Signs and barriers: Play therapy training experiences of deaf and hearing clinicians.

Abstract

A considerable amount of research exists covering the efficacy of play therapy training models; however, research is not robust when looking at the best training methods applicable for practitioners who may encounter a deaf or hard-of-hearing client. The purpose of the current qualitative study was to explore lived play therapy training experiences, including supervision experiences of mental health professionals who have used play therapy with deaf and/or hard-of-hearing clients. Questions explored the lived experiences and perceptions of both preservice and mental health professionals regarding their play therapy training experiences related to people who are deaf as well as what they perceived to be the effectiveness of their training. Several salient themes emerged to include access to play therapy training and supervision, the value of kinesthetic practice, the importance of process-oriented supervision, depth provided by intensive workshops, and participants' difficulties adapting play therapy for deaf and hard-of-hearing clients.