blue streamBLUE STREAM (Post-Certification stream): Play Therapy Supervision Certification Program

Play Therapy Supervisor Route

The Supervision Certification program is designed to formally prepare participants to supervise child and play therapists. Participants will have the opportunity to explore various models of supervision and receive specialized training in the Play Therapy Dimensions Model.

During the program, participants will have the opportunity to work in small groups, debrief supervisory experiences, learn about practical playful supervision strategies, and review supervision videos. The program provides 21 direct contact hours and is designed for Certified/Registered Play Therapists who wish to become Certified or Registered Play Therapy Supervisors.

Note: APT and CAPT alone hold the right to accept or deny any continuing education training at their discretion

Who Should Attend?

The Play Therapy Supervision Certification Program (blue stream) is intended for Certified/Registered Play Therapists who wish to become Certified or Registered Play Therapy Supervisors. Program entrance requirements include a Master’s level of academic training and a minimum of 1500 clinical hours of working with children and a total of 2500 hours of direct clinical practice (face-to face therapeutic client contact). Participants must have access to supervisees supervisees and be actively engaged in supervision.

Duration: 3-day intensive

Required Reading (Textbook):

Supervision can be Playful: Techniques for Child & Play Therapy Supervisors. Drewes. A., & Mullen, J.A. (2008: Lanham MD: Rowman & Littlefield Publishers).

Recommended Reading:

Anekstein, A. M., Hoskins, W. J., Astramovich, R. L., Garner, D. & Terry, J. (2014).” Sandtray supervision: Integrating supervision models and sandplay therapy”. Journal of Creativity in Mental Health, 9 122‑134.

Carroll, M. (1996). Counselling supervision: Theory, skills and practice. London: Cassell.

Carroll, M., & Tholstrup, M. (2001) (Eds). Integrative approaches to supervision. London: Jessica Kingsley.

Carroll, M. (2009 a). “Supervision: Critical reflection for transformational learning, Part 1.”  The Clinical Supervisor, 28, 210-220.

Carroll, M. (2009 b). “From mindless to mindful practice: on learning reflection in supervision.” Psychotherapy in Australia, 15, 4, 38-49.

Carroll, M. (2010). “Supervision: Critical reflection for transformational learning, Part 2.”  The Clinical Supervisor, 29, 1-19.

Drewes, A. A., & Mullen, J. A. (Eds.). (2008). Supervision can be playful: Techniques for child and play therapy supervisors. New York, NY: Jason Aronson/Rowman and Littlefield.

Falder, C. A., & Shafranske, E. P. (2004). Clinical supervision: A competency-based approach. Washington, DC: American Psychological Association. http/dx.doi.org/10.1037/10806-000

Gigerenzer, G. (2001). “The adaptive toolbox.” In G. Gigerenzer and R. Selten (eds) Bounded Rationality: The adaptive toolbox. London: Fontana Press.

Grencavage, L. M., & Norcrosss, J. C. (1990). “Where are the commonalities among the therapeutic common factors?” Professional Psychology: Research and Practice, 21, 372-378.

Hewson, D., & Carroll, M. (2016). Reflective practice in supervision. Hazelbrook NSW: MoshPit Publishing.

Lazarus, A. A. (1976). Multimodal behavior therapy. New York: Springer.

Norcross J. C. (2005). “A primer on psychotherapy integration.” In J. C. Norcross & M. R. Goldfried (eds), Handbook of psychotherapy integration (2nd ed., pp. 10-23).

Norcross, J.C., & Newman, C.F. (1992). “Psychotherapy integrtion: Setting the context.” In J.C. Norcross and M.R. Goldfried (eds) Handbook of Psychotherapy Integration (pp. 3-45). New York: Basic Books.

Hewson, D., & Carroll, M. (2016). Reflective practice in supervision. NSW: MoshPit Publishing.

Hewson, D. & Carroll, M. (2016). Reflective Supervision Toolkit. NSW: MoshPit Publishing.

Hartwig, E. K., & Morrison Bennett, M. (2017). “Four approaches to using sandtray in play therapy supervision.” International Journal of Play Therapy, 26, 4, 230-238.

Luke, M. (2008). “Supervision:  Models, principles, and process issues.” In A. A. Drewes & J. A. Mullen (Eds.), Supervision can be playful: Techniques for child and play therapist supervisors (pp. 7-25). New York, NY: Jason Aronson.

Purswell, K. E., & Stulmaker, H. L. (2015). “Expressive arts in supervision: Choosing developmentally appropriate interventions.”  International Journal of Play Therapy, 24, 103-117. http://dx.doi.org/10.1037/a0039134

Ray, D. (2011). “Supervision of play therapy”. In D. Ray (Ed.), Advanced play therapy: Essential conditions, knowledge, and skills for child practice (pp. 243-256). New York, NY: Routledge.

Shohet, R. (Ed) (2008). Passionate Supervision. London: Jessica Kingsley

Stoltenberg, C. McNeill, B., & Delworth, U. (1998). IDM Supervision: An integrated developmental model for supervising counselors and therapists. San Francisco: Jossey-Bass Inc.

Watchel, P.L. (1977). Psychoanalysis and Behaviour Therapy: Towards and integration. New York: Basic Books.

Cost:  $1260.00 plus GST ($315 deposit).
For full details please refer to the application form. To access program dates see the training calendar.

Cancellation policy

Program Outline

Day 1

  • Definition of supervision
  • Benefits and elements of supervision including clinical, educational and administrative functions
  • Types and models of supervision
  • Supervision in play therapy – contracting & re-contracting
  • The PTDM Decision-Making Model and integrative approaches to play therapy practice
  • Self-assessment and experiential exercises
  • Homework: Chapter 9 – “Using the PTDM in Supervision”

Day 2
MORNING

  • Understanding the supervision process
  • Phases of supervision
  • Utilizing the Play Therapy Dimensions Model in supervision

AFTERNOON

  • Supervision using the PTDM- Demonstration
  • Assessing competencies and matching supervision interventions through use of assessment tools
  • Ethical issues and decision-making

Day 3
MORNING

  • Ethical supervision
  • Reflective practice in supervision: A supervision model
  • What is reflective practice?
  • An introduction to six “supervision rooms”
  • A “notable incident” (experiential exercise)
  • Reflective Space

AFTERNOON

  • Responsibilities of the supervisee
  • Difficult supervisee
  • Diversity considerations
  • Developing a contract

Learning Objectives

Upon successful completion of the program, each participant will have gained:

  • A working definition of supervision
  • The ability to describe the purpose, goals and role of the supervisor
  • An overview of the models of supervision
  • An understanding of the use and application of a specific play therapy model for supervision (Play Therapy Dimensions Model)
  • The ability to identify the stage of development of the supervisee and supervisor
  • A repertoire of creative supervision strategies
  • An awareness of legal and ethical issues specifically related to work with children
  • Exposure to a variety of process and assessment tools for supervisors and supervisees
  • An awareness of multicultural issues and gender-related issues related to supervision
  • The necessary skills to make use of video review in supervision
  • The ability to identify a model to use in future supervision

Methods

  • Experiential activities
  • Video presentations
  • Case examples/case presentations
  • Slides
  • Role plays
  • Session seminars
  • Reading assignments

Awards

Participants will receive a Certificate of Attendance from the Rocky Mountain Play Therapy Institute, indicating 21 direct contact hours. This program constitutes one part of the total requirements to become a Certified or Registered Play Therapy Supervisor. Canadian participants will forward their certificate along with their full application package to CAPT for review.

APT and CAPT alone hold the right to accept or deny any continuing education training at their discretion.

The certificates are awarded on the basis of:

  • Satisfactory attendance and participation
  • Continuous evaluation of course work contributions and ability to work with group dynamics.

How can I apply these skills?

Participants will be able to utilize a model of supervision to more effectively support and guide supervisees. The supervision skills although focused on child and play therapists, can be generalized to supervision of those working with adults and families. You will be able to identify your own development as a supervisor as well as the development of your supervisee. You will be able to provide specialized supervision to staff and defend your clinical work and the work of others to various systems. Acquiring specialized supervision skills will enhance your professional credibility in the field of child and play therapy