Affiliation:
1. Rider University, USA
2. Independent Researcher, USA
3. Jewish Family Service, USA
Abstract
Experiential and contextualized learning experiences are essential for facilitating play therapy supervisees' skills development, understanding of play therapy, and self-insight necessary for growth. University-based training clinics have the capacities to provide such experiential learning opportunities; this setting, which often serves diverse community client populations, offers live supervision opportunities. To date, there is limited information available describing the process and procedure for providing live supervision in university-based play therapy training clinics. Therefore, the authors will discuss the functions of live supervision, the process and formats of live supervision, developmental stages of play therapy supervisees in live supervision, theoretical orientation and its impact on the play therapy live supervision process, additional considerations, and advantages and disadvantages of providing live supervision in this chapter all within the context of university-based training programs.
Reference81 articles.
1. Aguilera, M. E. (2010). An exploratory study of the developmental experience of novice play therapists. Dissertation Abstracts International; Section A, 70, 3352.
2. FAMILY THERAPY TRAINEES' EVALUATIONS OF THEIR BEST AND WORST SUPERVISION EXPERIENCES