003cp\u003eSupporting Principle of the Collaborative Model\u003c\/p\u003e\u003cp\u003eStandard Aspects of Supervision\u003c\/p\u003e\u003cp\u003eThe Process of the Collaborative Model\u003c\/p\u003e\u003col\u003e\n\u003cli\u003eSupervisee Case Presentation\u003c\/li\u003e\n\u003cli\u003eSupervisor Responds to this Information\u003c\/li\u003e\n\u003cli\u003eSupervisee Shares Ideas and Plans for Future Sessions\u003c\/li\u003e\n\u003cli\u003eSupervisor Responds, and Shares Suggestions and Ideas for the Next Several Client Sessions\u003c\/li\u003e\n\u003cli\u003eSupervisor Invites and Manages Other Ideas and Suggestions from the Group (if Group Supervision)\u003c\/li\u003e\n\u003cli\u003eSupervisee Gives Reactions to Suggestions Made\u003c\/li\u003e\n\u003cli\u003eSupervisor and Supervisee Jointly Develop Action Plan, and Follow-Up Plan in Future Supervision Meetings\u003c\/li\u003e\n\u003c\/ol\u003e\u003cp\u003eGuidelines for Giving Feedback\u003c\/p\u003e\u003cp\u003eRelevant Research\u003c\/p\u003e\u003cp\u003eUnique Aspects and Challenges of Supervision\u003c\/p\u003e\u003cp\u003eExperiential Elements of Supervision\u003c\/p\u003e\u003cp\u003eCreate a Playful Climate\u003c\/p\u003e\u003cp\u003eUse Recorded Session Segments Whenever Possible\u003c\/p\u003e\u003cp\u003eSuggest a Roleplay of a Client Situation\u003c\/p\u003e\u003cp\u003eUse Playful Roleplays to Rehearse Next Steps\u003c\/p\u003e\u003cp\u003eBuild Agency with Case Formulation Guidelines\u003c\/p\u003e\u003cp\u003eUse Professional Development Plans\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 18: Group Play Therapy Supervision: Integrating the Powers of Play and Group – Dee C. Ray, Yumiko Ogawa, and Yi-Ju Cheng \u003c\/p\u003e\u003cp\u003eAbstract\u003c\/p\u003e\u003cp\u003eSupervising the Group Play Therapist\u003c\/p\u003e\u003cp\u003eSupervision Case Studies\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eNoise and Mess\u003c\/li\u003e\n\u003cli\u003eMatching and Timing\u003c\/li\u003e\n\u003cli\u003eImbalanced Responsiveness toward Children\u003c\/li\u003e\n\u003cli\u003eLimit-Setting\u003c\/li\u003e\n\u003cli\u003eRole of Therapist\u003c\/li\u003e\n\u003cli\u003eControl Issues\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eExperiential Techniques\u003c\/p\u003e\u003cp\u003eStructural Elements\u003c\/p\u003e\u003cp\u003eExperiential Activities\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003ePart V: Trauma-Focused Supervision\u003c\/p\u003e\u003cp\u003eChapter 19: Safe Boss, Nurturer and Storykeeper: Deepening the Embodiment of TraumaPlay® Roles in Supervision – Paris Goodyear Brown \u003c\/p\u003e\u003cp\u003eAbstract\u003c\/p\u003e\u003cp\u003eIntroduction to TraumaPlay\u003c\/p\u003e\u003cp\u003eThe Cascade of Care\u003c\/p\u003e\u003cp\u003eStorykeeper\u003c\/p\u003e\u003cp\u003ePerson of the Therapist Work and Parallel Process in Supervision\u003c\/p\u003e\u003cp\u003eSupervision around the Authentic Self\u003c\/p\u003e\u003cp\u003eThe Primacy of Cross-Hemispheric Work in Supervision\u003c\/p\u003e\u003cp\u003ePerson of the Therapist Work around the Safe Bos Role\u003c\/p\u003e\u003cp\u003ePerson of the Therapist Work around the Nurturer Role\u003c\/p\u003e\u003cp\u003eIntentional Invitations to Embodiment\u003c\/p\u003e\u003cp\u003eThe More Knowledgeable Other and Person of the Therapist Work\u003c\/p\u003e\u003cp\u003ePerson of the Therapist Work around the Storykeeper Role\u003c\/p\u003e\u003cp\u003eFive and Dive\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 20: Supervision of Play Therapists Working with Aggressive Children – David A. Crenshaw and Alyssa Swan \u003c\/p\u003e\u003cp\u003eAppreciating Complexity in Understanding the Aggression of Children\u003c\/p\u003e\u003cp\u003eAssessment of the Supervisory Relationship\u003c\/p\u003e\u003cp\u003eIssues of Countertransference\u003c\/p\u003e\u003cp\u003eConflicts about Limit Setting\u003c\/p\u003e\u003cp\u003ePlayful Tools in Supervision of Play Therapists\u003c\/p\u003e\u003cp\u003ePlay Fighting\u003c\/p\u003e\u003cp\u003eCreative Conceptualization\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 21: Playful Trauma-Informed Supervision – Sueann Kenney-Noziska \u003c\/p\u003e\u003cp\u003eAbstract\u003c\/p\u003e\u003cp\u003eTrauma-Informed Supervision\u003c\/p\u003e\u003cp\u003eRationale for Integrating Expressive Approaches into Trauma-Informed Supervision\u003c\/p\u003e\u003cp\u003eExpressive Approaches for Trauma-Informed Supervision\u003c\/p\u003e\u003cp\u003ePlay-Based Applications\u003c\/p\u003e\u003cp\u003eArt-Based Applications\u003c\/p\u003e\u003cp\u003eSandtray Applications\u003c\/p\u003e\u003cp\u003eUnique Aspects of Trauma-Informed Supervision\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 22: Prescribing Play: A Take on Playful Supervision for Healthcare Play Professionals – Jessika Boles and Sarah Daniels \u003c\/p\u003e\u003cp\u003eAbstract\u003c\/p\u003e\u003cp\u003eUnique Aspects and Challenges of Supervising Healthcare Play Professionals\u003c\/p\u003e\u003cp\u003ePlay-Based Supervisory Techniques for Healthcare Play Professionals\u003c\/p\u003e\u003cp\u003ePlayful Techniques for Building Trusting Relationships\u003c\/p\u003e\u003cp\u003ePlayful Techniques for Encouraging Emotional Expression and Communication\u003c\/p\u003e\u003cp\u003ePlayful Techniques for Facilitating Exploration and Problem-Solving\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003ePart VI: Special Settings\u003c\/p\u003e\u003cp\u003eChapter 23: Supervising Paraprofessionals: Critical Considerations for Special Populations and Diverse Settings – Kate Renshaw, Judi Parson, and Karen Stagnitti \u003c\/p\u003e\u003cp\u003eAbstract\u003c\/p\u003e\u003cp\u003eFoundational Philosophies, Theories and Models\u003c\/p\u003e\u003cp\u003ePhilosophies\u003c\/p\u003e\u003cp\u003eTheories\u003c\/p\u003e\u003cp\u003eModels\u003c\/p\u003e\u003cp\u003ePlay Therapists and Paraprofessionals\u003c\/p\u003e\u003cp\u003eClinical Practice with Special Populations in Diverse Settings\u003c\/p\u003e\u003cp\u003eTraining and Experience\u003c\/p\u003e\u003cp\u003eScope of Practice\u003c\/p\u003e\u003cp\u003eSupervision\u003c\/p\u003e\u003cp\u003eSuitability of Collaborative Clinical Practice\u003c\/p\u003e\u003cp\u003ePractice Example One – The TORA\u003c\/p\u003e\u003cp\u003ePractice Example Two – The CORA\u003c\/p\u003e\u003cp\u003eEstablishing Collaborative Relationships\u003c\/p\u003e\u003cp\u003eIntegration of Play into Supervised Practice\u003c\/p\u003e\u003cp\u003eCritical Supervision Considerations\u003c\/p\u003e\u003cp\u003eAccess\u003c\/p\u003e\u003cp\u003eFrequency, Length, and Format\u003c\/p\u003e\u003cp\u003eCompetence\u003c\/p\u003e\u003cp\u003eReflexivity\u003c\/p\u003e\u003cp\u003eConcluding Comments\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 24: Getting Schooled: Play Therapy Supervision in School-Based Settings – Dee C. Ray and Kaleb A. Thompson \u003c\/p\u003e\u003cp\u003eAbstract\u003c\/p\u003e\u003cp\u003eSchool-Based Play Therapy Supervision Considerations\u003c\/p\u003e\u003cp\u003eSchool Play Therapy Supervision Research\u003c\/p\u003e\u003cp\u003eUnique Aspects and Challenges of Supervising Play Therapy in the Schools\u003c\/p\u003e\u003cp\u003eAcademic Focus\u003c\/p\u003e\u003cp\u003eSchool Culture\u003c\/p\u003e\u003cp\u003eTeachers and Parents\/Caregivers\u003c\/p\u003e\u003cp\u003eSpace and Time\u003c\/p\u003e\u003cp\u003eCultural Inclusivity\u003c\/p\u003e\u003cp\u003ePresenting Problems – The Need to Know It All\u003c\/p\u003e\u003cp\u003ePlay Therapists Confidence\u003c\/p\u003e\u003cp\u003eSupervision Techniques\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 25: Bringing the Play of Play Therapy to Teleplay and Supervision – Jodi Mullen \u003c\/p\u003e\u003cp\u003eAbstract\u003c\/p\u003e\u003cp\u003eWhat is Teleplay?\u003c\/p\u003e\u003cp\u003eThe Why of Teleplay\u003c\/p\u003e\u003cp\u003eAspects of the Process\u003c\/p\u003e\u003cp\u003eConsiderations when Providing Play Therapy Techniques and Interventions\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eGetting Started\u003c\/li\u003e\n\u003cli\u003eEthical Issues\u003c\/li\u003e\n\u003cli\u003eProfessional Competency\u003c\/li\u003e\n\u003cli\u003eWhat Supervision of Teleplay Looks Like\u003c\/li\u003e\n\u003cli\u003eTechniques and Interventions for Supervision\u003c\/li\u003e\n\u003cli\u003eAuthentic Learning\u003c\/li\u003e\n\u003cli\u003eVirtual-Video Conference Supervision\u003c\/li\u003e\n\u003cli\u003eIndividual and Group Supervision\u003c\/li\u003e\n\u003cli\u003eRole Play\u003c\/li\u003e\n\u003cli\u003ePractice\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eAppendix: Home Play Therapy Kit\u003c\/p\u003e\u003cp\u003eChapter 26: Playing around with Supervision: Virtual Play-Based Techniques for Supervision – Terry Kottman \u003c\/p\u003e\u003cp\u003eAbstract\u003c\/p\u003e\u003cp\u003eTheoretical Foundation\/Models of Supervision\u003c\/p\u003e\u003cp\u003eAdlerian Supervision of Play Therapy\u003c\/p\u003e\u003cp\u003eIntegrative Developmental Model of Supervision\u003c\/p\u003e\u003cp\u003eSystem Approach to Supervision (SAS)\u003c\/p\u003e\u003cp\u003ePlayful Telesupervision Techniques\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 27: Supervising Work with Autistic and Neurodivergent Children – Robert Grant and Cary Hamilton \u003c\/p\u003e\u003cp\u003eAbstract\u003c\/p\u003e\u003cp\u003eTheoretical Approach or Model Used\u003c\/p\u003e\u003cp\u003eNeurodiversity\u003c\/p\u003e\u003cp\u003eSynthesized Developmental Model\u003c\/p\u003e\u003cp\u003e1.Skill-focused\u003c\/p\u003e\u003cp\u003e2.Experimentation and Questioning\u003c\/p\u003e\u003cp\u003e3.Philosophical decision-making transformed into practice\u003c\/p\u003e\u003cp\u003e4.Person of Play Therapists emerges as professional\u003c\/p\u003e\u003cp\u003eRelevant Research\u003c\/p\u003e\u003cp\u003eUnique Aspects and Challenges of Supervision\u003c\/p\u003e\u003cp\u003ePlay Therapy Exercises\u003c\/p\u003e\u003cp\u003eSensory Processing Drawing\u003c\/p\u003e\u003cp\u003eDirective Sandtray\u003c\/p\u003e\u003cp\u003eMasks\u003c\/p\u003e\u003cp\u003eExecutive Functioning Understanding\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 28: Reflective Supervision in Infant Play Therapy – Janet Courtney \u003c\/p\u003e\u003cp\u003eAbstract\u003c\/p\u003e\u003cp\u003eOverview of Infant Play Therapy within an Infant Mental Health lens\u003c\/p\u003e\u003cp\u003eReflective Supervision in Infant Mental Health\u003c\/p\u003e\u003cp\u003eCase study: “Speaking As If Baby Carlos” in a FirstPlay Reflective Infant Supervision\u003c\/p\u003e\u003cp\u003eInfant Supervision\u003c\/p\u003e\u003cp\u003eFirstPlay Infant Play Therapy Introduction\u003c\/p\u003e\u003cp\u003eFirst Play Supervision Post-training Certification Requirements\u003c\/p\u003e\u003cp\u003eCase Vignette Problem Background\u003c\/p\u003e\u003cp\u003eBrief Literature Review of the Case\u003c\/p\u003e\u003cp\u003eProblem of Neonatal Abstinence Syndrome\u003c\/p\u003e\u003cp\u003eInitial Case Sessions and Outcome Problem\u003c\/p\u003e\u003cp\u003eFacilitating a Reflective Supervision Baby-doll Gestalt Dialogue\u003c\/p\u003e\u003cp\u003eEncounter\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eSupervisee, Colleen\u003c\/li\u003e\n\u003cli\u003eBaby-doll Carlos speaking back to Colleen\u003c\/li\u003e\n\u003cli\u003eFirstPlay Supervisor: “Colleen Can You Please Say What is Happening for you now.”\u003c\/li\u003e\n\u003cli\u003eSupervisee, Colleen\u003c\/li\u003e\n\u003cli\u003eFirst Play Supervisor\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eCompilation of the above process: Supervisee, Colleen speaking to Babydoll Carlos\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eBabydoll, Carlos speaking back to Colleen\u003c\/li\u003e\n\u003cli\u003eSupervisee, Colleen speaking to Babydoll Carlos\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eFinal Summary\u003c\/p\u003e\u003cp\u003eDecision Questions and Role Play Activity\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eAppendix\u003c\/p\u003e\u003cp\u003eInstructions for “speaking as if the Baby” Gestalt Encounter\u003c\/p\u003e\u003cp\u003ePart VII: Continued Development – Inside and Out\u003c\/p\u003e\u003cp\u003eChapter 29: How Supervisors can Reignite the Play Therapy Spark that Compassion Fatigue Dims – Jodi Mullen and Vanessa Kellner \u003c\/p\u003e\u003cp\u003eAll Things Compassion\u003c\/p\u003e\u003cp\u003eThe Relationship Between Compassion and Empathy\u003c\/p\u003e\u003cp\u003eCompassion Inequity\u003c\/p\u003e\u003cp\u003eCase study: Deconstructing Compassion Inequity\u003c\/p\u003e\u003cp\u003ePause and Reflect\u003c\/p\u003e\u003cp\u003eHow do we get off balance?\u003c\/p\u003e\u003cp\u003eLooking to the body for answers\u003c\/p\u003e\u003cp\u003eAccommodating the Self\u003c\/p\u003e\u003cp\u003eSelf-care Requires Self-Compassion\u003c\/p\u003e\u003cp\u003ePracticing Informed Self-Care\u003c\/p\u003e\u003cp\u003eWhat Addressing Compassion Inequity Requires\u003c\/p\u003e\u003cp\u003ePlayful Supervision Prompts\u003c\/p\u003e\u003cp\u003eSelf-Compassion Assessment Checklist\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eChapter 30: Staying Regulated Through Supervision in a Dysregulated Global Environment – Athena Drewes \u003c\/p\u003e\u003cp\u003eAbstract\u003c\/p\u003e\u003cp\u003eIntroduction\u003c\/p\u003e\u003cp\u003eEmotional Regulation\u003c\/p\u003e\u003cp\u003eSelf-Care\u003c\/p\u003e\u003cp\u003eSelf-Care Strategies\u003c\/p\u003e\u003cp\u003ePlay-based Interventions\u003c\/p\u003e\u003cp\u003ePractice Daily Gratitude\u003c\/p\u003e\u003cul\u003e\u003cli\u003eThree Good Things in Life\u003cul\u003e\u003cli\u003eList Three Good things experienced recently\u003c\/li\u003e\u003c\/ul\u003e\n\u003c\/li\u003e\u003c\/ul\u003e\u003cp\u003eCreating Hope and Resilience\u003c\/p\u003e\u003cul\u003e\u003cli\u003eWhat to Do\u003c\/li\u003e\u003c\/ul\u003e\u003cp\u003eSafe Place Guided Meditation\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eIndex\u003c\/p\u003e\u003cp\u003eAbout the Editors \u003c\/p\u003e\u003cp\u003eList of Contributors\u003c\/p\u003e","brand":"Rowman \u0026 Littlefield","offers":[{"title":"Default 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