Exploring dimensions of administrative support for play therapy in schools.

Abstract

While play therapy with young children has empirical support, it has been underutilized in public elementary school settings due to multiple individual and systemic barriers, which are indirectly or directly influenced by school administrator support. The purpose of this qualitative study was to explore the experiences and perceptions of administrative support from the perspectives of elementary public school counselors and social workers known to use play therapy. Using a directed content analysis approach, results indicate participants generally experienced affirmative administrative support for play therapy; however, viewed administrators as lacking an understanding of the interplay between academics and play therapy and the importance of clinical supervision. Limitations, future research and implications for practice are discussed.

Factors related to the use of play therapy among elementary school counselors.

“…If one is fortunate enough to find a play therapy supervisor the additional challenge of finding one who is attuned to the school counseling culture and role ought to be noted. Additionally, Peabody (2014) found that though there was administrative support for play therapy, administrators did not understand the difference in administrative and clinical supervision; as a result, they did not provided resources for clinical supervision. A major implication of this research is the need to strengthen both the knowledge about play therapy and supervision experiences of elementary school counselors.…”

Interprofessional opportunities: Understanding roles in collaborative practice.

“…The community-of-practice group generated other topics of shared interest throughout the year, leading to role clarification, cofacilitation of social-skill groups, and interprofessional presentations at respective discipline-specific conferences. Socially constructed emotional support was increased to offset the feelings of isolation that often result as being the only one in his or her respective role within a school context (Peabody, 2014). The community-of-practice model offered the early-childhood therapists mutually collaborative relationships that positioned them to offer support to each other.…”

So happy together? Predictors of satisfaction with supervision for play therapist supervisees.

“…Investigations of supervision processes in the specialty area of play therapy have been conducted (Allen, Folger, & Pehrsson, 2007; Blanco, Muro, & Stickley, 2014; Ray & Neill, 2006). Specific examples include knowledge of advanced play therapy skills (Ray, 2004), play therapy in school settings (Peabody, 2014), perceived training needs of supervisors (Fall, Drew, Chute, & Moore, 2007), understanding genuineness (Blanco et al, 2014), and multicultural competence (Penn & Post, 2012). These studies support the development of play therapy supervision.…”