An exploration of experiences and preferences in clinical supervision with play therapists.

VanderGast, Tim S.; Culbreth, John R.; Flowers, Claudia

doi:10.1037/a0018882

Cited by 20 publications

(30 citation statements)

References 36 publications

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“…In regard to supervision articles, we found fewer research articles ( n = 3) and more nonresearch articles ( n = 8).Two quantitative research articles utilized survey data to explore supervisees’ experiences (VanderGast et al, 2010) and satisfaction (VanderGast & Hinkle, 2015) of play therapy supervision. One qualitative research article examined supervisors’ perceptions of play therapy supervision (Glazer & Stein, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Supervision articles included three research articles and eight nonresearch articles. Of the three research articles on play therapy supervision, two studies investigated predictors of satisfaction (VanderGast & Hinkle, 2015) and preference of supervisees (VanderGast, Culbreth, & Flowers, 2010). One study investigated mindfulness in supervision (Glazer & Stein, 2015).…”

Section: Topic Of Focusmentioning

confidence: 99%

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Examining the trends of play therapy articles: A 10-year content analysis.

Yee

Ceballos

Swan

2019

International Journal of Play Therapy

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The field of play therapy is rapidly growing and has been recognized as an evidencebased practice. As the field continues to grow, there is an increasing need to examine publication trends in this field to better understand areas of strengths and potential for improvements. To accomplish this goal, we conducted a content analysis of play therapy articles that were published within the years 2008 -2017. Publication trends revealed seven themes that all articles fell under, with the theory/approach theme having the most articles (44.6%). There were mixed results between research and nonresearch articles with some topics having more research articles and other topics having more nonresearch articles. Unfortunately, all topics severely lacked articles with a multicultural focus. Implications, limitations, and recommendations for future research are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Topic Of Focusmentioning

confidence: 99%

Examining the trends of play therapy articles: A 10-year content analysis.

Yee

Ceballos

Swan

2019

International Journal of Play Therapy

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“…Best training practices in the field of play therapy should be informed by the ethical standards and current research. Several publications have identified a heightened need for the development of standards of best practice for the training of effective play therapists (Bratton, Landreth, & Homeyer, 1993; Homeyer & Rae, 1998; Kranz, Kottman, Lund, 1998; Kranz, Lund, Kottman, 1996; VanderGast, Culbreth, & Flowers, 2010; Tanner & Mathis, 1995). The current standards indicated in the APT Play Therapy Best Practices do not adequately and concretely describe the education necessary to train effective play therapists (APT, 2009).…”

Section: Current Best Training Practicesmentioning

confidence: 99%

Multicultural considerations in graduate play therapy courses.

Yousef¹,

Ener²

2014

International Journal of Play Therapy

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Developing competent clinicians begins first and foremost with quality training. As interest in play therapy practice continues to grow along with evidentiary support of play therapy as a valid therapeutic modality, concrete instructional methodology is vital. Limited research exists related to best practices in training play therapists and even less information is available related to multicultural considerations in graduate play therapy course curriculum. The purpose of the present work is to examine identified competencies related to the field of play therapy, review literature related to structuring graduate play therapy courses, and explore multicultural considerations relevant to the training process of multiculturally competent play therapists.

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“…Therefore, a goal for parent consultations is to affirm that play therapy interventions are purposeful and that the effectiveness of the play therapy interventions can be assessed. Even though the need to train play therapists to consult effectively with parents is evident, in a recent national survey, play therapists identified consulting with parents as one of their greatest needs in clinical supervision (VanderGast, 2008).…”

mentioning

confidence: 99%

“…Establishing behavioral goals is also necessary, given that managed care requires therapists to assess the effectiveness of interventions with measureable, outcome goals. Among play therapist theoretical orientations, child-centered play therapy is the most frequently taught in graduate school (Ryan, Gomory, & Lacasse, 2002), the most widely practiced approach among play therapists who adhere to a specific theoretical orientation (Phillips & Landreth, 1998; Ryan et al, 2002; VanderGast, 2008), and the most commonly used theoretical orientation of Registered Play Therapy Supervisors (Fall, Drew, Chute, & More, 2007). However, because setting behavioral goals could be contradictory to the premises of the theory, while guidelines for working with parents are emphasized in the child-centered literature (Cates et al, 2006; Landreth, 2002; McGuire & McGuire, 2001; Van Fleet, 2000), further explanation to help child-centered play therapists set behavioral goals is warranted.…”

mentioning

confidence: 99%

Collaborating With Parents to Establish Behavioral Goals in Child-Centered Play Therapy

2011

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The purpose of this article is to provide specific guidelines for child-centered play therapists to set behavioral outcome goals to effectively work with families and to meet the demands for accountability in the managed care environment. The child-centered play therapy orientation is the most widely practiced approach among play therapists who identify a specific theoretical orientation. While information about setting broad objectives is addressed using this approach to therapy, explicit guidelines for setting behavioral goals, while maintaining the integrity of the child-centered theoretical orientation, are needed. The guidelines are presented in three phases of parent consultation: (a) the initial engagement with parents, (b) the ongoing parent consultations, and (c) the termination phase. In keeping with the child-centered approach, the authors propose to work with parents from a person-centered orientation and seek to appreciate how cultural influences relate to parents’ concerns and goals for their children. A case example is provided to demonstrate how child-centered play therapists can accomplish the aforementioned goals.

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An exploration of experiences and preferences in clinical supervision with play therapists.

Abstract: 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)

Cited by 20 publications

References 36 publications

Examining the trends of play therapy articles: A 10-year content analysis.

Examining the trends of play therapy articles: A 10-year content analysis.

Multicultural considerations in graduate play therapy courses.

Collaborating With Parents to Establish Behavioral Goals in Child-Centered Play Therapy

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