Gestalt Play Therapy Supervision

Introduction

Supervision is “an essential, ongoing part of becoming a helper” (Young & Hutchinson, 2013). Supervision is the cornerstone of many training programs in most healthcare and human service fields, including the work toward obtaining the registered play therapy credential. Clinical supervision is also a requirement in the human services field of Counseling, Psychology, and Social Work, which houses the majority of those credentialed as a Registered Play Therapist (RPT). A requirement to RPT credentialing is that the applicant hold a professional license in one of four fields of study, among other requirements (see Appendix A). According to the Association for Play Therapy, “a current, active, and unconditional individual state license to independently provide clinical mental health services in one of the following general practice disciplines: counseling, marriage and family therapy, psychiatry, psychology, or social work” is required to apply for the Play Therapy credential (Association for Play Therapy, n.d.). Although RPT supervision occurs post professional licensure, the supervision process is still integral in clinician development and as such must be addressed as a strategic process in professional development. It is important to note that according to a study by Snowdon, Leggat, and Taylor (2017), clinical supervision had no impact on patient experience; however, clinical supervision enhanced patient health outcomes through improved compliance and process. Novack (2010) acknowledged that supervision effectiveness is based on work from a consistent and meaningful framework guiding the approach to clinical supervision. It was also noted that while some supervisors may choose to utilize the theoretical orientation of their clinical practice to engage in supervision, it is not necessary to use the same but it is necessary to utilize one of the many theories in the supervision process (Novack, 2010).

Supervision in the general form is a process where a senior professional in a field of study monitors the work of a person entering the field for a prescribed amount of time or experience. The overarching role of the senior professional is to function as a gatekeeper to the profession. However, during the supervision process, the role of the senior professional can easily transition from mentor, consultant, teacher, and counselor as needed (Bernard, 1979). Functioning in the roles of supervision are shaped under the basis of a chosen theoretical orientation. A theoretical orientation such as Gestalt theory, provides a way to understand the needs and issues involved in the human process (Patton & McMahon, 2006). Theory also provides a frame for applying concepts to the human process to impact positive change.

Gestalt theory founded by Frederick “Fritz” Perls is an experiential humanistic approach concerned with an individual's self-awareness of the relationship between self, experience, and society (Haley, 2011; Levin, 1951). Novack, Park, Friedman (2013), later extended the approach to include phenomenology and incorporated the value of the client’s experiences, personal values, and cultural perspectives. A main goal of Gestalt Therapy is self-compassion through development (Crozier, 2014) of awareness and acceptance of the total self. To attain self (awareness) compassion, Crozier (2014) suggested 7 key elements that must be present in the therapeutic process: unconditional positive regard (kindness), relational and field theories (common humanity), awareness (mindfulness), creative adjustments, paradoxical theory of change, self-support, safety.