Peer feedback within a play therapy course: A qualitative exploration.

Abstract

Feedback is an essential component of counselor development. In this study, the researcher explored the integration of a peer feedback model that involved live observation and peer feedback sessions within an introductory play therapy course. The researcher conducted interviews with 6 counseling students, who engaged in the model, to explore their perspectives about the peer feedback experience. The analysis revealed 6 broad themes: (a) class structure, (b) approach to feedback, (c) power of observation, (d) relationships and trust, (e) growth process, and (f) model improvements. Additionally, 2 of the themes had subthemes: 3 subthemes within the class structure theme: (a) experience with children, (b) live and video review feedback, and (c) peer and instructor feedback; and 2 subthemes within the model improvements theme: (a) feedback training, and (b) multiple perspectives. The researcher discusses the themes, and then presents the implications for training play therapists.

Transforming graduate play therapy instruction to virtual learning during COVID-19.

“…Supervised practice play sessions are a unique component in play therapy courses to receive direct experience of practicing play therapy skills in relationship with a child in a play therapy room. From practice play sessions, students develop self-awareness as a new play therapist and receive peer and instructor feedback to enhance their learning experience (Swank, 2018). If students are unable to experience in-person supervised practice play sessions, instructors can help structure a modified experience.…”