“Sandtray Supervision”: Integrating Supervision Models and Sandtray Therapy

LGBTQ* Responsive Sand Tray: Creative Arts and Counseling

“…Over the past decade, the counseling research has begun to examine the utility and effectiveness of ST in counsel-ing and supervision (Anekstein, Hoskins, Astramovich, Garner, & Terry, 2014;Garza-Chaves et al, 2018;McCurdy & Owen, 2008). While ST has been implicated in its ability to tap into both conscious and unconscious creative processes (Anekstein et al, 2014;Paone et al, 2015), research has supported the ways in which ST utilizes visual, kinesthetic, and expressive communication (Stark et al, 2015), arguably all aspects of creative expression.…”

“…Over the past decade, the counseling research has begun to examine the utility and effectiveness of ST in counsel-ing and supervision (Anekstein, Hoskins, Astramovich, Garner, & Terry, 2014;Garza-Chaves et al, 2018;McCurdy & Owen, 2008). While ST has been implicated in its ability to tap into both conscious and unconscious creative processes (Anekstein et al, 2014;Paone et al, 2015), research has supported the ways in which ST utilizes visual, kinesthetic, and expressive communication (Stark et al, 2015), arguably all aspects of creative expression. Supervisees have described their experiences with ST in supervision as positive (Markos, Coker, & Jones, 2008;McCurdy & Owen, 2008) and for these reasons , Goodrich and Luke identified the particular utility of expressive, experiential, and creative approaches in supervision of counselors working with LGBTQ* clients.…”

“…Supervisees have described their experiences with ST in supervision as positive (Markos, Coker, & Jones, 2008;McCurdy & Owen, 2008) and for these reasons , Goodrich and Luke identified the particular utility of expressive, experiential, and creative approaches in supervision of counselors working with LGBTQ* clients. Because ST can be utilized within a variety of theoretical approaches, such as Person Centered, Jungian, Adlerian, Gestalt, Developmental, and Psychodynamic (Isom et al, 2015;McCurdy & Owen, 2008;Perryman et al, 2016), supervisors have a range of ways in which they can incorporate ST into extant supervision models (Anekstein et al, 2014;Carnes-Holt et al, 2014;Stark, Frels, & Garza, 2011). For example, Garrett (2015b) described use of journaling as an extension of the ST experience in supervision, while others incorporate photography, painting and drawing, or titling, as well as various forms of narrative and reflective practices (Luke, 2008;Mullen et al, 2007).…”

“…As a result, multiple approaches have been developed and utilized as a means of supporting counselors' multicultural and social justice development within supervision (Bernard & Goodyear, 2013;Bernard & Luke, 2015). One such area includes creative arts and more specifically, ST (Anekstein et al, 2014;Bernard & Goodyear, 2013;Carnes-Holt et al, 2014;Stark et al, 2011).…”

“…Given the high rates of discrimination and mental health concerns of LGBTQ* persons (Cochran et al, 2017;Thorne et al, 2018), it is concerning that counselor education has continued to overlook supervision as a means to increase LGBTQ* related multicultural competence and has instead primarily relied upon didactic training methods in isolated content courses of short duration to educate counselors on the needs of clients who may identify as LGBTQ* (Jennings, 2014;Luke, Goodrich, & Scarborough, 2011). As such , this article builds upon the use of ST in supervision (Anekstein et al, 2014;Markos et al, 2008;Paone et al, 2015;Stark et al, 2011), as ST offers a critical opportunity to redress the gaps in counselor education (Stark & Frels, 2014). Creative arts interventions in general, and ST in particular, have been lauded as offering supervisors a complementary right-brain and kinesthetic means (Stark & Frels, 2014) to creatively and experientially work with supervisees to match their developmental needs (Mullen et al, 2007).…”