Abstract
The authors of this chapter identify ways to optimize supervision for play therapists working with clients facing substance abuse issues. Using case studies, two expressive arts activities used in play therapy supervision are showcased along with two well-known supervision models: Bernard's (1979) Discrimination Model and the Integrated Developmental Model (Stoltenberg & McNeill, 2010). The authors highlight practical applications, as well as potential challenges, when using expressive arts in play therapy supervision for substance abuse-related issues.
TopBackground
According to the Association for Play Therapy’s (APT, 2019) annual growth report, the rate of play therapy is not slowing down by any means. In the past year the number of Registered Play Therapists has increased by 24% and Registered Play Therapist-Supervisors increased by 23% (APT, 2019). If these trends continue, the need for supervision is paramount to ensure the well-being of children and adults served in this modality. To give scope to the importance of the use of play therapy in supervision, the authors of this chapter will begin with a general background of play therapy, the need for and characteristics of play therapy supervision, and the use of play therapy as a mode of delivery for expressive arts in play therapy supervision.
Key Terms in this Chapter
Substance Abuse Disorders: Compulsive and progressive pattern of behavior(s) related to the use and acquisition of substances, both illegal and legal, that result in significant consequences at the interpersonal and intrapersonal level.
Expressive Arts: Therapeutic interventions used for counseling and supervisory purposes with the intent of enhancing understanding of self, others, and the world through non-verbal means.
Paraprofessionals: Substance abuse counselors working within the addictions field with or without successful completion of graduate coursework.
Supervisee: A mental health practitioner or preservice mental health provider who seeks guidance and support from a more senior mental health professional to enhance their professional growth and development, as well as to ensure quality care to their clients.
Co-Occurring Disorders: Diagnoses that occur in conjunction with a substance use disorder diagnosis. Examples of typical co-occurring disorders include major depressive disorder, post-traumatic stress disorder, and borderline personality disorder.
Supervision Models: Various process, developmental, and theoretical-based approaches for supervisor use to address the ever-changing needs of supervisees throughout the latter’s pre-service training and as practicing mental health professionals.
Supervisor: A mental health practitioner with experience in the field who offers guidance and support to a colleague who is less experienced in the profession in efforts to ensure quality care to clients and to further develop the latter’s professional growth and development.