The use of play therapy techniques within supervision can enhance the supervisory process and in turn therapy with the client. Just as children use toys rather than words to express themselves in play therapy, so too can supervisees use play therapy techniques when words fail to express their experience or understanding of their clients. In this article, the authors focus on L. D. Borders and G. Leddick's (1987) 6 categories for supervisor intervention: learning goals, learning style, experience, developmental level, supervisor theoretical orientation, and supervisor goals for supervisee and goals for within supervision. Practical play-based experiential techniques are applied to each category and discussed in detail to facilitate application. Use of these techniques can expand the didactic framework of supervision and thereby enhance the supervisory and therapeutic processes. In addition, some attention is given to the advantages of the registered play therapistsupervisor credential obtained through the Association for Play Therapy.
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