Student Perceptions of Sandtray in Solution-Focused Supervision

LGBTQ* Responsive Sand Tray: Creative Arts and Counseling

“…The use of ST in supervision has various reported benefits for supervisees, such as processing difficult lived experiences and emotions around multiculturalism, cultivating personhood, developing awareness and reflexivity, and increasing empathy and understanding for clients' experiences (Anekstein et al, 2014;Carnes-Holt et al, 2014;Garrett, 2013Garrett, , 2015bGarrett, , 2015aGarrett, , 2016Paone et al, 2015). The incorporation of ST within supervision provides a place for professional and multicultural development, as well as a space for transformative discovery, processing, and insight into the inner thoughts and feelings of supervisees (Paone et al, 2015;Stark et al, 2015). ST transcends the identified roles of supervisor, supervisee, and client, as it has been purported as a deep and meaningful approach for various populations and clinical settings (Anekstein et al, 2014;Graham et al, 2014;Isom et al, 2015;Stark & Frels, 2014).…”

“…Owing to the deeper reflective process (Stark & Frels, 2014), ST can often blur the boundaries of supervision and counseling; it may go too deep too fast, and can cause harm by misinterpreting the art and themes (Anekstein et al, 2014;Isom et al, 2015;Stark & Frels, 2014). Moreover, it is crucial that supervisors have appropriate training and experience with ST, understand that the limits of confidentiality apply to produced artwork, and supervise the use of ST by supervisees (Carnes-Holt et al, 2014;Garrett, 2013;Stark & Frels, 2014;Stark et al, 2015). While researchers have indicated the benefits of ST (Markos et al, 2008;McCurdy & Owen, 2008), further research on ST in supervision is needed to understand the effectiveness and utility of ST as a creative arts intervention.…”

“…Stark and Frels (2014) suggested that ST also offers opportunities as a collaborative assessment for counselor development, especially with counselors-in-training. As an expressive arts supervision activity, ST provides a shared symbolic language for supervisee and supervisor, and can assist in exploring case conceptualization and counseling dynamics (Chang et al, 2005;Stark, Garza, Bruhn, & Ane, 2015), as well as increasing supervisee self-awareness and expression (Carnes-Holt, Meany-Walen, & Felton, 2014;Garrett, 2015a;McCurdy & Owen, 2008).…”

“…Over the past decade, the counseling research has begun to examine the utility and effectiveness of ST in counsel-ing and supervision (Anekstein, Hoskins, Astramovich, Garner, & Terry, 2014;Garza-Chaves et al, 2018;McCurdy & Owen, 2008). While ST has been implicated in its ability to tap into both conscious and unconscious creative processes (Anekstein et al, 2014;Paone et al, 2015), research has supported the ways in which ST utilizes visual, kinesthetic, and expressive communication (Stark et al, 2015), arguably all aspects of creative expression. Supervisees have described their experiences with ST in supervision as positive (Markos, Coker, & Jones, 2008;McCurdy & Owen, 2008) and for these reasons , Goodrich and Luke identified the particular utility of expressive, experiential, and creative approaches in supervision of counselors working with LGBTQ* clients.…”

Supervisión en psicología clínica: Una revisión sobre estudios empíricos 2012-2021

“…Otros estudios se centran en metodologías de supervisión particulares como la metodología de supervisión entre pares (Foxwell et al, 2017) y el modelo llamado Time-Limited Dynamic Psychotherapy (TLDP) (Anderson et al, 2017), la supervisión Sandtray y la supervisión centrada en soluciones (SFS) (Stark et al, 2015), la metodología Bug-in-the-eye para la supervisión en vivo (Weck et al, 2016), el entrenamiento basado en Internet (IBT) con y sin supervisión (Bender & Dykeman, 2016).…”