Recommendations for supervising play therapists.

Abstract

Although a number of articles have been published on the effectiveness of training play therapists, little has been developed on specific aspects that may facilitate the supervisory process in guiding the professional development of play therapists. Recommendations about effective approaches and strategies are offered to those involved in training and supervising play therapists. These recommendations evolved from the experience of a licensed clinical psychologist who teaches play therapy classes and has been involved in the practice of play therapy for over twenty years. RECOMMENDATIONS FOR SUPERVISING PLAY THERAPISTSA number of articles have been published on the effectiveness of training play therapists (

Play therapy instruction: A model based on objectives developed by the Delphi technique.

“…Recommendations in the literature for supervision were watching video taped sessions, three-day intensive workshops, live supervision of play sessions with a child, practice play sessions with normal children, peer supervision, selfsupervision, and role-play (Moustakas, 1959;Guerney, 1976;Kranz & Lund, 1994;Kaczmarek & Wagner, 1994;Hellendoorn, 1989;Bratton, Landreth, & Homeyer, 1993;Landreth, 2002). Ryan (2002) recommended the Association for Play Therapy increase opportunities for training new and current members of APT by encouraging trained members to work with local universities to advocate offering play therapy courses and practicum experiences.…”

Evaluating the impact of child-centered play therapy training.

“…Although play therapy has been utilized since the early 1900s, there is a noticeable absence in play therapy literature of discussion related to play therapist training issues (Kottman, 1987; Kranz, 1978). Since counseling children requires special knowledge and skills (Brady & Friedrich, 1982; Guerney, 1983; Kaczmarek & Wagner, 1994; Kranz & Lund, 1994; Landreth, 1991), the training of professional play therapists is an important issue in establishing the credibility of play therapy among counseling professionals (Kranz, Lund, & Kottman, 1996). Within the possible approaches to play therapy, child-centered play therapy is the most clearly articulated practice presented in the literature (Kottman, 1987; Guerney, 1983; Landreth & Sweeney, 1997) and has been in the mainstream of the development of play therapy.…”

“…In learning to be a child-centered play therapist, the student needs to obtain necessary relationship-building skills (structuring skills, important basic attitudes, empathic responses, and limit setting) and to hold essential beliefs about children (Axline, 1947; Guerney, 1983; Landreth, 1991; Landreth & Sweeney, 1997; Moustakas, 1953, 1959). Play therapy educators often declare that the supervised practice of play therapy facilitates the self-insight of play therapist trainees, and they suggest that supervised experiences in play therapy cannot be overemphasized (Guerney, 1978; Kranz, 1978; Kranz & Lund, 1994; Landreth, 1991). However, little research has been developed to identify the specific aspects of play therapy training that may facilitate the supervisory process in guiding the professional development of play therapists (Arnold, 1976; Kranz, 1978; Kottman, 1987; Kranz & Lund, 1994).…”

The Effectiveness of Child-Centered Play Therapy Training in Malaysia

“…In the mental health profession, play therapy is acknowledged educationally and clinically as an effective intervention to improve the mental health of child clients (Landreth, 2012). However, play therapy requires sufficient and appropriate training to acquire the skills needed for its practice (Kao, 2005;Kranz, & Lund, 1994;Kranz, Lund, & Kottman, 1996;Landreth, 2012). Play therapy has been growing very quickly due to an increasing awareness of children's mental health care needs (Bratton et al, 2005).…”