Yin, Y. (2011). Contemporary research on child-centered play therapy (CCPT) modalities: A metaanalytic review of controlled outcome studies (Doctoral dissertation). Retrieved from ProQuest dissertations & theses. (UMI Number 3486487)

This article describes an advanced graduate course in child-parent relationship training (CPRT). After receiving traditional didactic instruction, MA and doctorallevel students led sessions of an in-class CPRT group and participated in leading an8-week group for parents at an inner city, urban preschool that worked with the "poorest of the poor." This paper describes the experiences of students in leading groups at the university, leading groups in the community, and lessons learned from the training experience. The manuscript offers counselor educators and play therapy professionals a novel and experiential approach for training graduate students in CPRT, which includes a multicultural immersion experience while providing services to parents in the community.

The present study examined current supervision experiences and factors that predicted satisfaction for play therapist supervisees. Participants (n = 238) from the Association for Play Therapy (APT) were included. Participants completed a web-hosted survey which included items related to their current supervision experience, the Supervisee Satisfaction Questionnaire (SSQ), and a demographic questionnaire. A nonexperimental, correlational design was used to examine the relationship between participants’ current supervision experiences and their satisfaction with supervision. Regression and exploratory factor analysis (EFA) were used to analyze the data. Standardized regression coefficients indicated that supervisors’ professional identity as play therapist and supervisees’ years of experience predicted supervisee satisfaction with supervision. A discussion of implications and recommendations for future research is included.

Over the course of 2 semesters of advanced multicultural graduate study in counseling, the author described his own experiences and reflections related to the learning process. The aim of this article was to provide insight and perspective from one student’s experience for the education field, counselor educators and professionals in training with an interest in multicultural competencies and understanding the growth process within training programs. Multicultural awareness, knowledge, and skills are addressed. In particular, the author shares his experience in the training program, reflective journals, and personal realizations of the need for continued effort and growth to become a more competent counseling and education professional.

Ten years post–Hurricane Katrina, the authors reflected on the aftermath through the eyes of addiction treatment professionals to become better prepared for future tragedies. The lessons learned, the authors' personal reflections, and implications for clinical practice and counselor education are provided.