Examining social justice attitudes among play therapists: Implications for multicultural supervision and training.

Abstract

This article reports the findings of a survey that investigated social justice attitudes among play therapists (N = 448) and its relation to multicultural supervision and multicultural education. Descriptive statistics and a Pearson correlations test were used to analyze results. Results indicated that social justice attitude was positively correlated to the number of continuing education credits, the percentage of time both receiving and providing supervision with a multicultural focus, the quality of supervision provided, and the years as a play therapist. The importance of working from a social justice paradigm and its direct impact on the work of play therapists is discussed. In addition, implications of the results, including findings from descriptive statistics, are explained.

Child-Centered Play Therapy: A Creative Approach to Culturally Competent Counseling

“…It is suggested that with the appropriate materials and support, CCPT can aid in developing internal strength and resolution resulting in better adjustment, coping, and buffering in dealing with social justice issues such as poverty and racism (Baggerly & Parker, 2005;Bondy et al, 2007;Ceballos et al, 2012;Landreth, 1993). This is vital as experiences with racism and negative judgments from adults in authority can lead to levels of mistrust that could hamper the sense of positive support and relationship building (Spencer, Jordan, & Sazama, 2004).…”

“…It is the goal of the CCPT therapist that children will enhance communication through symbolically acting out feelings, thoughts, and experiences not able to be expressed in words resulting in improvement through vicarious experiences gained from the play sessions (Bratton et al, 2005;Fall, Balvanz, & Johnson, 1999;Van Velsor, 2009). Further, the multicultural components of a child's life are open for free exploration through a sensitivity to cultural diversity and the ability to develop skills within the context of cultural realities and history (Ceballos et al, 2012;Garrett & Herring, 2001, Landreth et al, 2009Lee, 2001). By allowing children to express themselves in their own culturally accepted ways (e.g., through the use of specific songs and dances, culturally appropriate pretend foods, observance of cultural rituals, or the use of language and storytelling), counselors can add to their understanding and ultimately their effectiveness as professionals, resulting in a better ability to help others to possess their own identities and create new possibilities (Gladding, 1997;Landreth et al, 2009).…”

“…This is especially the case when considering all societies vary in the upbringing of children, education, and influences such as parental expectations and task assignments, yet play is a component almost all cultures utilize to teach the skills of living (Ember & Ember, 2010; Downloaded by [The University of British Columbia] at 09:18 20 November 2014 Steffens & Gorin, 2007). Additionally, it is the counselor's responsibility to provide counseling programs and interventions that reflect the needs and realities of all children, regardless of cultural background, while considering the importance of cultural and sociopolitical influences on people's functioning (Ceballos et al, 2012;Lee, 2001). It has been hypothesized by Post (2001) that "children of every race and socioeconomic status have the same needs for understanding, safety, and attention" (p. 108).…”

“…As a result of these crucial learning and connective aspects of play, CCPT can be utilized in counseling environments with children to gain a more full understanding of the issues, culture, and developmental level of the child as well as possible solutions across settings, age, gender, and race, among others (Bratton et al, 2005;Landreth, 2012;Ray, Lee, Meany-Walen, Carlson, Carnes-Holt, & Ware, 2013). This understanding is vital when considering the need to address multicultural issues for children as an ever-growing minority and underrepresented population in the mental health profession with developmentally appropriate interventions such as CCPT (Ceballos et al, 2012;Schottelkorb, Doumas, & Garcia, 2012).…”

“…Multicultural counseling refers to preparation and practice that integrates multicultural and culturespecific awareness, knowledge, and skills into counseling interactions (Arredondo et al, 1996). Counselors must take into account current social, economic, and political realities while responding to the developmental needs of children in rapidly changing multicultural societies (Ceballos, Parikh, & Post, 2012;Drewes & Schaefer, 2010;Garrett & Herring, 2001;Lee, 2001). This point is of special interest considering that U.S. Census Bureau (2010) statistics indicate that 44% of children are identified as a minority population with an estimation that this number will increase to 62% by the year 2050.…”