The Use of Sandtray in Solution-Focused Supervision

Abstract

Counselors-in-training are in a unique position to begin bridging theory with practice. Supervision and strong supervisory relationships allow supervisees to verbalize and explore goals, case conceptualizations, and client relationships. Solution-focused supervision, like solution-focused counseling, maintains that supervisees build upon times of success for insight and goal setting. Likewise, the modality of sandtray in supervision allows for supervisees to freely express and explore personal and professional growth as counselors. In this article, we advocate the interface of solution-focused techniques and the use of sandtray to facilitate and enhance counselor supervision.

Using Sandtray as a Collaborative Assessment Tool for Counselor Development

“…In addition to providing the supervisee with a visual and kinesthetic representation of their work that may facilitate conceptualization and problem solving, the sandtray affords an element of distance from any anxiety-producing issues. The supervisee is afforded a safe method for exploring challenges in their counseling without feeling as exposed as they might in a more direct discussion (Stark, Frels, & Garza, 2011). The modality of sandtray is a creative means for facilitating a deeper reflective process (Bainum et al, 2006), and a spontaneous atmosphere surrounds sandtray work that generates an authentic sense of self based on the way it allows for an external perception of one's inner beliefs (Luke, 2008).…”

“…The modality of sandtray is a creative means for facilitating a deeper reflective process (Bainum et al, 2006), and a spontaneous atmosphere surrounds sandtray work that generates an authentic sense of self based on the way it allows for an external perception of one's inner beliefs (Luke, 2008). Indeed, the use of sandtray lends itself to what Stark et al (2011) portrayed as a heightened awareness of intrapersonal as well as interpersonal issues, and when combined with the IDM, it can provide an ideal means of assessing the structures of self-and other-awareness, motivation, and autonomy.…”

LGBTQ* Responsive Sand Tray: Creative Arts and Counseling

“…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. Because ST can be utilized within a variety of theoretical approaches, such as Person Centered, Jungian, Adlerian, Gestalt, Developmental, and Psychodynamic (Isom et al, 2015;McCurdy & Owen, 2008;Perryman et al, 2016), supervisors have a range of ways in which they can incorporate ST into extant supervision models (Anekstein et al, 2014;Carnes-Holt et al, 2014;Stark, Frels, & Garza, 2011). For example, Garrett (2015b) described use of journaling as an extension of the ST experience in supervision, while others incorporate photography, painting and drawing, or titling, as well as various forms of narrative and reflective practices (Luke, 2008;Mullen et al, 2007).…”

“…As a result, multiple approaches have been developed and utilized as a means of supporting counselors' multicultural and social justice development within supervision (Bernard & Goodyear, 2013;Bernard & Luke, 2015). One such area includes creative arts and more specifically, ST (Anekstein et al, 2014;Bernard & Goodyear, 2013;Carnes-Holt et al, 2014;Stark et al, 2011).…”

The Principles and Practices of Supervision That Supports the Development of Inclusive Teacherhood

“…The supervisee's reflection and progress are supported by leaning of experiences of success and goal-setting (McCurdy, 2006;Stark, Frels, & Garza, 2011). Supervision can also include drama-based methods (Denver & Shiflett, 2011;Edwards, 2010).…”