Through a joint research committee sponsored by the Association for Play Therapy (APT) and the American Counseling Association (ACA), The National Play Therapy in Counseling Practices Project conducted the first phase of investigation. Findings offered a snapshot of mental health providers of play therapy, regarding the nature of who they are and what they do. In terms of training, play modalities, theoretical orientation, and employment setting, comparisons were made based on membership of participants in ACA or APT. Further research was suggested to examine the effectiveness of play therapy with specific therapeutic issues.

The use of play therapy techniques within supervision can enhance the supervisory process and in turn therapy with the client. Just as children use toys rather than words to express themselves in play therapy, so too can supervisees use play therapy techniques when words fail to express their experience or understanding of their clients. In this article, the authors focus on L. D. Borders and G. Leddick's (1987) 6 categories for supervisor intervention: learning goals, learning style, experience, developmental level, supervisor theoretical orientation, and supervisor goals for supervisee and goals for within supervision. Practical play-based experiential techniques are applied to each category and discussed in detail to facilitate application. Use of these techniques can expand the didactic framework of supervision and thereby enhance the supervisory and therapeutic processes. In addition, some attention is given to the advantages of the registered play therapistsupervisor credential obtained through the Association for Play Therapy.

Through a joint research committee sponsored by the Association for Play Therapy (APT) and the American Counseling Association (ACA), The National Play Therapy in Counseling Practices Project conducted the first phase of investigation. Findings offered a snapshot of mental health providers of play therapy, regarding the nature of who they are and what they do. In terms of training, play modalities, theoretical orientation, and employment setting, comparisons were made based on membership of participants in ACA or APT. Further research was suggested to examine the effectiveness of play therapy with specific therapeutic issues.

A qualitative study consisting of in-depth interviews with 17 play therapists was undertaken to identify how play therapists understand children. Analysis of the interviews illuminated how play therapists need to "fill in the blanks" in the stories of children through a frame of reference that constructed children and childhood relative to children's experiences with abuse and neglect. Recommendations are made for supplementary education, supervision and consultation for professionals meeting the needs of children.

In this chapter, the author discusses the emergence of teleplay and teleplay therapy. The focus is on the process and the product so practitioners, instructors, and supervisors alike can benefit from the chapter content. The author challenges readers to engage in teleplay and teleplay therapy in thought, professional, ethical, and creative ways advocating for enhancing the practice of teleplay and teleplay therapy through the process of clinical supervision. The integration of foundational understanding of teleplay therapy process, clinical skills, creativity, and professionalism are the cornerstone of the application of both teleplay therapy and the supervision of teleplay therapy.