Supervision can be playful, too: Play therapy techniques that enhance supervision.

Mullen, Jodi Ann; Luke, Melissa; Drewes, Athena A.

doi:10.1037/1555-6824.16.1.69

Cited by 30 publications

(45 citation statements)

References 42 publications

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“…This is consistent with previous literature related to play therapy supervision (Mullen et al, 2007;Ray, 2011;Smith-Adcock et al, 2012). In the current study, students reported critical incidents in a play therapy practicum, which in their view, helped to define their development as a counselor.…”

Section: Discussionsupporting

confidence: 93%

Critical incidents in learning child-centered play therapy: Implications for teaching and supervision.

Smith–Adcock¹,

Shin²,

Pereira³

2015

International Journal of Play Therapy

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The purpose of this qualitative study is to describe critical incidents in child-centered play therapy (CCPT) preparation. Students learning to use play in counseling often experience unexpected events, or critical incidents. The way they manage these critical incidents can bring new perspectives on attitudes toward children, their knowledge and skills using play in counseling, and on emerging professional identities as play therapists. The findings of this qualitative study describe how student counselors perceive critical incidents and reflect on them in learning play therapy. The implications for using critical incidents methods in teaching play therapy and clinical supervision are discussed.

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Section: Discussionsupporting

confidence: 93%

Critical incidents in learning child-centered play therapy: Implications for teaching and supervision.

Smith–Adcock¹,

Shin²,

Pereira³

2015

International Journal of Play Therapy

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“…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). Although the literature does not suggest an ideal theoretical lens or creative approach, Perryman et al (2016) indicated that the selection of a theoretical lens should be based on several factors, such as one's training, supervisee or supervisor development level, context, population, and supervisory relationship.…”

Section: Sand Tray: a Creative Approachmentioning

confidence: 99%

“…Despite the gap in the literature, creative arts, particularly ST, have been identified as a useful tool or intervention for professional counselors, counselor educators, and supervisors (Gladding, 2010;Mullen, Luke, & Drewes, 2007;Paone et al, 2015;Perryman, Moss, & Anderson, 2016). Fur-ther, ST has been identified as an underutilized framework for developing student or supervisees' multicultural competence (Paone et al, 2015), especially when working with marginalized populations.…”

Section: Introductionmentioning

confidence: 99%

LGBTQ* Responsive Sand Tray: Creative Arts and Counseling

Luke¹,

Peters²

2019

JCSSW

Self Cite

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This article builds upon a heuristic framework for sand tray in supervision, multicultural focus areas, and the supervisory roles of teacher, consultant, and counselor to propose a framework for LGBTQ* responsive sand tray. This proposed framework provides supervisors with a creative arts-based structure to assist both counselors-in-training and practitioner supervisees in working with LGBTQ* persons, in a way that is culturally responsive and affirmative of their LGBTQ* identity. This article provides a group supervision case example and discussion to highlight the enactment and process of utilizing the proposed creative-arts framework.

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“…The field of social work typically relies on the field practicum model to teach generalist social work practice skills at the bachelor's and master's level, with skill review taking place during a weekly seminar class and feedback provided at the end of the semester through a supervisory evaluation. Historically, teaching play therapy skills, the advanced practice skills taught in this case study course, has included a strong focus on the experiential process, although little research has been conducted on what quantifies effective play therapy instruction, and none of these articles specifically focuses on the setting of the instruction (Lindo et al, 2016, Mullen, Luke, & Drewes, 2007. A limited number of graduate training programs concentrate exclusively on play therapy, but prior research has shown that general hands-on play therapy experience in the classroom can improve students' attitudes, skills, and knowledge about play therapy (Kao & Landreth, 2007;Periera & Smith-Adcock, 2015).…”

Section: Experiential Learning To Teach Generalist Practice and Advanmentioning

confidence: 99%

Understanding the Role of the Brick-and-Mortar Classroom in Course Design and Implementation of the “Flipped” Classroom: An Exploratory Case Study

Carpenter

Redcay

2019

JoTLT

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This article presents the results of a 2-year exploratory case study on the impact of the "flipped" classroom design on generalist and advanced-practice social work skills in a large urban graduate university setting and looks at the role physical space plays in student perceptions of learning outcomes. Quantitative data were obtained with the Practice Skills Inventory (PSI) and the Play Therapy Attitudes, Knowledge and Skills Survey (PTAKSS). Participants provided qualitative data in the form of weekly reflection journals and evaluations of class activities. A mixed-methods analysis revealed statistically significant improvement in overall general practice skills and in specific play therapy clinical skills. Student-generated feedback on the physical learning environment as well as instructor workload and preparatory requirements are discussed. 43 study shows promising outcomes for the use of the flipped model as a way of delivering practice content to students and explores the role and specific impact that weekly sessions in the physical learning environment have on student outcomes. Literature ReviewThe Flipped ClassroomResearch related to the impact the flipped classroom can have on student learning outcomes and student perceptions of learning is rapidly accumulating, but analysis of the physical space and of the active time spent learning in the classroom remains a significant gap. There is extremely limited research on the role that physical space plays in the learning experience and concrete skill development of students in higher education overall (Nordquist & Laing, 2014) and it is almost impossible to find studies that look at how combining physical and virtual spaces can enhance learning. As students move toward more virtually based classroom learning, questions arise about the role of brick-and-mortar learning spaces. This exploratory case study sought to reveal the skill development and experiences of students who moved from lecture-based learning in the classroom to virtual learning online while classroom time became dedicated to building action-based, experiential skills. Would active-learning strategies in a flipped classroom setting strengthen clinical skills if the theoretical learning was learned in an asynchronous virtual space? This study addressed the role that active learning in real time can play in students' clinical skill development and the impact that the way physical space is used, particularly in this type of learning, can have on the students' experience.The genesis of this study was student feedback, as the first iteration of this course was taught in a traditional lecture format, with students sitting behind long tables, shaped in a U in front of a whiteboard. Informal evaluations distributed by the instructor and formal institutional course evaluations reflected themes of boredom with the lecture-based format and a lack of confidence in using skills in practice that students had only seen in a video or read about, as well as the universal request to build in time to learn the ski...

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Supervision can be playful, too: Play therapy techniques that enhance supervision.

Cited by 30 publications

References 42 publications

Critical incidents in learning child-centered play therapy: Implications for teaching and supervision.

Critical incidents in learning child-centered play therapy: Implications for teaching and supervision.

LGBTQ* Responsive Sand Tray: Creative Arts and Counseling

Understanding the Role of the Brick-and-Mortar Classroom in Course Design and Implementation of the “Flipped” Classroom: An Exploratory Case Study

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