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Author:   Athena A. Drewes ,  Eliana Gil ,  Jodi Ann Mullen
Publisher:   Rowman & Littlefield
Imprint:   Rowman & Littlefield
Edition:   Second Edition
Dimensions:   Width: 18.40cm , Height: 3.20cm , Length: 26.40cm
Weight:   1.116kg
ISBN:  

9781538167465

ISBN 10:   1538167468
Pages:   444
Publication Date:   10 October 2023
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Out of stock  
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Table of Contents

Foreword – Eliana Gil Introduction – Mullen & Drewes Part I: Groundwork and Foundations Chapter 1: Through a Cultural Lens: How Viewing Childhood as a Distinct Culture Impacts Supervision – Jodi Ann Mullen Abstract The Shift Case Study: Rowan Defining the Culture of Childhood Assessing Supervisees’ Cross-Cultural Skills How to Honor the Culture of Childhood in Mental Health Conclusion References Chapter 2: Consideration of Child Development in Play Therapy and Supervision – Athena Drewes Abstract Developmental Models Erik Erikson (1963) – Maturational-Developmental Theory Jane Loevinger (1976) – Ego Development Jean Piaget (1932/1965) – Cognitive Theory Lawrence Kohlberg (1987) – Moral Development Lev Vygotsky (1966) – Cognitive Development Theory Stanley Greenspan (1993) – Emotional Development Sigmund Freud (1905) – Psychosexual Development Sue and Sue (2003) – Racial/Cultural Identity Development Special Considerations Assessing Cognitive-Developmental Level Impact of Trauma on Development Sexualized Behavior: Normal Development vs Abuse Case Example Conclusion References Chapter 3: Where the Personal and Professional Meet: Consideration of Attachment Dynamics in Play Therapy Supervision – Simon Kerr-Edwards Abstract Theoretical Approach Relevant Research Unique Aspects and Challenges of Supervision Incorporating Experiential Elements in Supervision Exercises 1. Attachment History and Patterns Rationale Attachment Constellation Materials Instructions Reflection 2. Secure Base and Safe Haven Rationale Design Your Own Supervision Space Materials Exercise Instructions Reflection Storm Shelter Materials Exercise Instructions Reflection Working Alliance Rationale Supervision Jigsaw Materials Exercise Instruction Reflection Conclusion References Chapter 4: Integrating the Use of Placement and Assessment Review (PAR) in Play Therapy Supervision – Bridget Sarah, Kate Renshaw, Natalie Hadiprodjo, Phoebe Godfrey, and Judi Parson Abstract Introduction What Are Competencies? Competencies in Play Therapy Introducing the Placement Assessment and Review (PAR) Development of the Placement Assessment and Review (PAR) The What, How and Why of the Placement Assessment and Review The Supervisory Relationship Domain A: Links Theoretical Knowledge to Inform Play Therapy Practice Domain B: Reflects on Clinical Play Therapy Practice and Therapeutic Skills Domain C: Demonstrates Professional Practice and Conduct Further Applications and Considerations Conclusion Recommended Resources References Chapter 5: When Approaches Collide: New Insights Using the Play Therapy Dimensions Case Conceptualization Tools – Ken Gardner and Lorri Yasenik Rationale for a Defined Play Therapy Supervision Model The Play Therapy Dimension Model Decision-Making Using the Four Quadrants Developmental Framework for Supervision Avoiding Collision Points in Play Therapy: Supervision Mechanisms and Tools Child and Therapist Moderator Factors Scale Therapist Degree of Immersion Scale Case Vignette Jolene Summary References Part II: Growing Supervisees and Supervisors Chapter 6: International Supervision for Play Therapy Practice: Navigating the Translatable – Judi Parson, Sarah Hickson, Belinda Dean, and Ruth Zhou Abstract Introduction Supervision Definition Models of Supervision Humor in Supervision Ethical Considerations Setting the International Supervision Scene Your Time or Mine Additional Considerations for International Supervision Contracts Resources Navigating the Narrative Background Presenting Issues Aims and Objectives of Play Therapy Themes Progress First sessions Supervision Middle sessions Supervision End sessions An Aesthetic Response to Tommy’s Story and the Process of the International Supervision Conclusion Key Readings Additional Resources References Chapter 7: Climbing the Ladder: The Unique Challenges of Supervision of Supervision – Athena A. Drewes Abstract Introduction Supervision of Supervision Supervisor Competencies Regulatory Requirements Defining Supervision of Supervision and Its Levels Boundaries Mirror Effect Setting Clear Goals Difference and Power in Supervision Research Case Example Conclusion References Chapter 8: Techniques to Unlock the Creative Potential of Play Therapist Supervisors – Jamie Langley Abstract Creative Potential Exploring the Keys Get Up and Move Spend Time in Nature Listen to Music Engage in Mindfulness Practice Seek Sanctuary, Silence, and Stillness Get Some Rest Just Do It Creativity Unlocked References Chapter 9: Playful Supervision: Sharing Attachment-informed Exercises in the Supervision of Play Therapists – Anne Stewart, William F. Whelan, and Lennis G. Echterling Supervision and Play Therapy Caregiving and Effective Supervision Attachment Security as a Guide to Secure Supervision Attachment-Informed Exercises Safe Haven Needs Sensory Mapping Pocket Pals Mindful Walk Secure Base Needs Getting to Know You Cultural Collage Coregulation Original Work Supervisionland Tag Team Role Playing Reflective Functioning Drawing Together Quotes Inkshedding Storytelling Conclusion References Chapter 10: Supervision: Seeing Ourselves and Clients in the Sand – Mary Morrison Bennett and Linda E. Homeyer Abstract Supervision in the Sand Tray Model of Supervision Sand Tray as a Supervisory Intervention Experiential Sand Tray Activities Understanding the System Understanding their World Compare and Contrast Understanding Parents Understanding the Session Understanding Your Professional Development Play Genograms Resistant Supervisees Processing Sand Tray in the Supervision Session Research Conclusion References Part III: Critical Building Blocks Chapter 11: Multicultural Supervision: Building Culturally Responsive Play Therapists – Lyrica Fils-Aime Children See Inequities What is Multicultural Supervision? Why Focus on Race in Play Therapy Supervision Developing an Equity Lens as a Play Therapist Unconscious Bias Colorblindness Bias Deficit Thinking Supervision across Similar Identities How Does Racism Impact Children? Supervision across Difference Goals for Supervisees A Culturally Responsive Play Therapist References Appendix 1 Appendix 2: Recommended Reading to Keep Learning Appendix 3 Chapter 12: The “Good” Clinician: A Steep Learning Curve—Beyond Good to Culturally Safe – Claire Niven, Heather Coull, Lesley Harvey, and Judi Parson Abstract Author Introductions Introduction Is It Safe? Conclusion Recommended Resources References Chapter 13: Developing Cultural Humility: Play-based Techniques for Supervisors – Ariel Marrero What is Cultural Humility? Research on Cultural Humility The Difference Between Cultural Competence and Cultural Humility Cultural Humility in Supervision The Supervisor-Supervisee Relationship Conversations about Culture Supporting Supervisee Self-Reflection Using Play-Based Techniques in Supervision Cultural Humility Map Tough Conversation Puppet Show Cultural Ruptures in the Sand Past, Present, and Future Self Conclusion References Chapter 14: Ethical and Social Justice Considerations in Play Therapy Supervision – Jeffrey S. Ashby and Marieke van Nuenen Autonomy Nonmaleficence and Beneficence Justice Conclusion References Chapter 15: Supervising on the Global Stage: Unraveling the Stories or the Layering of Intimacy – Sue Jennings Abstract Models of Supervision Practice Neuro-Dramatic-Play (NDP) Theater of Resilience (ToR) The Supervisory Mandala The Story of Markandeya (Adapted from the Mahabharata) References Part IV: Working with Parents, Families, and Groups Chapter 16: Group Supervision of Group Filial Therapy: Playing with Symbols and Metaphor to Foster Self-Awareness – Sue C. Bratton, Alyssa Swan, and Kristie K. Opiola Abstract Group Supervision of Group Filial Therapy: Playing with Symbols and Metaphor to Foster Self-Awareness Supervision Model Importance of Self-Awareness Group Supervision Incorporating Expressive Media Role of the Supervisor in Presenting Expressive Media Example Experiential Activity Objectives Activity: Sand Tray Materials and Set-up Structure Processing Prompts Adaptations Unique Aspects and Challenges Conclusion References Chapter 17: The Van Fleet Collaborative Model of Supervision: It’s All About the Relationship – Rise Van Fleet Abstract Theoretical Approach Background Influences on Supervision Approach The VanFleet Collaborative Model of Supervision Supporting Principle of the Collaborative Model Standard Aspects of Supervision The Process of the Collaborative Model Supervisee Case Presentation Supervisor Responds to this Information Supervisee Shares Ideas and Plans for Future Sessions Supervisor Responds, and Shares Suggestions and Ideas for the Next Several Client Sessions Supervisor Invites and Manages Other Ideas and Suggestions from the Group (if Group Supervision) Supervisee Gives Reactions to Suggestions Made Supervisor and Supervisee Jointly Develop Action Plan, and Follow-Up Plan in Future Supervision Meetings Guidelines for Giving Feedback Relevant Research Unique Aspects and Challenges of Supervision Experiential Elements of Supervision Create a Playful Climate Use Recorded Session Segments Whenever Possible Suggest a Roleplay of a Client Situation Use Playful Roleplays to Rehearse Next Steps Build Agency with Case Formulation Guidelines Use Professional Development Plans Conclusion References Chapter 18: Group Play Therapy Supervision: Integrating the Powers of Play and Group – Dee C. Ray, Yumiko Ogawa, and Yi-Ju Cheng Abstract Supervising the Group Play Therapist Supervision Case Studies Noise and Mess Matching and Timing Imbalanced Responsiveness toward Children Limit-Setting Role of Therapist Control Issues Experiential Techniques Structural Elements Experiential Activities Conclusion References Part V: Trauma-Focused Supervision Chapter 19: Safe Boss, Nurturer and Storykeeper: Deepening the Embodiment of TraumaPlay® Roles in Supervision – Paris Goodyear Brown Abstract Introduction to TraumaPlay The Cascade of Care Storykeeper Person of the Therapist Work and Parallel Process in Supervision Supervision around the Authentic Self The Primacy of Cross-Hemispheric Work in Supervision Person of the Therapist Work around the Safe Bos Role Person of the Therapist Work around the Nurturer Role Intentional Invitations to Embodiment The More Knowledgeable Other and Person of the Therapist Work Person of the Therapist Work around the Storykeeper Role Five and Dive Conclusion References Chapter 20: Supervision of Play Therapists Working with Aggressive Children – David A. Crenshaw and Alyssa Swan Appreciating Complexity in Understanding the Aggression of Children Assessment of the Supervisory Relationship Issues of Countertransference Conflicts about Limit Setting Playful Tools in Supervision of Play Therapists Play Fighting Creative Conceptualization Conclusion References Chapter 21: Playful Trauma-Informed Supervision – Sueann Kenney-Noziska Abstract Trauma-Informed Supervision Rationale for Integrating Expressive Approaches into Trauma-Informed Supervision Expressive Approaches for Trauma-Informed Supervision Play-Based Applications Art-Based Applications Sandtray Applications Unique Aspects of Trauma-Informed Supervision Conclusion References Chapter 22: Prescribing Play: A Take on Playful Supervision for Healthcare Play Professionals – Jessika Boles and Sarah Daniels Abstract Unique Aspects and Challenges of Supervising Healthcare Play Professionals Play-Based Supervisory Techniques for Healthcare Play Professionals Playful Techniques for Building Trusting Relationships Playful Techniques for Encouraging Emotional Expression and Communication Playful Techniques for Facilitating Exploration and Problem-Solving Conclusion References Part VI: Special Settings Chapter 23: Supervising Paraprofessionals: Critical Considerations for Special Populations and Diverse Settings – Kate Renshaw, Judi Parson, and Karen Stagnitti Abstract Foundational Philosophies, Theories and Models Philosophies Theories Models Play Therapists and Paraprofessionals Clinical Practice with Special Populations in Diverse Settings Training and Experience Scope of Practice Supervision Suitability of Collaborative Clinical Practice Practice Example One – The TORA Practice Example Two – The CORA Establishing Collaborative Relationships Integration of Play into Supervised Practice Critical Supervision Considerations Access Frequency, Length, and Format Competence Reflexivity Concluding Comments References Chapter 24: Getting Schooled: Play Therapy Supervision in School-Based Settings – Dee C. Ray and Kaleb A. Thompson Abstract School-Based Play Therapy Supervision Considerations School Play Therapy Supervision Research Unique Aspects and Challenges of Supervising Play Therapy in the Schools Academic Focus School Culture Teachers and Parents/Caregivers Space and Time Cultural Inclusivity Presenting Problems – The Need to Know It All Play Therapists Confidence Supervision Techniques Conclusion References Chapter 25: Bringing the Play of Play Therapy to Teleplay and Supervision – Jodi Mullen Abstract What is Teleplay? The Why of Teleplay Aspects of the Process Considerations when Providing Play Therapy Techniques and Interventions Getting Started Ethical Issues Professional Competency What Supervision of Teleplay Looks Like Techniques and Interventions for Supervision Authentic Learning Virtual-Video Conference Supervision Individual and Group Supervision Role Play Practice Conclusion References Appendix: Home Play Therapy Kit Chapter 26: Playing around with Supervision: Virtual Play-Based Techniques for Supervision – Terry Kottman Abstract Theoretical Foundation/Models of Supervision Adlerian Supervision of Play Therapy Integrative Developmental Model of Supervision System Approach to Supervision (SAS) Playful Telesupervision Techniques Conclusion References Chapter 27: Supervising Work with Autistic and Neurodivergent Children – Robert Grant and Cary Hamilton Abstract Theoretical Approach or Model Used Neurodiversity Synthesized Developmental Model 1.Skill-focused 2.Experimentation and Questioning 3.Philosophical decision-making transformed into practice 4.Person of Play Therapists emerges as professional Relevant Research Unique Aspects and Challenges of Supervision Play Therapy Exercises Sensory Processing Drawing Directive Sandtray Masks Executive Functioning Understanding Conclusion References Chapter 28: Reflective Supervision in Infant Play Therapy – Janet Courtney Abstract Overview of Infant Play Therapy within an Infant Mental Health lens Reflective Supervision in Infant Mental Health Case study: “Speaking As If Baby Carlos” in a FirstPlay Reflective Infant Supervision Infant Supervision FirstPlay Infant Play Therapy Introduction First Play Supervision Post-training Certification Requirements Case Vignette Problem Background Brief Literature Review of the Case Problem of Neonatal Abstinence Syndrome Initial Case Sessions and Outcome Problem Facilitating a Reflective Supervision Baby-doll Gestalt Dialogue Encounter Supervisee, Colleen Baby-doll Carlos speaking back to Colleen FirstPlay Supervisor: “Colleen Can You Please Say What is Happening for you now.” Supervisee, Colleen First Play Supervisor Compilation of the above process: Supervisee, Colleen speaking to Babydoll Carlos Babydoll, Carlos speaking back to Colleen Supervisee, Colleen speaking to Babydoll Carlos Final Summary Decision Questions and Role Play Activity References Appendix Instructions for “speaking as if the Baby” Gestalt Encounter Part VII: Continued Development – Inside and Out Chapter 29: How Supervisors can Reignite the Play Therapy Spark that Compassion Fatigue Dims – Jodi Mullen and Vanessa Kellner All Things Compassion The Relationship Between Compassion and Empathy Compassion Inequity Case study: Deconstructing Compassion Inequity Pause and Reflect How do we get off balance? Looking to the body for answers Accommodating the Self Self-care Requires Self-Compassion Practicing Informed Self-Care What Addressing Compassion Inequity Requires Playful Supervision Prompts Self-Compassion Assessment Checklist Conclusion References Chapter 30: Staying Regulated Through Supervision in a Dysregulated Global Environment – Athena Drewes Abstract Introduction Emotional Regulation Self-Care Self-Care Strategies Play-based Interventions Practice Daily Gratitude Three Good Things in Life List Three Good things experienced recently Creating Hope and Resilience What to Do Safe Place Guided Meditation Conclusion References Index About the Editors List of Contributors

Reviews

The first edition, published in 2008, was an excellent resource for play therapy supervision, but knowledge has advanced in the field since that time, and this second edition offers much more. It is bound to become the primary source for play therapy supervisors and supervisees, both novice and experienced. It includes all things necessary to provide evidence-informed creative, relational supervision. Experts in the field have edited this volume, and well-known and respected academics and practitioners address a wide variety of topic areas. It will be the 'go-to' for certification preparation, especially when combined with O'Connor, Schaefer, and Braverman's Handbook of Play Therapy (2015). Eliana Gil reminds us in the Foreword, 'There is no greater responsibility, no greater privilege than to participate in the helping profession of mental health. We rely on supervision and cling to the hope that it will bring us a deeper understanding of the clinical decisions that we make.' My most memorable professional years were spent supervising therapists-in-training, offering them roots and the means to grow. The alliance formed in supervision is a precious one of resonance, attunement, and empathy--the supervisory relationship becomes a safe place that encourages openness, risk-taking, and personal as well as professional growth. Through supervision, we create the next generation of ethical, competent, research-grounded play therapists. This valuable source of updated information will strengthen training, teaching, and clinical supervision through hands-on, creative, culturally-sensitive methods for play therapy supervision, tailored to those working with children and in specialty areas such as attachment development, group therapy, trauma, teletherapy, and neurodivergence. This timely publication needs to be made available in academic libraries, child welfare offices, training clinics, treatment centers, and private practices. Play therapy and supervision are both art and science-based, and this volume will add to the field's credibility, professionalism, and expertise.--Patricia Pernicano, PsyD, licensed clinical psychologist; author of Metaphorical Stories for Child Therapy: Of Magic and Miracles This comprehensive book will be absolutely ravaged by play therapy supervisors! I imagine many colorfully highlighted pages as the reader progresses through such a valuable offering. Drewes and Mullen have gathered the very best international thinkers, writers, and supervisors to address contemporary topics across diverse settings, inclusive practices, and differing delivery modalities. This book is a testament to the complexity, privilege, and responsibility that encircles the dynamics between supervisor and supervisee. Clean off a corner of your desk, as this second volume should never be more than arms-length away.--Mary Anne Peabody, University of Southern Maine For those of us on the front lines of teaching and mentoring the rising generations of play therapists, the idea that a second edition of our beloved Supervision Can be Playful has been in the works is exciting news. Taking a look inside, I was further thrilled to see the sheer breadth and depth of this extensively updated second edition, including the amount of new material, expanded focus on a global perspective and cultural humility in supervision. The editors have taken care to invite a very skilled group of authors to go beneath the surface of the supervision relationship and incorporate themes of trauma, attachment inclusion, and creativity in this important role. Absolutely required reading for play therapy leaders and practitioners everywhere.--Ann Beckley-Forest, LCSW-R, RPT-S, licensed clinical social worker, registered play therapy supervisor What a worthwhile book! It fills in an arena that has been left impoverished in our field: how do supervisor and supervisee create a parallel universe of play between them that mirrors the playfulness of the therapy with the child? Focusing on both the content and process of supervision, this is a book that will be much read and cherished by all play therapists and their supervisors.--Steven Tuber, PhD, ABPP, City College of New York; author of Attachment, Play, and Authenticity: Winnicott in a Clinical Context and co-author of Starting Treatment with Children and Adolescents

For those of us on the front lines of teaching and mentoring the rising generations of play therapists, the idea that a second edition of our beloved Supervision Can be Playful has been in the works is exciting news. Taking a look inside, I was further thrilled to see the sheer breadth and depth of this extensively updated second edition, including the amount of new material, expanded focus on a global perspective and cultural humility in supervision. The editors have taken care to invite a very skilled group of authors to go beneath the surface of the supervision relationship and incorporate themes of trauma, attachment inclusion, and creativity in this important role. Absolutely required reading for play therapy leaders and practitioners everywhere.--Ann Beckley-Forest, LCSW-R, RPT-S, licensed clinical social worker, registered play therapy supervisor The first edition, published in 2008, was an excellent resource for play therapy supervisors. This second edition is a welcome addition to the field and a valuable source of updated information, useful for training, teaching, and clinical supervision in a variety of settings, such as academic, child welfare, training clinics, treatment centers, and private practices. It provides hands-on, creative methods for specialty supervision in play therapy tailored to those working with children, useful to both experienced play therapy supervisors and to other types of supervisory clinicians who practice with children but who are less familiar with play therapy theory and intervention.--Patricia Pernicano, PsyD, licensed clinical psychologist; author of Metaphorical Stories for Child Therapy: Of Magic and Miracles What a worthwhile book! It fills in an arena that has been left impoverished in our field: how do supervisor and supervisee create a parallel universe of play between them that mirrors the playfulness of the therapy with the child? Focusing on both the content and process of supervision, this is a book that will be much read and cherished by all play therapists and their supervisors.--Steven Tuber, PhD, ABPP, City College of New York; author of Attachment, Play, and Authenticity: Winnicott in a Clinical Context and co-author of Starting Treatment with Children and Adolescents

A must-have text for all play therapy supervisors. This comprehensive text is well structured and accessible, and it practically considers a broad range of relevant issues for supervisors of play therapists. --Jacki Short, director, Sydney Centre for Creative Change A very necessary, concise yet broad range of topics covered in this play therapy supervision book. This will make an excellent resource to assist supervisors working with a diverse range of supervisees. I was particularly excited and pleased to see the chapter relating to healthcare professionals because I was trained as a hospital play specialist in the 1980s, prior to MSc Play Therapist, and I supervise play therapists working with oncology and life-limiting diseases. A really exciting and valuable collection of topics covered within this book. --Shirley Fenwick, BAPT registered play therapist and clinical supervisor By utilizing this essential book authored by Drs. Drewes and Mullen, supervisors can effectively address critical considerations, navigate various situations, and understand the impact of clinical supervision. The incorporation of play-based activities rooted in neurobiology knowledge enables supervisors to provide comprehensive guidance to diverse supervisees while safeguarding against burnout. Each chapter, structured around specific theoretical approaches, incorporates case examples to enhance comprehension and lay a strong foundation. With a significant portion of new chapters and the remainder updated, the information is current and readily applicable. --Akiko J. Ohnogi, PsyD, clinical psychologist, Ohnogi Psychotherapy and Counseling For those of us on the front lines of teaching and mentoring the rising generations of play therapists, the idea that a second edition of our beloved Supervision Can Be Playful has been in the works is exciting news. Taking a look inside, I was further thrilled to see the sheer breadth and depth of this extensively updated second edition, including the amount of new material, expanded focus on a global perspective, and cultural humility in supervision. The editors have taken care to invite a very skilled group of authors to go beneath the surface of the supervision relationship and incorporate themes of trauma, attachment inclusion, and creativity in this important role. Absolutely required reading for play therapy leaders and practitioners everywhere. --Ann Beckley-Forest, LCSW-R, RPT-S, licensed clinical social worker, registered play therapy supervisor I have been waiting for a book like this for 20 years! In my role as a play therapy supervisor, it has been frustrating not to have a guide for my practice in that area. Now I have one. Mullen and Drewes have gathered a potpourri of incredibly helpful chapters that cover everything from supervision models and cultural competence in play therapy supervision to the special considerations in supervising specific populations to facilitating self-awareness in the play therapy supervisee. They even include techniques for infusing the supervision process with fun. What more could you want? --Terry Kottman, Ph.D., RPT-S, founder, The Encouragement Zone; author, Partners in Play: An Adlerian Approach to Play Therapy and Play Therapy: Basics and Bey I wish I had this book when I first began supervising. Wow! It offers such great insights for why a student might be feeling stuck with a client and then suggests practical interventions to use in supervision. --Clarissa Salinas, The University of Texas-Rio Grande Valley Practical advice for enhancing the supervision process by creative and playful interactions. A must-read for all child clinicians who use play-based interventions. --Charles E. Schaefer, cofounder and director emeritus of the Association for Play Therapy Supervision Can Be Playful is an insightful collection enriched with the wisdom and learning of the authors. I am already using their creative techniques to guide and reflect on the supervision process and in doing so, deepening what I bring to my supervisees as I facilitate and accompany them on their journeys as play therapists and also my own practice and how I use my own clinical supervision space. --Sara Greig, InsideOutside Therapy, Scotland Supervision Can Be Playful: Techniques for Child and Play Therapist Supervisors, Second Edition provides a rich breadth of knowledge and practice-based guidance to inform supervisory work. Thoughtful reviews of up-to-date literature, along with practice implications and illustrations, are clearly presented across many important and topical areas, such as engaging in ethical and culturally aware supervision practice, providing trauma-informed supervision, and supervising remotely. Throughout this book, the importance of play-based learning in supervision is foregrounded. Some chapters are of specific relevance for supervising child and play therapists, but I found many inspiring illustrations of creative supervision practice that could be applied for supervision across the helping professions, supporting us to maintain vitality, curiosity, creativity, and resilience in our work. --Aisling McMahon, chair of professional diploma in clinical supervision, Dublin City University The first edition, published in 2008, was an excellent resource for play therapy supervision, but knowledge has advanced in the field since that time, and this second edition offers much more. It is bound to become the primary source for play therapy supervisors and supervisees, both novice and experienced. It includes all things necessary to provide evidence-informed creative, relational supervision. Experts in the field have edited this volume, and well-known and respected academics and practitioners address a wide variety of topic areas. It will be the 'go-to' for certification preparation, especially when combined with O'Connor, Schaefer, and Braverman's Handbook of Play Therapy (2015). Eliana Gil reminds us in the foreword, 'There is no greater responsibility, no greater privilege than to participate in the helping profession of mental health. We rely on supervision and cling to the hope that it will bring us a deeper understanding of the clinical decisions that we make.' My most memorable professional years were spent supervising therapists in training, offering them roots and the means to grow. The alliance formed in supervision is a precious one of resonance, attunement, and empathy--the supervisory relationship becomes a safe place that encourages openness, risk-taking, and personal as well as professional growth. Through supervision, we create the next generation of ethical, competent, research-grounded play therapists. This valuable source of updated information will strengthen training, teaching, and clinical supervision through hands-on, creative, culturally sensitive methods for play therapy supervision, tailored to those working with children and in specialty areas such as attachment development, group therapy, trauma, teletherapy, and neurodivergence. This timely publication needs to be made available in academic libraries, child welfare offices, training clinics, treatment centers, and private practices. Play therapy and supervision are both art- and science-based, and this volume will add to the field's credibility, professionalism, and expertise. --Patricia Pernicano, PsyD, licensed clinical psychologist; author of Metaphorical Stories for Child Therapy: Of Magic and Miracles This book is a gem that should be mandatory reading for every supervisor. Supervision Can Be Playful: Techniques for Child and Play Therapist Supervisors, Second Edition is jam-packed with amazing resources and interventions from the top experts in the field. It expands the way I do supervision and I now feel equipped with the tools to provide competent, creative, and playful supervision with even the most challenging case. I am grateful that this book exists. --Tammi Van Hollander, LCSW, RPT-S, owner, Main Line Play Therapy This book is a gift to the play therapy community. The wealth of expertise that the contributors share in this book offers an indulgent smorgasbord of theory, a reminder of the importance of referring to a diverse range of frameworks when developing play therapy practice and supervision. It provides a deep dive into the role, purpose, and necessity of supervision in therapeutic work, exploring the complexity and beauty of 'this space between us', as Hawkins and Shohet (Supervision in the Helping Professions, 2012) describe it. The reader is asked to consider the central function of supervision, drawing comparisons with the wisdom of the Aboriginal communities as they call for Dadirri: 'a process of listening, reflecting, observing the feelings and actions, reflecting and learning'. The theory is interspersed with fresh, playful ideas for supervision practice such as the wonderfully named 'Supervisionland'. However, what really makes this book stand out from the crowd is its recognition of the vital role that play therapy supervision holds in building cultural humility and safety in supervisees and, in turn, their clients. This book strongly argues that cultural humility and safety is a lifelong process of self-development as therapists, rather than a set of techniques or strategies we can become 'competent' in. It also argues the need for play therapists to 'de-center' themselves to combat bias and develop cultural humility as a way of being with our clients, which is inherently respectful, curious, and open. As Rise Van Fleet reminds us, for supervision, 'it's all about the relationship'. --Ruth Lazarus, Child and Adolescent Mental Health Services; Sussex NHS Partnership Foundation Trust; Held in Mind CIC; former chair, British Association of Play Therapists This book is a passionately written, comprehensive, and valued contribution to the field of supervision and play therapy. Each chapter combines the wisdom and expertise of many extraordinary clinicians, thereby opening the door for those of us who are supervisors and for those intending to become supervisors to expand our approaches and deepen our personal development. --Joyce C. Mills, Ph.D., LMFT, Author, Speaker, Trainer This book is an incredibly useful resource for play therapy supervisors both new and seasoned. It helps guide the supervisor with many interventions to gain insight with work with their client in multiple ways, such as art, music, sand, and writing, targeting many learning styles. There has been careful care and attention to the additions to this book from renowned professionals, and a portion on telehealth and secondary trauma has been added as well--a must-have post-pandemic. --Kristen Melcher, LMHC, RPT-S, CCPT-S This book skillfully combines theory and practice with a variety of detailed case examples demonstrating how the use of playful interventions in supervision can foster the professional identity development of both beginning and experienced play therapists. Using a hands-on, creative approach, this excellent resource and guide convincingly argues about the value of expressive and creative arts as effective tools in facilitating the professional growth of play therapy practitioners. --Nancy Boyd Webb, DSW, BCD, RPT-S, Distinguished Professor and James R. Dumpson Chair in Child Welfare Studies, Fordham University This comprehensive book will be absolutely ravaged by play therapy supervisors! I imagine many colorfully highlighted pages as the reader progresses through such a valuable offering. Drewes and Mullen have gathered the very best international thinkers, writers, and supervisors to address contemporary topics across diverse settings, inclusive practices, and differing delivery modalities. This book is a testament to the complexity, privilege, and responsibility that encircles the dynamics between supervisor and supervisee. Clean off a corner of your desk because this second volume should never be more than arm's length away. --Mary Anne Peabody, EdD, LCSW, RPT-S, University of Southern Maine This refreshingly playful comprehensive resource will be helpful for the novice and seasoned supervisor alike. I can see applying new techniques within supervision sessions, and with the addition of current topics, this will not be a one-time read but rather a resource to return to. --Lisa Remey, LPC-S, RPT-S(TM)?, owner, Bluebonnet Center for Play Therapy This second edition is an invitation to access creativity in all its forms when holding the supervision space. It promotes the need for humility, open-mindedness, curiosity, playfulness, and joy to maximize the depth and discoveries that creative supervision can engender. --Jess J�ger, MBAPT, Lewes Play Therapy This significantly expanded edition of Drewes and Mullen's already impressive book is as, the authors intended, truly 'inclusive and encompassing', bringing a rich, contemporary, and importantly global perspective to the scope of supervision issues. It will be an immensely valuable resource for clinical supervisors to refer to for up-to-date thinking on how to support their supervisees, whether they are in training or fully qualified play therapists, and to discover fresh ideas for play-based approaches to enhance their supervisory relationship. The 30 expansive chapters draw on the diverse expertise and wisdom of high-profile play therapists from around the world, all of whom are responsive to current pressing societal needs for practitioners who are aware of ethical and cultural sensitivities and who can adapt their clinical and supervisory practice to different populations and contexts, including remote working and systemic collaborations. Many chapters also contain accessible and practical ideas of experiential activities for use in supervision to make the experience more playful, creative, and relational, and thus more effective. --Lisa Gordon Clark, BAPT-accredited play therapist; former programme convener, Play Therapy MA, University of Roehampton, London; editor, British Journal of Play Therapy This text is a must-have resource for play therapists around the world. International contributors have provided valuable insight into the importance of the relationship between supervisor and supervisee so that those who visit our play spaces feel heard, seen, and held on their healing journey. --Theresa Fraser, Maritime Play Therapy Centre, Changing Steps Child and Family Counselling What a worthwhile book! It fills an arena that has been left impoverished in our field: how do supervisor and supervisee create a parallel universe of play between them that mirrors the playfulness of the therapy with the child? Focusing on both the content and process of supervision, this is a book that will be much read and cherished by all play therapists and their supervisors. --Steven Tuber, PhD, ABPP, City College of New York; author of Attachment, Play, and Authenticity: Winnicott in a Clinical Context and co-author of Starting Treatment with Children and Adolescents

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Contributors: Jeffrey S. Ashby, Jessika Boles, Sue C. Bratton, Yi-Ju Cheng, Heather Coull, Janet Courtney, David A. Crenshaw, Sarah Daniels, Belinda Dean, Lennis G. Echterling, Lyrica Fils-Aime, Ken Gardner, Phoebe Godfrey, Paris Goodyear-Brown, Robert Grant, Natalie Hadiprodjo, Cary Hamilton, Lesley Harvey, Sarah Hickson, Linda E. Homeyer, Sue Jennings, Vanessa Kellner, Sueann Kenney-Noziska, Simon Kerr-Edwards, Terry Kottman, Jamie Langley, Ariel Marrero, Mary Morrison Bennett, Claire Niven, Yumiko Ogawa, Kristie K. Opiola, Judi Parson, Dee C. Ray, Kate Renshaw, Bridget Sarah, Karen Stagnitti, Anne Stewart, Alyssa Swan, Kaleb A. Thompson, Rise Van Fleet, Marieke van Nuenen, William F. Whelan, Lorri Yasenik, Zhou De-Hui Ruth About the Editors: Athena A. Drewes, PsyD, MA, RPT-S, is a licensed psychologist, certified school psychologist and Registered Play Therapist and Supervisor. Formerly Director of Training and Director of the American Psychological Association Doctoral Psychology Internship at Astor Services for Children and Families in New York, she currently lives in Ocala, FL. She has over 45 years of clinical and supervision experience with complex trauma, sexual abuse, foster care children and adolescents, in school, outpatient and inpatient settings. She is former Board of Director of the Association for Play Therapy and Founder and President Emeritus of the NY Association for Play Therapy. She is a frequently invited guest lecturer around the United States and internationally around the world, including Argentina, Australia, Canada, China, Denmark, England, Ireland, Italy, Mexico and Taiwan. She is a renowned writer of play therapy and has published numerous book chapters, journal articles and edited/co-edited twelve play therapy books. Her most recent books are Play-based interventions for childhood anxieties, Fears, and phobias; Puppet play therapy; Play therapy in middle childhood with a companion DVD of Dr. Drewes demonstrating her work in Prescriptive Integrative Play Therapy with the American Psychological Association; and co-edited with Dr. Charles Schaefer The Therapeutic powers of play. 20 Core agents of change. Jodi Ann Mullen, PhD, LMHC, RPT-S is a professor at SUNY Oswego in the Counseling & Psychological Services Department and the coordinator of the Graduate Certificate Program in Play Therapy. She is also the Director of Integrative Counseling Services in Central New York. Dr. Mullen is an international speaker, author, credentialed play therapist and play therapy supervisor. She routinely provides clinical supervision and consultation for clinicians from across the United States and from Ireland, Australia, England, Jamaica, and Canada. Dr. Mullen has over 25 years of experience in the field of counseling and play therapy. She has authored books, book chapters and journal articles in play therapy, counseling children and adolescents, grief counseling and parenting. Dr. Mullen is a former clinical editor for the Play Therapy magazine and was the 2008 recipient of the Key Award for Professional Training & Education through the Association for Play Therapy.

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