The number of children diagnosed with autism continues to be on the rise (Hess, 2009), and professionals strive to gain more knowledge concerning treatment. A review of the literature reveals the use of play as 1 type of intervention for children with autism. Although there is a great deal of literature on the behavioral approaches to working with children diagnosed with autism, there is limited research on the use of child-centered play therapy (CCPT). CCPT is an approach that was designed to work with children dealing with a variety of problems. The present study used a phenomenological design to explore the experiences of play therapists utilizing CCPT with children diagnosed with autism. Ten interviews were conducted with Registered Play Therapists and Registered Play Therapist-Supervisors who utilize CCPT with children diagnosed with autism. The data collected through the interviews was organized and analyzed through NVivo software. The data analysis indicated 3 major themes and 8 subthemes. The 10 participants expressed that although there are challenges working with children diagnosed with autism, the benefits were primarily the environment, the therapeutic relationship, and their role as the therapists when utilizing CCPT. The participants found that these aspects of CCPT had the greatest influence in meeting the needs of children diagnosed with autism. Additionally, the therapists experienced the involvement of parents being of greater value with children diagnosed with autism compared with the involvement of parents with other clients.

Relational-cultural theory, a counseling theory that centers the importance of relational connection and sociocultural influences, provides helpful guiding principles for a creative, interpersonally focused, and culturally attuned model for the supervision of play therapists-in-training. This article outlines the main concepts of a relational-cultural play therapy supervision approach and integrates it with the updated Association for Play Therapy (APT) phases of training and competencies to highlight how this approach can support the development of play therapists. Core concepts discussed include the importance and creation of connection in the supervisory relationship, navigating disconnection and fostering relational resilience, recognizing and working with sociocultural influences, and the intentional use of relational competence in skills and techniques. Additionally, a case study based on the first author's experience is included to offer an illustration of relational-cultural play therapy supervision in action.

America is embroiled in an opioid epidemic that continues to take a toll on American citizens' quality of life, utility, and mortality rates, as well as the nation's economy. Researchers have examined information from Substance Abuse and Mental Health Services Administration's (SAMHSA) Treatment Episode Data Set (TEDS) (Drug and Alcohol Services Information Systems [DASIS], 2009) in order to get an idea about which populations are able to access opioid treatment in America, the District of Columbia, and Puerto Rico. Details of education levels and employment rates for those being treated could offer answers about individuals and populations impacted by the opioid epidemic. The purpose of this study was to examine whether individuals who had been in treatment for heroin and/or opioids in 2014 have a higher level of education than individuals in treatment for heroin and/or opioids in 1998, and to determine if individuals in treatment for heroin and/or opioids in 2014 have higher rates of employment than individuals in treatment for heroin and/or opioids in 1998 (DASIS, 2009). Researchers used a T-test on the TEDS and found statistically significant changes in levels of education and static rates of employment from 1998 to 2014 (DASIS, 2009).